This study employs CiteSpace to perform a visual comparative analysis of digital teaching literature from CNKI and Web of Science spanning 2015 to 2025. It systematically elucidates the evolutionary trajectories, structural characteristics, and theoretical orientations present in both Chinese and international research. The findings reveal significant disparities: Chinese research predominantly emphasizes practical applications, concentrating on “digital literacy” and “vocational education” within specific teaching contexts. In contrast, international research prioritizes theoretical frameworks related to “technology integration,” “teacher competence,” and “online learning,” demonstrating greater theoretical depth and interdisciplinary integration. Since 2017, international publications have consistently outpaced China’s output, achieving a volume 2.3 times greater than that of China by 2025. This trend indicates notable advantages in adapting to technological advancements and enhancing academic productivity. Therefore, this study advocates for the strengthening of complementarity and integration between these research paradigms to promote the coordinated development of global educational digitalization across both theoretical and practical dimensions.