A Bibliometric Analysis of Research on Teachers' Digital Literacy in the Context of Artificial Intelligence

The article surveys the research papers in CNKI on digital literacy, analysing the current status and hotspots of teachers’ digital literacy research in terms of the annual trend of paper publication and the co-occurrence of keywords. The results of the study show that digital literacy research is divided into steady growth and rapid growth periods with 2021 as the boundary, and the research content mainly focuses on the two core themes of technology and education, in which the research hotspots of teachers’ digital literacy mainly focus on the integration of technology and pedagogical innovation, the impact of ChatGPT on teachers’ professional development, the strategy of teachers’ digital literacy enhancement, the digital support and teacher development, and the teachers’ professional development and digital divide.

Feng, J.-F., & Wang, Y.-N. (2024). The impact of school digital support on teachers’ digital literacy. Teacher Education Research, 36(2), 45-52.

Ministry of Education of the People’s Republic of China. (2022). Digital literacy of teachers. Beijing: Ministry of Education. doi:JY/T0646-2022. Retrieved from http://www.moe.gov.cn/srcsite/A16/s3342/202302/W020230214594527529113.pdf

Ren, L. T. (2024). The realistic value and logical direction of digital technology empowering internationalization of higher education at home. Modern Education Management, 44(2), 105-114.

Wang, W., & Yan, H. B. (2023). Research on the path of practice oriented teacher digital literacy improvement—A multi-case study based on international projects. Modern Distance Education, 45(5), 53-60.

Wu, J. Q., Wu, F. Y., Wen, S. J., Zhang, M. M., & Zhang, J. T. (2023). Teacher professional development empowered by ChatGPT: Opportunities, challenges and path. China Educational Technology, 44(5), 15-23+33.