Artificial Intelligence–Driven Innovation Mechanisms for Developing Digital Literacy in Higher Education Teachers

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Published: Jul 25, 2026
DOI: https://doi.org/10.7716/aem.v15i2.9742
URL: https://aem.org.cn/article/article_tlr_2025_640_m
Keywords:
Artificial intelligencedigital literacypersonalized learningteacher developmenttextile design

Main Article Content

L.S Ba
Xingtai University
Y.S Hei
Xingtai University
B.X Zheng
Xingtai University
Z.J Zhao
Xingtai University

Abstract

This study explores innovative mechanisms for developing digital literacy among higher education teachers empowered by artificial intelligence. By constructing personalized learning pathways and an intelligent intervention model, a 12-week experimental study was conducted to compare changes in digital literacy between an experimental group and a control group. The results indicate that teachers in the experimental group significantly outperformed those in the control group in overall digital literacy, improvements across multiple dimensions, and learning-pathway alignment. In particular, gains in digital cognition and human–AI collaboration were especially pronounced. The experimental group achieved an increase of 20.2 points in digital literacy, compared with 6.0 points in the control group, confirming the advantages of the AI-empowered approach. This study provides a new theoretical framework and practical pathway for cultivating digital literacy among higher education teachers.

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Article Details

How to Cite
L.S Ba, Y.S Hei, B.X Zheng, Z.J Zhao. (2026). Artificial Intelligence–Driven Innovation Mechanisms for Developing Digital Literacy in Higher Education Teachers. Advanced Electromagnetics, 16(3), 1-17. https://doi.org/10.7716/aem.v15i2.9742
Issue
Vol.16 No. 3(2026)
Section
Research Articles
License

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CC BY 4.0

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