Abstract:

Teachers’ digital competence plays a crucial role in the digital transformation of higher education, enabling them to design engaging learning experiences, apply technology in a purposeful and pedagogically grounded way, and support students in developing skills that are increasingly important in both academic and professional contexts.

Well-designed training pathways play a significant role in helping teachers build these competences, particularly when grounded in coherent professional development frameworks, tailored learning opportunities, and sustained forms of support that encourage the responsible and confident integration of digital tools and approaches.

The SRCE E-learning Centre team works continuously with higher education teachers, offering guidance in the use of digital technologies, the design and implementation of online and blended learning, and the development of the digital competences required for contemporary teaching. Drawing on the extensive SRCE E-learning Centre experience, teacher feedback from training activities, and insights from the Centre’s annual survey, new courses and educational initiatives are developed to enhance the quality and efficiency of ongoing professional development. This paper presents how SRCE designs effective teacher-training pathways to support the acquisition of digital competences and the implementation of digital technologies in the educational process. It also discusses the results of the annual survey, highlighting teachers’ perceptions of their own digital competences and the forms of support they consider essential for working in an online environment.

Keywords:

Digital competences, teachers training, lifelong learning, online environment, digital education.