Högskolan i Skövde

This study aims to generate a flexible competence framework that enables the digital and social inclusion of students through teacher training. In order to understand the needs of the teaching staff, both focus groups and interviews were used in a qualitative framework. A total of 6 focus groups with the participation of 29 educators were carried out, as well as 23 semi-structured individual interviews. The research work involved teachers from several countries: Italy, Spain, Sweden and the United Kingdom. Fifty-two teachers participated in the fieldwork. The data obtained from the interviews and focus groups were analyzed based on five dimensions: everydayness, temporality, spatiality, intersubjectivity and vulnerability. The results indicate deficits linked to the digital and social competences of teachers, which are addressed with the design of the FLEXI-COMP competence framework that includes different levels and is articulated based on knowledge and skills in three dimensions: basic digital competences, advanced digital competences and specific competences for working with vulnerable students. These dimensions are divided into 8 areas, developed in turn into 26 specific competences. This competence framework has been implemented in online training courses for teachers in different countries by applying podcasting, gaming and microlearning as learning strategies. This competence framework proposal is considered an innovation by combining the explicit digital dimension with the inclusion of soft competences, in accordance with the emerging demands of the fieldwork. Based on existing frameworks, teachers have been involved to become agents of change with their students, paying more attention to infodemically vulnerable students. The teachers who participated in the training highlighted the promotion of creativity, collaborative intelligence and the use of digital resources as key elements. The combination of digital and social competences of the competence framework responds to the demands detected and its flexibility of methods guarantees a wide replicability. This study allows advancing on the needs of educators in relation to digital competences, both instrumental and those related to soft skills.

Este estudio persigue generar un marco de competencias flexible que permita la inclusión digital y social del alumnado. La metodología cualitativa con una muestra de educadores de Italia, España, Suecia y Reino Unido indagó sobre necesidades docentes a través de 6 grupos de discusión y 23 entrevistas personales individuales. Los resultados orientan sobre déficits vinculados a las competencias digitales y sociales de docentes a las que se trata de dar respuesta con el diseño de un marco competencial estructurado en 3 dimensiones, 8 áreas y 26 competencias, aplicado posteriormente a través de cursos formativos online a docentes. El profesorado que realizó la formación destaca como claves la promoción de la creatividad, la inteligencia colaborativa y el uso de recursos digitales. La combinación de competencias digitales y sociales del marco competencial responde a las demandas detectadas y su flexibilidad de métodos garantiza una amplia replicabilidad.