Abstract:

This study analyses the trajectory and outcomes of a teacher training initiative aimed at developing digital and pedagogical competences within the context of continuous professional development at the Federal Institute of Espírito Santo (Ifes), a partner institution in the international EMBRACE project (Education Modernisation Brazil, Colombia, Europe), funded by the Erasmus+ programme and coordinated by Häme University of Applied Sciences (HAMK). The initiative is situated within an international cooperation framework focused on the modernisation of higher education, addressing gaps in teacher training related to the integration of digital technologies and the promotion of innovative and collaborative learning ecosystems across partner institutions.

The training programme was structured as a trilogy of Massive Open Online Courses (MOOCs), combined with synchronous sessions and continuous support through a virtual learning environment (Moodle), thus characterising a blended learning model. The pedagogical design was guided by the European Framework for the Digital Competence of Educators (DigCompEdu), organised progressively across different proficiency areas.

The trilogy comprised three courses:
(i) Digipeda – Digital and Pedagogical Competences, focusing on digital tools and assessment strategies;
(ii) Active Pedagogies with Digital Tools, aimed at fostering student engagement; and
(iii) The World of Work: Digital Competences and Innovation, emphasising digital literacy in professional contexts. This curricular structure enabled teachers to move from an initial technical appropriation to a more strategic and reflective integration of technologies into their teaching practices.

A total of 43 teachers from 23 Ifes campuses participated in the training and were designated as institutional multipliers. As part of the training process, participants developed implementation plans aimed at disseminating acquired knowledge locally. Through a descriptive analysis of data obtained from course evaluation instruments, it was possible to identify a wide range of strategies, including workshops on artificial intelligence, gamification activities, and discussions on ethical and responsible use of technologies. The analysis also revealed qualitative improvements in the alignment between digital competences and preparation for the demands of the contemporary labour market.

The results indicate a high level of acceptance of the training model, with over 70% of participants positively evaluating the learning materials and an average recommendation score of 9.34/10. Notably, these results were achieved despite the voluntary nature of participation, without formal workload recognition, which also contributed to limitations in completion rates. Nevertheless, the training demonstrated strong potential to promote pedagogical innovation, collaborative engagement, and teacher professional development.

It is concluded that the training approach, based on the integration of the MOOC trilogy, synchronous sessions, and the development of implementation plans, represents an effective and potentially replicable strategy within diverse institutional contexts, particularly in the domains of continuous professional development and educational management. This integrated approach contributes to the development of digital competences and the preparation of teacher multipliers, aligning teacher education with contemporary technological and labour market demands.

Keywords:

Teacher professional development, Digital competence, MOOCs, DigCompEdu, Blended learning.