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

Xiao Wang; Sombat  Teekasap; Nainapas  Injoungjirakit; Prapai  Sridama

doi:10.60027/iarj.2025.285480

Authors

Xiao Wang Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0009-0002-5757-004X
Sombat Teekasap Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0002-2101-5637
Nainapas Injoungjirakit Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0009-0001-5342-7724
Prapai Sridama Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0002-1453-9221

DOI:

https://doi.org/10.60027/iarj.2025.285480

Keywords:

Modular Project-Oriented Course; Drones Technology Application; Practical Skills Level; Vocational College

Abstract

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.

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