International Journal of Research Studies in Educational Technology
CollabWritive Special Issue
Volume 8, Issue Number 1
Available Online: 5 July 2024
Author/s:
Zheng, Xiaorui
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
In the digital era, global emphasis on digital competence is increasingly evident, with various organizations and countries recognizing its importance as a crucial skill. In Chinese universities, integrating teachers’ digital competence with innovative teaching methods is crucial for promoting student engagement and optimizing learning outcomes. This study explored these dynamics, involving 325 participants from four Chinese universities. Also, descriptive research was utilized to determine the relationship among these aforementioned variables. The findings indicated that majority of respondents were females aged 26 to 35 years old, with 11 years and above teaching experience and bachelor’s degree holders. Overall, university teachers demonstrate good performance in digital competence, showing positive attitudes and high levels of competence in areas such as computer information, communication and collaboration, digital content creation, security, and troubleshooting. However, there is still significant room for improvement in digital content creation. Regarding innovative teaching strategies, university teachers show positive attitudes and high levels of competence in critical thinking, creativity, social skills, and ICT skills. Nonetheless, there are opportunities for enhancing students’ sense of accountability towards their own learning and utilizing ICT as an effective means of engaging students. Student course engagement indicates their ability to actively participate in learning. However, students may lack the ability to relate course content to their daily lives and apply it practically, which may reflect limitations in traditional teaching methods in sparking students’ interest and emotional investment. Additionally, there exists significant difference of responses on teacher’s digital competence, innovative teaching strategies and student course engagement when grouped according to profile variables except sex. This implies that the factors other than sex significantly influence teacher’s digital competence, use of innovative teaching strategies, and ultimately, student course engagement. Also, there is a highly significant relationship among the three variables. This indicates that teachers who are both digitally competent and utilize innovative teaching strategies can create a strong learning environment that fosters high student course engagement. This ultimately leads to better student outcomes and potentially improved academic achievement. Hence, a professional development program was proposed for Chinese university faculty members. Further exploration is needed on how to integrate teachers’ digital competence with innovative teaching strategies to enhance student course engagement and optimize learning outcomes and improve the caliber and efficiency of higher education in China.
Keywords: teachers’ digital competence, innovative teaching strategies, student course engagement
DOI: https://doi.org/10.5861/ijrset.2024.8004
Cite this article:
Zheng, X. (2024). Teachers’ digital competence, innovative teaching strategies, and student course engagement in Chinese universities. International Journal of Research Studies in Educational Technology, 8(1), 39-53. https://doi.org/10.5861/ijrset.2024.8004