O objetivo deste estudo é avaliar o nível de competência digital dos docentes do ensino superior em Portugal. A metodologia utilizada foi um survey, envolvendo um questionário online de autoavaliação, baseado no DigCompEdu, framework desenvolvido e validado na União Europeia. O survey coletou dados em três dimensões: pessoal (gênero, nível de formação, faixa etária e tempo de carreira), docência (ciclo de ensino e modalidade de ensino) e institucional (tipo de ensino, tipo de estabelecimento e região administrativa). O questionário foi respondido por 695 participantes. A análise de dados envolveu a aplicação de técnicas estatísticas como teste t-student e ANOVA. Os resultados apontaram um nível de proficiência intermediário nas competências digitais dos docentes. Não foram detectados efeitos estatisticamente significativos de variáveis como: gênero, faixa etária, tempo de carreira, tipo de estabelecimento e região administrativa. Entretanto, professores com maior nível de formação e que lecionam em níveis de ensino superiores (mestrado e doutorado), a distância e em estabelecimentos politécnicos apresentaram maior nível de competência digital. O estudo identificou necessidades relativas ao desenvolvimento de frameworks que contemplem a educação superior online e o desenvolvimento de formação continuada de professores para promover melhorias no nível de proficiência digital dos docentes.

Different frameworks are available for assessing and developing digital competences, which poses a choice challenge for potential users. This article aims to analyze and compare international digital competence frameworks for education. The study compares characteristics such as the frameworks’ purpose, structure, competences, and levels, as well as indicators for instrument development. The results indicate that the objective, the theoretical background, and the target group define the framework characteristics. Most analyzed frameworks focus on teacher training. The comparison identified common competences: communication, collaboration, sharing, information and data, content, technical, teaching, learning, and ethics. All frameworks include profiles, objectives, descriptors, activities, examples, and cases of knowledge, skills, and attitudes. The article concludes that digital competence frameworks should be segmented by educational actors (students, teachers, and administrators) and levels (early childhood, primary, higher, and corporate) with corresponding assessment instruments.

The purpose of this article is to critically present to the Portuguese-language reader the series of documents on digital competences called DigComp, prepared by the European Commission’s Joint Research Center (JRC), in addition to other related reports. The methodology included research on the Internet, a systematic literature review and critical reading of documents. The results indicated that these documents are based on a series of Communicatios of the European Commision and Recommendations of the European Parliament, published between 2006-2018, which point to the necessary competences for lifelong learning, amongst which digital competences, besides presenting the commitments made by the European Union on this front. Different frameworks were then developed: DigComp 1.0, DigComp 2.0 and DigComp 2.1, aimed at citizens, in addition to DigComp into action, with examples and practical cases; DigCompEdu, DigCompOrg and OpenEdu, focused on education; and DigCompConsumers and EntreComp, focused on business, in addition to EntreComp into action, with examples and practical cases. These documents are presented, compared, and discussed. Studies of general trends in these areas were also identified, which are mentioned but not discussed in this article, on topics such as: MOOCs, makerspaces, learning analytics, computational thinking, blockchain and policies for the integration and innovative use of digital technologies in education. The article concludes that these frameworks are important milestones for understanding and developing digital competences, however, there is not a wealth and series of similar documents developed in Brazil.

This review aimed to investigate the educational literature based on DigComp and DigCompEdu through a scoping review or mapping (Paré et al., 2015), following the methodological guidelines of Okoli (2019). The search resulted in 327 works, of which 18 articles were selected, analyzed considering the context and objectives of the research, the methodological approach, the instruments used, the audience and the conclusions. The results found allowed to verify that the analyzed researchers have used primarily used quantitative, based on questionnaires and supported by a variety of methodologies, focused on the evaluation of higher education instructor’s digital skills, with lower incidence of students, basic education and curriculum. These frameworks are also used to develop proposals for training and data analysis. The need for training for the development of digital skills for instructors and students is identified.

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