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The Digital Competence of Foreign Language Teachers at HEI in Serbia
complexities of digital teaching and learning, ultimately benefiting stu-
dents and the broader educational community. Furthermore, the insights
gained will serve as a foundation for a potential project aimed at develop-
ing educators’ competences, shifting the balance from traditional teaching
methods towards a more comprehensive, technology-enabled repertoire
of practices.
Literature Review
DigCompEdu was developed by the European Commission and describes
competences organized into six key areas: Professional Engagement, Digital
Resources, Teaching and Learning, Assessment, Empowering Learners, and
Facilitating Learners’ Digital Competence (Redecker, 17). These competenc-
es are intended to help educators integrate digital technologies into their
teaching practices effectively, thus enhancing both their professional devel-
opment and the learning outcomes of their students. By providing a struc-
tured framework to evaluating and developing digital skills, DigCompEdu
serves as a valuable instrument in research designed for assessing the digital
competence levels of educators, identifying both areas of strength and op-
portunities for further professional growth. It is often used as a self-assess-
ment tool by educators to evaluate their own digital competences and iden-
tify areas for improvement. Based on it, SELFIE for Teachers was developed
in 1 as an online self-reflective tool to help teachers to review and gain
feedback on how they are currently using digital tools and technologies. It
was also a statring point for the first digital framework for primary and sec-
ondary school teachers in Serbia Digital Competences Framework – Teachers
for the Digital Age published in 19.
There have been several projects trying to determine the level of digital
competences based on the DigCompEdu. Digital Competence in Higher Ed-
ucation: A European Perspective highlights the importance of developing
professional engagement, digital resource management, assessment tech-
niques, and empowering learners with digital tools. It also emphasizes the
role of personalized and inclusive online education, cybersecurity awareness,
and self-regulated learning as essential components of fostering digital com-
petence. The findings aim to contribute to shaping a digitally competent
educational workforce capable of supporting a high-quality, inclusive digital
education ecosystem (Pérez-Valls & Bernal Bravo, 3).
In the same vein, Rubio-Gragera et al. (3) conducted research with the
aim to evaluate the digital competence of teachers in Official Language
Schools in Spain, using the DigCompEdu framework to assess teachers’ digi-
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