From leadership research to district action: Construction of digital competency model of moral education teachers in colleges and universities based on smart learning environment: an empirical study based on mixed method

AI-assisted editorial implementation guide. Proposed district actions are separate from the original authors’ findings and recommendations. Independent peer review of this guide is not asserted.

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Evidence and transfer

Education-related source: verify which participants, institutions and outcomes were actually studied before district adoption. Source publication type: research-article. License and identity checks do not establish study quality or causality.

Original authors’ abstract, reproduced under the source license:

Introduction This study developed a new digital competency model specifically for university moral education teachers working in smart learning environments. While most existing research focuses on general digital skills, this study addresses the unique challenge of how moral education teachers can effectively integrate technology while maintaining focus on values-based educational goals. Methods Using a mixed-method approach, the researchers first conducted behavioral event interviews with 50 teachers and identified 37 competency indicators through grounded theory analysis. These indicators formed a five-dimension theoretical model: value-oriented digital literacy, technology integration capability, digital pedagogical competence, educational innovative thinking, and digital citizenship leadership. The model was then validated through 292 questionnaires. After statistical analysis, a formal 34-item scale was developed. Results Confirmatory factor analysis showed good model fit indices, confirming the structural validity of the competency framework. A key finding was that value-oriented digital literacy carried the highest weight among all dimensions, emphasizing that ethical considerations and value judgments are fundamental when moral education teachers use technology. Discussion This highlights the distinctive nature of moral education compared to other subjects, where technical skills might be prioritized. The study makes important theoretical contributions by integrating value dimensions into digital competency frameworks, which are often missing from international generic models like DigCompEdu. Practically, it provides universities with a structured tool for designing training programs, developing curricula, and creating evaluation systems specifically for moral education teachers. While the model is grounded in the Chinese moral education context, its theoretical framework may inform similar research in other settings pending cross cultural validation. The findings also offer valuable references for promoting digital transformation in moral education across primary, secondary, and tertiary levels.

Study methods

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Limitations

This study, based on in-depth interviews with college moral education teachers regarding their practical narratives, employs grounded theory methodology for coding and theoretical construction. It proposes an analytical framework for digital competence among college moral education teachers. The framework reveals three interconnected competency levels: the value guidance level centers on A1, driving teachers to consistently adhere to disciplinary ethics and professional responsibilities as educators in technological applications; the practical operation level integrates A2 and A3, where the former manifests through utilizing intelligent tools to innovate teaching methods and construct immersive experiences, while the latter emphasizes analyzing and interpreting instructional data to achieve precise understanding of students’ learning processes and cognitive development; the reflective development level targets A4 and A5, requiring teachers not only to collaborate innovatively within multi-platform environments but also to maintain critical judgment regarding the educational value of technology, thereby playing proactive leadership roles in professional communities and public spheres. The advancement of smart education imposes practical demands on upholding fundamental principles while innovating moral education disciplines, with enhancing teacher digital competence serving as the key response to these requirements.

A 90-day district inquiry

Days 1–15 · Appraise. Read the source methods, recruitment, comparator, outcomes and limitations. Record how the study setting differs from your district and which claim the design can support.
Days 16–30 · Design. Choose one school improvement question with teachers. Protect a short shared planning cycle, agree an instructional change and use a common rubric for examining student work. Agree participation, privacy protections, baseline and stopping rules before starting.
Days 31–60 · Observe. Collect the pre-agreed measures, keep a log of implementation changes and invite confidential voluntary feedback. Preserve existing support for staff and learners.
Days 61–90 · Decide. Review implementation fidelity, teacher time and independently scored student work against a recorded baseline. Examine access differences and competing explanations before attributing changes to leadership. Make a dated decision to stop, revise or extend the inquiry.

Board decision brief

Present the local problem, source setting, evidence limits, intervention, responsible owner, total cost, measured changes and uncertainty. Separate staff perceptions, implementation measures and student learning outcomes.

Attribution and reuse

Zhongyuan Liao. Construction of digital competency model of moral education teachers in colleges and universities based on smart learning environment: an empirical study based on mixed method. Frontiers in Psychology (2026-07-03). https://doi.org/10.3389/fpsyg.2026.1834084

Prepared 2026-11-07. Source authorship and DOI are preserved. The abstract and source passages are attributed extracts; this editorial guide is offered under the same CC BY 4.0 license.