Abstract

In the digital age, the rapid advancement of information technology has radically transformed the ecology of higher education, compelling university teachers to navigate novel ethical challenges regarding their roles and responsibilities. To investigate the current status, prevalent issues, and potential pathways for enhancing university teachers’ ethical literacy within this digital landscape, this paper systematically examines the contemporary connotation and critical im-portance of such literacy. It further analyzes the principal challenges educators confront across three core domains: teaching practices, scientific research integrity, and evolving teacher-student relationships. The study reveals that the pervasive integration of digital technology engenders significant ethical dilemmas. These manifest in the equitable use of teaching resources, the imperative to uphold academic integrity amidst new technological pressures, and the complexities of fostering meaningful, ethical interactions in online spaces. Furthermore, the relentless pace of technological innovation, outdated regulatory frameworks, and shifting societal values emerge as the primary catalysts driving these challenges. In response, this paper advocates a comprehensive strategy targeting three synergistic levels: robust teacher development programs, systemic policy refinement, and proactive cultural construction. This multifaceted approach aims to elevate educators’ awareness of digital ethics and effectively regulate their professional conduct, thereby empowering them to thrive within the demanding digital education environment. The research findings provide valuable theoretical insights and actionable guidance for strengthening university teachers’ ethical literacy, contributing significantly to the sustainable and healthy progression of higher education in the digital era.