Author(s)

Yiwen Cao, Lin Zhang, Jinghao Yang, Zihao Sun, Wenhao Wang, Jianjun Liu

Corresponding Author

Jianjun Liu

Abstract

In response to the challenges of evaluating the digital competence of university teachers in the context of educational digital transformation, this study aims to construct a value-added evaluation system and model and propose improvement strategies. Based on the “Teacher Digital Literacy” standards and combined with the characteristics of university teacher development, the evaluation indicator system is refined using the Delphi method to cover multiple dimensions such as digital technology application. The Analytic Hierarchy Process (AHP) is employed to determine indicator weights to ensure data scientificity. Using a hierarchical linear model, we incorporate university classification attributes and regional location into the analysis to construct a dynamic value-added evaluation model, examining the relationship between institutional resources and the development of teachers' digital competencies. While a hierarchical linear model did not reveal statistically significant impacts of individual attributes such as gender and academic title on digital competence value-added, a multiple linear regression model was employed to explore potential associations, showing observed positive relationships with factors like academic title and research output. Based on this, a systematic improvement strategy and educational digital empowerment measures are proposed, comprising “one ecosystem, two main threads, three engines, and four supports,” to assist universities in cultivating innovative talent for the digital age and provide theoretical and practical solutions for the digital transformation of higher education.

Keywords

Digital Competence, Delphi Method, Analytic Hierarchy Process, Hierarchical Linear Model, Multiple Linear Regression