The impact of China's State educational standards on the formation of digital skills among foreign language teachers

Abstract

In the context of the rapid digitalization of education, the problem of the formation of digital competencies of foreign language teachers in China is of particular importance. This study is devoted to the analysis of the impact of the state educational standards of the People's Republic of China on the development of digital skills among teachers teaching foreign languages. The work uses a comprehensive methodology that includes a systematic review of regulatory documentation, a quantitative analysis of the results of the digital transformation of education and multifactorial modeling of the development of digital competencies. The study is based on data obtained from a survey of 354 foreign language teachers from various regions of China, structured interviews with 47 experts in the field of educational policy, and continuous monitoring of the implementation of digital standards in 18 universities in the country in the period 2022-2024. The results of the study demonstrate the significant impact of the industry standard «Digital Literacy of Teachers» (2022) on the formation of teachers' digital skills, while revealing regional disparities and insufficient integration of digital technologies into methodological practice. The paper proposes an original model for the development of digital competencies of foreign language teachers, taking into account the specifics of the Chinese educational system, including mechanisms for integrating state standards into the practical activities of universities and teacher training systems. The research has significant theoretical and practical value for optimizing educational policies in the field of digitalization and improving the professional training of foreign language teachers.