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Wang, Z., & Chu, Z. (2023). Examination of Higher Education Teachers’ Self-Perception of Digital Competence, Self-Efficacy, and Facilitating Conditions: An Empirical Study in the Context of China. Sustainability, 15, Article 10945.
https://doi.org/10.3390/su151410945

has been cited by the following article:

• TITLE: Research on Teachers’ Digital Competence in STEM of Higher Education in the Context of Digital Transformation

  AUTHORS: Weihua Wang

  KEYWORDS: Digital Transformation of Education, Digital Competence, STEM Education, Optimization Strategy

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.1, January 24, 2024

  ABSTRACT: In the key points of the work of the Ministry of Education in 2022, it is proposed to implement the strategic action of education digitalization and promote the transformation of education digitalization. China is facing a critical period of digital transformation of education, which is an important node of education reform, and teachers’ digital competence is an important factor in promoting digital transformation. STEM education aims to develop learners to comprehensively use the knowledge, skills, and methods of various disciplines to solve the integrated problems constantly raised by social life and to continuously improve their core competencies in the process of solving problems. By analyzing the European Framework for the Digital Competence of Educators (DigCompEdu), comparing it with China’s “Teachers’ Digital Literacy” framework and combining with the development characteristics of STEM education, this paper explores the digital competence framework of teachers in STEM education and provides optimization strategies for improving teachers’ digital competence under the background of digital transformation of education.