大数据、人工智能、区块链、5G等数字技术的飞速发展重新定义了人才标准。培养适应数字时代的人才已成为各国当务之急。而教师的数字素养被视为达成此目标的关键。为此，中国在2022年发布了教师数字素养标准。但由于起步较晚，加上缺乏配套的政策支持和详细的实践指南，导致数字技术与教学深度融合的能力不足，政策执行出现偏差。反观英国，自20世纪80年代起就逐步推出教师数字素养培育政策，涵盖了战略、标准、课程纲要、草案和框架等多种形式，为教师数字素养的培养提供了明确的方向和具体指导。英国在这方面的成功得益于政府各部门强大的政策推动力，其经验值得我国借鉴。

本研究以政策网络理论为研究视角，利用文献研究法，对英国政府发布的教师数字素养培育政策文本、高校发布的数字课程培养方案、企业发布的教师技能培养计划以及统计报告等文献进行分析，梳理了英国教师数字素养培育政策的发展脉络，分析了政策执行的影响因素，探讨了参与政策执行的行动主体及其互动关系，并总结了对我国教师数字素养培育政策执行的启示。

通过对英国教师数字素养培育政策的分析，本研究得出以下五个核心结论。第一，英国教师数字素养培育政策历经了萌芽期、发展期和转型期，从最初强调教师信息技术素养的培养，逐步转向倡导以人为中心的教育数字化，促进数字技术在教学、研究和管理中的创新应用。第二，政治、经济和科技环境影响英国教师数字素养培育政策的执行。同时，政治、经济和科技环境又是英国教师数字素养培育政策实施的重要保障。第三，英国教师数字素养培育政策网络包括五个子网络，分别是以中央政府主导的政策社区网络、以各区政府为核心的府际网络、以学校为主体的生产者网络、以企业为重点的专业网络以及结构松散的议题网络。第四，根据行动主体之间的互动频率和网络联结度的差异，可以将英国教师数字素养培育政策网络分为紧密集成型、半松散型和松散型三种类型，其整体呈现集中度不均匀特征。第五，教师数字素养培育政策网络行动主体之间存在冲突、协作和博弈的关系。

在英国教师数字素养培育政策网络中，尽管存在冲突和博弈，但英国政府通过下放权力来凝聚各方价值共识，平衡各方利益，努力将潜在冲突和博弈转化为积极的协作。本研究基于英国教师数字素养培育政策的宝贵经验，为我国教师数字素养培育政策执行提供了几点启示：第一，构建多元主体参与的协同共治模式。第二，明确中央政府和地方政府的权责分工。第三，加强大中小学校合作伙伴关系建设。第四，重视议题网络的辅助作用。

The rapid development of digital technologies such as big data, artificial intelligence, blockchain, and 5G has redefined talent standards. Cultivating talents adapted to the digital age has become an urgent task for all countries. The digital literacy of teachers is considered crucial in achieving this goal. China released its teacher digital literacy standard in 2022. However, due to a relatively late start and lack of supporting policies and detailed practical guidelines, there remains insufficient capability for deep integration between digital technology and teaching, leading to deviations in policy execution. In contrast, the UK has gradually introduced policies on fostering teacher digital literacy since the 1980s, encompassing strategies, standards, curriculum outlines, drafts, and frameworks, providing clear direction and specific guidance for developing teachers’ digital skills. The UK’s achievements in this field owe much to the strong policy impetus provided by government departments, which deserves our attention.

This study adopts Policy Network Theory as its research perspective and employs data analysis methods. It analyzed textual materials including UK government’s teacher digital literacy development policies, universities’ digital course training programs, non-governmental organizations’ plans for faculty skill enhancement, statistical reports, etc. The developmental history of policy of digital literacy development for teachers in the UK has been compiled, it also analyzes the influencing factors of policy formulation, discusses the main actors of the policy network as well as their interaction, and summarizes the implications.

By analyzing the policy of digital literacy development for teachers in the UK, this research draws the following five key conclusions. Firstly, the policy of digital literacy development for teachers in the UK went through the stages of inception, development, and transition. Shifting from an initial emphasis on developing teachers’ information technology literacy to advocating the human-centered digitization of education and promoting innovative applications of digital technology in teaching, research, and management. Secondly, the political, economic, and technological environment provided a foundation for the policy of digital literacy development for teachers in the UK. Simultaneously, this environment serves as an important guarantee for the implementation of the policy. Thirdly, the network of the policy of digital literacy development for teachers in the UK consists of five sub-networks, namely the policy community network dominated by the central government, the intergovernmental network centered on local governments, the producer network primarily consisting of schools, the professional network focused on enterprise, and the loosely structured thematic network. Fourthly, based on the differences in the frequency of interaction and the degree of network connectivity among actors, the network of the policy of digital literacy development for teachers in the UK is classified into three types: tightly integrated, semi-loose, and loose, demonstrating an overall uneven concentration characteristic. Fifthly, there exist relationships of conflict, collaboration, and negotiation among the actors within the network of the policy of digital literacy development for teachers in the UK .

In conclusion, despite conflicts and struggles within policy networks, the UK government has been able to foster consensus among diverse interests by devolving power, thereby transforming potential conflicts into positive collaboration. These provide several insights for the development of digital literacy among teachers in China. Firstly, establish a collaborative governance model involving diverse stakeholders. Secondly, clarify the responsibilities of the central and local governments. Thirdly, strengthen cooperation between universities and primary and secondary schools. Fourthly, value the auxiliary role of issue networks.