European Framework for the Digital Competence of Educators:DigCompEdu

By Redecker Christine. 2017

1,464 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ef631474216d936f313fdf34ea578f3f58a4e007

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Information Systems

Citations in the corpus

The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets (2020, background): “It is essential to improve teachers’ digital competences across all ages, and this could be done with workshops and training courses (Redecker 2017)55, which should become part of their continuous professional development.”
EFFECTS OF THE COVID-19 PANDEMIC ON UNIVERSITY PEDAGOGY: STUDENTS' EXPERIENCES AND CONSIDERATIONS (2020, methodology): “The issue of instructors’ ability to master digital tools and platforms for teaching has been identified by the European Commission; therefore, a Digital Competence Framework for Educators was proposed to serve as a diagnostic tool to determine the main weaknesses in this regard of university teache”
Teacher Digital Literacy: The Indisputable Challenge after COVID-19 (2021, methodology): “Based on this framework, the digital competence for educators “DigCompEdu” was also established [11].”
Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework (2019, background): “…of digital literacy and information and communications technology (ICT) skills (Organisation for Economic Co-operation and Development [OECD], 2015; Redecker, 2017), as is evidence of technology’s potential to increase self-efficacy, self-regulation and involvement within the wider educational…”
Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world (2023, background): “Teachers’ digital competency is important for enhancing teaching and facilitating their professional interactions with colleagues, learners, parents and other parties (Redecker, 2017).”