Digital Teaching Competence: A Benchmark for the New Era and Metric Analysis for Institutional Strengthening
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Abstract
The present article addresses the need to strengthen the Digital Teaching Competence (DTC) within the institutional profile, ensuring the alignment of educational processes with the demands of the 21st century. For this purpose, the DigCompEdu framework is used as a basis for operationalizing DTC, employing self-assessment and evaluation tools. The research is based on a self-perception data collection using the DigCompEdu Check-In, with the participation of 2,813 teachers. Subsequently, a pilot test with evaluative characteristics was conducted, involving 217 teachers, followed by the implementation of the validated instrument specifically designed to measure digital teaching competence in a sample of 2,596 teachers. This approach enabled the generation of objective assessments that certify teachers’ digital competencies.
The results reveal the development status of DTC in the institution and validate the internal structure of the test for formal scaling. Competency areas prioritized for strengthening through training and support actions were identified. Additionally, 131 teachers were deemed eligible for a certification process. The conclusions highlight the capacity of the DigCompEdu framework to guide evidence-based teacher training actions, establishing a general map of digital teaching competence, priority areas, and certification potential. This approach will enable the establishment of the DigCompEdu framework as a parameter for defining DTC, creating an institutional baseline differentiated by areas and levels, with the aim of guiding more targeted and relevant training actions.
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References
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