Re is a de Educación Mediá ica y TIC
2025, 14 (1). ISSN 2254-0095
LA ENSEÑANZA DE LA COMPETENCIA DIGITAL EN GRECIA SEGÚN EL
MARCO DIGCOMPEDU
TEACHING DIGITAL COMPETENCE IN GREECE ACCORDING TO
DIGCOMPEDU FRAMEWORK
Vasileios Chond ogiannis1* & Juan Jesús Gu ié ez-Cas illo2
1h ps://o cid.o g/0000-0003-0277-9540; Minis e io de Educación de G ecia; A hens; G ecia;
[email p o ec ed]
2h ps://o cid.o g/0000-0002-3215-8959; Uni e sidad de Se illa; España; jjes[email p o ec ed]
*Au o de co espondencia: Vasileios Chond ogiannis, chond ogiannis [email protected]
Recibido:09/10/2024 Acep ado: 18/11/2024 Publicado: 16/12/2024
Resumen: Du an e la úl ima década, en el ámbi o de la educación se han in oducido en oques
didác icos inno ado es como consecuencia de la llegada de nue os desa ollos ecnológicos. És os
equie en un mayo desa ollo de la Compe encia Digi al Docen e (CDD) que, en el caso de los países
de la Unión Eu opea, ha sido egulada po el ma co DigCompEdu. El obje i o del es udio es de e mina
y compa a el ni el de au ope cepción de la Compe encia Digi al Docen e (CDD) de los p o eso es en
G ecia según el ma co DigCompEdu. Pa icipa on un o al de 1420 p o eso es de odas las
especialidades que impa en clases an o en educación p ima ia como secunda ia de di e en es
egiones de G ecia.
Pa a ello, es e a ículo p esen a los esul ados de una in es igación ex pos ac o con un diseño
ans e sal, basado en un en oque desc ip i o y de comp obación de hipó esis. Además, el es udio
examina la elación en e la compe encia digi al docen e y una se ie de ac o es, en e los que se
incluyen las ca ac e ís icas demog á icas de los p o eso es y su o mación p o esional ( egión de
enseñanza, especialización, iempo de uso de las TIC en el aula y ni el de educación p ima ia y
secunda ia).
Los esul ados mues an que la mayo ía de los pa icipan es en la encues a enían un ni el medio o
al o de TDC po especialidad. El ac o géne o no esul ó es a elacionado con el ni el de TDC.
Además, el examen de los ac o es mencionados e eló esul ados signi ica i os que a ec aban a á eas
especí icas de la compe encia digi al de los p o eso es. El p esen e es udio es uno de los p ime os que
se ealizan en G ecia de acue do con la e isión más ecien e del ma co DigCompEdu y p e ende
con ibui a en iquece aún más los da os disponibles sob e la CDT de los p o eso es de los cen os de
p ima ia y secunda ia g iegos.
Abs ac : O e he pas decade, in he ield o educa ion ha e been in oduced inno a i e eaching
app oaches because o he ad en o new echnological de elopmen s. These equi e u he
de elopmen o Teaching Digi al Compe ence (TDC) which in he case o Eu opean Union coun ies
ha e been egula ed by he DigCompEdu amewo k. The aim o he s udy is o de e mine and
compa e he le el o eache s’ sel -pe cep ion o Teaching Digi al Compe ence (TDC) in G eece
acco ding o DigCompEdu amewo k. A o al o 1420 eache s pa icipa ed om all special ies ha
each in bo h p ima y and seconda y educa ion om di e en egions o G eece.
Fo his pu pose, his a icle p esen s he esul s o an ex pos ac o esea ch wi h a c oss sec ional
design, based on a desc ip i e and hypo hesis es ing app oach. Addi ionally, he s udy examines he
ela ionship be ween eaching digi al compe ence and a numbe o ac o s, including he eache s'
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demog aphic cha ac e is ic and hei p o essional backg ound ( egion o eaching, specializa ion, ime
o use ICT in class oom and p ima y and seconda y le el o educa ion).
The esul s show ha he majo i y o he su ey pa icipan s we e ound o ha e a medium o high
le el o TDC pe special y. The gende ac o was no ound o be ela ed o he le el o TDC.
Fu he mo e, he examina ion o he a o emen ioned ac o s e ealed signi ican indings a ec ing
speci ic a eas o eache s' digi al compe ence. The p esen s udy is one o he i s o be conduc ed in
G eece acco ding o he mos ecen e ision o he DigCompEdu amewo k and seeks o con ibu e
o u he en ichmen o he a ailable da a on he TDC o eache s in G eek p ima y and seconda y
schools.
