农民是数字中国与数字乡村建设的参与者与受益者，建设农业强国，离不开“懂技术、知农业、能操作”的农民，农民数字素养的提升是推动数字乡村建设、推进农业农村现代化和实现乡村振兴的前提，构建农民数字素养框架则是开展农民数字素养提升活动的基础。

本研究首先以马斯洛需求层次理论为基础梳理农民数字需求，以全球数字素养框架为母版，结合农民的数字需求，构建农民数字素养框架的5个一级指标并诠释其内涵；立足数字农民的特征及面临的困境，我国数字素养领域相关政策、文件，参考全球数字素养框架的二级指标，构建农民数字素养框架的26个二级指标并诠释其内涵；基于DigComp 2.2，结合研究目的、指标可度量性和可操作性，从技能层面构建农民数字素养框架的56个三级指标。

其次，采用德尔菲法和访谈法对框架的科学性与适用性进行验证。采用德尔菲法，选择13名相关领域专家开展意见征询，在二轮专家意见征询后，协调系数为0.552，表明专家意见一致性程度较高，可以结束专家意见征询，故根据指标筛选标准，结合专家组的意见，将本研究构建的农民数字素养框架调整为5个一级指标，23个二级指标，47个三级指标。采用访谈法，对广东省河源市连平县11名农民进行线上访谈，依据访谈分析结果，将本研究构建的农民数字素养框架最终调整5个一级指标，23个二级指标，51个三级指标。

最后，探讨本研究构建的农民数字素养框架的应用。农民数字素养提升相关主体包括政府、企业、高校和科研院所、图书馆，结合相关主体，将农民数字素养框架的应用场景归纳为政策制定、平台建设、教育培训、信息服务和能力评估五个方面。基于框架的应用场景，从政府、企业等相关主体出发探讨农民数字素养框架的应用。政府可参考框架制定农民数字素养提升的具体行动规划、推动素养评估；企业可依托框架开发相应的APP、搭建数字化问答平台；高校和科研院所可基于框架研发农民数字素养培训课程，开展多样化的农民数字素养培训活动；图书馆可基于框架整合数字资源，提供信息服务；农民可依据框架开展自身数字素养水平评估，明确自身数字素养提升方向。

Farmers are participants and beneficiaries of the construction of Digital China and Digital Countryside. Building a strong agricultural country cannot be separated from farmers who "understand technology, know agriculture, and can operate." The improvement of farmers' digital literacy is the prerequisite for promoting the construction of Digital Countryside, advancing agricultural and rural modernization, and achieving rural revitalization. The construction of a framework for farmers' digital literacy serves as the foundation for carrying out activities to enhance farmers' digital literacy.

This study first examines farmers' digital needs based on Maslow's hierarchy of needs theory. Using the Global Digital Literacy Framework as a template, combined with farmers' digital needs, it establishes five first-level indicators for the farmers' digital literacy framework and interprets their connotations. Based on the characteristics and challenges faced by digital farmers, as well as relevant policies and documents in China's digital literacy field, and with reference to the second-level indicators of the Global Digital Literacy Framework, this study constructs 26 second-level indicators for the farmers' digital literacy framework and interprets their connotations. Furthermore, drawing on DigComp 2.2, and taking into account the research objectives, measurability, and operability of the indicators, 56 third-level indicators for the farmers' digital literacy framework are established from the skill perspective.

Secondly, the Delphi method and interviews were used to verify the scientific validity and applicability of the framework. The Delphi method was adopted, and 13 experts in related fields were selected to solicit opinions. After two rounds of expert consultation, the coordination coefficient was 0.552, indicating a high degree of consistency among experts' opinions, and the expert consultation could be concluded. Therefore, based on the index selection criteria and combined with the opinions of the expert group, the farmers' digital literacy framework constructed in this study was adjusted to 5 first-level indicators, 23 second-level indicators, and 47 third-level indicators. The interview method was also employed, conducting online interviews with 11 farmers in Lianping County, Heyuan City, Guangdong Province. Based on the results of the interview analysis, the farmers' digital literacy framework constructed in this study was ultimately adjusted to 5 first-level indicators, 23 second-level indicators, and 51 third-level indicators.

Finally, the application of the farmers' digital literacy framework constructed in this study is discussed. The relevant subjects involved in improving farmers' digital literacy include the government, enterprises, universities and research institutions, and libraries. Combining these subjects, the application scenarios of the farmers' digital literacy framework are summarized into five aspects: policy making, platform construction, education and training, information service, and capability assessment. Based on the application scenarios of the framework, the application of the farmers' digital literacy framework is explored from the perspective of the government, enterprises, and other relevant subjects. The government can refer to the framework to formulate specific action plans for enhancing farmers' digital literacy and promote literacy assessment. Enterprises can rely on the framework to develop corresponding apps and build digital Q&A platforms. Universities and research institutions can develop training courses on farmers' digital literacy based on the framework and carry out diversified training activities. Libraries can integrate digital resources and provide information services based on the framework. Farmers can conduct self-assessment of their digital literacy level according to the framework and clarify the direction for improving their digital literacy.