Supporting national strategies on teachers’ digital competence through the use of SELFIEforTEACHERS: the case of Albania and North Macedonia

The importance of the development of teachers’ digital competence for a successful digital education and training, and of their role in developing students’ digital competence has been recognised in recent European policies on digital education (DEAP 2021-2027; European Commission 2020) and on the provision of digital skills (Council Recommendation on the key enabling factors for successful digital education and training; European Commission, 2023). To support achieving these policy goals, policies also encourage Member States using self-assessment tools such as SELFIEforTEACHERS. In this context, understanding how teachers perceive their digital competence using scientific instruments can help planning meaningful professional learning and development programmes for them. The study presented in this report refers to the implementation of the SELFIEforTEACHERS self-reflection tool in two candidate countries for accession in the European Union, Albania and North Macedonia. This implementation research aims at collecting evidence on teachers’ self-perceptions about their digital competence in each country, using SELFIEforTEACHERS, to support professional development for teachers at national, regional or school level. Cross cutting findings from evidence from both countries can complement findings in similar contexts and shed light into deeper understanding of the challenges, opportunities and actions to be taken in addressing teacher needs for the development of their digital competence. Moreover, the study suggests a process that could be followed for similar purposes in other contexts. The study findings indicate the need for further development of teacher digital competence to critically incorporate digital technologies in their professional practice such as in teaching and learning, communication and collaboration, professional engagement and empowering learners. Future directions include investigating supporting mechanisms for national stakeholders and training institutions in utilising the self-reflection results to plan professional development programmes and resources, as well as promoting schools’ leadership to initiate self-reflection exercises within the school, identifying specific teacher needs and providing professional learning opportunities.