Au cou s de la de niè e décennie, des app oches pédagogiques inno an es on é é in odui es dans le
domaine de l’éduca ion sui e à l’a i ée de nou eaux dé eloppemen s echnologiques. Celles-ci
nécessi en un dé eloppemen ul é ieu des compé ences pédagogiques numé iques (CDD) qui, dans
le cas des pays de l'Union eu opéenne, on é é églemen ées pa le cad e DigCompEdu. L'objec i de
l'é ude es de dé e mine e de compa e le ni eau d'au o-pe cep ion de la compé ence numé ique
des enseignan s (CDD) des enseignan s en G èce selon le cad e DigCompEdu. Au o al, 1 420
enseignan s de ou es les spéciali és qui enseignen dans l'enseignemen p imai e e secondai e de
di é en es égions de G èce y on pa icipé.
À ce e in, ce a icle p ésen e les ésul a s d’une enquê e ex pos ac o de concep ion ans e sale,
basée su une app oche desc ip i e e de es d’hypo hèses. En ou e, l'é ude examine la ela ion en e
la compé ence numé ique des enseignan s e une sé ie de ac eu s, no ammen les ca ac é is iques
démog aphiques des enseignan s e leu o ma ion p o essionnelle ( égion d'enseignemen ,
spécialisa ion, du ée d'u ilisa ion des TIC en classe e ni eau d'enseignemen p imai e e secondai e).
Les ésul a s mon en que la majo i é des pa icipan s à l'enquê e a aien un ni eau de DBT moyen
ou éle é pa spéciali é. Le ac eu sexe ne s’es pas a é é lié au ni eau de DBT. En ou e, l'examen des
ac eu s susmen ionnés a é élé des ésul a s signi ica i s a ec an des domaines spéci iques de
compé ence numé ique des enseignan s. La p ésen e é ude es l'une des p emiè es à ê e éalisée en
G èce selon la é ision la plus écen e du cad e DigCompEdu e ise à con ibue à en ichi da an age
les données disponibles su le CDT des enseignan s des écoles p imai es e secondai es g ecques.
Palab as Cla e: Compe encia digi al en la enseñanza; o mación del p o eso ado; TIC; DigCompEdu
Key wo ds: Digi al compe ence in eaching; eache s aining; ICT;DigCompEdu.
Mo s clés : Compé ence numé ique dans l'enseignemen ; o ma ion des enseignan s; TIC;
DigCompEdu.
INTRODUCTION
In an e a ma ked by unp eceden ed echnological de elopmen s, ou wo ld is unde going a
p o ound ans o ma ion ha a ec s e e y aspec o people's li es. Technology has
g adually changed he way we in e ac socially, communica e, lea n, consume and spend ou
leisu e ime. In he ield o educa ion, i is impe a i e o explo e he mul i ace ed ways in
which echnology eshapes he educa ional p ocess. Teache s a e an essen ial pa o his
p ocess, so i is i al ha hey a e equipped wi h he necessa y skills such as In o ma ion and
Communica ion Technologies (ICTs) compe ence o e ec i e eaching in a digi al
en i onmen . The acquisi ion o he "Teaching Digi al Compe ence" (TDC) is an in eg al pa
o hei p o essional de elopmen and has a s ong impac on he e ec i eness and quali y
o eaching. The e m 'Teaching Digi al Compe ence' (TDC) deno es he body o knowledge,
abili ies and/o skills ela ed o digi al echnologies ha a e inhe en o he ole o a eache
(Ghomi & Redecke , 2019; Riquelme e al, 2022). These skills assis in he solu ion o a ious
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p o essional and pedagogical challenges encoun e ed wi hin he eaching p o ession. The
digi al compe ence o eache s mus be mode nized and ha monized wi h he e e -e ol ing
digi al wo ld, always aking in o accoun ha i also depends on pe sonal ac o s ha
de e mine i , such as gende , educa ional expe ience, specializa ion and age (Ca aneo e al.
2022).
The ield o TDC has eme ged as a signi ican a ea o esea ch as e idenced by he g owing
amoun o esea ch published in academic jou nals and me a-analysis ha ocus exclusi ely
on his opic (Şimşek & A eş, 2022; López-Bouzas & Mo al Pé ez, 2022; Basilo a e al. 2022).
