TEACHERS’ DIGITAL COMPETENCE MODEL FOR HIGHER VOCATIONAL COLLEGES IN SHAANXI PROVINCE

บทคัดย่อ

This research article aims to: 1) assess the level of teachers’ digital competence in higher vocational colleges in Shaanxi Province; 2) validate the measurement structure of teachers’ digital competence through confirmatory factor analysis; and 3) conduct a convergent mixed-methods research study collecting data from teachers in higher vocational colleges and expert or administrator informants, and analyse the data using descriptive statistics, correlation analysis, and higher-order confirmatory factor analysis complemented by inductive thematic coding to synthesise a context-tailored teachers’ digital competence model for vocational institutions. The research results found that: 1) teachers’ digital competence in Shaanxi’s higher vocational colleges is generally at a comparatively high level across the competence domains, indicating a solid foundation for ongoing digital transformation and instructional improvement; 2) the confirmatory factor analysis supports a coherent higher-order, multidimensional structure, providing evidence that the proposed domains reliably represent an integrated construct of teachers’ digital competence; and 3) integrating quantitative patterns with qualitative insights yields an eight-domain teachers’ digital competence model for Shaanxi’s higher vocational context, comprising School Support, Professional Development, Teacher Motivation, Digital Ethics and Security, Communication and Collaboration, Information Literacy, Digital Pedagogical Integration, and Digital Assessment and Feedback, which offers an actionable framework for institutional evaluation, targeted professional development, and policy design.