Abstract: The digital literacy of higher vocational teachers is a critical factor influencing the digital transformation of education in higher vocational colleges. Its level directly determines the application efficiency of intelligent teaching equipment, the development quality of industry-education integration resources, and the implementation effectiveness of personalized talent cultivation. This paper conduct a questionnaire survey involving 1102 higher vocational teachers nationwide based on an empirical research approach. Using hierarchical linear modeling (HLM) method with SPSS and HLM software, this study systematically examines the influencing mechanisms of higher vocational teachers' digital literacy from two dimensions: individual characteristics of teachers and the organizational environment of schools. Three key research hypotheses are proposed and scientifically validated through empirical data. Additionally, a value-added evaluation methodology is utilized to analyze digital literacy levels among educators across various institutions, leading to the proposal of strategies and methods to enhance teachers’ digital literacy.