Abstract: This article takes 624 teachers from vocational undergraduate institutions as the research subjects, and based on the questionnaire survey method, investigates their information-based teaching capabilities from five dimensions: attitude and responsibility, foundation and skills, design and development, application and evaluation, as well as integration and innovation; Use SPSS 27.0 software to conduct descriptive analysis, independent samples t-test, one-way analysis of variance, and variance test on the sample data. The results show that the information-based teaching capabilities of teachers in vocational undergraduate institutions is at an average level, and there are significant differences in terms of age, teaching experience, and professional title, while there are no significant differences in terms of educational background and gender. Strategies such as constructing a systematic support system to continuously improve teachers'information-based teaching capabilities, implementing hierarchical and classified cultivation strategies to enhance the pertinence and effectiveness of training, and establishing a dual-drive model of motivation and support to eliminate teachers'fear of information-based teaching are proposed.

Key words: Vocational undergraduate institutions, Information-based teaching, Teachers'information-based teaching capabilities, Empirical research, Data analysis, Teacher