1　Introduction

This section elaborates on the background of university foreign language teachers' digital literacy becoming a critical condition for educational transformation driven by artificial intelligence technology, identifies existing research deficiencies in connotation definition, evaluation system construction, and disciplinary value orientation, and subsequently proposes that this study will proceed from national language strategy and foreign language disciplinary attributes, with national foreign language capacity building as the core logic, focusing on cutting-edge issues such as cross-cultural expression, innovative thinking, and generative artificial intelligence application, to construct a digital literacy evaluation framework deeply coupled with the mission of foreign language disciplines.

2　Connotation Interpretation and Framework Research on Digital Literacy Evaluation for University Foreign Language Teachers

This section explores the essence, connotation, and evaluation framework construction of university foreign language teachers' digital literacy. In the essence analysis part, it reviews the evolution of foreign language information-based education from behaviorism to social cognitivism and then to ecological perspectives, pointing out that the core characteristics of university foreign language teachers' digital literacy in the intelligent era are value orientation, endogenous isomorphism, and dynamic development, emphasizing that it is not simply a technical superposition but a compound literacy system in which foreign language disciplines selectively absorb, adapt, and transform technology to achieve self-iteration. In the connotation interpretation part, it critiques the excessive attention to instrumental value and insufficient attention to disciplinary mission attributes and ethical awareness in existing research, proposing that university foreign language teachers' digital literacy is an integrated capability with critical cognitive concepts as the ideological foundation, professional digital practical ability as the behavioral manifestation, and digital teaching ethical responsibility as the value norm. In the framework construction part, it analyzes the similarities and differences among international standards such as the EU DigCompEdu, US ISTE standards, UK Digital Teaching Professional Framework, and UNESCO AI Competency Framework for Teachers, pointing out their limitations of "high standards, low implementation" and detachment from the Chinese context; it reviews the evolution from educational technology capability to the "Digital Literacy for Teachers" industry standard in China,梳理了国内学者从通用化向学科化、静态向动态的研究发展，认为现有研究在演进特征追踪、生成式人工智能与数字伦理关注、学科特色与国家战略关联等方面仍有提升空间，主张形成政策标准、学科特色、技术支撑三者协同的评价机制。

3　Construction and Interpretation of Digital Literacy Framework for University Foreign Language Teachers

This section constructs a four-layer progressive framework for university foreign language teachers' digital literacy, comprising four primary dimensions: digital belief and ethical awareness, digital knowledge and skills, digital practical application, and digital foreign language thinking and expression. The study integrates multi-dimensional references including UNESCO, EU DigCompEdu, and China's "Digital Literacy for Teachers" standard, and conducts two rounds of expert consultation and revision through the Delphi method, ultimately forming a complete framework with 13 secondary dimensions. Digital awareness and social responsibility emphasize cross-cultural ethical norms; digital knowledge and skills focus on technology-empowered foreign language teaching; digital practical application concerns teaching and research implementation scenarios; and digital foreign language thinking and expression reflect the cross-cultural innovative capability with disciplinary characteristics, with each dimension aligning with national policy semantics while highlighting foreign language disciplinary attributes.

4　Recommendations for Cultivating Digital Literacy Among University Foreign Language Teachers

This section proposes four recommendations for cultivating digital literacy among university foreign language teachers: first, strengthening digital responsibility awareness, building open teaching environments, and conducting ethical research and value guidance; second, establishing a multi-dimensional comprehensive evaluation system, using assessment tools to generate capability profiles, and achieving data-driven precision cultivation; third, improving digital practice mechanisms, embedding micro-credential systems, and building development communities and digital twin classrooms; fourth, activating foreign language thinking and expression capabilities, serving national discourse construction, developing multimodal narrative resources, and deepening international cooperation and two-way narrative practice.

5　Conclusion

This section points out that facing the rapid iteration of technologies such as generative artificial intelligence, the evaluation framework needs to establish a dynamic update mechanism, balance universality and specificity, and build a linkage mechanism between technological iteration and teachers' digital literacy upgrading; it emphasizes that digital literacy is a key support for university foreign language teachers' technical capabilities, educational value guidance, teaching innovation, and international development; this study innovatively incorporates humanistic attributes and interdisciplinary integration characteristics into the teaching literacy theoretical framework, providing methodological support for the implementation of university foreign language teachers' digital literacy and foreign language smart education practice; future efforts can promote the optimization of teacher training systems, teaching resource development, and cross-institutional collaborative practice, to build foreign language digital education brands with both Chinese characteristics and international competitiveness.