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Abstract: In this paper, we explore the proficiency in digital competencies of around 1,400 Slovenian teachers from 70 primary and secondary schools. Our main research question was: How proficient are teachers in the area of Digital content creation and what differences are observed across various projects? A quantitative survey methodology was employed to assess teachers’ competence in creating digital content. The findings reveal that teachers generally demonstrate basic to intermediate proficiency that varies across specific sub-competencies. Programming is by far the least developed sub-competence. The results highlight the ongoing need for targeted teachers’ professional development of digital competencies in order for students to benefit.
Keywords: digital competencies, teachers, Digital content creation, DigComp 2.2., Innovative pedagogy 5.0, DigFit, I-school
Published in ReVIS: 19.09.2025; Views: 201; Downloads: 3
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Published in ReVIS: 13.01.2025; Views: 765; Downloads: 16
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Published in ReVIS: 18.10.2021; Views: 2171; Downloads: 76
Full text (1,06 MB)