The challenge o digi al educa ion is global. In Eu ope, he Eu opean Commission pe cei ed
he need o an e o owa ds he c ea ion o a cohe en digi al compe ence amewo k ha
could be used a all le els o educa ion as a common e e ence poin o all membe s a es
o he Eu opean Union. This was accomplished by he Eu opean Digi al Compe ence
F amewo k o Educa o s-DIGCOMPEDU, which p o ides a common language and
unde s anding o he issues o digi al compe ence o eache s and he dissemina ion o
e ec i e eaching p ac ices. This amewo k aims o colla e he digi al compe encies
eache s’ need o acqui e in o de o e ec i ely in eg a e digi al echnologies in hei
educa ional ins i u ions while acili a ing and encou aging he acquisi ion o such digi al
compe ences by hei s uden s. Designed o eache s a all le els o educa ion, om ea ly
childhood o highe educa ion, including gene al and oca ional educa ion and aining,
special educa ion, adul educa ion and non- o mal lea ning con ex s (Punie & Redecke ,
2017). The s uc u e o he DigCompEdu model is o ganised a ound h ee mac o-a eas
(educa o s’ p o essional compe ences, educa o s’ pedagogic compe ences, lea ne s’
compe ences), which comp ise he ollowing six di e en compe ence a eas: a) p o essional
engagemen , b) digi al esou ces, c) eaching and lea ning, d) assessmen , e) lea ne
empowe men , ) acili a ing lea ne s' digi al compe ence.
The six compe ence a eas, as p e iously ou lined, comp ise a o al o 22 compe ences. Figu e
1 p o ides a comp ehensi e o e iew o all he a o emen ioned elemen s pe aining o his
compe ency amewo k.
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Figu e 1. Syn hesis o he DigCompEdu F amewo k – Sou ce: Join Resea ch Cen e (JRC)
I s main pu pose is, h ough hei sel -assessmen , o allow eache s o disco e bo h hei
s eng hs and weaknesses, se ing di e en le els o de elopmen o each compe ency
included in he DigCompEdu amewo k. These compe ence s ages a e aligned wi h he six
p o iciency le els as de ined by he Common Eu opean F amewo k o Re e ence o
Languages (CEFR). They ange om A1 o C2 and can be summa ized as p esen ed in igu e
2.
Figu e 2 p o iciency le els - Sou ce: SELFIE o TEACHERS ool in og aphics, 2021.
METHODS
This desc ip i e esea ch can be classi ied as an ex pos ac o s udy. In his ype o s udy, he
esea che is limi ed o epo wha has happened o is cu en ly occu ing (He nández e al.
2014). Consequen ly, canno con ol o modi y any a iables, ac ions o beha io s ha ha e
al eady occu ed. In mo e speci ic e ms, his s udy employs a c oss-sec ional esea ch design
wi h a desc ip i e app oach and hypo hesis es ing. I in ol es he pa icipa ion o eache s
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om all special ies ha each in bo h p ima y and seconda y educa ion om di e en
egions o G eece in acco dance wi h he Eu opean Union’s DigCompEdu amewo k.
OBJECTIVES
The esea ch objec i es a e de ined as ollows:
• To de e mine he deg ee o digi al eaching compe ence (TDC) o eache s om
di e en geog aphical egions o G eece acco ding o he DigCompEdu amewo k.
• To examine whe he he e a e di e ences in digi al eaching compe ences (TDC)
be ween eache s based on he adminis a i e egion in which hey each.
• To analyze whe he eache s’ TDCs di e ed acco ding o hei main eaching
special y.
• To analyze whe he eache s’ TDCs di e ed acco ding o he le el o educa ion
(p ima y and seconda y) hey each.
• To examine whe he and o wha ex en eache s' TDC is in luenced by a ange o
a iables, including gende , age, eaching expe ience, yea s o ICT use, ime spen using ICT
in he class oom and hei o e all ICT echnological p o iciency.
Sample
This s udy employs a c oss-sec ional design, sampling 1,420 eache s om ac oss G eece who
each in bo h p ima y and seconda y schools. The pa icipan s a e ep esen a i e o all
educa ional specializa ions, and he da a collec ion occu ed h oughou he 2023-24 school
yea . The di ision o G eece in o egions was based on he cu en adminis a i e di ision o
he coun y in o he ollowing egions: Eas e n Macedonia and Th ace, Cen al Macedonia,
Wes e n Macedonia, Epi us, Thessaly, Ionian Islands, Wes e n G eece, Cen al G eece, A ica,
Peloponnese, No h Aegean, Aegean and C e e. The quan i a i e app oach was conside ed
he mos app op ia e o i s implemen a ion, especially he su ey esea ch, due o i s
eliance on he collec ion o da a om a ep esen a i e sample o a popula ion a a speci ic
poin in ime. This allows o he gene a ion o quan i a i e da a on mul iple a iables o
pu poses such as compa a i e s udy and co ela ion o indings wi h hose o p e ious
empi ical s udies.
