Abstract:

The development of the digital economy and the continuous advancement of educational digitalization are reshaping the knowledge structures and teaching paradigms of university foreign language teachers. The integration of emerging technologies such as big data and artificial intelligence is driving a shift in the role of university foreign language teachers—from traditional transmitters of knowledge to digital instructional designers, data analysts, and technology users. This transformation places higher demands on their technological literacy, capacity for pedagogical innovation, and interdisciplinary integration skills. At present, university foreign language teachers in China exhibit notable shortcomings in areas such as technology integration, digital instructional design, and multimodal expression, making it difficult for them to meet the high-quality development requirements of foreign language education in the digital era. Drawing on the TPACK framework and adopting a perspective that integrates technological knowledge, pedagogical knowledge, and content knowledge, this study proposes measures such as improving the development mechanisms for foreign language teachers’ digital literacy, optimizing systems for technology integration, promoting the digital reconstruction of teaching content, and advancing collaborative innovation within the educational ecosystem, so as to comprehensively enhance the teaching literacy of university foreign language teachers.

Key words: university teachers, foreign language teaching, digital literacy, TPACK framework