TITLE:
A Literature Review of Teachers’ Digital Competence from the Perspective of Artificial Intelligence
AUTHORS:
Shengna Zheng
KEYWORDS:
Artificial Intelligence, Teachers, Digital Competence
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.8,
August
20,
2026
ABSTRACT: Against the backdrop of deep integration between artificial intelligence and educational digitalization, teachers’ traditional ability to apply information technology fails to meet the demands of intelligent teaching, and teachers’ digital competence has become a vital topic in educational transformation. Based on the literature research method, this paper retrieves 277 papers published from 2019 to 2026 from CNKI, EBSCO and other databases using keywords such as “teachers’ digital competence”, “digital competence”, “competence model” and “artificial intelligence” + “teachers’ digital competence”, including 25 Peking University Core articles and 15 CSSCI papers. The review explores four aspects of teachers’ digital competence in the artificial intelligence context: conceptual evolution, constituent dimensions, assessment methods and promotion paths. Through comparative analysis of domestic and international theoretical frameworks of teachers’ information capability, digital competence and intelligent teaching capability, three developmental phases are summarized: basic ICT literacy, general digital competence, and competence for artificial intelligence literacy education. A diversified assessment system combining self-report scales, performance assessment and mixed evaluation has been established, alongside ecological and sustainable teacher cultivation pathways. However, current research has obvious deficiencies: shortage of localized models, incomplete dynamic assessment systems, impractical implementation paths and delayed research on emerging technologies. Therefore, future research is expected to build localized and differentiated teacher competence frameworks, improve intelligent dynamic evaluation systems, optimize teacher training mechanisms and advance interdisciplinary frontier research, so as to offer theoretical support for the advancement of teachers’ digital capabilities and high-quality development of educational digitalization in the intelligent era.