The esul s indica e ha he sample comp ises 1022 (72%) women and 392 (28%) men,
ep esen ing a o al o 1420 pa icipan s. Ha ing 44.9% ( =638) be ween 50-59 yea s, 32%
( =454) be ween 40-49 yea s, 13% ( =184) be ween 30-39 yea s, 7% ( =100) o e 60 yea s, 2.7%
( =38) 25-29 yea s. O hese, 54,9% ( =780) had a mas e ’s deg ee, 32.6% ( =514) uni e si y
deg ee and 8.9% ( =126) a doc o a e.
Table 1 p o ides an o e iew o he numbe o eache s om each egional a ea o G eece
who esponded o he ques ionnai e.
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Table 1. F equency and pe cen age o eache s by egion. Sou ce: Own elabo a ion.
Region
F equency
P ecen
Eas e n
Macedonia
and Th ace
110
7.7
Cen al
Macedonia
294
20.7
Wes e n
Macedonia
42
3.0
Epi us
82
5.8
Thessaly
94
6.6
Ionian Islands
38
2.7
Wes e n
G eece
114
8.0
Cen al G eece
84
5.9
A ica
278
19.6
Peloponnese
98
6.9
No h Aegean
22
1.5
Sou h Aegean
60
4.2
C e e
104
7.3
To al
1420
100.0
Wi h ega d o he yea s o eaching expe ience in educa ion, Table 2 p esen s he
equencies and pe cen ages achie ed. The 20,4% o eache s ( = 290) ha e augh o 21–25
yea s, while a simila pe cen age 20.1%, ( = 286) ha e augh o be ween 16–20 yea s. The
eache s wi h 1–5 yea s o expe ience was 16.8% ( = 238), while 13.4% ( = 190) ha e augh
o be ween 26–30 yea s. Also, he da a indica es ha 10% ( = 142) o eache s ha e been in
he p o ession o o e 30 yea s, 8.7% ( = 124) be ween 6-10 yea s, 6.6% ( = 94) be ween 11-
15 yea s and 3.9% ( = 56) o o e 36 yea s.
Table 2. F equency and pe cen age o yea s o expe ience as a eache . Sou ce: Own elabo a ion.
Yea s
F equency
P ecen
1-5 yea s
238
16.8
6-10 yea s
124
8.7
11-15 yea s
94
6.6
21-25 yea s
286
20.1
26-30 yea s
290
20.4
31-35 yea s
142
13.4
36 yea s
and mo e
56
3.9
To al
1420
100.0
Rega ding how many yea s eache s ha e been using new echnologies in hei eaching
p ac ice, we ha e he ollowing esul s: 31.4% ( = 446) 4-10 yea s, 23.8% ( = 338) 15 and mo e,
18% ( = 256) 1-3 yea s, 17.6% ( = 250) 11-15 yea s, 5.4% ( = 76) less han one yea , 3.2% ( = 46)
ha e no used e en. Table 3 shows he numbe s.
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Table 3. Yea s o using ICT in eaching. Sou ce: Own elabo a ion.
Yea s
F equency
P ecen
I ha e no ye used
digi al echnologies
in my eaching
46
3.2
Less han 1 yea
76
5.4
1-3 yea s
256
18.0
4-10 yea s
446
31.4
11-15 yea s
250
17.6
15 yea s o mo e
338
23.8
I p e e no o
answe
8
0.6
To al
1420
100.0
Rega ding he ime o using ICT in he class oom, 346 eache s (24.4%) use ICT om 11 o 25
pe cen , 322 eache s (22.7%) use hem om 26 o 50 pe cen , 258 eache s (18.2%) use ICT
om 0 o 10 pe cen , 248 eache s (17.5%) use hem om 51 o 75 pe cen and 246 eache s
(17.3%) use hem om 76 o 100 pe cen . Table 4 shows he esul s.
Table 4. Time o use o ICT in eaching (las h ee mon hs). Sou ce: Own elabo a ion.
