Guidelines for Development of 21st Century Digital Skills for University Teachers in Guangxi, China
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Abstract
This study aimed to develop guidelines for the development of 21st-century digital skills for university teachers in Guangxi, China, providing specific and practical references for improving their digital skills and promoting their teaching practices to adapt to the requirements of the digital age. The study was divided into three stages: First, investigate the current situation. The sample for this stage included 380 teachers from 22 universities in Guangxi. The research instrument was a Likert five-point scale questionnaire created by the researcher, with a reliability score of 0.925. The statistical methods used for data analysis included frequency, percentage, mean, and standard deviation. Secondly, develop development guidelines, select 10 teachers who won awards in the Guangxi Higher Education Teaching Informatization Competition, and select 7 experts for semi-structured interviews and data analysis. Finally, evaluate the guidelines and the handbook by 30 qualified experts in the fields of big data and artificial intelligence (AI). The 5-level rating scale was also used to collect data, and the mean and standard deviation were statistically analyzed. It was found that: (1) The current status of 21st-century digital skills for university teachers in Guangxi was at a high level overall and in each aspect. (2) The guidelines for development of 21st-century digital skills for university teachers in Guangxi required development in six areas: teaching ability, learner ability, innovative thinking and problem-solving, professional development ability, digital technology ability, and digital safety. (3) The evaluation results indicated that the guidelines and the handbook for developing 21st-century digital skills for university teachers in Guangxi had reached the highest level in terms of feasibility and utility.
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