Представления преподавателей китайского языка как иностранного о цифровой грамотности: исследование методом Q-методологии

Jinyu Hu; Xiaorong Yin

doi:10.25726/p8352-7252-5874-n

Authors

Jinyu Hu https://orcid.org/0009-0007-6871-9088 School of International Cultural Exchange, Xinjiang Normal University; School of Chinese Language and Literature, Changji University
Xiaorong Yin Xinjiang Normal University, 050060, Almaty, Rozybakieva st. 250B, 1st floor

DOI: 10.25726/p8352-7252-5874-n EDN: FODVSY

How to cite

GOST Hu J., Yin X. International Chinese language teachers' perceptions of digital literacy competence: a Q-methodology study // Education Management Review. 2026. Vol. 16. No. 10. P. 450-463. DOI: 10.25726/p8352-7252-5874-n

APA Hu, J. & Yin, X. (2026). International Chinese language teachers' perceptions of digital literacy competence: a Q-methodology study. Education Management Review, 16(10), 450-463. https://doi.org/10.25726/p8352-7252-5874-n

Abstract

Teachers' perceptions of digital literacy have become an important pedagogical perspective for understanding how educators navigate the rapidly changing digital environment. This study examined international Chinese language teachers' perceptions of digital competence, identified the factor types underlying those perceptions, and proposed strategies for strengthening digital professional development. Q methodology was applied to data from 23 teachers recruited in eastern, central, and western regions of China; all participants completed an online Q-sort, and 15 also took part in follow-up interviews. Factor analysis identified three orientations toward digital teaching: idealistic, pragmatic and development-oriented, and selective and cautious. The findings reveal substantial differences in teachers' expectations of digital resources, confidence in technology use, and readiness to integrate artificial intelligence and other digital tools into teaching. The results may inform differentiated training programmes and policy interventions aimed at strengthening the digital competence of international Chinese language teachers and supporting the modernization of Chinese language education.

Keywords

Q methodology international Chinese language teachers digital literacy digital competence self determination theory teacher perceptions

Funding

Ministry of Education Humanities and Social Sciences Research Fund (Grant № 23YJA740050). Xinjiang Autonomous Region Social Science Fund (Grant № 2023VZJ017). Xinjiang Project for Distinguished Cultural Figures Project (Grant № 2024WHMJ026). Xinjiang Federation of Social Sciences Research Project on the Party's Governance Strategy for Xinjiang in the New Era (Grant № 2025ZJFL36). Xinjiang Normal University Think Tank Research Project (Grant № ZK2024C13).

References

Ata R., Yıldırım K. Exploring Turkish pre-service teachers' perceptions and views of digital literacy // Education Sciences. 2019. Vol. 9. no. 1. pp. 40.

Başaran B., Yalman M. Determining the perceptions of pre-service teachers on technology-based learning during the COVID-19 process: a latent class analysis approach // Education and Information Technologies. 2022. Vol. 27. no. 6. pp. 7471-7490.

Baumeister R.F., Leary M.R. The need to belong: desire for interpersonal attachments as a fundamental human motivation // Psychological Bulletin. 1995. Vol. 117. no. 3. pp. 497-529.

Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior. New York: Plenum Press, 1985. xvi, 372 p.

Dörnyei Z., Ushioda E. Teaching and researching motivation. 2nd ed. Harlow: Pearson Education, 2011. xiii, 326 p.

Eyvind E., Knut-Andreas C. Perceptions of digital competency among student teachers: contributing to the development of student teachers' instructional self-efficacy in technology-rich classrooms // Education Sciences. 2017. Vol. 7. no. 1. pp. 27.

Garcia-Martin J., García-Sanchez J. Pre-service teachers' perceptions of the competence dimensions of digital literacy and of psychological and educational measures // Computers and Education. 2017. Vol. 107. pp. 54-67.

Framework for digital literacy of international Chinese language teachers. Beijing: Ministry of Education of the People's Republic of China, 2025.

Nurhayati S., Fitri A., Amir R., Zalisman Z. Analysis of the implementation of training on digital-based learning media to enhance teachers' digital literacy // Al-Ishlah: Jurnal Pendidikan. 2024. Vol. 16. no. 1. pp. 545-557.

Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being // American Psychologist. 2000. Vol. 55. no. 1. pp. 68-78.

Shata A., Hartley K. Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI // International Journal of Educational Technology in Higher Education. 2025. Vol. 22. no. 1.

Shin D.H. The role of affordance in the experience of virtual reality learning: technological and affective affordances in virtual reality // Telematics and Informatics. 2017. Vol. 34. no. 8. pp. 1826-1836.

Solhi M., Thumvichit A., Teimouri Y. Examining the characteristics of gritty L2 learners: a Q methodology study // Innovation in Language Learning and Teaching. 2025. pp. 1-22.

Stephenson W. Correlating persons instead of tests // Character and Personality. 1935. Vol. 4. no. 1. pp. 17-24.

Vaskov M., Isakov A., Bilovus V., Bulavkin A., Mikhaylenko N. Digital literacy of modern higher education teachers // E3S Web of Conferences. 2021.

Venkatesh V., Morris M.G., Davis G.B., Davis F.D. User acceptance of information technology: toward a unified view // MIS Quarterly. 2003. Vol. 27. no. 3. pp. 425-478.

Watts S., Stenner P. Doing Q methodological research: theory, method and interpretation. London: SAGE, 2012.

Wu D., Zhou C., Li Y., Chen M. Factors associated with teachers' competence to develop students' information literacy: a multilevel approach // Computers and Education. 2022. Vol. 176. pp. 104360.

Xu G., Yu A., Xu C., Liu X., Trainin G. Investigating pre-service TCSL teachers' technology integration competency through a content-based AI-inclusive framework // Education and Information Technologies. 2025. Vol. 30. no. 4. pp. 4349-4380.

Yang L., Martínez-Abad F., García-Holgado A. Exploring factors influencing pre-service and in-service teachers' perception of digital competencies in the Chinese region of Anhui // Education and Information Technologies. 2022. Vol. 27. no. 9. pp. 12469-12494.

International Chinese language teachers' perceptions of digital literacy competence: a Q-methodology study

Authors

How to cite

Abstract

Keywords

Funding

References

Issue

Section

Metrics

Rights and terms of use