Enhancing Digital Literacy and Technological Integration: A Case Study at Henan's Vocational College

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The study focuses on the necessity for vocational instructors to have digital skills to prepare their students for the job. This research intended to improve digital literacy and technology integration among vocational college personnel in Henan Province, China. The key difficulties handled are digital literacy and organizational support gaps that hinder educational technology integration. The study examined approaches to increase digital literacy, organizational support for digital transformation, and teacher digital skills plans. A qualitative case study in an interpretivist framework examined instructors' and stakeholders' subjective experiences. The study included 12 participants consisting of educators, managers, and stakeholders selected via intentional and snowball sampling. Data collection included semi-structured interviews, classroom observations, and document analysis. According to the findings, 70% of the participants have basic digital literacy abilities, but they lack advanced technology integration ability, emphasizing the need for ongoing professional development. Additionally, 60% reported minimal organizational help, emphasizing the necessity for solid infrastructure and coordinated training. Important discussions centered on how these findings may alter vocational college policy and pedagogy. The study stressed the need to match innovative methods to classroom needs. Rogers's Theory of Technological Adoption focused perceived usefulness and ease of use in technology adoption, whereas the Community of Inquiry (CoI) Theory guided cooperative and reflective learning contexts. Also, the Digital Literacy Framework provided a comprehensive approach to learning digital skills, emphasizing advanced training programs. Policymakers and educators should prioritize professional development programs for advanced digital skills and provide appropriate physical and technological infrastructure. The research suggests mentoring programs, hands-on workshops, and contemporary technologies for instructors. Future research should examine the long-term effects of these treatments and adjust similar educational settings to ensure vocational education remains relevant and effective in a digital world.