Scientific Development Research

With the rapid iteration of digital technology, teachers' digital literacy has emerged as a core variable in the high-quality development of vocational education. This study conducted questionnaires and interviews with English teachers from three public higher vocational colleges in the Tai’an region. Through a “five-round rolling iteration” demonstration procedure—comprising in-depth teacher interviews, student learning baseline testing, action strategy intervention, dynamic feedback tracking, and data significance analysis—the research reveals critical issues in current online public English teaching, such as superficial technology integration, shallow instructional interaction, and one-sided effectiveness evaluation. By introducing the TPACK (Technological Pedagogical Content Knowledge) theoretical framework, this paper constructs a “Five-Dimensional Driving and Three-Stage Linking” teaching optimization model and implements comprehensive deep interventions in teaching practice. Empirical results demonstrate that the optimized path significantly improves students' online engagement depth and academic achievement (p < 0.05), while also showing positive effects in promoting teachers' digital teaching competency. This paper aims to provide a reference scheme with both academic value and practical significance for the intelligent governance and paradigm shift of English education in higher vocational colleges through systematic instructional design.

Public English in higher vocational colleges; Online teaching; TPACK framework; Teaching optimization path