Abstract: The construction and application of digital textbooks constitute a critical phase in the digital transformation of education and a key lever for advancing high-quality education development and fulfilling the moral education mission. Based on ISM (Interpretive Structural Modeling) analysis, this study identifies four interdependent factors driving digital textbooks’ role in high-quality education: generative drivers (policy guidance and individual needs), operational environments (classroom climate and teaching content), instructional implementation, and service management. Hierarchical analysis reveals a layered structure: foundational elements (policy and individual needs) underpin intermediate objectives (classroom climate and teaching content), forming a hierarchical configuration of “initial drivers → process advancement → outcome realization”. Drawing on these findings, this study proposes three imperatives for digital textbooks to empower high-quality education: (1) adopting a learner-centered design philosophy, (2) strengthening technical infrastructure to ensure classroom effectiveness, and (3) refining management mechanisms to promote institutional development. This framework addresses the theme of “how digital textbooks empower high-quality education development”, offering novel insights for enhancing pedagogical quality while advancing the fundamental mission of moral education through digital textbooks’ pedagogical functions.

Key words: digital textbooks, educational digital transformation, high-quality education development, ISM (interpretive structural modeling), teacher education