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.