Artificial Intelligence–Driven Innovation Mechanisms for Developing Digital Literacy in Higher Education Teachers
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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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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), pp. 1-17. https://doi.org/10.7716/aem.v15i2.9742.
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Research Articles
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