Constructing a Digital Literacy Cultivation System for University Teachers and Students in the Intelligent Era

Abstract

The intelligent era, characterized by the rapid advancement of artificial intelligence and digital technologies, has fundamentally reshaped higher education, making digital literacy an indispensable competency for both university teachers and students. Despite growing recognition of its critical importance, a systematic and integrated cultivation framework that simultaneously addresses the dynamic needs of both groups remains significantly underdeveloped. This study aims to construct a comprehensive digital literacy cultivation system tailored for university teachers and students navigating the intelligent era. Drawing on established global frameworks, including DigCompEdu, HeDiCom, and China's Teacher Digital Literacy Standards, this research proposes a multidimensional system comprising four core components: cultivation content, implementation pathways, support mechanisms, and evaluation mechanisms. The proposed system strongly emphasizes the coupling relationship between teachers' digital teaching competencies and students' digital literacy development, advocating for a synergistic and collaborative cultivation model. Through an in-depth analysis of existing literature and secondary data from prominent international databases, such as ICILS 2023 and OECD reports, this study identifies current competency gaps and persistent institutional challenges. The findings suggest that effective cultivation requires coherent institutional strategies, contextualized professional development programs, and fully integrated curriculum design. Ultimately, this research contributes a robust theoretical framework and actionable practical guidelines for higher education institutions seeking to enhance their digital literacy ecosystemically, offering profound implications for future policy formulation and pedagogical innovation.