ANALYSIS OF SOME WORLDWIDE TEACHER’S DIGITAL COMPETENCY FRAMEWORKS AND SUGGESTIONS FOR VIETNAM

Abstract

This article examines several digital competence frameworks for teachers worldwide through document analysis. The findings reveal eight prominent frameworks developed in diverse contexts, offering general recommendations for creating tailored digital competence frameworks for individual countries. Although each framework presents varying levels of development, core competencies such as collaboration, data utilization, digital content creation, learner support, pedagogical teaching, professional development, and ethical considerations exhibit strong consensus across frameworks. These insights provide practical considerations for policymakers and educators in constructing and advancing digital competence frameworks for Vietnamese teachers.