Research on the Current Status and Improvement Strategies of Digital Literacy Among Rural Kindergarten Teachers

Abstract

With the rapid development of information technology, the field of education is undergoing profound digital transformation. In this context, the state has successively promulgated policy documents such as the “Plan for Strengthening Teachers in Basic Education in the New Era,” designating teachers’ digital literacy as a key area for development. This study investigated the current status of digital literacy among rural kindergarten teachers across five dimensions: digital awareness, digital knowledge, digital skills, digital application, and digital responsibility. The research findings indicate that the overall digital literacy of rural kindergarten teachers is at a medium-to-low level, with uneven development across dimensions. Specifically, the digital responsibility dimension scored the highest, while the digital skills dimension scored the lowest. To enhance the digital literacy of rural kindergarten teachers, it is imperative to transform their perceptions of digital teaching, strengthen their acquisition of digital knowledge and skills, improve digital hardware and software infrastructure, establish a sound evaluation mechanism for rural teachers’ digital literacy, and increase investment in digital kindergartens to build open and shared kindergarten platforms.