The Predicament and Path Forward for University Teachers’ Digital Literacy from the Perspective of Large Model Security

Abstract

Artificial intelligence technologies, represented by Large Language Models (LLMs), are profoundly reshaping the educational ecosystem, presenting new era-specific demands for teacher digital literacy. However, LLMs are not purely empowering technological tools; their inherent security risks, such as “hallucinations,” privacy leakage, and prompt injection, pose systemic challenges to the authenticity, security, and ethical boundaries of educational activities. This paper, from the perspective of large model security, analyzes the dual effects of LLMs in the educational field. On this basis, it delves into the four-fold predicament that currently confronts the development of teacher digital literacy: cognitive, competency-related, practical, and systemic. The study posits that addressing these challenges requires the construction of a four-dimensional development strategy centered on “Prudent Integration”: at the cognitive level, fostering a critical view of technology; at the competency level, constructing an integrated skill chain; at the practical level, deepening contextualized pedagogical innovation; and at the ecological level, cultivating a multi-layered, collaborative support system. This paper aims to provide theoretical references and practical pathways for the professional development of teachers in the age of artificial intelligence, emphasizing that the core role of the teacher will shift from that of a knowledge transmitter to a prudent constructor of knowledge and a guide of wisdom within a human-AI collaborative environment.