Research on the Deficiencies and Cultivation Paths of Physics Teachers’ AI Digital Literacy
Abstract
The current level of AI digital literacy among high school physics teachers is generally characterized by “initial awareness but insufficient application.” Key shortcomings include a lack of fundamental AI knowledge and interdisciplinary understanding, weak classroom application skills, and a disconnect between instructional design and subject integration. While the development pathways are diverse, practical support and resource distribution remain uneven. To enhance teachers’ AI literacy, efforts should focus on improving a tiered training system, innovating teaching practices, and establishing robust support mechanisms. Through structured courses, project-based tasks, and policy incentives, AI can be transformed from a mere auxiliary tool into a deeply integrated element of physics education.
References
[1] Ye Xingyu. Research on the Current Situation and Improvement Strategies of Digital Literacy of High School Physics Teachers [D].
Guizhou Normal University, 2025.
[2] Zhou Yuchen. Investigation on the Current Situation of Digital Literacy of High School Physics Teachers [D]. Central China Normal University, 2024.
[3] Lin Yanqin. Cultivating Physics Teachers’ Digital Literacy in the Digital Era [J]. Secondary School Science Forum, 2023, 19(05):
68-69.
1.jpg)
