Under the dual impetus of technological change and policy guidance, the integration practice of generative artificial intelligence (GenAI) into university teaching has been widely implemented, and related research on GenAI teaching applications has been continuously deepened. However, most of the studies focus on individual case analyses and ignore the combined effects of multiple factors, resulting in insufficient guidance for teaching practice. Therefore, this paper took 29 typical cases from colleges and universities as research objects, set coding categories according to research questions, and designed an analytical framework for factors influencing the effectiveness of GenAI teaching applications. Relying on this analysis framework, this paper adopted the fuzzy-set qualitative comparative analysis (fsQCA) method to conduct a multifactor configurational pathway analysis of GenAI teaching applications. The results showed that no single conditional variable constituted a necessary condition for influencing the effectiveness of GenAI teaching applications. The configurational pathways for high effectiveness in GenAI teaching applications can be categorized into two types: the subject-technology synergy type and the subject-technology-environment balanced influence type, among which subject factors and technology factors jointly served as the key drivers for the effectiveness of high GenAI teaching applications. Based on this conclusion, the paper put forward practical strategies to enhance the effectiveness of GenAI teaching applications, with the aim of providing references for the deep integration of GenAI into teaching, and facilitating innovation of teaching modes reform.

The improvement of teachers’ digital literacy empowered by artificial intelligence is not only an important content, expansion and deepening of the construction of teachers boosted by artificial intelligence, but also a key path to consolidate the soft power of digital transformation of education and promote the construction of high-quality teachers. Under this context, the paper firstly combed the necessary and key characteristics of improving teachers’ digital literacy in the era of artificial intelligence. Secondly, this paper put forward that the improvement of teachers’ digital literacy empowered by artificial intelligence should follow the overall strategy of “demand-oriented, standard-leading, scene-landing and evaluation feedback”. Based on this, the typical scenarios of the improvement of teachers’ digital literacy empowered by artificial intelligence were expounded in detail, which included intelligent education environment, digital training courses, diversified research and training activities, and generative teaching practices. Finally, the evaluation feedback mechanism of artificial intelligence assisting digital literacy was discussed from the angles of digital portrait, micro-ability certification and large model application. The research of this paper could provide a feasible solution for the improvement of teachers’ digital literacy in the era of artificial intelligence, and help accelerate the digital transformation and upgrading of education.

As the dominant element of teachers’ digital literacy, the evaluation and improvement of teachers’ digital application ability has become an important breakthrough and leverage point for teachers’ development to be digitally empowered and the promotion of teachers to respond to new technological changes. Firstly, this paper systematically analyzed the components of the evaluation of teachers’ digital application ability through policy texts, academic literature, and practical demand interviews, and designed an overall architecture model for the evaluation of teachers’ digital application ability to provide a basis for the portrait design. Then, this paper constructed the evaluation portrait of teachers’ digital application ability based on AI, and carried out a comprehensive analysis from seven aspects of portrait target establishment, data collection and aggregation, data pre-processing, data modeling and analysis, portrait label data set generation, portrait visualization and portrait result application. Finally, taking Hefei No. 4 Middle School as the pilot school, this paper elaborated the results and the application of teachers’ digital application ability, in order to provide reference for the reform and innovation of teachers’ digital application ability evaluation.