The integration of information technology (IT) into teaching has become a cornerstone of educational reform in China. National strategies such as the “Internet+ Education” initiative have emphasized the importance of equipping teachers with digital competencies to enhance teaching quality and reduce regional disparities. This paper examines the current state of teachers’ IT teaching abilities in China, highlighting the role of professional development, resource accessibility, and institutional support. Drawing from large-scale surveys and empirical studies, the paper identifies persistent challenges such as uneven access to professional development, digital divides between urban and rural schools, and cultural barriers to pedagogical innovation. Future directions include expanding disciplinary ICT integration, strengthening long-term professional development, addressing systemic inequalities, and aligning ICT pedagogy with China’s unique cultural and educational traditions. By synthesizing contemporary literature, this study underscores the need for context-sensitive and sustainable models of ICT integration that enhance both teaching practices and student learning outcomes.
Zhang et al. (Wed,) studied this question.
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