kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.20.4.04IGLFOWkvmolur-186Research ArticleСтатьиРазработка теоретической модели и практических механизмов формирования цифровой грамотности у будущих учителейThe Construction of a Theoretical Model and Practical Pathways for Cultivating Digital Literacy in Pre-Service Teachershttps://orcid.org/0000-0002-3733-2813ХуанЦиншуанHuangQingshuang

Далянь

Dalian

hqslnnu@163.comЛяонинский педагогический университетКитайLiaoning Normal UniversityChina2025160120262044355Copyright © Хуан Ц., 20262026Хуан Ц.Huang Q.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/186

Цифровизация образования стала основной тенденцией в глобальном реформировании образования. Развитие цифровой грамотности будущих учителей является ключевым вопросом профессионального развития педагогов, насущной потребностью для цифровой трансформации образования. В настоящем исследовании использован систематический обзор литературы для выявления практических проблем, возникающих при подготовке будущих учителей к цифровому образованию. В процессе интеграции двух теоретических моделей – TOE (Technology-Organization-Environment – Технология-Организация-Среда) и TAM (Technology Acceptance Model – Модель принятия технологии) – предлагается динамическая замкнутая модель формирования цифровой грамотности будущих учителей по принципу «внешняя поддержка – внутренняя трансформация – генерация компетенций». На примере проекта «Повышение цифровой грамотности будущих учителей», реализуемого в трёх северо-восточных провинциях Китая и одном муниципалитете, показан системный путь «разработка стандартов – создание интеллектуальной среды – перестройка учебной программы – практическое расширение возможностей», представляющий воспроизводимый опыт решения проблем формирования цифровой грамотности будущих учителей. Результаты исследования открывают новые перспективы для изучения цифровой грамотности педагогов и предлагают масштабируемую практическую модель цифровой трансформации педагогического образования. 

Educational digitalization has become a major global trend in educational transformation. Cultivating pre-service teachers’ digital literacy is not only a core issue in teacher professional development but also an urgent demand for advancing educational digitalization. This study employs a systematic literature review to clarify the practical challenges in developing pre-service teachers’ digital literacy. By integrating the TOE (Technology-Organization-Environment) framework and the TAM (Technology Acceptance Model), it proposes a dynamic closed-loop model of pre-service teachers’ digital literacy cultivation, structured as “external support – internal transformation – literacy generation”. Using the “Future Teacher Digital Literacy Enhancement Project in the Three Northeastern Provinces and One Region of China” as a case, the study demonstrates a systematic path, comprising “standard formulation – intelligent environment construction – curriculum reconstruction – practical empowerment”. That provides replicable strategies for addressing the challenges in cultivating pre-service teachers’ digital literacy. The findings offer both a novel theoretical perspective for research on teacher digital literacy and a scalable practical paradigm for the digital transformation of teacher education.

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The authors declare that there are no conflicts of interest present.