Research on the Promotion Strategy of Teachers’ Digital Literacy in Higher Vocational Colleges Based on the Theory of Technology Embodiment

Abstract

This article, based on the theory of technological embodiment, explores effective strategies for enhancing digital literacy among teachers in vocational colleges. By clarifying relevant concepts of technological embodiment theory and the core connotations of teachers’ digital literacy, it elucidates their theoretical connections. Based on an investigation and analysis of the current state of digital literacy among vocational college teachers, the study reveals the main challenges faced in the improvement process. Additionally, it proposes targeted strategy designs and path optimization plans in conjunction with the theory of technological embodiment. The research suggests optimizing the mechanisms for enhancing digital literacy from multiple aspects, including environment creation, teaching practice, and reflection mechanisms. This is aimed at enabling teachers to actively adapt to technology-supported educational changes, thereby promoting the digital transformation of vocational education and providing practical and theoretical support for the integrated development of educational technology and higher vocational education.