Page 146 - International Perspectives on Effective Teaching and Learning in Digital Education

Danijela Ljubojević and Nikoleta Gutvajn

opment and acquisition. Digital platforms offer opportunities for immersive
language practice, from virtual classrooms to interactive resources that sim-
ulate real-world linguistic contexts. Research has shown that teachers with
more experience in using educational platforms and who frequently incor-
porated teamwork into their online teaching fostered digital skills of students
more effectively (Kadijevich et al., 3). Moreover, using social learning envi-
ronments supports problem-based and project-based learning, encouraging
more active engagement and communication between students and teach-
ers (Raspopovic Milic et al., 17).
However, the extent to which teachers in Serbia have developed dig-
ital competences to sucessfully integrate these advanced digital tools and
strategies into their foreign language teaching remains an open question.
This study focuses on the digital competence of foreign language teachers
working at higher education institutions (HEIs) in Serbia, as recommended
by the European Framework for the Digital Competence of Educators (Dig-
CompEdu) (Redecker, 17). This framework provides a structured approach
to evaluating and enhancing the digital skills necessary for effective teaching
in a digitally integrated educational environment. This study aims to identify
the current levels of digital competence among these educators, highlight
their strengths, and pinpoint areas for improvement. Previous research has
highlighted the necessity of improving ESP teachers' digital competences in
HEIs, emphasizing the role of professional development programs tailored to
the unique challenges of digital language instruction (Ljubojević, 5). To
this end, the following research questions will be addressed:

1. What is the current level of digital competence among foreign langua-
ge teachers at higher education institutions in Serbia, as assessed aga-
inst the DigCompEdu framework?
. Which specific areas of digital competence (e.g., Professional Engage-
ment, Digital Resources, Teaching and Learning, etc.) are perceived as
their strengths?
3. What are the perceived areas of improvement in digital competence
among foreign language teachers in Serbia, according to the DigCom-
pEdu framework?

The findings from this study will not only contribute to the academic
discourse on digital competence but also provide practical recommen-
dations for policymakers and educational institutions in Serbia. This will
ensure that foreign language teachers are well-equipped to navigate the

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