Abstract:

This article presents the results of an exploratory study that examines the participation of future educators in activities potentially promoting digital competencies, as outlined in the European Framework for the Digital Competence of Educators (DigCompEdu). The research was conducted using a cross-sectional and quantitative approach, employing an Ad Hoc questionnaire for data collection. A total of 63 students enrolled in initial teacher education programs offered by Higher Education Institutions in Portugal (2 universities and 10 polytechnics) participated in the study during the academic year 2022/23. The results reveal notable variability in the frequency of future educators' participation in activities considered relevant for the development of digital competencies. While there is relatively higher participation in activities promoting digital competencies in the areas of "Teaching and Learning" and "Empowering Learners," various gaps have been identified across all areas of digital competence. These findings provide a deeper understanding of the practices and challenges involved in promoting digital competencies in initial teacher education.
The study underscores the need for a more consistent approach to promoting digital competencies throughout the initial education of educators. It highlights the importance of the involvement of institutions responsible for teacher education and policymakers in this field. Their active engagement is crucial to ensure that educators are adequately prepared to embrace the opportunities offered by the ever-evolving digital environment and to effectively address the challenges of education in the 21st century.

Keywords:

DigCompEdu, digital competencies, initial teacher training, professional development of teachers.