DIGITAL LITERACY ENHANCEMENT STRATEGIES FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Abstract

Against the backdrop of the global digital transformation of education, where technologies such as artificial intelligence, big data, and cloud computing are reshaping teaching models and educational ecosystems, teachers' digital literacy has evolved into a core indicator that directly reflects educational quality and equity. As the primary implementers of basic education, primary and secondary school teachers serve as the critical link between digital technologies and classroom practice; their proficiency in digital literacy not only determines the depth of integration between digital tools and teaching activities but also influences the effectiveness of educational digitalization in fostering students' innovative thinking and lifelong learning abilities.This paper systematically explores the connotation and constituent dimensions of primary and secondary school teachers' digital literacy, analyzes the current status and prominent problems of teachers' digital literacy in China (such as unbalanced development, insufficient application capacity, and imperfect support systems), and constructs a multi-dimensional enhancement strategy system from the perspectives of training optimization, resource support, evaluation incentives, and collaborative governance. The research aims to provide actionable practical paths for enhancing primary and secondary school teachers' digital literacy, thereby accelerating the high-quality development of basic education digitalization. Additionally, it seeks to offer valuable references for educational digital transformation in similar contexts globally, contributing to the advancement of equitable and quality education in the digital era.