Research on the Integration Mechanism of Digital Literacy Improvement for University Teachers and Educational Technology

Abstract

In the context of educational informatization, university teachers need to possess digital literacy and educational technology integration abilities that go beyond mere tool operation. This paper constructs a digital literacy framework encompassing operational skills, information processing, data analysis, and technological ethics, emphasizing its systemic integration function in teaching. Based on this, an educational technology integration mechanism driven by cognition is proposed, constructing a closed-loop model of "functional embedding—structural adjustment—feedback optimization" to achieve effective collaboration between teaching content, cognitive objectives, and technological methods. The study further explores how teachers achieve role transformation through cross-dimensional ability integration and cognitive transfer, providing theoretical support and model reference for enhancing university teachers' abilities and constructing integration pathways.