Rethinking digital competences for teaching in the Post-Covid Era: A participatory approach

The evolving definition of teachers' digital competence encompasses cognitive, critical and ethical dimensions. Among these, the socio-relational aspect gained prominence during Emergency Remote Teaching, underscoring the importance of fostering student engagement and effective communication in online learning environments, as revealed in the literature review. This mixed-methods study explores the socio-affective components of digital competence necessary for inclusive, high-quality education. Through a participatory evaluation process involving consultations with 179 educators across Europe, the D-Paideia Qualifications Framework, based on DigCompEdu, was validated. Findings emphasize the importance of the socio-relational aspects of digital competencies. The insights highlight the need to adapt existing digital competence frameworks to better support teachers in navigating the complexities of post-pandemic education, fostering inclusive and engaging learning environments.