Digital literacy development of vocational college teachers: An industry-integrated TPACK framework and intervention study

Abstract

Digital transformation is reshaping vocational education, creating an urgent demand for teachers' digital literacy, particularly the integration of digital tools and alignment with evolving industry standards. Studies, however, often lack theoretical integration of pedagogical, technological, and industry components; robust longitudinal validation; and contextualized insights into implementation. To address these gaps, an integrated framework was developed by synthesising the technological pedagogical content knowledge (TPACK) framework with industry–education integration principles. A quasi-experimental pretest-post-test matched-group design, complemented by systematic quantitative analyses, was implemented at two comparable provincial vocational colleges in Central China, involving stratified random sampling of 115 full-time teachers per group. Baseline equivalence across all dimensions was confirmed. Following a 10-week intervention, substantial improvements were observed in the experimental group, particularly in industry–pedagogical content knowledge and digital–collaborative content knowledge. Multiple regression analyses further demonstrated robust intervention effects after controlling for demographic variables, with significant interactions between intervention and teacher characteristics. The study contributes threefold: theoretically, by advancing TPACK through industry–education integration framework, establishing longitudinal methodological foundations, and enriching contextual understanding; practically, by providing evaluation tools, modular training guidelines, and localised implementation strategies; and internationally, by demonstrating transferability across institutional arrangements, digital maturity levels, and resource conditions.

Implications for practice or policy:

• Vocational education leaders can enhance teachers' digital literacy by implementing a four-layer integrated evaluation framework aligned with industry standards.
• Faculty developers may support professional growth through modular training pathways integrating digital tools with industry applications.
• Instructional designers can develop subject-specific digital resources leveraging industry–education integration principles.
• Institutional policymakers can foster sustainable development by establishing digital collaboration platforms locally.