ArticleFrontiers in psychology2026
The effect of school support on vocational college teachers' digital literacy: the moderating role of professional title and the mediating role of professional identity and psychological empowerment.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
In the context of vocational education's digital transformation, enhancing teachers' digital literacy is critically important. However, existing research has focused primarily on external interventions such as infrastructure and training, often overlooking digital literacy as a "professional ability" requiring long-term cultivation that fundamentally depends on teachers' internal psychological motivation. Specifically, how school support translates into improved digital literacy through teachers' psychological states remains underexplored, particularly among vocational college teachers. To address this gap, this study proposed a serial mediation model linking school support, psychological empowerment, professional identity, and digital literacy. Data from 493 vocational college teachers revealed that school support significantly and positively predicted digital literacy. Both psychological empowerment and professional identity partially mediated this relationship, with a significant serial mediation effect also present. While professional title did not moderate the overall mediation mechanism, distinct differences emerged in the mediation pathways across title groups. These findings offer empirical support for developing stratified digital literacy training systems for vocational college teachers, with important implications for fostering high-quality, intrinsic development in vocational education during digital transformation.
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