TITLE:
An Empirical Study and Analysis on the Implementation of the “MSF” Teaching Mode in the Context of Improving Teachers’ Digital Literacy
AUTHORS:
Yuli Zhang
KEYWORDS:
Teacher Digital Literacy, Flemish Analysis, MOOC, Classroom Interaction
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.13 No.9,
September
25,
2025
ABSTRACT: In China, the digital transformation has created new demands for talent development. Enhancing teachers’ digital literacy and technical skills has become an urgent priority, serving as a critical task for achieving educational modernization and building a world-class education powerhouse. The Outline of the Plan for Building a Strong Education Nation (2024-2035) explicitly states that improving teachers’ information technology application capabilities should be prioritized, with regular assessments of digital literacy to enable dynamic monitoring of educators’ technological proficiency. This study developed a new teaching model for the course “Computer and Computational Thinking” and analyzed the teaching model using the Flanders classroom teaching interaction analysis method. The results showed that the MOOC + SPOCs + flipped classroom teaching model effectively improved students’ active participation in class, which further improved teachers’ practical application ability in digital literacy. This demonstrates that digital literacy among teachers has garnered widespread attention across all levels of national governance. Currently, defining the essence of teacher digital literacy with clarity, conducting in-depth investigations into its current status, accurately identifying challenges in the improvement process, and actively exploring effective enhancement strategies have become crucial tasks in the education sector.