Digital Competency Development Model for College Teachers in Inner Mongolia, China

Background and Aims: The purposes of this research were to 1) study the current problems on digital competency of college teachers in Inner Mongolia, China, 2) design a digital competency development model for college teachers in Inner Mongolia, China, and 3) evaluate the digital competency development model. Methodology: The study used an expert survey and a two-round Delphi process to design a digital competency development model for college teachers in Inner Mongolia, which was recognized by experts. Results: This model had a rectangular structure, dividing the five dimensions of “Digital Awareness,” “Knowledge and Skills of Digital Technology,” “Digital Application,” “Digital Social Responsibility,” and “Professional Development” into three continuous digital competency levels: “Knowledge Acquisition,” “Knowledge Application” and “Knowledge creation.” Conclusion: This model can help teachers and colleges evaluate teachers’ digital competency levels, promote teaching reflection and innovation, and take targeted measures to improve digital competency.