Research on the Enhancement Pathways of Digital-Intelligent Literacy for “Dual-Qualified”Teachers in Intelligent Finance at Vocational Undergraduate Education

Abstract

The very fast convergence of digital economy with intelligent technologies has radically transformed the meaning of competence—now termed“dual-qualified”——for a teacher of intelligent finance at the vocational undergraduate level.The present article identifies gaps (conceptual and structural) in current teaching practice and proposes a multi-layered strategy for increasing digital-intelligent literacy among such teachers.By means of an analysis of vocational pedagogy and of the specific needs of intelligent finance training,it outlines four levers—each potentially useful—for action:institutions,training plans,assessment formats,and ecosystem development.The intention is to lay out a theory-informed basis as well as a practical guide for strengthening this educational workforce.