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.