Time
F equency
P ecen
0-10%
258
18.2
11-25%
346
24.4
26-50%
322
22.7
51-75%
248
17.5
76-100%
246
17.3
To al
1420
100.0
Finally, in able 5, when asked whe he hey y ou new digi al echnologies in hei daily li e,
38% ( = 540) ag ee, 33.9% ( = 482) ag ee comple ely, 17% ( = 242) I don' ag ee o disag ee,
7% ( = 100) disag ee and 3.9% ( = 56) comple ely disag ee. The as majo i y o he
esponden s 72.9% ( = 1022) ag ee o comple ely ag ee wi h i .
Table 5. T y ou new digi al echnologies. Sou ce: Own elabo a ion.
F equency
P ecen
I comple ely disag ee
56
3.9
I disag ee
100
7.0
I don' ag ee o disag ee
242
17.0
I ag ee
540
38.0
I ag ee comple ely
482
33.9
To al
1420
100.0
INSTRUMENT
Fo he measu emen and analysis o eache s' digi al compe ences acco ding o he
Eu opean F amewo k o Digi al Compe ence in Teaching (DigCompEdu), he G eek
ansla ion o DigCompEdu's Check-in sel -assessmen ool was used.
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The DigCompEdu model is o ganised in he ollowing h ee mac o-a eas: p o essional,
pedagogical and s uden s' digi al compe ences. These consis o wen y- wo i ems di ided
in o 6 compe ency a eas o he amewo k:
P o essional engagemen - o ganiza ional communica ion, p o essional
collabo a ion, e lec i e p ac ice and ongoing p o essional de elopmen h ough
digi al means.
Digi al esou ces - selec ion, c ea ion and modi ica ion, p o ec ion, managing and
sha ing.
Teaching and lea ning - eaching, guidance, collabo a i e lea ning and sel - egula ed
lea ning.
Assessmen - assessmen s a egies, lea ning analysis, eedback, planning and
decision-making.
Empowe ing lea ne s – pe sonaliza ion, accessibili y and inclusion, ac i e
engagemen o lea ne s.
Facili a ing lea ne s’ digi al compe ence - in o ma ion and media li e acy,
communica ion, con en c ea ion, esponsible use and p oblem sol ing.
The e we e se en esponse op ions in each ques ion. No e ha o each i em he e we e
se en esponse op ions on a scale o 0-6.
To measu e he sel -pe cep ion o he pa icipan s, a he beginning o he ques ionnai e,
eache s a e asked o a e hei le el o digi al compe ence. A e comple ing he
ques ionnai e, hey a e asked again o desc ibe hei le el o digi al compe ence as eache s.
They answe bo h ques ions acco ding o he ollowing classi ica ion, which is p og essi ely
inc easing, as de ined by DigCompEdu: Α1 : Newcome ( e y li le echnological expe ience),
A2 : Explo e (unde s ands he possibili ies o e ed by digi al echnologies and is in e es ed
in explo ing hem u he ), B1 : In eg a o (expe imen s c ea i ely wi h digi al echnologies
in eg a ing hem in o his eaching p ac ice), B2 : Expe (Uses se e al digi al educa ional
echnologies wi h con idence), C1 : Leade (Uses a ple ho a o digi al echnologies wi h
consis en and cohe en manne o enhance i s pedagogical p ac ice) , C2 : Pionee (Seeks
expe imen a ion wi h inno a i e digi al educa ional echnologies and de elops new
pedagogical app oaches.
Table 6. Reliabili y S a is ics. Sou ce: Own elabo a ion.
C onbach's Alpha
C onbach's Alpha Based on
S anda dized I ems
N
0.883
0.911
102
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The eliabili y o he ins umen bo h o e all and ac oss all dimensions is con i med by he
high le els o C onbach's alpha and MacDonald's Omega (Table 7).
As can be obse ed, he highes eliabili y is obse ed in he P o essional Engagemen
dimension wi h a eliabili y index >0.874 o C onbach's Alpha, while o MacDonald's Omega
he highes eliabili y is obse ed in Assessmen >0.909.
Table 7. To al eliabili y index o he ins umen and i s di e en dimensions. Sou ce: Own
elabo a ion.
Dimensions
C onbach's
Alpha
MacDonald’s
Omega
A-P o essional engagemen
.874
.706
B-Digi al esou ces
.859
.800
C-Teaching and lea ning
.828
.894
D-Assessmen
.844
.909
E-Empowe ing lea ne ’s
.832
.893
F-Facili a ing lea ne ´s digi al compe ence
.842
.800
The ins umen ’s eliabili y index was analyzed in e ms o he alues achie ed a he o e all
le el and in i s a ious dimensions.
