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A total of 179 teachers and 404 students participated in a survey assessing three competency dimensions: educational beliefs (EB), instructional skills (IS), and digital pedagogical competencies (DPC) . Results indicate significant gaps between current and desired competency levels across all dimensions, with DPC demonstrating the highest priority need (PNI=0 .360) . Specifically, smart interactive assessment (PNI=0 .413) and digital learner profiling (PNI=0 .407) emerged asthe most urgent areas for development. Independent-samples t-tests reveal that student evaluations are generally higher than teacher self-assessments in EB and DPC, suggesting a pattern of teacher-driven developmental motivation rather than external performance pressure. The integrated analysis identifies four critical competency units that warrant priority intervention, particularly in digitally mediated instruction. By combining needs intensity ranking with perceptual triangulation, this study advances a data-informed approach to faculty development planning in resource-constrained institutional contexts. The findings suggest a tendency toward internally oriented professional development standards.\u003Cbr>Keywords: Priority needs assessment, teaching competency, foreign language teachers, teacher–student perceptual gap, private higher education. |\n| --- |\n| *Corresponding author. Email: [6509040045@payap.ac.th](6509040045@payap.ac.th). |\n\nINTRODUCTION  \nChinese higher education has entered a stage of massification, with private universities playing an increasingly important role in expanding access and diversifying institutional forms. According to the Chinese Ministry of Education (2023), more than one-third of the nation’s undergraduate students are enrolled in private institutions. While this expansion has widened participation, it has also intensified inter-institutional competition and raised expectations for teaching quality.  \nCompared with their public counterparts, Chinese private universities typically operate under tighter financial constraints and rely heavily on tuition revenue (Mok and  \nChan, 2008; Yang, 2014) . Prior research shows that limited research resources and heavy teaching loads often create difficulties in teacher recruitment, retention, and professional development (Xu and Montgomery, 2019) . Asa result, teaching quality is not merely an academic issue but a strategic concern for the survival and development of private universities in a competitive higher education market.  \nForeign language education holds strategic importance in China’s globalization process and the Belt and Road Initiative. The Teaching Guide for Foreign Language and Literature Majors in Regular Higher Education Institutions  \nAfr Educ Res J 292  \n(Ministry of Education, 2018) emphasizes not only linguistic proficiency but also intercultural communication, critical thinking, and digital literacy. At the same time, the integration of ideological-political education into the curriculum and the rapid digital transformation of higher education have placed new demands on foreign language teachers’ competencies (Bond et al. , 2018; Koehler and Mishra, 2009) . Digital tools are now deeply embedded in classroom interaction, formative assessment, and teaching resource integration, making digital pedagogical competence a core professional att","cbCaijsngU9Zwm2E","https://ap.wps.com/l/cbCaijsngU9Zwm2E","pdf",221500,14,"English","# Abstract\n# Introduction","[{\"question\":\"What framework does the study use to diagnose teachers’ development needs?\",\"answer\":\"It applies a dual-evidence framework combining Modified Priority Needs Index (PNI) analysis with teacher–student perceptual comparison.\"},{\"question\":\"Which competency dimension shows the highest priority need and what sub-areas are most urgent?\",\"answer\":\"Digital pedagogical competencies have the highest priority need (PNI=0.360). Smart interactive assessment (PNI=0.413) and digital learner profiling (PNI=0.407) are identified as the most urgent areas.\"},{\"question\":\"How do student evaluations compare with teachers’ self-assessments?\",\"answer\":\"Student evaluations are generally higher than teacher self-assessments in educational beliefs and digital pedagogical competencies, suggesting teacher-driven developmental motivation rather than external performance pressure.\"}]","African Educational Research Journal - Full Length Research Paper - Priority Needs Assessment of Foreign Language Teachers’ Teaching Competency in a Chinese Private University | PDF",1792071726,35]