Giáo viên mầm non trong kỉ nguyên số: Từ năng lực sáng tạo đến năng lực số

Tóm tắt

In the context of digital transformation and educational innovation, early childhood teachers are required not only to perform childcare, nurturing, and educational tasks but also to develop creativity competence, utilize technology, and adapt to new educational environments. This study analyzes the theoretical foundations of the relationship between early childhood teachers’ creativity competence and digital competence in the digital era, thereby proposing an integrated competency framework. The study employs a literature review method combined with the analysis and synthesis of studies on creativity competence, digital competence, digital transformation, and teacher professional development. The findings identify two core competency domains: (1) creativity competence, comprising the components of problem identification, idea generation, activity design, flexible adjustment, and practical improvement; and (2) digital competence, including digital information exploitation, digital learning material design, technology application, communication and collaboration, and digital safety assurance. Based on these findings, the study proposes a competency model for early childhood teachers in the digital era, in which digital competence expands creative capacity, while creativity competence guides the purposeful use of technology in education. The findings provide a theoretical foundation for developing training and professional development programs for early childhood teachers to meet the requirements of digital transformation; however, the proposed model requires further validation through empirical studies.