Intelligent Educational Literacy of Primary School English Teachers: Current Status and Improvement Strategies
Against the backdrop of artificial intelligence empowering basic education, primary school English teachers’ intelligent educational literacy refers to teachers’ comprehensive ability to implement teaching activities with the support of intelligent environments and technologies in English instruction, which consists of four dimensions: awareness and attitude, knowledge and skills, teaching application, and ethics. This study conducted a questionnaire survey with a sample of 328 primary school English teachers to investigate the current status and influencing factors of their intelligent educational literacy. The results indicate that teachers’ overall level of intelligent educational literacy is moderate, presenting a structural imbalance characterized by “high awareness and ethics but insufficient knowledge, skills, and teaching application”. Besides, there is a disconnect between teacher training and classroom practice, restricting the effective transformation of training outcomes. Accordingly, this study proposes targeted optimization strategies. Centering on the improvement of practical application ability, it integrates teachers’ independent learning with external institutional guarantees, develops discipline-adaptive intelligent teaching resources, and constructs an interactive mechanism linking professional training with classroom practice, so as to effectively promote the sustainable improvement of intelligent educational literacy among primary school English teachers.
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