Current Situation and Improvement Strategies of Digital Literacy of Business English Teachers in Local Universities

A Case of Guangzhou Institute of Science and Technology

Abstract

In the era of rapid information technology and enhanced network infrastructure, the higher education landscape witnesses a revolutionary shift, emphasizing the cultivation of students' digital literacy. This exigency not only reflects the impetus of educational reform but also poses a challenge to educators' digital capabilities. Concurrently, the new era mandates elevated standards for teachers' digital literacy.This study, taking the business English teachers in Guangzhou Institute of Science Technology as a case, probes into their digital literacy. Digital literacy is herein categorized into five pivotal dimensions. Via questionnaire surveys, it dissects the extant situation and issues of teachers' digital literacy and, grounded on the survey outcomes, undertakes a meticulous analysis from the aspects of digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development. Eventually, a suite of proposals and strategies is proffered to enhance teachers' digital literacy. The study aims to offer profound insights and fundamental comprehension for elevating teachers' digital proficiency and furnish practical referential and inspirational cues for colleges and universities in advancing digital education reform.