Designing a European Digital Competence Learning Module for (Future) Teachers From Content Selection to Framework Development

Abstract

This chapter examines the process of developing the content of a digital learning module designed to promote digital competences among future teachers in Europe. Ongoing processes of technological innovation, digitalisation, and platformisation are reshaping education in ways that demand not only practical digital skills, but also conceptual knowledge and a clear pedagogical vision from teachers. We will discuss different frameworks for conceptualising (future) teachers’ digital competences and raise the question of how these can be contextualised within a European digital learning module for future teachers. To answer this question, insights into the conceptual considerations that led to the adoption and adaptation of the DigCompEdu framework are presented in this chapter. By developing a new model as a boundary object, we aim to demonstrate how different educational roles and perspectives both strengthen and complicate the understanding of teachers’ digital competences. Furthermore, we seek to illustrate the contextualisation of the framework through a discussion of the selection of learning content in the learning module that was developed.