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

Name: Wang Xiao

keyword: Digital Competency

ThaSH: College Teachers -- Professional Development

; Development Model

ThaSH: Digital Competency

; College Teachers

; ICTCFT Framework

; Inner Mongolia

Abstract: Inner Mongolia is an underdevelopment area in north China, with relatively backward education level and uneven digital competency of college teachers. Assessing the digital competency of college teachers and the aspects of low ability will help teachers improve digital competency in a targeted manner. The objectives of this research are: 1) to study the current problems and resolution for improvement on digital competency of college teachers in Inner Mongolia, China 2) to design a digital competency development model for college teachers in Inner Mongolia, China. 3) toevaluate the digital competency development model.The research instruments include: 1) questionnaire, 2) structured interview, and 3) evaluation form, data analysis by using mean, median (Md), mode (Mo) and interquartile range (IQR). The results were found that: The current problems with digital competency of college teachers in Inner Mongolia mainly included: limited digital awareness, inadequate knowledge and skills in technology integration, and difficulties in designing and implementing effective digital teaching strategies. They struggle with personalizing instruction and conducting reliable academic evaluations, while issues with privacy protection remain. Additionally, their professional development is hindered by difficulties in resource updating and a lack of innovative thinking in teaching practices. A digital competency development model for college teachers in Inner Mongolia was constructed, referred to the ICT-CFT framework, refined through a TwoRound expert survey. The model comprises five dimensions, three levels, and 51 competency descriptions, outlining varying levels of digital competency. It identified "knowledge acquisition" as essential for all teachers, "knowledge application" as the general competency necessary for advancing digital education, and "knowledge creation" as a higher-level competency that distinguishes excellent teachers. Five experienced associate professors in education evaluated the digital competency model's effectiveness, rationality, and practicality, focusing on its design, hierarchical structure, and competency descriptions. All 51 descriptions received majority support, though some were deemed in need of improvement. Overall, experts recognized the model as aligned with current educational technology trends, meeting teachers' needs and providing valuable guidance to enhance professional development and student learning experiences. Keywords: Digital Competency, Development Model, College Teachers, ICTCFT Framework, Inner Mongolia

Bansomdejchaophaya rajabhat university. Office of Academic Resources and Information Technology

Address: Bansomdejchaophaya rajabhat university. Office of Academic Resources and Information Technology

Email: seubyos.si@bsru.ac.th

Name: Sombat Teekasap

Role: adviser

Name: Nainapas Injoungjirakit

Role: Co-advisor

Name: Prapai Sridama

Role: Co-advisor

Created: 2024

Issued: 2025

Modified: 2025-05-07

Issued: 2025-05-07

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: 371.334 W246D 2024

eng

DegreeName: Degree of Doctor of Philosophy

Level: Doctoral Degree

Descipline: Digital Technology Management for Education

Grantor: Bansomdejchaopraya Rajabhat University

©copyrights Bansomdejchaopraya Rajabhat University

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