大学教师的数字素养如何影响他们的创新能力:一个系统动态理论建模和模拟研究
Zhangwei Mao1, Simiao Tong1, Chao Jiang1
1Zhejiang University of Finance and Economics Dongfang College, Haining, Zhejiang, China.
Frontiers in psychology
|February 25, 2026
概括
大学教师的数字素养通过心理资本,自我效能和福祉来促进创新. 机构支持加强了这一途径,这对于数字教育改革至关重要.
科学领域:
- 教育技术的教育技术
- 高等教育中的数字化转型
- 系统动力学建模系统动力学建模
背景情况:
- 数字化转型需要提高大学教师的数字素养和创新.
- 现有的研究往往缺乏关于数字素养和创新之间的相互作用的动态视角.
- 了解这些动态对于教育改革和国家竞争力至关重要.
研究的目的:
- 构建和分析一个系统动态模型,检查数字素养对大学教师创新能力的影响.
- 揭示这种关系中介的潜在心理机制.
- 探索机构支持和数字技术复杂性的影响.
主要方法:
- 开发一个集成数字素养,心理资本和创新成果的系统动态模型.
- 使用集成数据进行模拟分析,以检查因果途径和调解作用.
- 调查机构技术支持的影响和数字技术复杂性的不同水平.
主要成果:
- 数字素养通过心理资本积累,提高自我效能,改善幸福感和减少认知关闭来积极影响创新.
- 教师的自我效能,流体验和幸福感作为重要的调解者.
- 机构的技术支持放大了数字素养的积极影响.
- 在高数字技术复杂度下,观察到流体验强度的U形曲线.
结论:
- 数字素养是大学教师创新的关键驱动力,由心理因素介导.
- 动态系统方法为教育转型提供了宝贵的见解,克服了静态模型的局限性.
- 调查结果为教育工作者提供了一个强化的数字知识框架,以及动态系统理论的实际应用.
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