Exploring the impact of ICT literacy and related factors on teaching effectiveness in a Chinese private university: a case study

As IC technology increasingly integrates with education, the era of educational informatization has arrived. Meanwhile, as student numbers decline annually, private universities in China face intense competition. To thrive, these institutions must enhance the quality of talent cultivation, primarily by improving teachers' effectiveness. This study explores new and traditional factors influencing teaching
effectiveness in the informatization era. To address these challenges, the study posed three research questions and five hypotheses. A private university in Shandong, China
(DFC), was selected, involving 207 teachers and 4,010 students in a questionnaire survey. The theoretical framework was based on systems theory, attribution theory,
ecosystem theory, PCK (Pedagogical Content Knowledge), and TPACK (Technological Pedagogical Content Knowledge).