Research on the Enhancement Pathways of Digital-Intelligent Literacy for “Dual-Qualified”Teachers in Intelligent Finance at Vocational Undergraduate Education

Abstract

Against the backdrop of the deep integration of the digital economy and intelligent technologies, the cultivation of intelligent finance talents at the vocational undergraduate level places new and comprehensive demands on the digital-intelligent literacy of “dual-qualified” teachers. Based on the typological characteristics of vocational education and the talent cultivation needs of intelligent finance, this study analyzes the structural deficiencies in the current digital-intelligent literacy of “dual-qualified” teachers in intelligent finance at vocational undergraduate education. It proposes systematic enhancement pathways from the perspectives of institutional support, training systems, evaluation mechanisms, and ecosystem construction, aiming to provide theoretical references and practical guidance for the development of vocational education teaching staff.