Construction and Improvement Path of Digital Literacy Evaluation Model for Higher Vocational Teachers Based on Deep Learning and Soft Computing

Introduction

As an indispensable part of the vocational education system, higher vocational education is committed to cultivating high-quality technical and technical talents with both professional theoretical knowledge and practical operation ability. Such talents not only meet the demand of social and economic development for talents but also provide solid support for the upgrading of industrial structure and technological innovation (Qiu, 2023). Therefore, the quality and level of higher vocational education are directly related to the speed and quality of national economic development. In higher vocational education, the quality and ability of teachers are undoubtedly the core elements that determine the quality of education. With the rapid development and wide application of information technology, digital literacy has become one of the indispensable basic literacies of modern teachers. For teachers in higher vocational education, as the backbone of promoting the reform and development of vocational education, it is particularly important to improve their digital literacy (Fan et al., 2024). This will not only help to improve the teaching effect and promote the in-depth development of educational informatization but also set an example for students and cultivate the students’ information literacy and innovation ability.

The composition of digital literacy of higher vocational teachers involves three levels: the basic level covers digital office, digital social interaction, and digital security (Alnasib, 2023). The professional level focuses on the digital application of this major. The identity level includes multiple roles, such as digital teacher, digital technician, digital social worker, and digital science and technology. Improving the digital literacy of higher vocational teachers is not only of great significance to their own working ability but also helps to improve students' digital literacy and promote the overall development of digital education in higher vocational colleges. The connotation of digital literacy of higher vocational teachers mainly includes five aspects. First, it refers to the deep understanding and cognition of digital technology by higher vocational teachers, including cognition, attitude, and values of digital technology (Antonietti et al., 2022). The second is to require higher vocational teachers to master and effectively use the theoretical knowledge and practical skills of digital technology, including the use of digital tools and the development of digital resources (Ng et al., 2023). Third, higher vocational teachers can flexibly use digital technology and resources to innovate teaching modes to promote students' all-round development, which involves digital teaching design, teaching implementation, and academic evaluation (Nadia, 2023). The fourth is to emphasize the ability of higher vocational teachers to use digital technology and resources to promote their own and teachers' community professional growth, including digital learning and teaching research (Ovcharuk et al., 2020). Fifth, higher vocational teachers are required to strictly abide by relevant laws, regulations, and ethics when using digital technology and resources and assume the responsibility of digital security protection (Dahri et al., 2023). Figure 1 below is a summary of the connotation of digital literacy of higher vocational teachers.

Figure 1.

Connotation of Digital Literacy of Higher Vocational Teachers