Management Strategies to Develop the Teaching Competence of Vocational Nursing Teachers in the Digital Transformation at Guizhou Vocational College of Industry and Commerce
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Abstract
Abstract
This study 1) To study conceptual frameworks of Teaching Competence and Digital Transformation 2) To analyze strengths, weaknesses, opportunities, and threats of Teaching Competence Based on the Concept of Digital Transformation 3) To develop Teaching Competence Strategy Based on the Concept of Digital Transformation at Guizhou Vocational College of Industry and Commerce. This study employs a multiphase mixed methods design research. The sample comprised 250 full-time teachers selected via stratified random sampling from a population of 660. The instruments included a questionnaire, evaluation forms, and focus group discussion. Data were analyzed using frequency, percentage, mean, standard deviation, PNImodified, and content analysis.
The results revealed that 1) "Professional Development and Instructional Innovation Competence" was the greatest weakness (PNImodified=0.415), and "Digital Culture and Professional Learning Community" was the primary weakness among digital transformation components (PNImodified=0.347); 2) this study developed a three-strategy model comprising 11 substrategies: Strengthen Professional Development and Instructional Innovation Competence; Strengthen Instructional Regulation and Learning Support Competence; and Strengthen Digital Instructional Design and Implementation Competence. Expert evaluations confirmed high suitability and feasibility of all strategies (mean scores 4.40-4.70). The research results can provide practical references for higher vocational institutions to systematically enhance teachers' digital teaching competence in the context of digital transformation.
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