豫章师范学院学报

应用型高校教师数字胜任力受个人、组织与环境因素共同影响。通过对679份问卷的结构方程分析发现：个人特质是数字胜任力的核心内驱力，其中技术接受度作用最为显著；组织支持中，数字培训与支持服务直接提升胜任力，而激励机制需通过技术接受度间接生效；区域产业数字化水平对产教协同能力具有显著正向影响。因此，基于POE理论框架，构建包含技术整合、教学创新、专业发展、产教协同与数字伦理的五维度胜任力模型，从个人、组织与环境三方面形成系统性对策，为提升应用型高校教师数字胜任力提供参考。

The digital competence of teachers in application-oriented universities is shaped by the interplay of personal, organizational, and environmental factors. Structural equation modeling analysis of 679 questionnaires revealed that personal traits serve as the core internal driver, with technology acceptance exhibiting the most significant impact. Regarding organizational support, digital training and support services directly enhance competence, whereas incentive mechanisms exert an indirect effect through the mediation of technology acceptance. Furthermore, the regional level of industrial digitalization demonstrates a significantly positive influence on industry-education collaboration capability. Based on these findings, a five-dimensional competence model, grounded in the POE theoretical framework, was constructed, encompassing technology integration, instructional innovation, professional development, industry-education collaboration, and digital ethics, and systematic recommendations are formulated from the personal, organizational, and environmental perspectives, offering valuable references for enhancing the digital competence of applied university teachers.