教育科学 ›› 2025, Vol. 41 ›› Issue (6): 87-93.

• 比较教育研究 • 上一篇    

欧盟教师数字素养发展政策的执行效能研究*——基于“教育者数字素养框架”的考察分析

刘家铭, 卡洛斯·塞亚   

  1. 里斯本新大学,葡萄牙 里斯本 1069-061
  • 出版日期:2025-11-15 发布日期:2025-12-30
  • 作者简介:刘家铭(1996- ),男,辽宁沈阳人,里斯本新大学人文与社会科学学院博士生,主要从事高校教师培训与管理研究;
    卡洛斯·塞亚(1961- ),男,葡萄牙波塔莱格雷人,里斯本新大学人文与社会科学学院教授,博士生导师,主要从事教师教育研究。
  • 基金资助:
    * 2024年教育部人文社会科学青年基金项目“国际比较视野下低技能劳动力的技能转型升级与职业教育供给研究”(24YJC880152)

Evaluating the Implementation Effectiveness of EU Policies for Developing Teachers’ Digital Competence —An Analytical Examination Based on the Digital Competence Framework for Educators

Liu Jiaming, Carlos Ceia   

  1. NOVA University Lisbon, Lisbon 1069-061, Portugal
  • Online:2025-11-15 Published:2025-12-30

RichHTML

4

PDF

11

摘要：

“教育者数字素养框架”是欧盟教师数字素养发展的关键政策工具。基于史密斯政策执行过程模型分析其实践应用情况,发现该框架在促进教师数字素养标准化、推动教学创新转化以及构建多层协同执行体系方面取得了显著成效。然而,在具体实施过程中,仍然面临政策统一性与区域多样性的矛盾、整体协同性与执行路径分化的挑战、教师认知与动机障碍、复杂环境因素的刚性约束等困境。欧盟“教育者数字素养框架”的政策执行经验为跨区域教育政策的本土化实施提供了方法论范式,对我国建立教师数字素养发展分级框架具有一定参考价值。

关键词: 教育者数字素养框架, 教师数字素养, 政策效能, 欧盟

Abstract:

The Digital Competence Framework for Educators (DigCompEdu), serves as a key policy instrument for advancing teachers’ digital competence within the European Union. Drawing on Smith’s policy implementation process model, the analysis of its practical application shows that the framework has produced significant policy effectiveness by standardizing teachers’ digital competence, fostering the translation of digital innovation into teaching practice, and establishing a multi-level system for collaborative implementation. However, in the course of implementation, several challenges persist, including the tension between policy uniformity and regional diversity, the gap between overall coordination and divergent implementation pathways, teachers’ cognitive and motivational barriers, and rigid constraints imposed by complex contextual factors. The policy implementation experience of the European Union’s DigCompEdu offers a methodological paradigm for the localized implementation of cross-regional education policies and provides valuable insights for developing a tiered framework for teachers’ digital competence in China.

Key words: DigCompEdu, teachers’ digital competence, policy effectiveness, European Union

中图分类号: