Institutional Support in Enhancing Online Teaching Competency: Evidence from a Chinese University

Abstract

Institutional support plays a critical role in enhancing the online teaching competency of educators. As digital transformation accelerates in higher education, universities must provide strong structural, technological, and developmental support to ensure effective teaching and learning. This study investigates the relationship between institutional support and online teaching competency as perceived by faculty members at Yunnan Normal University, China. Institutional support was examined across five dimensions: infrastructure, funding, access to technology, policy implementation, and professional upskilling. A total of 397 respondents from various disciplines participated in a validated, self-administered online survey. Findings reveal a generally favorable perception of institutional support, with policy support receiving the highest ratings. Significant positive correlations were found between online teaching competency and key support areas such as upskilling, funding, access to technology, and institutional policies. However, gaps were noted in technical support, broadband access, and inter-school collaboration. The results emphasize the importance of sustained investment in digital infrastructure and continuous faculty development. It is recommended that institutions strengthen policies, improve infrastructure and technical services, expand training programs, and foster inter-institutional cooperation to build a resilient, competent, and future-ready teaching workforce.