Digital instructional strategies and competencies among Chinese university teachers

This study uses descriptive research methods to explore the digital teaching strategies and competence of Chinese college teachers.The survey focused on three main variables: participants' profiles, teachers' digital teaching abilities, and competence.These variables are analyzed in specific theoretical frameworks and relevant literature.Taking Chinese university teachers as the main object of analysis.Overall, the perception of digital teaching among Chinese college teachers is positive.Similarly, teachers showed positive competency intent.The survey shows that age significantly affects respondents' views on digital teaching, especially their understanding and attitude towards digital teaching, as well as the current situation of digital teaching.Results of significant suggests that age-related differences in these regions are not due to chance.Age and the highest level of education are key determinants of educators' assessment of digital ability.Plays a crucial role in shaping educators' perceptions and evaluations of digital teaching strategies.There is a strong positive correlation between digital teaching strategy and digital ability.With the increase in the use of specific digital teaching strategies, the corresponding digital ability will also improve.It is suggested to enhance and improve teachers' digital teaching strategies and competence by establishing digital teacher teams and teaching resources.It is not only necessary to improve digital teaching technology, but also to have relevant training activities and correct evaluation methods.This approach helps teachers to have a clearer teaching strategy, thus creating a digital thinking and cultural environment.