Đề xuất khung năng lực số cho giáo viên mầm non đáp ứng yêu cầu đổi mới giáo dục

Tóm tắt

In the context of digital transformation and educational innovation, developing digital competence has become a fundamental requirement for teachers, particularly early childhood educators. Although previous studies have clarified the concepts, dimensions, and frameworks of digital competence, including DigComp, DigCompEdu, the UNESCO ICT Competency Framework for Teachers, and the UNESCO AI Competency Framework for Teachers, a digital competence framework tailored to the professional characteristics of early childhood teachers and the context of educational innovation in Vietnam remains lacking. This study employed document analysis, synthesis, systematization, and comparative analysis of national and international literature to propose a digital competence framework for early childhood teachers. Building upon internationally recognized digital competence frameworks and relevant studies conducted in Vietnam, the study proposes a digital competence framework for early childhood teachers comprising six domains: (1) digital awareness and mindset; (2) the use and integration of digital technologies, including artificial intelligence, in early childhood care and education; (3) educational data management and utilization; (4) digital communication and collaboration;
(5) digital safety and ethics; and (6) professional development and lifelong learning in digital environments. The proposed framework enriches the theoretical foundation of digital competence for early childhood teachers and provides a scientific basis for developing professional standards, designing professional development programs, and assessing teachers’ digital competence to meet the demands of educational innovation and digital transformation. It also serves as a foundation for future empirical studies to validate and refine the framework in the context of Vietnamese early childhood education.