Investigating the digital competence of in-service teachers through the digcompedu framework

This study investigates the self-perceived digital competence of teachers entering Italy's 30-CFU initial teacher qualification pathways, introduced by the DPCM of 4 August 2023, which made digital competence a statutory professional requirement. Digital tools are increasingly central to teaching practice, yet initial teacher education rarely assesses digital competence systematically, leaving a gap between policy standards and novice teachers' actual readiness. The European DigCompEdu framework (Redecker, 2017) addresses this gap by defining 22 competences across six areas, extending the broader DigComp model (Carretero et al., 2017; Vuorikari et al., 2022). Its operational self-assessment tool, SELFIE for Teachers (European Commission, 2021), enables structured diagnostic measurement for developmental purposes. Three SELFIE subscales were used: Professional Engagement (PE), Teaching and Learning (TL), and Facilitating Learners' Digital Competence (FLDC), selected for their alignment with DPCM professional standards.

Chapter in: Francesco Peluso Cassese (ed.), Algorithmic Heartbeats: Affective Education in the Age of the Fourth Revolution, REN Press – Cares srl, 2026, pp. 302-303. ISBN 979-12-82860-00-0. Volume DOI: 10.5281/zenodo.23211262. Section: Teacher Education Between the "Frankenstein Complex" and the D-Generation.