Fig 1.
Theoretical model of digital competency framework for Chinese TVET teachers.
Fig 2.
Sample acquisition process.
Fig 3.
Sample data of provinces.
Fig 4.
Chinese TVET majors included in the sample.
Table 1.
The basic information table of the subject teacher.
Table 2.
Competency domains and descriptions for vocational college teachers.
Table 3.
The questionnaire employs a Likert six-point scale, where the average score across all elements represents the digital competence level of the surveyed teachers.
Table 4.
Internal consistency reliability test (N = 2514).
Table 5.
Summary of KMO and bartlett’s sphericity analysis results.
Table 6.
Confirmatory factor analysis valuescommon indicators.
Table 7.
Basic overview of TVET teachers’ digital competence.
Fig 5.
Scores of various indicators of digital competence for TVET teachers.
Fig 6.
Scores of digital competence for TVET teachers in the Eastern and Western regions.
Table 8.
Results of correlation analysis between internal and external factors and TVET teachers’ digital competence.
Table 9.
Differential analysis of teachers’ educational background and digital competence levels.
Table 10.
Differential analysis of digital competence total scores based on the type of employing institution for teachers.
Table 11.
Differential analysis of dual-qualified teachers and digital competence total scores.
Table 12.
Differential analysis of teacher’s years of work experience and digital competence total scores.
Table 13.
Differential analysis of teacher’s professional title type and digital competence total scores.
Fig 7.
Comparative chart of digital competence improvement among TVET teachers participating in different types of digital training.
Table 14.
Differential analysis of external factors and digital competence total scores of teachers.