Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DIGCOMPEDU)

TL;DR: In this article, an explanatory sequential mixed-methods design combining a quantitative and qualitative study was applied to investigate changes in needs satisfaction and subjective vitality during distance learning, and two surveys were conducted; the first before the lockdown and the second after the lockdown (N = 161) to test the interrelations between need satisfaction, frustration and vitality before and during the distance learning by implementing a SEM-based mediation analysis.

TL;DR: In this article, the authors developed and evaluated a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE, which included peer-evaluated online micro-teaching components.

TL;DR: This study surveys Romanian higher education teachers' digital assessment practices, needs, and training requirements, highlighting the importance of empowering teachers through continuous learning and embracing flexible hybrid models for digital literacy and AI-based pedagogy.

TL;DR: In this paper , the authors investigate how the digital competence of academicians influences students' engagement in learning activities in the face of the pandemic outbreak and investigate how digital competence influences each dimension of student engagement (cognitive, affective and behavioural).

TL;DR: In this article, the authors identify caracteristicas relacionadas with the aprendizaje of these habilidades, that include desarrollo profesional docente, curriculo, evaluacion, programas extraescolares and extraescolate, and centros de aprendíe informal como exhibiciones and museos.

TL;DR: In this article, the authors argue that success lies in being able to communicate, share, and use information to solve complex problems, in adapting and innovating in response to new demands and changing circumstances, in marshaling and expanding the power of technology to create new knowledge, and in expanding human capacity and productivity.

TL;DR: In this article, a conceptual frame of reference for key competencies was developed based on theoretical and conceptual approaches to competence and informed by political and practical considerations, and the authors delineated this framework and offered an important contribution to the debate on priority areas for competence development and on policies aimed at enhancing key competence.

TL;DR: The digital competence framework developed by EC JRC IPTS on behalf of DG Education and Culture with the overall aim to contribute to the better understanding and development of digital competence in Europe is described in this paper.