Digital Literacy Barriers and Improvement Strategies Among University Teachers in Qinghai Province, China: A Qualitative Interview Study
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Abstract
Objective: This study explored perceived barriers to digital literacy development and proposed improvement strategies among university faculty and administrators in Qinghai Province, China.
Methods and Materials: A qualitative interview study was conducted across four purposively selected universities. Twenty participants, including four administrators and 16 teachers, were recruited through purposive sampling. Data were collected in March–April 2022 through four individual interviews with administrators and four focus groups involving teachers. Interviews were conducted remotely in Chinese, audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s six-phase thematic analysis. Credibility was supported through transcript checking, comparison of participant perspectives, and an audit trail.
Findings: Four interconnected barriers emerged: inadequate institutional mechanisms, limited institutional prioritization, psychological resistance to technological change, and insufficient integration of digital tools into teaching. Participants described fragmented training, unclear development pathways, technological anxiety, insufficient technical assistance, and difficulty adapting digital resources to disciplinary instruction. Three improvement approaches were proposed: strengthened policy and incentive arrangements, diversified professional learning, and motivational support. Participants emphasized sustained practical training, discipline-sensitive workshops, peer learning, accessible expert guidance, and institutional encouragement.
Conclusion: Digital literacy development was perceived as involving institutional, psychological, and pedagogical challenges. Coordinated professional development and sustained technical support may address participants’ reported needs; however, the proposed strategies require empirical evaluation.
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BibTeX
@article{zhang2026digital,
title = {{Digital Literacy Barriers and Improvement Strategies Among University Teachers in Qinghai Province, China: A Qualitative Interview Study}},
author = {Ke Zhang and Huan Cao and ying jin and Bo Wang and Xichang Huang},
journal = {International Journal of Body, Mind and Culture},
year = {2026},
month = nov,
doi = {10.61838/ijbmc.v13i11.1410},
url = {https://doi.org/10.61838/ijbmc.v13i11.1410},
note = {CC BY-NC},
}
RIS
TY - JOUR
TI - Digital Literacy Barriers and Improvement Strategies Among University Teachers in Qinghai Province, China: A Qualitative Interview Study
AU - Ke Zhang
AU - Huan Cao
AU - ying jin
AU - Bo Wang
AU - Xichang Huang
PY - 2026
DA - 2026/11/01
JO - International Journal of Body, Mind and Culture
DO - 10.61838/ijbmc.v13i11.1410
UR - https://doi.org/10.61838/ijbmc.v13i11.1410
AB - Objective: This study explored perceived barriers to digital literacy development and proposed improvement strategies among university faculty and administrators in Qinghai Province, China. Methods and Materials: A qualitative interview study was conducted across four purposively selected universities. Twenty participants, including four administrators and 16 teachers, were recruited through purposive sampling. Data were collected in March–April 2022 through four individual interviews with administrators and four focus groups involving teachers. Interviews were conducted remotely in Chinese, audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s six-phase thematic analysis. Credibility was supported through transcript checking, comparison of participant perspectives, and an audit trail. Findings: Four interconnected barriers emerged: inadequate institutional mechanisms, limited institutional prioritization, psychological resistance to technological change, and insufficient integration of digital tools into teaching. Participants described fragmented training, unclear development pathways, technological anxiety, insufficient technical assistance, and difficulty adapting digital resources to disciplinary instruction. Three improvement approaches were proposed: strengthened policy and incentive arrangements, diversified professional learning, and motivational support. Participants emphasized sustained practical training, discipline-sensitive workshops, peer learning, accessible expert guidance, and institutional encouragement. Conclusion: Digital literacy development was perceived as involving institutional, psychological, and pedagogical challenges. Coordinated professional development and sustained technical support may address participants’ reported needs; however, the proposed strategies require empirical evaluation.
SN - 2345-5802
ER -