RESULTS
The mean alues and s anda d de ia ions o he o e all sample and he o e all ins umen
a e p esen ed in Table 7. Upon analysis o he o al esponses, he mean was 1.9159, while
he s anda d de ia ion was ound o be 1.10672.
A compa ison o he dimensions’ e eals ha he highes mean alue occu s in “Digi al
esou ces” (2.02), while he lowes occu s in “Empowe ing lea ne ´s” (1.73). Wi h ega d o
he s anda d de ia ion, he highes de ia ion is obse ed in “Assessmen ” (1.79), while he
lowes is obse ed in “P o essional engagemen ” (0.84).
Table 8. To al eliabili y index o he ins umen and i s di e en dimensions. Sou ce: Own
elabo a ion.
Va iables
M.
S.D.
A-P o essional Engagemen
1.872
0.84073
A1. Do you use digi al echnologies o enhance you communica ion wi h
s uden s, pa en s and colleagues?
2.66
1.544
A2. How much conside a ion do you gi e o da a managemen and e hical
issues when using online lea ning en i onmen s (e.g. e-class, Moodle,
Blogs, o ms)?
1.73
1.848
A3. Do you collabo a e and in e ac wi h colleagues and/o o he membe s
o he educa ional communi y using digi al echnologies?
1.90
1.482
A4. Do you use he digi al echnologies (de ices, pla o ms and so wa e)
and in as uc u e (in e ne access, local ne wo k) a ailable in you school
o enhance eaching?
2.11
1.397
A5. Do you use digi al echnologies o sel -examina ion and sel -e alua ion
o you educa ional p ac ices?
2.31
2.353
A6. Is you digi al ac i i y conside ed o be go e ned by esponsible and
sa e p ac ices?
1.93
1.542
A7. Do you use digi al echnologies o you con inuous p o essional
lea ning and imp o emen ?
2.08
1.322
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Table 17. K uskal-Wallis es o eache s' special ies o he le el o TDC. Sou ce: Own elabo a ion.
Dimensions
H-K uskal
Wallis
d
Asymp. Sig.
A-P o essional engagemen
89.067
27
.000
B-Digi al esou ces
51.247
27
.003
C-Teaching and lea ning
54.355
27
.001
D-Assessmen
51.479
27
.003
E-Empowe ing lea ne ’s
46.446
27
.011
F-Facili a ing lea ne ´s digi al compe ence
42.612
27
.029
The abo e able shows ha he H o he K uskal-Wallis es has a p- alue o less han 0.05
and he e o e we can conclude ha he e is a s a is ically signi ican di e ence in he mean
alues o he a iables unde conside a ion o all dimensions. The e o e, we ejec he Null
Hypo hesis.
Table 18. Teaching special y. Sou ce: Own elabo a ion.
Special y
N
A e age ange
Teache (PE70)
316
722.870
Theologian (PE01)
46
791.590
Philologis (PE02)
238
648.480
Ma hema ician (PE03)
80
771.300
Physics (PE04.01)
62
657.110
Chemis (PE04.02)
22
738.770
Biologis (PE04.04)
26
728.420
Geologis (PE04.05)
12
761.330
F ench Philology (PE05)
40
808.650
English Philology (PE06)
122
761.550
Ge man Philology (PE07)
24
791.300
Fine A s (PE08)
14
891.500
Physical Educa ion (PE11)
48
757.670
Psychologis (PE23)
6
318.830
Social Sciences (PE78)
20
747.900
Musical Science (PE79)
30
781.230
Economics (PE80)
32
673.810
Ci il Enginee ing - A chi ec s (PE81)
16
529.130
Mechanical Enginee s (PE82)
6
604.320
Elec ical Enginee ing (PE83)
4
672.880
Elec onics Enginee ing (PE84)
126
270.170
Chemical Enginee ing (PE85)
28
159.000
Compu e Science (PE86)
18
736.360
Heal h - Wel a e - Wellbeing (PE87)
8
605.570
Ag icul u e, Nu i ion and En i onmen
(PE88)
6
570.390
Applied A s (PE89)
32
435.250
Thea e Educa ion (PE91)
556.830
Special Educa ion
824.440
As shown in Table 18, eache s o " Fine A s", " Special Educa ion " and " F ench Philology "
ha e he highes TDC sco es in all a eas o he amewo k, while hose in he ields o
"Chemical Enginee ing," "Elec onics Enginee ing," and "Psychologis " exhibi he lowes
le els o digi al compe ency.
