Building digital competence: Personal and contextual factors in teachers' professional learning

Teachers are working within an ever-changing environment where digital transformation requires continuous updating of their digital competence. To support them in developing their digital competence, SELFIEforTEACHERS (SfT) proposes a self-reflection process guiding them to self-assess their digital competence and engage in professional learning practices. The present study comprised 13 case studies from six European countries and explored various use cases of SfT through qualitative analysis. This paper discusses findings in relation to the conditions that can support or hinder teachers in engaging in a self-reflection process using SfT for identifying their learning needs, based on which they design their professional learning paths to further develop their digital competence. These findings can contribute to a better understanding of the opportunities and limitations of the SfT self-reflection process, as a meaningful professional learning process for teachers that can support their agency to further develop their digital competence.

ECONOMOU Anastasia;  KAPSALIS Georgios;  KYZA Eleni;  GEORGIOU Yiannis;  GALLAGHER Sean;  GALVIN Conor;  GONIDA Eleftheria;  HERNANDEZ-LEO Davinia;  ILOMÄKI Liisa;  LAKKALA Minna;  MOUSTAKAS Dimitris;  PAPADOPOULOS Pantelis;  RUIZ-GARCIA Aurelio; 

2025-04-08

International Society of the Learning Sciences (ISLS)

JRC135678

978-1-7373306-9-1 (online),