Practical Barriers and Causal Analysis of College Teaching Resource Utilization from a Dual Teacher-Student Perspective:An Innovative Approach Based on Active Generation and Contextual Creation

Article ID: 5637

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Keywords: Teaching Resources; Dual-Subject Perspective; Higher Education; Contextual Generation; Intelligent Resource System

Abstract

Under the accelerating transformation of higher education toward digitalization and intelligent learning environments, the effective utilization of teaching resources has become a critical indicator of instructional quality. However, both teachers and students continue to encounter persistent barriers in acquiring, developing, and applying digital resources. Drawing upon a dual teacher–student perspective, this study investigates the practical obstacles and their causal mechanisms in current university teaching resource practices. Based on a mixed-method design combining a questionnaire survey of 200 teachers and 300 students with semi-structured interviews, the study identifies three major constraints: excessive difficulty in resource acquisition and development, high workload in resource production for teachers, and a severe disconnection between resource application scenarios and authentic classroom contexts. To address these issues, the paper proposes an innovative “Active Generation and Contextual Creation” (AGCC) model, integrating pre-class lesson plan uploads and real-time contextual analysis to automatically generate and retrieve resources in an intelligent repository. This model can dynamically match resources with classroom contexts, reduce teacher workload, and enhance adaptive learning experiences. The study concludes with implications for institutional policy, platform design, and future intelligent education systems.