Digital competences of teachers

The development of teachers' digital competences is currently being examined through several international frameworks, of which we have covered the three most important ones here. ICT-CFT emphasises three levels: technological literacy, deepening knowledge and knowledge creation, and links them to six areas of teacher action, from curriculum and assessment to professional development. DigCompEdu, on the other hand, develops a detailed model of six competence areas and six levels of progression, offering teachers a clear professional development trajectory and the possibility of self-assessment and learning planning. The ISTE standards focus on teaching practice and students, emphasising the role of teachers as learning designers, facilitators and reflective practitioners.

From a teacher perspective, these frameworks offer a roadmap for personal development, encourage critical reflection on one’s own use of technology, and open space for innovative, inclusive and student-centered pedagogy. From a higher education institution perspective, the frameworks provide a strategic basis for educational planning, teacher competency assessment and institutional digital transformation. By combining different approaches, it is possible to build systems that simultaneously support teachers’ professional growth and strengthen the quality of education, making higher education institutions more resilient and competitive in a global digital environment.

All three frameworks, ICT-CFT, DigCompEdu and ISTE are applicable and useful in the context of higher education in the Republic of Croatia. Their alignment with European and international standards enables an integrated strengthening of teachers' digital competences at the individual and institutional levels. The application of these frameworks can significantly contribute to the development of high-quality, inclusive and digitally empowered teaching in Croatian higher education.