[目的/意义] 教育数字化转型背景下，高校图书馆应成为推进数字素养教育的主力军。“竞赛育人”作为以参赛者为主体的教育形式，具备挑战性、趣味性等优势。探讨“竞赛育人”模式应用于数字素养教育实践路径，以期为高校图书馆开展数字素养教育提供实践启迪。[方法/过程] 以第二轮“双一流”建设高校为调研对象，依据系统综述和荟萃分析优先报告的条目（preferred reporting items for systematic reviews and meta-analyses，PRISMA）流程对调研数据进行筛选、编码和分析，并基于数字素养内容框架的5个维度16项内容要素对“竞赛育人”模式的培训内容、比赛方式进行评估。[结果/结论] 研究发现“竞赛育人”模式在数字素养的信息维度及社会维度方面存在优势，在伦理维度及目标维度方面存在短板，提出数字素养教育优化路径：以“需求牵引”为导向完善赛事组织、从信息素养向数字素养扩展教育内容、从“单一场景”向“多元场景”丰富教育场景、从数字技术向数字伦理强化教育内涵。
[Purpose/Significance] Under the background of digital transformation of education, university library should become the main force to promote digital literacy education. As an educational form centered on participants, “competition education” offers both challenge and fun. This paper probes into the practical path of applying “competition education” model to digital literacy education, in order to provide practical enlightenment for university libraries to carry out digital literacy education. [Method/Process] Taking the second round of “double first-class” universities as the research object, this paper screened, coded and analyzed the research data according to PRISMA process based on a systematic review, and evaluated the training content and competition mode of “competition education” model based on 5 dimensions and 16 content elements of the digital literacy content framework. [Result/Conclusion] It finds that the “competition education” model has advantages in the information dimension and social dimension of digital literacy, and shortcomings in the ethical dimension and goal dimension. It proposes the optimization paths in perfecting the event organization with “demand-driven” as the orientation, expanding educational content from information literacy to digital literacy, enriching educational scene from “single scene” to “multiple scene”, and strengthening educational connotation from digital technology to digital ethics for digital literacy education.
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