Promoting Lifelong Learning and Enhancing Teachers' Digital Competence in Chinese Higher

In the knowledge economy of the 21st century, the digital competence of higher education faculty has a clear impact on teaching quality; however, the underlying structure of faculty competence remains poorly understood, particularly in a regional context. This study explored the fundamental dimensions of faculty competence in Zhejiang Province, China, with the goal of developing a valid, data-based framework to inform institutional policy and professional support. A quantitative survey of 84 educators from universities was conducted, including four fundamental modules of competence: digital competence, technical competence, school climate, and professional advancement. Principal component analysis (PCA) and Cronbach's alpha tests revealed that two hidden components explained 42.95% of the total variance. Integrated Digital Pedagogical Competence (IDPC) and Collaborative Professional Ecology (CPE) both demonstrated high levels of internal consistency, with α = .965 for the former and α = .949 for the latter. The results present a two-dimensional framework in which four fundamental modules combine to systematically integrate teachers' digital-pedagogical skills and factors that support them at work and in school. This framework provides both an argument and an approach toward enhancing faculty digital literacy, pedagogical innovation, and lifelong learning in higher education in China.