Teachers’ digital competence development in the context of educational digital transformation

Abstract

Abstract

The rapid advancement of digital technologies has accelerated educational digital transformation worldwide, creating new demands for teachers' professional competencies. Among these competencies, digital competence has become increasingly important in enabling teachers to effectively integrate technology into teaching and learning processes. This study aims to examine the theoretical foundations of teachers' digital competence development in the context of educational digital transformation and to identify implications for the Vietnamese educational system. Using a literature review approach, the study synthesizes major perspectives on educational digital transformation, analyzes the concept and dimensions of teachers' digital competence, and explores factors influencing competence development. The findings indicate that teachers' digital competence is a multidimensional construct encompassing technological competence, pedagogical digital competence, information and media literacy, communication and collaboration competence, digital ethics and safety competence, and professional learning competence. The study further emphasizes that the development of teachers' digital competence requires continuous professional development, supportive school leadership, adequate policy frameworks, and equitable access to digital resources.