Research on the Development of Teachers' Digital Textbook Application Competency in the Context of Maker Education: An Empirical Exploration Based on the "Connecting for Future Innovation" Project

Abstract

Based on the "Connecting for Future Innovation" project,
this study adopts a mixed-methods approach to
systematically explore the actual performance and support
needs of teachers' digital textbook application competency
in the context of maker education, with a focus on 371
teachers from 80 project schools. The findings indicate
that while teachers generally possess good digital
awareness and basic operational skills, significant gaps
exist in areas such as interdisciplinary integration of
digital textbooks, advanced instructional design, ethical
identification, and collaborative education. Furthermore,
issues such as uneven regional support services,
disconnection between training and practice, and lagging
hardware facilities further constrain the in-depth
development of teachers' competencies. Accordingly, the
study proposes constructing a quadruple support service
system encompassing "resources, training, collaboration,
and evaluation" for digital textbooks. It also outlines an
implementation pathway centered on "systematic support,
scenario empowerment, and mechanism linkage" to promote
teachers' transition from "tool application" to "literacy
integration." The aim is to provide evidence-based teacher
development strategies and systematic support solutions,
thereby facilitating the shift of educational digital
transformation from "technology application" to "literacy
empowerment."