数字时代的教学：什么样的数字教学能力最重要？-来自全球框架的见解

Teaching in the Digital Era:What Digital PedagogicalCompetenciesMatter Most?InsightsFromGlobalFrameworks* Marjorie Chinen August2025 Abstract This review provides a comprehensive and curated analysis of digital skills frameworks for teachers atthe global, regional, and national levels. It outlines the competency domains andindividualcompetencies teachers are expected to develop to effectively integrate digital technologies intoeducation. The analysis identifies sixteen competency domains forming the foundation of the TeacherTaxonomy used in this review. Four of these focus on pedagogical digital skills, namely teaching,evaluation and feedback, digital content creation, and personalized learning, which are further dividedinto 17individualcompetencies. The review finds that most competencies in these frameworksassume teachers already possess basic to intermediate digitalliteracyto integrate technology into theirclassrooms. Additionally, these frameworks suggest a shift from teacher-centered to student-centeredpedagogical practices, a transition many teachers are not adequately trained for. The rapid evolutionof technology, including artificial intelligence, further underscores the need for continuous teachertraining that incorporatesfundamental digital skills and student-centered pedagogical practices,alongsidethe core competencies outlined in these frameworks. The review alsoprovides step-by-steprecommendations for countries interested in creating a localized competency framework. The paperis accompanied by an Excel dataset detailing the competency domains, specific competencies, andproficiency levels of all reviewed frameworks, as well asacustom-built chatboxproviding interactiveaccess toboth the paper and the dataset1. Keywords:DigitalSkills,Digital Skills Competency Frameworks,Competency domains,PedagogicalDigitalSkills,Information andCommunication Technology,Teacher Taxonomy. © 2025 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW,Washington DC 20433 Telephone: 202-473-1000 Internet:www.worldbank.org This work is a product of the staff of The World Bank with external contributions. The findings, interpretations,and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board ofExecutiveDirectors, or the governments they represent.The World Bank does not guarantee the accuracy,completeness, or currency of the data included in this work and does not assume responsibility for any errors,omissions, or discrepancies in the information, or liability with respect to the use of or failure to use theinformation,methods,processes,or conclusions set forth.The boundaries,colors,denominations,links/footnotes and other information shown in this work do not imply any judgment on the part of The WorldBank concerningthe legal status of any territory or the endorsement or acceptance of such boundaries. Thecitation of works authored by others does not mean the World Bank endorses the views expressed by thoseauthors or the content of their works Please cite the work as follows: Chinen, Marjorie. 2025.Teaching in the Digital Era: What Digital PedagogicalCompetencies Matter Most? Insights From Global Frameworks.Washington, D.C.: World Bank Group. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encouragesdisseminationof itsknowledge, this work may be reproduced, in whole or in part, for non-commercial purposes as long as fullattributionto this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World BankPublications,The World Bank Group,1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail:pubrights@worldbank.org. Introduction With the rapid advancement of technology and itsgrowingrole in education, digital literacyis increasingly important foreducator professional development.In many contexts, thegradualdigitalization of schoolsystemsover the past decades has created a need forteacherswho caneffectivelyintegrateInformation andCommunicationTechnology (ICT)intotheir teaching practices. Teachers are increasingly using ICT for instruction, administrativetasks,and communication,whichhasnumerous implications for classroom management,instructional practices,pedagogicalapproaches,and time use2.These tools supportplanning teaching sessions, assessing students, andengaging incommunication and collaboration with colleagues, parents, and students.Additionally,ICT provides new learning opportunities outside of school and transforms both teachers' pedagogicalmethods and students' learning experiences within the school environment.Beyond classroom-relatedtasks, teachers alsoleveragedigital tools extensively for self-study, helping them deepen their subject-matter knowledge and stay current with developments in their academic fields. This aspect of ICThighlightsits growing role in supporting teachers’continuous learning and profess