世界银行-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（英）

1 Public Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure Authorized2 Teaching in the Digital Era: What Digital Pedagogical Competencies Matter Most? Insights From Global Frameworks* Marjorie Chinen August 2025 Abstract This review provides a comprehensive and curated analysis of digital skills frameworks for teachers at the global, regional, and national levels. It outlines the competency domains and individual competencies teachers are expected to develop to effectively integrate digital technologies into education. The analysis identifies sixteen competency domains forming the foundation of the Teacher Taxonomy 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 divided into 17 individual competencies. The review finds that most competencies in these frameworks assume teachers already possess basic to intermediate digital literacy to integrate technology into their classrooms. Additionally, these frameworks suggest a shift from teacher-centered to student-centered pedagogical practices, a transition many teachers are not adequately trained for. The rapid evolution of technology, including artificial intelligence, further underscores the need for continuous teacher training that incorporates fundamental digital skills and student-centered pedagogical practices, alongside the core competencies outlined in these frameworks. The review also provides step-by-step recommendations for countries interested in creating a localized competency framework. The paper is accompanied by an Excel dataset detailing the competency domains, specific competencies, and proficiency levels of all reviewed frameworks, as well as a custom-built chatbox providing interactive access to both the paper and the dataset1. Keywords: Digital Skills, Digital Skills Competency Frameworks, Competency domains, Pedagogical Digital Skills, Information and Communication Technology, Teacher Taxonomy. *This paper was prepared by Marjorie Chinen, with contributions from María Barron, Ezequiel Molina and Helena Rovner as part of the Teachers’ Digital Skills Suite and within the framework of the MoU between the World Bank and the Inter-American Development Bank under the pillar Digitalization/Connected Schools for All. The author is grateful for the comments and suggestions provided by peer reviewers Mike Trucano and Gabriela Gambi, as well as by Education Practice Manager Andreas Blom. 1 The GPT can be accessed here: https://chatgpt.com/g/g-6892c696e54c8191848508169a5b7ea1-review-of-digital-skills-frameworks-for-teachers 3 © 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, interpretatio