Author(s)

Zheng Na ¹, Su Jiayi ¹, Lei Lei ¹

Affiliation(s)

¹ Chongqing Normal University, Chongqing, 401331, China

Corresponding Author

Zheng Na

ABSTRACT

With the accelerated transformation of digital and intelligent education, primary and secondary school teachers are required to develop digital competence beyond basic technical operation. From the perspective of human-machine collaboration, this paper examines how intelligent technologies can support teachers' instructional design, data-informed decision-making, ethical judgment, and continuous professional development. Through integrative literature analysis, the study clarifies the conceptual relationship between human-machine collaboration and teachers' digital competence, identifies major development dilemmas, and proposes a systematic pathway for competence improvement. The study argues that teachers' digital competence should be developed through tiered diagnosis, scenario-based practice, AI-assisted instructional routines, evidence-based reflection, professional learning communities, and ethical governance. The proposed framework emphasizes teacher agency, responsible technology use, and sustainable school-based support, offering theoretical and practical references for the professional development of primary and secondary school teachers in the intelligent era.

KEYWORDS

Human-machine collaboration; primary and secondary school teachers; digital competence; artificial intelligence in education; teacher professional development; digital transformation; intelligent education

CITE THIS PAPER

Zheng Na, Su Jiayi, Lei Lei. Human-Machine Collaboration Perspective: Analysis on the Development Path of Primary and Secondary School Teachers' Digital Competence. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 3, 21-29. DOI: http://dx.doi.org/10.23977/aetp.2026.100304.

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