ArticleFrontiers in psychology2026
Construction of digital competency model of moral education teachers in colleges and universities based on smart learning environment: an empirical study based on mixed method.
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
Introduction: This study developed a new digital competency model specifically for university moral education teachers working in smart learning environments. While most existing research focuses on general digital skills, this study addresses the unique challenge of how moral education teachers can effectively integrate technology while maintaining focus on values-based educational goals. Methods: Using a mixed-method approach, the researchers first conducted behavioral event interviews with 50 teachers and identified 37 competency indicators through grounded theory analysis. These indicators formed a five-dimension theoretical model: value-oriented digital literacy, technology integration capability, digital pedagogical competence, educational innovative thinking, and digital citizenship leadership. The model was then validated through 292 questionnaires. After statistical analysis, a formal 34-item scale was developed. Results: Confirmatory factor analysis showed good model fit indices, confirming the structural validity of the competency framework. A key finding was that value-oriented digital literacy carried the highest weight among all dimensions, emphasizing that ethical considerations and value judgments are fundamental when moral education teachers use technology. Discussion: This highlights the distinctive nature of moral education compared to other subjects, where technical skills might be prioritized. The study makes important theoretical contributions by integrating value dimensions into digital competency frameworks, which are often missing from international generic models like DigCompEdu. Practically, it provides universities with a structured tool for designing training programs, developing curricula, and creating evaluation systems specifically for moral education teachers. While the model is grounded in the Chinese moral education context, its theoretical framework may inform similar research in other settings pending cross cultural validation. The findings also offer valuable references for promoting digital transformation in moral education across primary, secondary, and tertiary levels.
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