Proficiency levels

Rarely uses digital technologies to communicate with learners, parents or colleagues.

Uses basic digital technologies to communicate with learners and parents, e.g. email.

Uses different digital channels and tools for communication with learners, parents and colleagues, e.g. school platforms, messaging apps.

Selects and combines different digital tools to communicate effectively. Contributes to defining the organisation's digital communication strategies.

Evaluates, reflects on and actively develops the organisation's digital communication strategies. Promotes effective and responsible use of digital technologies for communication.

Innovates the organisation's communication strategies. Develops new formats and approaches for digital communication with all stakeholders.

Rarely uses digital technologies to collaborate with colleagues.

Uses basic digital technologies to exchange materials and information with colleagues.

Uses digital collaborative environments to share and exchange practices with colleagues. Participates in online training.

Uses digital collaborative environments for the co-creation of resources and knowledge. Actively participates in online professional networks.

Promotes and leads digital collaboration within one's own organisation and professional community. Develops new collaborative practices.

Develops innovative approaches to digital professional collaboration. Contributes to research and development in digital collaboration in education.

Recognises that digital teaching practice can be improved, but rarely reflects systematically.

Reflects on one's own digital practices and identifies areas for improvement.

Experiments with new digital pedagogical approaches and reflects on their effectiveness.

Critically evaluates and actively develops one's own digital pedagogical strategies based on evidence and feedback.

Leads collective reflection processes on digital practice. Mentors less experienced colleagues.

Contributes to research on digital pedagogical practice. Develops innovative approaches to professional reflection.

Rarely uses the Internet to update one's knowledge and skills.

Uses the Internet to search for information on training opportunities and resources for professional development.

Uses a range of digital tools and resources for professional development, e.g. MOOCs, webinars, educational blogs.

Strategically uses digital resources for continuous professional development. Actively participates in online communities of practice.

Designs digital professional development pathways for colleagues. Contributes to creating training resources for the professional community.

Innovates digital professional training practices. Conducts research on digital professional development methodologies.

Rarely uses the Internet to search for teaching resources.

Uses search engines and educational repositories to find resources. Evaluates the relevance of resources intuitively.

Selects digital resources suitable for the learning context and learner group. Compares different resources before choosing.

Critically evaluates the quality, relevance and design of digital resources. Considers pedagogical, technical and ethical aspects in selection.

Curates and recommends digital resources to colleagues. Develops evaluation criteria for digital educational resources.

Contributes to creating repositories and quality standards for digital educational resources. Conducts research on the effectiveness of digital resources.

Rarely creates own digital resources. Uses resources as found.

Creates simple digital resources, e.g. presentations or text documents.

Modifies and adapts existing digital resources to own teaching needs. Creates multimedia resources such as videos, interactive quizzes.

Creates complex and interactive digital resources. Respects licences and copyright. Uses open licences for own creations.

Leads collaborative creation of open educational resources (OER). Develops standards and templates for resource creation in one's organisation.

Develops innovative approaches to creating digital educational resources. Contributes to research and development in this field.

Manages own digital resources in a basic way. Does not actively share resources with colleagues.

Organises digital resources in folders and archives. Shares resources through simple tools such as email.

Uses platforms to organise and share resources. Knows the basics of data protection and copyright.

Manages digital resources in a structured way. Correctly applies privacy and licensing rules. Shares resources on open platforms.

Develops digital resource management strategies for one's organisation. Promotes sharing and use of OER resources.

Innovates digital resource management and sharing practices. Contributes to defining policies and standards at institutional level.

Rarely or at a basic level uses digital technologies in teaching.

Uses available digital technologies (IWB, projector) to enhance frontal teaching.

Integrates digital technologies into own teaching practice in a structured way. Experiments with new digitally supported methodologies.

Confidently manages and orchestrates digital learning environments. Selects the most suitable technologies for each teaching context.

Designs and implements innovative teaching scenarios based on digital technologies. Guides colleagues in adopting new approaches.

Innovates digital teaching practices. Develops new pedagogical formats and contributes to research in the field of digital education.

Rarely offers guidance or support to learners through digital tools.

Uses basic digital tools to provide guidance to learners, e.g. email to answer questions.

Uses digital tools to monitor and guide learners during activities. Provides timely support through digital platforms.

Uses digital tools to offer personalised and differentiated guidance to learners, individually and in groups.

Develops innovative digital strategies and tools for learner support and guidance. Trains colleagues in digital guidance techniques.

Innovates digital guidance and support models. Contributes to research on technology-mediated educator-learner interactions.

Rarely uses digital technologies for collaborative activities among learners.

Encourages learners to use digital tools for collaboration, e.g. shared documents.

Designs collaborative learning activities that integrate digital technologies. Learners use digital tools for co-creation.

Manages complex digital collaborative learning environments. Facilitates collaboration among learners in different contexts (including remote).

Develops innovative digital collaborative learning scenarios. Guides colleagues in designing effective collaborative activities.

Innovates digital collaborative learning practices. Conducts research on the effectiveness of technology-mediated collaboration.

Rarely uses digital technologies to support learners' self-regulated learning.

Encourages learners to use digital tools to organise their own learning.

Uses digital tools to enable learners to plan, monitor and document their own learning.

Strategically uses digital technologies to promote metacognition and self-regulated learning systematically.

Develops digital environments that foster learner autonomy. Guides colleagues in implementing self-regulation strategies.

Innovates approaches to technology-supported self-regulated learning. Contributes to research in this field.

Does not or rarely uses digital technologies for assessment.

