A Study On The Factors Influencing Information Literacy Of Primary And Secondary School Teachers In Border Ethnic Areas

With the rapid development of information technology,modern education has opened a new chapter of change.How to integrate information technology in education to cultivate qualified citizens and adaptable talents who meet the needs of the information society has become an urgent development strategy issue,posing an important challenge to teachers as direct participants in educational change.As a natural choice to achieve leapfrog development in ethnic minority regions,the special characteristics of ethnic education informatization in the strategic deployment of education informatization have raised higher requirements for the information literacy of teachers in primary and secondary schools in ethnic areas.It is important to focus on the process of cultivating teachers’ information literacy in special areas from a socio-cultural perspective,and to find the appropriate development direction based on the ethnic culture,so as to strongly promote the process of ethnic education informatization and achieve the strategic goal of balanced development of national informatization.This study examines the development of teachers’ information literacy in primary and secondary schools in border ethnic areas from the perspective of teachers’ professional development theory,analyses the special characteristics of teachers’ information literacy development in ethnic areas in the light of social and cultural characteristics,explores the factors influencing the cultivation of teachers’ information literacy in primary and secondary schools in border ethnic areas and further constructs a theoretical model of the influence relationship,and then seeks to effectively improve the information literacy of teachers in border ethnic areas on this basis.In this study,we explore the factors that influence the development of information literacy among teachers in primary and secondary schools in border ethnic areas.Based on a review of the existing research findings on teachers’ information literacy and its influencing factors by scholars at home and abroad and interviews,this study analyses the specific elements of teachers’ information literacy and further explores the multi-level influencing factors of teachers’ information literacy in border ethnic areas from the perspective of socio-cultural theories and the characteristics of teachers’ profession,and uses them as a basis to classify and categorise the complex factors.The paper identifies five main factors influencing teachers’ information literacy: personal awareness,personal practice,social influence,school information environment and socio-cultural environment.The thesis examines the overall situation of teachers’ information literacy at the level of practical exploration through a questionnaire to make a preliminary assessment of their level of teacher information literacy.The findings show that primary and secondary school teacher groups in border areas generally have a high level of information literacy,with room for development in individual dimensions;that there are significant differences in information literacy levels between urban and rural teachers;and that there are significant differences in the state of use of information tools within teacher groups.Through an in-depth analysis of the relationship between multi-level influencing factors and the verification of research hypotheses,the final model of influencing factors of information literacy of primary and secondary school teachers in border ethnic areas was determined,and the following conclusions were drawn: three factors,namely personal awareness,school information environment and socio-cultural environment,directly influence teachers’ information literacy;social influence indirectly influences personal awareness through personal practice;the factor of socio-cultural environment has the highest weighting coefficient.important position among the factors that directly influence teachers’ information literacy.In the context of modern development,the cultivation of information literacy among primary and secondary school teachers in border areas,where information is a symbolic tool,is a process of development of individual teachers’ thinking regulated by social culture.In this process,the different cultural products and environmental characteristics of ethnic regions through their cultural history further influence the development of teachers’ information literacy through the social interactions in which individual teachers are involved.Based on the current situation of the development of information literacy among teachers in primary and secondary schools in border ethnic areas,a collaborative effort from teachers,schools,government and society is needed to achieve targeted information literacy cultivation for teachers in special regions.First,teachers should pay attention to self-improvement and promote the overall development of their own information literacy;second,multiple parties should work together to promote the development of teachers’ information literacy and create a good atmosphere for learning communities;third,the government should provide leadership and support for the effective enhancement of teachers’ information literacy.Although this study’s examination of the current situation of teachers’ information literacy and its influencing factors in primary and secondary schools in border areas has problems such as the lack of comprehensive distillation of social and cultural factors in ethnic areas and the need to enrich the influencing factors of teachers’ information literacy,the study emphasises the important influence of the social and cultural environment on teachers’ self-professional development on the basis of continuous attention to teachers’ subjectivity,and the information literacy of teachers in primary and secondary schools in border areas constructed by the The model of the relationship between the influencing factors of teachers’ information literacy in primary and secondary schools in border areas has a clear understanding of the development process of teachers’ information literacy,and is a positive exploration of the research on the targeted cultivation and enhancement of ethnic teachers’ information literacy,which has strong practical guidance significance.