【摘要】 研究以753位高校教师为调研样本，基于生态系统理论，采用模糊集定性比较分析法(fsQCA),深入探索影响高校教师数字胜任力的多重因素及其复杂互动和组态效应。结果发现：影响高校教师数字胜任力的因素包括行为主体特征、数字学习生态、组织管理机制、数字创新文化、数字变革型领导力，且任何单一因素均不是影响高校教师数字胜任力的必要条件；促进其数字胜任力提升的路径组合有三条：行为主体—管理协同组态、组织文化—数字引导协同组态、自驱动教师数字能力组态；在抑制高校教师数字胜任力的三条路径组合中，行为主体特征在所有路径中均有缺失，凸显其对教师数字胜任力的重要影响，而变革型领导力及数字创新文化的缺失也是关键制约因素。据此，高校教师数字胜任力的提升，需从激活行为主体的自我驱动力、构建支持性的数字学习生态、强化数字变革型领导力、培育数字创新文化，以及整合与协调跨部门合作等方面入手。更多还原

【Abstract】 Based on ecosystem theory and fuzzy-set Qualitative Comparative Analysis(fsQCA), this study delves into the multifaceted factors influencing digital competencies among university faculty, with a sample of 753 teachers. Moreover, it extensively explores the complex interactions and configurational effects that impact these competencies. The findings indicate that various factors influence teachers’ digital competency, including individual characteristics, digital learning ecology, organizational management, digital innovation culture and transformational leadership, with no single factor being a necessary condition for affecting teachers’ digital competency. Three pathways that promote the enhancement of digital competency are identified: subject-management collaborative configuration, organizational culture-digital guidance collaborative configuration, and self-driven digital competency configuration. In the three pathways that inhibit digital competency, the absence of the individual component in all pathways underscores its critical influence on teachers’ digital competency; the lack of transformational leadership and school digital literacy culture are also key constraining factors. In view of these findings, proposals for promoting the comprehensive development of teachers’ digital competency are made: activating self-driving power of behavioral subjects, building a supportive digital learning ecosystem, promoting the implementation of transformational leadership, cultivating a digital innovation culture as well as integrating and coordinating cross-departmental collaboration.更多还原