Research on the Transformation Path of Digital Policies in Universities After the Pandemic from the Perspective of Teacher Development

Abstract

Amidst the emphasis on digital transformation in higher education as a key to enhancing quality and teacher development, this study investigates post-pandemic digital policy reform paths at Beijing University of Posts and Telecommunications, grounded in Lewin’s organizational change theory. Findings reveal a three-phase path ("unfreezing-changing-refreezing"), driving teacher development from passive adaptation to active participation and systematic institutional constraints. The research provides theoretical and practical insights for digital transformation, though limited by its single-case approach, necessitating multi-institutional validation.