TEACHERS’ PROFESSIONAL DIGITAL COMPETENCE IN LANGUAGE EDUCATION: A FRAMEWORK-BASED SYNTHESIS.
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The ongoing digital transformation in education intensifies the need for teachers to exhibit comprehensive professional digital
competence (PDC). This review synthesizes over twenty influential empirical studies and policy frameworks to examine how PDC
is conceptualized and operationalized in language education. Core models such as DigCompEdu, TPACK, ISTE, digi.kompP, and
domain-specific frameworks (DC4LT, Cambridge, EAQUALS) are critically compared in terms of theoretical orientation,
empirical grounding, and policy relevance. The analysis reveals convergent competence domains—digital resources, pedagogy,
and assessment—while exposing contextual limitations in practice. The study recommends developing hybrid, context-responsive
frameworks incorporating AI literacy, data ethics, and critical digital pedagogy.
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