Abstract: This article is based on the Technology Acceptance Model (TAM) and combines social expectations, disciplinary adaptability, and personal efficacy to construct a model of the influencing factors of digital literacy improvement for teachers in private vocational colleges. Through questionnaire surveys and structural equation modeling analysis, the results show that social support, subject fit, and personal confidence significantly affect teachers'intention to apply digital skills, perceived value, and convenience. The research suggests promoting the improvement of teachers'digital teaching abilities through specialized training and incentive policies, and emphasizing the optimization of digital tool design to enhance teachers'willingness to use and promote the process of educational and teaching informatization.

Key words: Digital literacy, Private sector, Vocational colleges, Enhancement strategy, Technology Acceptance Model, Educational informatization