Research on the Composition and Growth Path of Digital High-level “Dual-Teacher” Teachers in Colleges and Universities

Abstract

Abstract The enhancement of “dual-teacher” teacher quality and digital teacher training represents a pressing need in the development of university faculty. This paper delves into the essence of “dual-teacher” teacher literacy. It proposes an optimized path for cultivating such literacy, culminating in the construction of a high-level “dual-teacher” teacher literacy pathway. To assess the effectiveness of this pathway, a fuzzy similarity matrix was formulated using fuzzy mathematical principles, and a clustering operation was conducted to categorize the identified indicators into an evaluative framework. Subsequently, an affiliation algorithm was employed to determine the index weights within each layer of the constructed system. The results reveal that the educational and teaching competencies hold the highest significance in the “dual-teacher” quality pathway, with a weight of 0.3681, emphasizing their paramount importance. This is closely followed by the technical skills of the teachers, which weigh 0.3013. Moreover, a comparative evaluation of professional practice abilities before and after pathway innovation showed a notable increase from a mean value of 2.16 to 3.41, with a statistically significant p-value of less than 0.05. This substantial improvement in both practical and theoretical educational capabilities underscores the efficacy of the proposed “dual-teacher” literacy pathway. The evaluation provides a structured and comparative analysis of the outcomes, demonstrating the pathway’s impact on enhancing teacher quality within the academic context.