Research on the Construction of Digital Intelligence Competence of University Teachers and the Prevention of Technological Ethics Risks in the Era of Generative AI

Abstract

With the rapid development of generative artificial intelligence (Generative AI) technology, the higher education ecosystem is undergoing profound transformation. Generative AI not only reshapes the generation of teaching content, forms of instructional interaction, and educational evaluation logic, but also imposes unprecedented new demands on the professional competence structure of university teachers. Under the background of digital intelligence-driven educational transformation, teachers' digital intelligence competence has become one of the core indicators for measuring education quality and innovation level. However, university teachers currently face multiple difficulties in areas such as technology cognition, capability adaptation, and regional development conditions. Meanwhile, the widespread application of generative AI technology in educational scenarios has also triggered multi-dimensional technological ethics risks, including data security, algorithmic bias, and teaching responsibility. This study focuses on the connotative structure, developmental bottlenecks, and regional differences of university teachers' digital intelligence competence, systematically analyzes the potential and challenges of generative AI empowered teaching, and further explores the identification and coping strategies for educational ethics risks.