Publication: Teaching in the Digital Era: What Digital Pedagogical Competencies Matter Most? - Insights From Global Frameworks
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2025-08-28
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2025-09-24
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This review provides a comprehensive and curated analysis of digital skills frameworks for teachers at the global, regional, and national levels. It outlines the competency domains and individual competencies teachers are expected to develop to effectively integrate digital technologies into education. The analysis identifies sixteen competency domains forming the foundation of the Teacher Taxonomy used in this review. Four of these focus on pedagogical digital skills, namely teaching, evaluation and feedback, digital content creation, and personalized learning, which are further divided into 17 individual competencies. The review finds that most competencies in these frameworks assume teachers already possess basic to intermediate digital literacy to integrate technology into their classrooms. Additionally, these frameworks suggest a shift from teacher-centered to student-centered pedagogical practices, a transition many teachers are not adequately trained for. The rapid evolution of technology, including artificial intelligence, further underscores the need for continuous teacher training that incorporates fundamental digital skills and student-centered pedagogical practices, alongside the core competencies outlined in these frameworks. The review also provides step-by-step recommendations for countries interested in creating a localized competency framework. The paper is accompanied by an Excel dataset detailing the competency domains, specific competencies, and proficiency levels of all reviewed frameworks, as well as a custom-built chat box providing interactive access to both the paper and the dataset.
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“Chinen, Marjorie. 2025. Teaching in the Digital Era: What Digital Pedagogical Competencies Matter Most? - Insights From Global Frameworks. © World Bank. http://hdl.handle.net/10986/43762 License: CC BY-NC 3.0 IGO.”
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