Digital training needs, cognitive learning ability, and teaching ability of rural teachers: the mediating role of digital literacy and the moderating role of learning engagement.

Background: In the context of educational digital transformation, the impact mechanism of digital training needs on teachers' cognitive learning ability and teaching ability remains unclear. Objective: This study aims to examine how digital training needs are related to teachers' cognitive learning ability and teaching ability, and to explore the mediating role of digital literacy and the moderating role of learning engagement. Methods: Scales for digital training needs, learning engagement, digital literacy, cognitive learning ability, and teaching ability were used. A total of 844 valid samples were collected from rural teachers in North China. SPSS, AMOS 26.0, and the PROCESS macro were employed for common method bias testing, multicollinearity testing, correlation analysis, and moderated mediation analysis. Results: Digital training needs were positively associated with cognitive learning ability and teaching ability, with moderate direct effects (β = 0.396 and β = 0.180, respectively). Digital literacy showed significant positive mediating effects in both pathways (β = 0.490 for cognitive learning ability; β = 0.722 for teaching ability). Learning engagement negatively moderated the association between digital training needs and digital literacy (β = -0.098), indicating that the positive effect weakened as learning engagement increased. Conclusion: The findings suggest that teacher training programs should be aligned with teachers' actual digital training needs and prioritize the development of digital literacy as a key pathway to improving both learning and teaching outcomes. In addition, differentiated support may be needed for teachers with different levels of learning engagement.