The concept of digital competence in teaching should encompass a comprehensive understanding and proficient execution of all tasks associated with the teaching profession (Tammaro & D’Alessio, 2016; Gómez-Pablos et al., 2022). This broader perspective acknowledges the multifaceted nature of teaching, which integrates pedagogical strategies, critical thinking, and the ability to adapt to various learning environments. Even more, the institutional climate, collaboration within the teaching staff, cooperation with other institutions and professionals proves often to have a major contribution to the overall performance of the educational institution.

The first area of DigCompEdu, Professional engagement, is related to institutional development, as it focuses on educators' use of digital technologies in professional interactions. The DigCompEdu proposal is highly relevant to institutional decision making and to educators alike. As stated in the Spanish adapted version of DigCompEdu, ”The professional engagement of teachers is expressed through the development of the intellectual, physical and psychological development of pupils, their participation in the school, their collaboration with families, and their own professional development. Therefore, digital competence in teaching should not only refer to the ability to use digital technologies to enhance teaching and learning, but it should also refer to the proper performance of all tasks related to professional practice.” (Spanish Framework for the Digital Competence of Teachers, 2022, p. 23).

The European Commission, through the Joint Research Centre, included four competences in the first area of DigCompEdu, Professional development: organisational communication, professional collaboration, reflective practice, digital CPD.

1.1 Organisational communication. To use digital technologies to enhance organisational communication with learners, parents and third parties. To contribute to collaboratively developing and improving organisational communication strategies.

Effective digital communication within educational institutions streamlines processes, improves information flow, and enhances overall efficiency. When educators are proficient in digital communication tools, it leads to better coordination, faster decision-making, and more transparent institutional practices.

Examples of activities (from DigCompEdu):

• To use digital technologies to make additional learning resources and information available to learners (and parents).
• To use digital technologies to communicate organisational procedures to learners and parents, e.g. rules, appointments, events.
• To use digital technologies to inform learners and parents on an individual basis, e.g. on progress and issues of concern.
• To use digital technologies to communicate with colleagues in the same organisation and beyond.
• To use digital technologies to communicate with third parties relevant to the educational project, e.g. experts to be invited, places to be visited.
• To communicate via the organisation’s website or through corporate digital technologies, platforms or communication services contracted.
• To contribute with content to the organisation’s website or virtual learning environment.
• To contribute to collaboratively developing and improving organisational communication strategies.

1.2 Professional collaboration. To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experiences and collaboratively innovating pedagogic practices.

Digital tools enable educators to collaborate beyond physical and temporal boundaries, sharing knowledge and best practices. Enhanced collaboration fosters innovation, cross-pollination of ideas, and the development of a learning community within the institution.

Examples of activities (from DigCompEdu):

• To use digital technologies to collaborate with other educators, on a dedicated project or task.
• To use digital technologies to share and exchange knowledge, resources and experiences with colleagues and peers.
• To use digital technologies to collaboratively develop educational resources.
• To use professional collaborative networks to explore and reflect on new pedagogic practices
• and methods.
• To use professional collaborative networks as a source for one’s own professional development.

1.3. Reflective practice. To individually and collectively reflect on, critically assess and actively develop one’s own digital pedagogical practice and that of one’s educational community.

Digital tools provide new ways for educators to reflect on and evaluate their teaching methods and professional growth. A culture of reflection leads to continuous improvement, adaptability, and responsiveness to changing educational needs.

Examples of activities (from DigCompEdu):

• To critically reflect on one’s own digital and pedagogic practice.
• To identify competence gaps and areas for improvement.
• To seek the help of others in improving one’s digital and pedagogical practice.
• To seek targeted training and use opportunities for continuous professional development.
• To seek to continuously expand and enhance one’s repertoire of digital pedagogical practices.
• To help others in developing their digital pedagogical competence.
• At the organisational level, to reflect on and provide critical feedback on digital policies and practices.
• To actively contribute to further developing organisational practices, policies and visions on the use of digital technologies.

1.4. Digital Continuous Professional Development (CPD). To use digital sources and resources for continuous professional development.

Digital CPD allows educators to stay current with educational trends, technologies, and pedagogical approaches. When educators continuously upskill, the institution as a whole becomes more competent, innovative, and capable of meeting evolving educational challenges.

Examples of activities (from DigCompEdu):

• To use the internet to identify suitable training and professional development opportunities.
• To use the internet to update one’s subjectspecific competences.
• To use the internet to learn about new pedagogical methods and strategies.
• To use the internet to search for and identify digital resources which support professional development.
• To use the exchange in digital professional communities as a source of professional development.
• To use online training opportunities, e.g. video tutorials, MOOCs, webinars etc.
• To use digital technologies and environments to provide training opportunities for colleagues and peers.

Overall, these competences contribute to institutional development by:

• Creating a more agile and responsive educational environment
• Fostering a culture of continuous improvement and innovation
• Enhancing the institution's ability to adapt to technological changes
• Improving the overall quality of education through better-equipped educators
• Building a stronger professional community within the institution.

By focusing on these areas, educational institutions can leverage digital technologies to create more effective, collaborative, and forward-thinking learning environments.