The influencing factors and complex configuration analysis of digital empowerment in ideological and political education in Chinese higher education

The rapid advancement of digital technology has accelerated educational transformation in higher education, providing both opportunities and challenges for ideological and political education (IPE). Despite continuous investment, digital empowerment in IPE remains uneven due to fragmented infrastructure, insufficient teaching innovation, and limited teacher preparedness. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, this study investigates the key factors and configurational mechanisms influencing digital empowerment in Chinese universities. Using survey data from 565 students, Structural Equation Modelling (SEM) and Fuzzy-Set Qualitative Comparative Analysis (fsQCA) were employed to reveal both linear relationships and complex interactions among five core dimensions: platform technology support, teaching content innovation, platform interaction experience, teachers’ digital literacy, and policy and institutional support. SEM results show that all five dimensions positively affect digital empowerment. fsQCA further identifies multiple configurations leading to high empowerment, indicating that different combinations of technological, pedagogical, and institutional conditions can achieve equivalent outcomes. This study enriches the theoretical understanding of digital empowerment by extending TPACK to IPE and introducing a configurational perspective to educational digitalization research. Practically, it provides actionable insights for improving digital platforms, enhancing teacher competence, and strengthening institutional policy to advance the high-quality digital transformation of IPE in higher education.