关键词: 数字素养；汽车专业；数字化转型；社会建构主义；行动研究

Abstract: To address the new requirements for digital literacy in the automotive industry's digital transformation and explore a digital literacy evaluation path that suits the characteristics of automotive majors in higher vocational colleges, this paper, guided by social constructivist learning theory, adopts an action research method. Data are collected through semi-structured interviews, participatory observation, and document analysis, and are subjected to thematic analysis. The research aims to reveal the cognitive characteristics of digital literacy among automotive major students, the interaction between their cognition and the standardized evaluation framework, and to construct a digital literacy evaluation model with professional specificity based on these findings. The research findings indicate that automotive major students' cognition of digital literacy is characterized by contextualization and pragmatism, with an emphasis on instrumental rationality and practical value orientation. There is a structural tension between individual cognition and the standardized evaluation framework. Students actively adjust the dynamic balance with the evaluation framework through strategies such as cognitive reconstruction of key events in the interaction. The study shows that the formation of digital literacy among automotive major students in higher vocational colleges is a constructive process of continuous negotiation with the evaluation framework in specific professional contexts.

Key words: digital literacy; automotive major; digital transformation; social constructivism; action research