Developing professional competence and digital competence of upper secondary school teachers in the context of digital transformation

Abstract

Digital transformation is reshaping teaching practices, school governance, and the quality requirements for upper secondary school teachers. In this context, strengthening teachers' professional competence alongside digital competence has become essential for adapting to digital learning environments, innovating instructional practices, and improving student learning outcomes. This study aims to examine the current status of professional competence and digital competence development among upper secondary school teachers, identify the factors influencing this process, and propose strategies for enhancing teacher competencies in the era of digital transformation. A mixed-methods research design was employed, combining questionnaire surveys administered to teachers and school administrators in upper secondary schools with in-depth interviews involving educational experts and school leaders to provide complementary qualitative evidence. The quantitative data were analyzed using descriptive statistics, reliability analysis, factor analysis, and regression analysis, while qualitative interview data were examined through content analysis. The expected findings indicate that digital competence is positively associated with teachers' professional competence development. In addition, the school's digital environment, professional development activities, digital leadership capacity, and teachers' self-directed learning motivation are expected to exert significant influences on this developmental process. Based on these findings, the study proposes several managerial implications for establishing a sustainable ecosystem for continuous professional development, strengthening teachers' digital competence through systematic professional learning, and improving policy frameworks to support teachers in meeting the demands of educational innovation in the digital age.