在教育数字化转型的时代背景下，高校教师的数字素养已成为推动教育现代化和实现教育强国目标的关键支撑。基于对国内外相关研究的系统梳理，本文分析了高校教师数字素养的内涵特征与发展趋势。研究发现，国外已形成以 UNESCO ICT-CFT 与欧盟 DigCompEdu 为代表的体系化框架，注重教师在教学创新与数字伦理方面的能力建构；国内则在政策引领和本土化探索中逐步形成以《教师数字素养》（JY/T 0646—2022）为核心的研究体系，呈现出从标准化向智能化演进的趋势。研究进一步指出，当前我国高校教师数字素养建设仍存在理念更新滞后、能力结构不均与机制保障不足等问题。针对上述问题，本文从理念引领、能力提升与制度保障三个维度提出系统化提升策略：一是强化数字教育理念，培育高校数字教育文化；二是完善培训体系，构建分层分类、持续化的能力培养机制；三是健全制度保障，建立科学的评价与激励体系。研究认为，高校教师数字素养提升是一项系统工程，应在国家战略、学校机制与教师个体的协同作用下推进，促进高校教师由“技术适应者”向“教育创新者”转变，为教育数字化转型的高质量发展提供有力支撑。

：Against the backdrop of educational digitalization, university teachers’ digital literacy has become a key driver for promoting educational modernization and achieving the goal of building a strong education system. Based on a systematic review of relevant domestic and international studies, this paper analyzes the connotations, characteristics, and development trends of university teachers’ digital literacy. The findings reveal that internationally, systematic frameworks such as UNESCO’s ICT-CFT and the European Union’s DigCompEdu emphasize teachers’ competencies in teaching innovation and digital ethics. In China, guided by national policies and localized practices, a research system centered on the Teachers’ Digital Literacy standard (JY/T 0646—2022) has gradually taken shape, showing an evolution from standardization to intelligent development. The study further identifies existing challenges in China’s higher education context, including outdated perceptions, uneven ability structures, and insufficient institutional support. To address these issues, this paper proposes targeted strategies from three dimensions—conceptual guidance, competence enhancement, and institutional guarantee: (1) strengthening the leadership of digital education concepts and cultivating a digital education culture in universities; (2) improving training systems to establish a hierarchical and sustainable competence development mechanism; and (3) enhancing institutional frameworks to build a scientific evaluation and incentive system. The study argues that improving university teachers’ digital literacy is a systematic endeavor that requires the coordinated efforts of national strategies, institutional mechanisms, and individual initiatives, thereby facilitating the transformation of teachers from “technology adapters” to “education innovators” and advancing the high-quality development of educational digitalization.