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DISCUSSIONS/CONCLUSIONS
Rega ding he alidi y and he eliabili y o he ins umen o he DigCompEdu amewo k o
diagnose he TDC o eache s, we obse e ha he ins umen exhibi s excellen in e nal
consis ency, as indica ed by he C onbach's alpha and Mc Donald’s Omega alues.
Also, his esul is simila and in line bo h wi h hose ound in o he Eu opean s udies (Cabe o-
Almena a e al. 2020; Lucas e al. 2021; Ba zabal e al. 2022; Ma ín & Samped o, 2023) and wi h
he esul s o a su ey by he au ho s o he Eu opean Digi al Compe ence F amewo k o
Educa o s which in ol ed 335 eache s in Ge many (Ghomi & Redecke , 2019).
In conclusion, i is e iden ha his ins umen is sui able o measu ing he digi al
compe ence o eache s as i has high eliabili y a es bo h as a whole and in i s di e en
dimensions.
In he p esen s udy, an analysis was conduc ed on he gende o eache s in ol ed. The
esul s indica ed ha al hough he majo i y o esponden s we e women, he e was no
signi ican di e ence be ween hem and men in e ms o digi al compe ence ac oss all a eas
o DigCompEdu amewo k. A simila gende -based indings was epo ed by Fe nandez-C uz
and Fe nandez-Diaz (2016) and Gallego-A u a e al. (2019). In addi ion, he s udies
conce ning he digi al eaching compe ence o eache s in G eece by Nou (2020), Vassilakis
(2021), Io danidis (2023) and Pe omelidis (2023) ound no di e en ia ion in he indings
be ween men and women. In con as , he e a e su eys such as hose o Casillas e al. (2017),
Guillén-Gámez e al. (2021), Zhao e al. (2021), Pé ez-Calde ón e al. (2021), and Tza ilkou e al
(2023) which demons a e s a is ically signi ican di e ences ei he in ce ain sec ions o ha
women ha e a lowe le el o digi al compe ence han men. The di e ence in he numbe o
esponden s be ween men and women was expec ed as acco ding o he da a o he Hellenic
S a is ical Au ho i y [ELSTAT] (2021a), [ELSTAT] (2021b) and [ELSTAT] (2021c) which indica ed
ha women eache s ou numbe men in bo h p ima y and seconda y educa ion.
A u he analysis o he esea ch esul s indica ed ha he le el o eaching digi al
compe ence (TDC) o eache s in di e en geog aphical a eas o G eece a ies signi ican ly
acco ding o he DigCompEdu amewo k. In mo e speci ic e ms, i was obse ed ha he
highes sco es we e ob ained in A ica and cen al G eece, while he lowes sco es we e
ob ained in egions such as he No h and Sou h Aegean islands.
In ega d o he analysis o he esul s pe aining o he po en ial di e ences in digi al
compe encies among eache s acco ding o hei p ima y eaching special ies, he indings
indica e ha he majo i y o eache s’ specializa ions demons a e a high le el o digi al
compe ence, wi h he highes le els being achie ed by eache s o Fine A s, Special
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Educa ion and F ench Li e a u e. The esul s o a ecen su ey o eache s in G eece e ealed
ha he special ies o Special Educa ion and Fine A s once again occupied he op wo
posi ions in digi al eaching compe ence (Tza ilkou e al, 2023). The lowes sco es we e
ob ained by eache s wi h special ies in Chemical Enginee ing, Elec onics Enginee ing who
each in oca ional high schools and Psychologis s. The majo i y o eache s wi h a special y
belonging in he sciences exhibi ed high le els o digi al p o iciency, which is in alignmen
wi h he indings o o he s udies (Fe nandez-C uz & Fe nandez-Diaz, 2016; Ghomi &
Redecke , 2019). Howe e , in he p esen s udy, he sco es o heo e ical sciences such as
F ench Philology, Theology and Ge man Philology a e highe han hose o sciences which
con adic s he esul s o he a o emen ioned s udies.
