A quick overview of the new types of educational situations teachers must design and implement more and more often leads to the conclusion that the integration of digital competencies should be a central part of teacher education and continuous professional development, as such competencies enable educators to effectively engage students and enhance learning outcomes in the digital age. The categories of situations are diverse, ranging from classroom-based computer assisted instruction to independent individual or collaborative learning tasks at home, from blended learning models to entirely online or remote teaching scenarios, all of which require specific digital competencies (Kgosi et al., 2023). For example, there have been attempts to identify specific competencies for synchronous online teaching through videoconferencing (Grammens et al., 2022) – these encompassing instructional, managerial, technical, communicational, and social roles:

It becomes clear that, in today's digital world, teachers must possess a broad range of digital competencies to effectively support students in developing the knowledge, skills, and attitudes they need to thrive. A quick overview of the new types of educational situations teachers have to design and implement more and more often leads to the conclusion that the traditional teacher competence profiles are becoming increasingly insufficient (Fraile et al., 2018; González et al., 2023; Gómez-Pablos et al., 2022; Falloon, 2020).

As educational frameworks evolve to include digital competence as a key component of teacher training, there is a pressing need for adequate strategies that prepare educators to utilize technology and to innovate within their teaching practices, to foster student engagement and lifelong learning capabilities. The most prominent initiative in this matter is the European Framework for the Digital Competence of Educators – DigCompEdu – developed by the European Commission, an overarching taxonomy for educators to develop and assess their digital skills in various aspects of their professional practice. The DigCompEdu framework offers a comprehensive and interdisciplinary approach to defining the digital competence, emphasizing the necessity for teachers to be proficient in employing technology and also in understanding its implications on pedagogical methodologies, which ultimately facilitates enhanced learning outcomes. Additionally, the framework highlights the importance of ongoing professional development and collaboration among educators, urging them to continually refine their digital skills and pedagogical strategies to keep pace with rapid technological advancements and varying student needs.

The DigCompEdu framework delineates various dimensions of digital competence, including the ability to adapt teaching methods to incorporate digital tools effectively, evaluate the impact of technology on learning, and facilitate student-centred learning experiences that promote digital literacy and responsible online behaviour, which underscores the necessity for educators to engage actively with digital competences beyond merely technical abilities, as these competences play a critical role in preparing students for success in a digitally mediated world. The model outlines six key areas of digital competence for educators, each containing several specific competences (European Commission et al., 2017):

1. Professional Engagement
1.1. Organisational communication
1.2. Professional collaboration
1.3. Reflective practice
1.4. Digital Continuous Professional Development (CPD)

2. Digital Resources
2.1. Selecting digital resources
2.2. Creating and modifying digital resources
2.3. Managing, protecting and sharing digital resources

3. Teaching and Learning
3.1. Teaching
3.2. Guidance
3.3. Collaborative learning
3.4. Self-regulated learning

4. Assessment
4.1. Assessment strategies
4.2. Analysing evidence
4.3. Feedback and planning

5. Empowering Learners
5.1. Accessibility and inclusion
5.2. Differentiation and personalisation
5.3. Actively engaging learners

6. Facilitating Learners' Digital Competence
6.1. Information and media literacy
6.2. Digital communication and collaboration
6.3. Digital content creation
6.4. Responsible use
6.5. Digital problem solving

Overall, the DigCompEdu framework represents a critical step in redefining teacher competence profiles, acknowledging the evolving roles and responsibilities of educators in the digital age. This shift enhances the effectiveness of teaching practices and significantly contributes to the holistic development of students, equipping them with the essential skills needed to navigate and thrive in a technology-driven world. Moreover, a thorough understanding of digital competence frameworks can substantially inform curriculum design and teacher training programs, which are essential for ensuring educators are not only able to utilize technology but also adept at fostering critical thinking, creativity, and collaboration among students in digital contexts (Gómez-Pablos et al., 2022; Cook et al., 2023; González et al., 2023).

As higher education continues to embrace digital transformation, it is imperative for institutions to support the development of teachers' digital competence through targeted strategies that bridge technical skills and pedagogical knowledge, thereby enhancing the overall quality of education offered to learners in a rapidly evolving landscape. Schools and universities must prioritize the integration of digital competence into their professional development initiatives, ensuring that all members are equipped with the necessary skills to adapt to changing educational paradigms and enhance student learning experiences through innovative use of technology. This includes fostering environments that facilitate meaningful experiences in digital technology, which can significantly enhance both teaching effectiveness and student engagement in learning processes that are relevant to today's workforce demands (Falloon, 2020). Furthermore, collaboration among faculty to share best practices and resources can lead to the development of a community of practice that actively addresses the challenges posed by digital education, ultimately fostering an environment of innovation and adaptability in teaching methodologies (Istrate, 2022). To this end, ongoing evaluation and adjustment of digital competence frameworks are necessary to ensure they remain relevant in addressing emerging technologies and pedagogical theories, thereby empowering educators to continually refine their skills and adapt their teaching methods to meet the demands of a dynamic educational landscape. This iterative process reinforces educators' resilience in the face of technological change, cultivating a proactive approach to integrating digital tools that support enriched learning experiences and enhanced student outcomes, ultimately aligning with the evolving expectations of both the education sector and the labour market.