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The HeDiCom framework: Higher Education teachers' digital competencies for the future
Jo Tondeur1,2, Sarah Howard1,2, Manon Van Zanten3
1Interfaculty Department of Teacher Education, Vrije Universiteit Brussel, Pleinlaan 9, Brussels, Belgium.
Summary
This study developed the Higher Education Digital Competence (HeDiCom) framework to define and assess digital skills for university educators. It addresses the lack of specific digital competence guidelines for higher education teachers.
Area of Science:
- Educational Technology
- Higher Education Pedagogy
- Digital Literacy Studies
Background:
- Limited consensus exists on the nature of digital competencies for Higher Education (HE) teachers.
- Existing digital competence frameworks are primarily designed for secondary education, not HE.
Purpose of the Study:
- To develop and validate a comprehensive digital competence framework specifically for teachers in Higher Education.
- To provide clear guidance and expectations for HE teachers' digital skills.
Main Methods:
- Conducted a literature review to identify dimensions and definitions of digital competence.
- Compared existing digital competence frameworks to highlight similarities and differences.
- Developed and validated a new framework through expert meetings and practitioner input.
Main Results:
- The developed framework, named Higher Education Digital Competence (HeDiCom), comprises four key dimensions.
- These dimensions are: Teaching practice, Empowering students for a digital society, Teachers' digital literacy, and Teachers' professional development.
Conclusions:
- The HeDiCom framework offers a clear structure for understanding and enhancing digital competencies in HE.
- Improving teachers' digital skills through this framework is expected to enhance students' digital competence quality.
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