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2025-10-27
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Copyright (c) 2025 Lu Yingdi, Mohd Nihra Haruzuan Mohamad Said

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How to Cite
A study on AI literacy of teachers in Chinese higher vocational colleges based on the AI-TPACK model
Lu Yingdi
Wenzhou Medical University, Wenzhou, 325000, China
Mohd Nihra Haruzuan Mohamad Said
Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia, Skudai, 81310, Malaysia
DOI: https://doi.org/10.59429/esp.v10i10.3886
Keywords: AI-TPACK model; vocational college teachers; AI literacy; influencing factors; improvement strategies
Abstract
Based on the AI-TPACK (Artificial Intelligence-Technological Pedagogical Content Knowledge) model, this study explores the current status of Artificial Intelligence(AI) literacy among teachers in Chinese higher vocational colleges and its influencing factors. Through a questionnaire survey of 1,138 teachers from 16 higher vocational colleges in Zhejiang, Shandong, Jiangsu, and other provinces, the study found that the overall AI literacy of higher vocational teachers was relatively good, with the highest scores in the attitude and values dimension, but relatively weak performance in the knowledge and skills dimension. Gender, professional title, and region significantly influence teachers' AI literacy. Male teachers, senior-level teachers, and teachers from eastern regions generally exhibit higher AI literacy, while intermediate-level teachers and teachers from central regions show relatively weaker performance. The study also proposes targeted recommendations to enhance AI literacy among teachers at Chinese vocational colleges, including strengthening AI technology training for teachers, optimizing career development incentive measures, and promoting the equitable distribution of educational resources.
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