DIGITAL LITERACY OF UNIVERSITY ADMINISTRATORS IN CHINA: COMPOSITION, EVALUATION, AND IMPROVEMENT STRATEGIES

Abstract

This paper is a systematic study of the elements, evaluation system and enhancement measures of digital literacy among administrators in Chinese universities. It builds on theories of digital governance and educational management to create a five-dimensional literacy framework including digital cognition and awareness, digital knowledge and technology, digital management decision-making, digital leadership and influence, and digital ethics and security. The research concludes that the existing digital literacy of university administrators has been affected by cognitive biases, skill gaps, absence of assessment and incentive systems, and organizational cultural barriers. In order to resolve these problems, this paper suggests an integrated approach: systematically enhancing the digital literacy of the administrators through the development of a data-driven comprehensive assessment system, tiered, precise and embedded training strategies, as well as the establishment of an institutional and cultural ecosystem which facilitates the development of literacy. According to this paper, it is not only an enhancement of personal skills but also a strategic step towards successful digital transformation of university organizations, which has high strategic value in realizing high quality development in higher education.