Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

Critical Review and Validation of Iranian Teachers’ Digital Competencies Model

Document Type : Original Article

Authors
Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
Abstract
The current research examined different models highlighting teachers’ digital competencies, adopting a critical approach and validating a comprehensive framework of digital competencies for teachers in the context of Iran, using a systematic review method and searches in reliable scientific databases. To this aim, ten digital competency models were analyzed using an analytical-comparative technique. The results indicated that the competencies presented in these models exhibit slight differences from one another, yet they are consistent in the type of competency classification. Ultimately, the European Union model was selected as a comprehensive framework for teachers' digital competencies. This model was then validated within the context of Iran's education system using the Delphi technique. Additionally, the research discussed and investigated the factors contributing to the highlighting or neglecting certain competencies in the professional development process of teachers.
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  • Receive Date 17 March 2024
  • Revise Date 03 June 2024
  • Accept Date 15 August 2024