Comprehensive Evaluation of Digital Teaching Competencies of Vocational College Educators: A Comparative Study

Qingling Li; Roberto Guzman Jr.

doi:10.54097/y5kgjy05

Authors

Qingling Li
Roberto Guzman Jr.

DOI:

https://doi.org/10.54097/y5kgjy05

Keywords:

Digital Teaching Competencies; Vocational College; Teacher Evaluation; Educational Technology; Professional Development.

Abstract

This paper provides a comprehensive overview of the current status, key factors, and future trends in the evaluation of digital teaching competencies among vocational college educators, both domestically and internationally. In China, vocational colleges have markedly enhanced teachers' digital teaching capabilities through various evaluation methods, including self-evaluation, peer evaluation, and student feedback, integrated with diverse teaching activities such as classroom observations, lesson plan evaluations, and digital resource production. However, challenges remain in the evaluation system, particularly in balancing technical assessments with innovations in teaching and student interaction. Internationally, regions such as the United States, the European Union, and Russia have developed robust evaluation systems that emphasize the deep integration of technology with pedagogical practices, digital literacy, and interdisciplinary competencies. These systems offer clear evaluation criteria, scientific methodologies, and diverse approaches, providing valuable insights for China's educational framework. Moving forward, the evaluation of digital teaching competencies in vocational colleges is expected to become more detailed and multi-faceted, with a heightened focus on media resource design and the integration of school-industry partnerships to advance teaching practices and professional development.

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