The iming o his su ey, conduc ed du ing he 2023-24 academic yea , may ha e in luenced
he esul s. This was a pe iod ollowing he end o he Co id-19 pandemic and he ansi ion
o dis ance lea ning. I is possible ha his led o highe sco es om eache s in all a eas o
DigCompEdu compa ed o ea lie su eys. The necessi y o immedia e need and daily
eaching a a dis ance wi h digi al media may ha e ac ed as a as -paced empi ical aining
expe ience, con ibu ing o eache s' inc eased amilia i y wi h digi al echnologies in G eece
(Pe i anou e al, 2021).
In he compa a i e analysis o he le els o educa ion ac oss G eece (p ima y & seconda y),
he highes sco es a e ob ained by eache s who each in music and a schools in seconda y
educa ion. This is closely ollowed by eache s (PE70) o p ima y educa ion, who also achie e
high sco es which con as s wi h p e ious su eys be o e he co id-19 e a whe e p ima y
eache s and especially eache s lagged signi ican ly. Resea ch by Tza ilkou e al. (2023)
shows lowe digi al compe ence o p ima y eache s compa ed o hose in seconda y
educa ion, which is ela ed o he specializa ion o eache s (PE70) who a e he majo i y a
he p ima y educa ion. Rega ding he le el o digi al compe ency o eache s eaching in
p ima y educa ion, hei high sco es indica e a clea imp o emen in hei digi al compe ency
compa ed o su eys mainly in he p e-co id e a. Fu he mo e, i is e iden ha oca ional
educa ion eache s exhibi signi ican ly lowe sco es in compa ison o all o he le els o
educa ion.
The esul s ound ha 67,8 % o he eaching s a had mo e han 16 yea s o expe ience.
Du ing he pe iod o economic c isis in G eece, when he e was a educ ion in he numbe o
eache s ec ui ed, we obse e ha only 15.3% s a ed eaching du ing his pe iod. In
con as , he economic eco e y o G eece and he policy o new eache ec ui men in he
las i e yea s is e lec ed in he high pe cen age o 16.8% who gained expe ience om 1 o 5
yea s.
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I is no ewo hy ha he majo i y o eache s (76.9%) a e be ween he ages o 40 and 59
yea s old. Mo eo e , only a small pe cen age o hem (8.6%) ha e used ICT in hei eaching
p ac ice o less han a yea o no a all. Mos esponden s indica ed ha hey ha e been
u ilizing ICT in hei daily eaching p ac ice o an ex ended pe iod. We obse e a uni o m
dis ibu ion in he pe cen age o ime eache s ha e been using ICT in hei daily eaching
p ac ice. This may be ela ed o bo h hei specializa ion and he subjec a ea hey mus each
on a daily basis. Finally, only he 10.9% o esponden s exp essed a nega i e a i ude owa ds
he adop ion o new echnological applica ions in hei daily li es. Con e sely, 71.9% o
esponden s indica ed a posi i e a i ude o y ou he new echnologies.
The p incipal limi a ion o he p esen su ey is ha , as is he case wi h all simila su eys, i
e lec s he pe sonal opinions o eache s ega ding hei digi al compe ence, which hey
assess hemsel es. Consequen ly, i is no possible o assume ha he esponden s' ac ual
digi al eaching compe ence o he digi al skills hey possess in using equipmen and
indi idual digi al ools a e being objec i ely assessed.
The e o e, in o de o objec i ely cap u e he ac ual skills o eache s and hei digi al
eaching compe ence ac oss all a eas and sub-dimensions, u u e esea ch should
concen a e on he de elopmen o p ac ical es s designed o assess eache s' abili y o
u ilize a ailable equipmen and necessa y applica ions. Fu he mo e, in u u e eache
aining, he ace- o- ace assessmen o eache s' digi al compe ence should be an in eg al
componen o he en i e p ocess. The implemen a ion o he a o emen ioned e alua ion
p oposal is hinde ed by he necessi y o specialized applica ions and equipmen , he
ex ensi e ime equi ed o p ac ical es s, and he eluc ance o some educa o s o unde go
e alua ion due o conce ns abou p i acy.
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Con ibución de los au o es
The au ho s con ibu ed equally o he en i e esea ch.
Financiación
This s udy was no unded.
Ag adecimien os
No applicable.
Con lic o de in e eses
The au ho s decla e ha hey ha e no con lic o in e es .
Ci ación: Chond ogiannis, V., & Gu ié ez-Cas illo, J.J. (2025). Teaching Digi al Compe ence in G eece
acco ding o DigCompEdu F amewo k. EDMETIC, Re is a de Educación Mediá ica y TIC, 14(1), a .6.
h ps://doi.o g/10.21071/edme ic. 14.i1.17616
