Xây dựng khung năng lực khai thác học liệu số của sinh viên ngành Sư phạm

Tóm tắt

In the context of the rapid digital transformation in education, pre-service teachers need strong competencies in utilizing digital learning resources to support learning, research, and instructional design in digital environments. However, there is still a lack of a comprehensive and systematic theoretical framework specifically addressing this competency for Vietnamese pre-service teachers. This study proposes a competency framework for digital learning resource exploitation, comprising nine components organized into four major groups: (1) Identifying and evaluating digital learning resources; (2) Organizing and integrating digital learning resources into teaching;
(3) Creating and adapting digital learning resources; and (4) Professional development and digital responsibility. Each component is described in detail across eight competency levels (B1–B8) aligned with the National Digital Competency Framework. The proposed competency framework harmoniously incorporates international frameworks such as DigCompEdu and UNESCO DLGF while remaining appropriate to the Vietnamese context. The findings provide an initial theoretical reference and scientific foundation for designing teacher education curricula, specialized courses, and digital competency assessment tools for pre-service teachers, thereby contributing to improving the quality of teacher education in the digital era. However, the proposed framework still requires empirical validation to confirm its feasibility and applicability in teacher education practice.