Italian Journal of Health Education, Sports and Inclusive Didactics
INVESTIGATING THE DIGITAL COMPETENCE OF IN-SERVICE TEACHERS THROUGH THE DIGCOMPEDU FRAMEWORK
Abstract
This study investigates the self-perceived digital competences of 829 teachers enrolled in the 30-CFU initial qualification pathways at Pegaso Telematic University, using a self-assessment questionnaire based on the DigCompEdu framework and operationalised through the SELFIE for Teachers instrument. Data were collected at the outset of the programme, before any instructional intervention, capturing a diagnostic baseline across three subscales: Professional Engagement, Teaching and Learning, and Facilitating Learners’ Digital Competence. Results reveal a globally low level of digital self-efficacy (Overall M = 38.0% of maximum), with the Facilitating Learners’ Digital Competence subscale registering the lowest mean (M = 34.4%). A Kruskal-Wallis test identified statistically significant differences across experience groups (H = 66.9, df = 3, p < .001). Findings confirm the DigCompEdu framework as a diagnostically valid and policy-relevant instrument for initial teacher education and underscore the need for structured digital competence training within qualification programmes.
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DOI: https://doi.org/10.32043/gsd.v10i3.1759
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Italian Journal of Health Education, Sports and Inclusive Didactics
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