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Digitalization has increasingly introduced a new dimension in educators’ pedagogical skills and competences which we have chosen to call Pedagogical Digital Competence (PDC). 

“Pedagogical  Digital  Competence  refers  to  the  ability  to  consistently  apply  the  attitudes,  knowledge  and  skills  required to plan and conduct, and to evaluate and revise on an ongoing basis, ICT-supported teaching, based on theory, current research and proven experience with a view to supporting students’ learning in the best possible way”.  Pedagogical  Digital  Competence  thus  relates  to  knowledge,  skills  and  attitudes,  and  to  technology, learning  theory,  subject,  context  and  learning,  and  the  relationships  between  these.  PDC  is  thus  a  competence  that is likely to develop the more experienced a teacher becomes. 

Additionally, and according to the SAMR model (Substitution, Augmentation, Modification and Redefinition, the change in the methodology due to the digitalization can be categorized as follows:


  • Substitution: Technology is used to substitute a preexistant element, but with no methodological change.
  • Augmentation: Technology is applied as a substitute of an existing model, but implementing significant functional improvements..


  • Modification:  Using technologies, there is a redefinition of the tasks, producing a methodological change based on the ICT.
  • Redefinition: New learning environments are created, notably improving the quality of education.In this chapter will analyse the Educators’ pedagogic competences of the DigiCompEdu framework.  

The pedagogic competences of  DigCompEdu are focus in the following 4 areas: 

Area 1: Professional Engagement

Using digital technologies for communication, collaboration and professional development.

Area 2: Digital Resources

Sourcing, creating and sharing digital resources.

Area 3: Teaching and Learning

Managing and orchestrating the use of digital technologies in teaching and learning.

Area 4: Assessment

Using digital technologies and strategies to enhance assessment.

Area 5: Empowering Learners

Using digital technologies to enhance inclusion, personalisation and learners’ active engagement.

The core of the DigCompEdu framework is defined by Areas 2-5. Together these areas explain educators’ digital pedagogic competence, i.e. the digital competences educators need to foster efficient, inclusive and innovative teaching and learning strategies. Areas 1, 2 and 3 are anchored in the stages characteristic of any teaching process, whether supported by technologies or not. The competences listed in these areas detail how to make efficient and innovative use of digital technologies when planning (Area 2), implementing (Area 3) and assessing (Area 4) teaching and learning. Area 5 acknowledges the potential of digital technologies for learner-centred teaching and learning strategies. This area is transversal to Areas 2, 3 and 4 in the sense that it contains a set of guiding principles relevant for and complementary to the competences specified in these areas.

The added value of the DigCompEdu framework is that it provides:

  • a sound background that can guide policy across all levels;
  • a template that allows local stakeholders to move quickly on to developing a concrete instrument, suited to their needs, without having to develop a conceptual basis for this work;
  • a common language and logic that can help the discussion and exchange of best practices across borders;
  • a reference point for Member States and other stakeholders to validate the completeness and approach of their own existing and future tools and frameworks.
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