Uses basic digital technologies for assessment, e.g. online multiple-choice tests.

Uses a variety of digital tools for formative and summative assessment. Integrates digital assessment into the teaching process.

Designs and implements diversified digital assessment strategies. Combines formative and summative assessment leveraging the potential of digital technologies.

Critically evaluates and develops digital assessment strategies. Experiments with new assessment formats and approaches enabled by digital technologies.

Develops and innovates digital assessment strategies at institutional level. Publishes and shares innovative approaches to digital assessment.

Does not use digital data to analyse learner performance.

Records and analyses basic learner performance data using simple digital tools, e.g. spreadsheets.

Uses digital tools to monitor learner progress and analyse available learning evidence.

Generates, selects and critically analyses digital data on learner activities and progress. Identifies learning patterns to improve teaching.

Evaluates and reflects on the use of learning data. Develops new approaches for evidence analysis and the use of learning analytics.

Innovates the use of learning data at institutional level. Develops and promotes innovative strategies for learning analytics.

Does not use digital technologies to provide feedback.

Uses basic digital technologies to provide feedback, e.g. online grades or comments.

Uses different digital tools to provide timely and personalised feedback to learners. Adapts planning based on digital evidence.

Implements differentiated digital feedback strategies. Uses data to systematically adapt teaching and planning to individual needs.

Develops and experiments with new digital feedback formats and approaches. Promotes the use of data for evidence-based instructional planning.

Innovates feedback and data-driven planning strategies at institutional level. Develops new models for learning personalisation.

Does not or rarely takes accessibility and inclusion issues into account when selecting digital resources.

Is aware that digital technologies can be used to address accessibility and inclusion needs, but does not implement them systematically.

Selects and uses accessible digital resources and tools. Takes into account the specific needs of learners, including disabilities.

Systematically adapts digital resources and strategies to address the accessibility needs of all learners. Removes digital barriers to learning.

Designs and develops innovative solutions for digital accessibility and inclusion. Promotes the adoption of inclusive practices in one's own organisation.

Leads the development of institutional policies and strategies for digital accessibility and inclusion. Contributes to research and innovation in this area.

Does not take individual learner differences into account when using digital technologies.

Is aware that digital technologies can support differentiation, but uses them only in a limited way.

Uses digital technologies to offer diversified learning pathways and differentiated activities based on learner levels.

Designs personalised learning pathways using digital technologies. Adapts content, pace and approaches based on individual progress and preferences.

Develops and experiments with innovative learning personalisation strategies based on digital technologies and learning analytics.

Leads the development of innovative approaches to personalisation at institutional level. Contributes to research on adaptive learning.

Does not or rarely uses digital technologies to actively engage learners.

Uses basic digital technologies to motivate learners, e.g. educational games or videos.

Uses a variety of digital tools to actively engage learners in the learning process. Stimulates participation and collaboration.

Designs and implements engaging and creative digital learning activities. Develops interactive and stimulating learning environments.

Develops and experiments with innovative approaches for active learner engagement through digital technologies.

Leads innovation in active learner engagement practices at institutional level. Contributes to research on digital motivation.

Does not or rarely integrates activities to develop learners' information and media literacy.

Encourages learners to use digital technologies for information searching, with basic guidance on source evaluation.

Implements learning activities that develop learners' competences in searching, evaluating and managing digital information.

Designs structured learning pathways to develop learners' critical thinking about digital information and media.

Develops and experiments with innovative approaches for information and media literacy. Promotes digital critical thinking in one's own organisation.

Leads the development of institutional strategies for information and media literacy. Contributes to research and innovation in this area.

Does not or rarely integrates activities to develop learners' digital communication and collaboration competences.

Encourages learners to use basic digital tools for communication and collaboration, such as email or forums.

Implements learning activities that require digital communication and collaboration among learners, using different tools.

Designs and facilitates complex collaborative activities using digital environments. Guides learners in the responsible use of digital communication.

Develops innovative approaches to learner digital collaboration and communication. Promotes digital citizenship.

Leads innovation in learner digital communication and collaboration at institutional level. Contributes to the development of new models.

Does not or rarely integrates activities to develop learners' digital content creation competences.

Encourages learners to create simple digital content, such as text documents or presentations.

Implements activities that require learners to create different types of digital content, including multimedia and interactive presentations.

Designs creative and complex digital content production activities. Guides learners in the conscious use of licenses and copyright.

Develops innovative approaches to learner digital content creation. Promotes digital creativity and computational thinking.

Leads innovation in digital content creation at institutional level. Develops new models for creative digital production.

Does not or rarely addresses the safe and responsible use of digital technologies with learners.

Raises learner awareness of basic digital technology risks, such as privacy protection and cyberbullying.

Implements activities to develop learner awareness of safe and responsible use of digital technologies, including digital identity management.

Designs structured pathways to develop learner digital wellbeing and safety competences. Addresses topics like disinformation and digital ethics.

Develops innovative approaches to digital citizenship education. Promotes a culture of responsible use in one's own organisation.

Leads the development of institutional policies and strategies for safe and responsible use of digital technologies. Contributes to research and innovation.

Does not or rarely integrates activities to develop learners' digital problem solving competences.

Encourages learners to solve basic technical problems independently before asking for help.

Implements activities that require learners to identify and solve technical problems. Introduces computational thinking.

Designs complex digital problem solving activities that develop learners' critical, creative and computational thinking.

Develops innovative approaches to digital problem solving. Promotes computational thinking and technological creativity in one's own organisation.

Leads innovation in digital problem solving at institutional level. Contributes to research on computational thinking and challenge-based learning.