Enlightenment for Developing Chinese Teachers’ Digital Literacy: Comparing and Analyzing International Frameworks and Chinese Framework

Zou Deping, Hafriza Binti Burhanudeen

Abstract


A number of frameworks, including international frameworks and national frameworks, have emerged to highlight the profound significance of digital literacy for educators in educational institutions as the world grows more digital. These frameworks ignite a revolution in tech-powered learning, giving educators the tools to craft dynamic and engaging lesson plans. Given the globalization of the educational system, it is imperative to compare and analyze these frameworks. Learning from international experiences holds significant value in developing the digital literacy of Chinese teachers. However, limited research exists comparing the Chinese framework with other international frameworks due to its recent introduction. The Digital Literacy of Teacher framework's recent emergence necessitates comparative research with established international frameworks. Therefore, conducting a comparative analysis using library research will provide valuable insights and meaningful contributions for how to optimize and refine the existing teacher training programs. The optimized and refined teacher training programs not only can facilitate the continuous professional development of Chinese teachers but also ensure they are well-prepared for digital education and equipped to become digital citizens in the era of globalization.

Keywords


Chinese framework; Chinese teachers; digital literacy; international framewor

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References


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