Analysis of the current situation at HEI

One of the key elements that needs to be included in any analysis of the digital readiness of an educational institution is the level of digital competence of teachers. It is a fundamental indicator of the extent to which teachers possess the skills, knowledge and attitudes necessary for the quality use of digital tools in teaching and learning. Assessing digital competences involves not only checking technical literacy, but also a deeper understanding of how technology can improve pedagogical processes and contribute to the development of student competences.

It is necessary to determine how well teachers are trained to use digital technologies in teaching, to what extent they apply online, hybrid and blended teaching methods, and whether they are familiar with the basic principles of e-pedagogy and the didactic application of technology. In this sense, it is useful to look at digital competences through the DigCompEdu Framework and its six levels.
It is important to distinguish between basic technical skills, such as using a learning management system (LMS), creating simple digital materials and basic communication through digital channels, and more advanced competencies, which include the design of complex digital content, the design of interactive and collaborative activities, the systematic use of digital tools for formative and summative assessment and critical reflection on the pedagogical value of technology. In practice, this means that teachers at levels A1–A2 will primarily focus on adopting and trying out tools, B1–B2 on meaningful integration and professional use in teaching, and C1–C2 on leading innovation, mentoring colleagues and systematically improving teaching practices.

Data on the level of digital competence of teachers can be collected in several ways: through self-assessment, structured surveys and questionnaires, through the analysis of the use of digital tools in real courses, as well as through a systematic review of existing e-courses and their teaching practices. In this way, a comprehensive picture of the current state is obtained, but also areas where additional professional development, mentoring or systematic support of the institution are needed are identified.

Example: The results of a survey conducted among teachers at one faculty showed that 70% of them know how to use the basic functionalities of the Moodle system, but only 25% actively use advanced options such as interactive quizzes, forums and a system for monitoring student progress. The above results are a consequence of the lower familiarity with the use of advanced options by teachers at HEI and at the same time indicate the need for additional teaching education.