Data Literacy and Value Judgment: Research on the Dual Core Structure of Ideological Ability of Counselors in the Era of AI

Abstract

In the context of artificial intelligence technology being deeply integrated into higher education, university counselors face new challenges and opportunities in ideological work. This study constructs a dual-core model of "data technology literacy" and "value judgment ability," exploring their interactive mechanisms within counselors' ideological competency framework and their influence pathways on students' ideological identification. Through questionnaire surveys, paired data from 412 counselors and 2,168 corresponding students across 35 universities nationwide were collected, with structural equation modeling used to validate the theoretical model. The findings reveal: data technology literacy significantly positively impacts value judgment ability (β=0.427, p<0.001), jointly explaining 58.7% of variations in students' ideological identification; value judgment ability fully mediates the relationship between data technology literacy and students' ideological identification; counselors' data technology literacy influences students' ideological identification through a three-stage pathway of "tool empowerment-cognitive deepening-value guidance." Multigroup analysis indicates that professional background and work experience mediate the influence pathways of dual-core competencies. Based on these findings, this study establishes a three-tiered cultivation system of "technological adaptation-integrated application-innovation leadership" and proposes a development pathway for counselors' ideological capabilities encompassing "technological empowerment-ethical embedding-subject construction," providing a theoretical framework and practical solutions for the professional development of ideological work in the AI era.