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