The Development of Guidelines for Teachers’ Digital Leadership of Guangxi Talent International College

Abstract

The objectives of this research were: 1) to study the current situation of teachers’ digital leadership, and 2) to propose development guidelines for teachers’ digital leadership in Guangxi Talent International College. The sample group consisted of 169 teachers from Guangxi Talent International College. The study adopted a mixed-methods research design. The research instruments included a questionnaire and structured interviews. The interview data were collected from five experts at Guangxi Talent International College. Data were analyzed using percentages, means, standard deviations, and content analysis.

The results were as follows: 1) The current situation of teachers’ digital leadership was at a high level across all five dimensions. Among these dimensions, the highest mean was digital citizenship, followed by digital communication and digital ethics, respectively. Digital resource management was the lowest mean. 2) The guidelines for developing teachers’ digital leadership at Guangxi Talent International College included multiple approaches as follows: (1) integrate digital empowerment into teacher professional development programs, including induction and in-service training; (2) embed digital citizenship into curriculum design, with clear learning objectives and assessment criteria; (3) regularly organize related activities each semester, such as “Digital Salons” and “Cross-cultural Digital Communication Workshops”; (4) deepen digital integration through strengthened technical support, innovation incentives, case library development, and tiered training; (5) establish a multi-tiered resource screening mechanism and a hierarchical, classified training system, while building a centralized digital resource platform; and (6) formulate Standards of Digital Conduct for Teachers and provide systematic digital ethics training.