DIGITAL COMPETENCY FRAMEWORK FOR SECONDARY SCHOOL TEACHERS: INTERNATIONAL EXPERIENCES AND SUGGESTIONS FOR VIETNAM CONTEXT

Abstract

The development of a digital competency framework for secondary school teachers in the context of digital transformation and educational innovation in Vietnam is essential. Utilizing a literature review and analysis of international digital competency frameworks such as DigCompEdu (EU) and ICT-CFT (UNESCO), the study proposes lessons learned and directions for constructing a digital competency framework tailored to Vietnam's educational conditions. The findings indicate that teachers' digital competencies are not limited to technological proficiency but also encompass the ability to integrate technology into teaching, innovate pedagogical methods, and manage classrooms effectively. The article recommends increasing investments in technological infrastructure, organizing continuous professional development programs for teachers, and supporting the implementation of the digital competency framework to enhance teaching and learning quality, meeting the demands of education in the digital era.