Digital competences of teachers

2. UNESCO Framework for Teacher Competences (ICT-CFT)

The UNESCO Digital Competence Framework for Teachers (ICT-CFT) is designed as a strategic tool for countries and educational institutions that want to systematically develop the professional development of teachers through the integration of information and communication technologies (ICT). This framework not only provides clear guidelines for the inclusion of ICT in teaching but also lays the foundations for the formulation of policies, curricula and teacher training programs, as well as the institutional capacity for its implementation.

The framework distinguishes three ascending levels of competence: the first level, called Technology Literacy, refers to the basic use of digital tools (ICT) in education, the second, called Knowledge Deepening, involves the application of ICT for focused teaching that encourages collaboration and problem-solving in real-world contexts, and the third level, Knowledge Creation, describes the most advanced level, where ICT is used for innovation, global connectivity and the creation of new knowledge within the educational process.

Each level of the UNESCO Digital Competence Framework for Teachers covers six key areas of professional practice. The first area is understanding ICT policy in education, where teachers are expected to be familiar with national and institutional strategies and the ability to implement them in everyday practice. The second area is curriculum and assessment, which includes the integration of digital technologies into curricula, as well as the use of digital tools to shape and assess student knowledge and skills. The third area refers to pedagogical methods, i.e. the design and implementation of teaching activities in which ICT is used for active, collaborative and problem-based learning. The fourth area is the application of digital skills, which implies the ability of the teacher himself to use various digital tools and resources, but also to transfer these skills to students. The fifth area covers organisation and administration, where the emphasis is on the use of ICT for more effective management of the teaching process, communication and administrative obligations. Finally, the sixth area is the professional development of teachers, in which digital technologies serve as a tool for lifelong learning, monitoring innovations and exchanging good practices with colleagues at the national and international levels.

The aim of this model is to encourage teachers to see ICT not as an end, but as a powerful tool and support for achieving educational outcomes, developing critical thinking and supporting collaborative learning. In this way, the framework promotes strategic, inclusive and innovative pedagogy that actively serves students and the wider education system.

The full text of the document can be found at the link.