Đề xuất khung năng lực số cho sinh viên sư phạm theo định hướng chuẩn đầu ra nghề nghiệp

Tóm tắt

The professional demands placed on teachers in the digital era have created a need to develop digital competence as a core component of teacher education. However, the development of digital competence frameworks for pre-service teachers in Vietnam remains insufficiently systematic and is not yet closely aligned with professional teacher competency standards and learning outcomes. This study employs a qualitative approach through a systematic literature review, selecting and comparing internationally recognized digital competence frameworks published between 2017 and 2025. Based on this review, the study proposes a preliminary theoretical framework of digital competence for pre-service teachers oriented toward professional learning outcomes, consisting of five core dimensions: digital teaching and AI-integrated pedagogy, digital communication and collaboration, assessment in digital environments, digital ethics and safety, and innovation through digital technologies. In addition, the study develops competency progression levels to support the design of learning outcomes and teacher education curricula. The findings provide a theoretical foundation for advancing digital competence in teacher education and offer practical guidance for reforming learning outcomes and teacher training programs to meet professional requirements in the digital age.