Abstract: This article selects vocational college teachers with rich experience in digital teaching innovation as samples. Based on the two major driving forces of“student needs and vocational education environment”, namely domestic demand and extrapolation, and the three-stage improvement path of“basic requirements, ability enhancement, and development goals”, it forms the practical results of digital teaching innovation with four cores:“core teaching objectives, core teaching resources, core teaching tasks, and core teaching evaluation”. Finally, through the five dimensional literacy indicators of“teaching literacy, professional literacy, digital literacy, integration literacy, and personal literacy”, a comprehensive examination of vocational college teachers'teaching innovation literacy is conducted, and a digital teaching innovation literacy model based on“two driving forces, three stages, four cores, and five dimensions”is constructed.

Key words: Vocational college teachers, Teacher digital literacy, Teaching innovation literacy, Digital teaching, Digital technology, Teacher professional development