Study develops a methodology for assessing teachers’ digital competence in virtual environments, suggesting implications for professional development.
The rapid digitalization of educational processes intensifies the challenge of adequately assessing teachers’ digital competence. Existing approaches often overlook the specifics of their real activity in virtual educational environments (VEEs) and rely predominantly on self-assessment questionnaires. The aim of this study is to develop and pilot a methodology for a comprehensive assessment of instructors’ digital competence through the analysis of their actions and interactions in VEEs. The practical significance lies in the potential use of results for targeted professional development of teachers and the future advancement of adaptive professional-growth systems. Future research directions include expanding the sample, introducing machine-learning methods to predict learning needs, and integrating the methodology into corporate personnel-development systems.
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Sabantseva et al. (2025) studied this question.