TEACHERS’ DIGITAL COMPETENCE FOR HIGHER VOCATIONAL COLLEGES IN CHINA

Abstract

The digital transformation of education represents a fundamental paradigm shift in contemporary pedagogy. In China, enhancing teachers’ digital competence has become a cornerstone of educational modernisation, particularly in higher vocational colleges that act as engines for innovation and workforce development. This paper synthesises theoretical perspectives, policy frameworks, and developmental pathways concerning teachers’ digital competence within China’s vocational education context. Drawing on national policy analysis, international models such as DigCompEdu and UNESCO’s ICT-CFT, and recent empirical studies, it explores how digital competence is conceptualised, implemented, and institutionalised. The findings reveal key challenges, including unequal infrastructure, limited institutional support, and the absence of localised competence frameworks suited to vocational pedagogy. To address these issues, the paper proposes multi-level strategies emphasising coherent policy coordination, institutional capacity building, and sustainable professional learning. By contextualising China’s vocational education reform within global discourses on digital empowerment and educational equity, this research contributes to advancing theoretical understanding and practical innovation in digitalised teaching and learning