IDEAS home Printed from https://ideas.repec.org/a/bdz/readeu/v5y2026i2p14-21.html

The Limited Classroom Application of Teacher Digital Literacy Training and Its Improvement Paths

Author

Listed:
  • Yuan Li

    (Hubei University of Education, Hubei, China)

Abstract

Teacher digital literacy training is an important part of teacher professional development, but its effect is often limited when training content is not fully transferred into classroom practice. Teachers may learn how to use digital tools but still find it difficult to connect them with lesson goals, subject content, student needs, and real classroom conditions. This paper examines the main forms of limited classroom application and the reasons behind them. The discussion focuses on the separation between training and teaching needs, the strong focus on tool operation, limited practice opportunities, weak follow-up support, completion-based evaluation, and the practical costs of digital teaching. The paper argues that training should start from real classroom problems, connect digital skills with subject teaching, provide repeated practice, offer continued support, and evaluate changes in teaching practice rather than course completion alone. Teachers also need enough space to decide when and how digital tools should be used.

Suggested Citation

  • Yuan Li, 2026. "The Limited Classroom Application of Teacher Digital Literacy Training and Its Improvement Paths," Research and Advances in Education, Paradigm Academic Press, vol. 5(2), pages 14-21, June.
    • Handle: RePEc:bdz:readeu:v:5:y:2026:i:2:p:14-21
    DOI: 10.63593/RAE.2788-7057.2026.06.003
    as

    Download full text from publisher

    File URL: https://www.paradigmpress.org/rae/article/view/2231/2056
    Download Restriction: no
    File URL: https://libkey.io/10.63593/RAE.2788-7057.2026.06.003?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    More about this item

    Keywords

    ;
    ;
    ;
    ;
    ;

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bdz:readeu:v:5:y:2026:i:2:p:14-21. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Editorial Office (email available below). General contact details of provider: https://www.paradigmpress.org/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.