Han Lintao and Yang Erhong
The success of Digital Chinese development ultimately depends on whether its users, researchers, and creators possess the necessary core competencies. Large Language Model (LLM) constitutes a critical technological domain and a strategic priority in this new stage of development. Research among student populations reveals key characteristics and structural issues in LLM literacy, including a significant “inversion” between high-frequency usage and systematic learning, which points to a structural imbalance; generally low self-assessment of literacy, limited confidence and insufficient advanced application skills; and a tendency toward superficial application across broad yet shallow scenarios. Digital Chinese emphasizes the integration of language and technology, centrality of data, comprehensive empowerment, and commitment to standardization and safety. Grounded in these core principles, this study constructs a “Five-Dimension, Three-Level” LLM literacy framework. It identifies cognition and understanding as the foundational element, ethics and responsibility as the guiding principle, interaction and collaboration as the methodological core, learning and innovation as the developmental pathway, and career and entrepreneurship as the ultimate objective. The framework proposes a continuum comprising general foundational literacy, specialized integrative literacy, and leading developmental literacy. Finally, it outlines a holistic “Five-in-One” cultivation pathway: oriented by needs, driven by collaborative innovation, centered on curriculum and instruction, guided by assessment reform, and supported by faculty development.