Evidence-based education studiesEvidence-based education studiesДоказательная педагогика, психология3034-29963034-4220Togliatti State University119510.18323/3034-2996-2025-2-61-3Pedagogical SciencesПедагогические наукиResearch ArticleThe internal logic and practical path of digital technology resources empowering teaching practice of local university teachersРазвитие потенциала преподавателей региональных вузов с помощью цифровых ресурсов: логика и практические механизмыhttps://orcid.org/0009-0004-2589-4327LiChunjiangЛиЧуньцзян
China

PhD, Professor, President

доктор философии, профессор, президент

LCJlcj1206@163.comhttps://orcid.org/0009-0009-9564-862XZhaoMengfeiЧжаоМэнфэй
China

graduate student

аспирант

z703400394@163.comhttps://orcid.org/0000-0003-0157-4631YuHaiyingЮйХайин
China

Doctor of Sciences (Education), Professor, Dean of the School of Education Science

доктор педагогических наук, профессор, декан факультета педагогики

0701008@mdjnu.edu.cnMudanjiang Normal UniversityМуданьцзянский педагогический университет30062025227390107202501072025Copyright ©; 2025, Li Chunjiang, Zhao Mengfei, Yu HaiyingCopyright ©; 2025, Ли Чуньцзян, Чжао Мэнфэй, Юй Хайин2025Li Chunjiang, Zhao Mengfei, Yu HaiyingЛи Чуньцзян, Чжао Мэнфэй, Юй Хайинhttps://creativecommons.org/licenses/by/4.0https://vektornaukipedagogika.ru/jour/article/view/1195

Driven by artificial intelligence and the digital transformation of education, the path of digital technology resources empowering teachers’ teaching practice in local universities has become a matter of concern. This research was based on the research of teachers in three local universities in Heilongjiang Province, China. The study found that digital technology resources, teachers’ digital knowledge skills and professional development activities form a collaborative mechanism of empowering teaching practice, and all three have a significant synergistic role in promoting the teaching practice of teachers in local universities. The intelligent analyzing tool is the core driving force of digital technology resources empowering teaching practice, and its data-driven learning diagnosis and teaching feedback functions become the key to teaching practice. Teachers’ digital knowledge and skills and professional development activities have a significant intermediary effect, showing a hierarchical and progressive path of empowering teaching practice. Therefore, in order to promote the effectiveness of local universities’ digital technology resources empowering teachers’ teaching practice, we should build a support system of digital technology empowering teachers’ teaching practice, implement the hierarchical guidance of teachers’ digital knowledge and skills empowering teaching practice, and innovate the organization mode of teachers’ professional development activities empowering teaching practice.

В условиях искусственного интеллекта и цифровой трансформации образования актуален вопрос о том, как цифровые технологические ресурсы расширяют возможности преподавательской деятельности в региональных университетах. Исследование опирается на данные, полученные в ходе изучения преподавательской деятельности в трех региональных вузах провинции Хэйлунцзян, Китай. Выявлено, что цифровые технологические ресурсы, цифровая компетентность преподавателей и мероприятия по повышению квалификации формируют механизм, способствующий укреплению преподавательской практики и ее продвижению в региональных университетах. Инструменты интеллектуального анализа являются ключевой движущей силой цифровых технологических ресурсов; их функции диагностики обучения на основе данных и обратной связи становятся центральными элементами образовательного процесса. Цифровая компетентность преподавателей и мероприятия по повышению их квалификации играют значимую опосредующую роль, демонстрируя поэтапный иерархический процесс расширения возможностей преподавательской практики. Для повышения эффективности использования цифровых технологических ресурсов в преподавательской практике региональных университетов необходимо сформировать систему поддержки цифрового сопровождения педагогической деятельности, реализовать иерархически выстроенное сопровождение процесса формирования цифровой компетентности преподавателей, а также внедрять инновационные модели мероприятий по повышению квалификации.

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