Abstract:

The development of educators’ digital competence is widely recognized as a key prerequisite for the effective integration of digital technologies into teaching and learning. As digital transformation continues to reshape educational environments, teachers are expected not only to use digital tools but also to integrate them pedagogically in ways that support collaboration, creativity, and meaningful learning experiences. The European Framework for the Digital Competence of Educators (DigCompEdu) provides a comprehensive model for understanding and assessing teachers’ professional digital competence across six competence areas and six progressive levels of proficiency. To support the implementation of this framework, reflective self-assessment tools have been developed to help educators evaluate their digital competence and identify areas for professional growth. One of the most widely used instruments developed on the basis of this framework is the DigCompEdu Check-In tool, which enables educators to reflect on their digital teaching practices and their pedagogical use of technology. This study presents a narrative literature review of empirical research related to the DigCompEdu framework, with particular attention to studies that have applied reflective assessment tools based on this framework in order to investigate teachers’ digital competence. The aim of the review is to map existing research, identify major research trends, and examine key findings regarding teachers’ digital competence across different educational contexts. The review includes empirical studies conducted in primary, secondary, and higher education across a wide range of geographical contexts, including Southern Europe, Central and Western Europe, Southeastern Europe, Latin America, and regions of the Middle East and North Africa. The synthesis of the reviewed studies reveals consistent patterns in educators’ digital competence profiles. In many cases, teachers are positioned at intermediate proficiency levels, particularly at the levels commonly described as Integrator (B1) and Expert (B2). Higher performance is frequently observed in the selection and use of digital resources (Area 2) and in practices that empower learners (Area 5). Conversely, more complex pedagogical practices—such as digital assessment (Area 4), the systematic integration of digital technologies in teaching (Area 3), and the active facilitation of students’ digital competence (Area 6)—remain comparatively less developed. Overall, the review highlights the growing international interest in assessing educators’ digital competence through structured competence frameworks. The findings underline the importance of targeted and flexible professional development initiatives that support teachers in developing advanced pedagogical digital competences and in effectively integrating digital technologies into educational practice.

Keywords:

Teacher Professional Development, Digital Competence, DigCompEdu Framework, Self-Assessment tools, Narrative Literature Review.