Examples of good practice

1. Examples of good practice

Examples of good practice from the European Union show how systematic investment in teachers' digital competences yields long-term results:

All Aboard Project (Ireland)

Irish project All Aboard! developed a different approach to improving digital skills in higher education. Instead of focusing only on technical competencies related to specific jobs or stages of education, the project emphasised the issue of confidence in the use of technology by all participants: students, teaching, technical and administrative staff. The aim was to design activities, events and campaigns that would encourage participation, discussion and engagement, rather than reducing everything to traditional programs and formal qualifications.

During the workshops, surveys, discussions and literature reviews, several proposals related to the use of technology, pedagogy and teaching design were collected. These proposals were naturally grouped into six thematic areas, and in order to make them more accessible, the recognisable Metro-Map infographic was designed and became the trademark of the project. In addition, an analysis of the existing frameworks of digital competences was carried out, which helped in contextualising the approach, while special attention was paid to the dimension of digital identity and well-being.

MCDDU Project (Spain)

Spain has developed the Digital Teaching Competence Framework in Higher Education (MCDDU), which is an adaptation of the European DigCompEdu framework to the national university system. It is accompanied by a collection of five catalogues, one for each scientific field: arts and humanities, natural and experimental sciences, biomedicine and health, social and legal sciences, and technology and architecture.

The catalogues provide examples of indicators for each level and area of the MCDDU in teaching practice, transforming the framework from a technical document into a practical tool that teachers can use for their own professional development. Furthermore, online educational content has been developed that follows all levels and areas of the framework, resulting from a collaborative process and pilot testing at 35 universities. A model for university certification of digital teacher competencies is currently under discussion.

Digi Teachers (Finland)

The Digi Teachers project in Finland focuses on developing teachers’ digital competences, particularly in the areas of inclusiveness, personalisation and active involvement of learners. After completing the online module Empowering Learners, teachers acquire knowledge and skills that enable them to ensure the accessibility of digital resources and activities for all learners, including those with special needs. They learn to recognise how physical or mental limitations, as well as socio-economic circumstances, affect the use of technology, and how to apply compensatory tools and respect accessibility guidelines and laws. They also develop the ability to adapt digital pedagogical strategies to different circumstances and provide alternative solutions when necessary.

There is also an emphasis on differentiation and personalisation of learning: teachers learn how digital technologies can support different needs, levels and rhythms of learning and enable individual learning paths and goals. By using tools such as quizzes, games or multimedia content, they can adapt teaching to different learning styles and speeds.

The third dimension is about active student engagement. Teachers learn to recognise ways in which digital tools can increase student motivation and engagement, and use animations, videos or games to explain new concepts in an interesting and understandable way. This opens space for creative expression, the development of transferable skills and the connection of learning to real-world contexts.

2. Conclusion

Examples from Ireland, Spain and Finland show that developing digital competences requires a combination of self-confidence, structured frameworks and inclusive pedagogy. From a teacher's perspective, projects like All Aboard! emphasise the importance of a sense of security and motivation in the use of technology, while MCDDU offers a concrete framework with examples by discipline, making it easier for teachers to connect digital skills to their own teaching practice. The Digi Teachers program additionally shows how digital tools can help differentiate and adapt teaching to the different needs of students. For teachers, this means continuous training and an active search for new approaches in which digital technologies support better and more inclusive teaching.

From the perspective of a higher education institution, such projects confirm the importance of strategic investment in the professional development of teachers and the building of an institutional culture that values digital competences. Using frameworks such as DigCompEdu or MCDDU ensures systematic and measurable progress, while initiatives such as All Aboard! and Digi Teachers show how shared resources, training and mentoring strengthen digital transformation at the institution-wide level. In this way, the higher education institution not only improves the quality of teaching and student experience but also strengthens its own resilience and competitiveness in the European higher education area.