ABSTRACTThe accelerating digital transformation of education has intensified the need for structured professional development frameworks that enhance teachers’ digital competence and pedagogical innovation. This study presents an analytical qualitative evaluation of a training program grounded in the European Digital Competence Framework for Educators (DigCompEdu), aimed at developing teachers’ digital competence and technology-based instructional design skills Using qualitative data collected through in-depth interviews, reflective reports, and document analysis, the study explores teachers’ experiences, perceptions, and reported changes following participation in the training program. The analysis focuses on how the program supports competence development across the DigCompEdu dimensions and how it influences teachers’ instructional design practices for technology-enhanced learning Findings indicate that the training program contributed to increased awareness of digital competence domains and strengthened teachers’ confidence in integrating digital tools. Participants reported noticeable development in professional engagement and digital resource management, while challenges remained in assessment practices and learner empowerment strategies. Although improvements were observed in instructional planning and digital integration, the depthof pedagogical transformation varied among participants. The study proposes a structured evaluative model for DigCompEdu-based training implementation that moves from competence awareness to applied instructional design transformation. By framing digital competence as a pedagogically grounded instructional design capacity rather than a purely technical skill set, the study highlights the importance of sustained, context-sensitive professional development programs to achieve meaningful digital innovation ineducation.KEYWORDS: DigCompEdu; Teachers’ Digital Competence; Technology-Based Instructional Design; Digital Pedagogy; Professional Development; Digital Transformation In Education; Instructional Design Theory; Educational Technology Frameworks.

العنوان

SCIENTIFIC CULTURE,

الناشر

Global Academic Publishing Private Limited

بلد الناشر

اليونان

Indexing

Scopus

معامل التأثير

1,007

نوع المنشور

Both (Printed and Online)

المجلد

--

السنة

2026

الصفحات

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