EDU800 – Week 10 – Additional Articles

#1

Chounta, I.-A., & Veglis, A. (2022). The HeDiCom framework: Higher education teachers’ digital competencies. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11244-z

Summary
Chounta and Veglis (2022) introduce the HeDiCom (Higher Education Digital Competencies) framework, designed to define and assess the digital competencies of university educators in an increasingly technology-mediated environment. The framework identifies four key domains: teaching practice and learning design, digital literacy for educators, professional development, and empowerment of students for digital citizenship. Drawing from the European DigCompEdu framework and contemporary studies in educational technology, the authors emphasize that effective teaching in higher education requires not only technical proficiency but also the pedagogical ability to integrate digital tools meaningfully. Their research situates digital competence as a continuous developmental process rather than a fixed skill set, highlighting the dynamic relationship between pedagogy, technology, and professional identity.

Evaluation
The article presents a well-structured and evidence-based framework that advances the ongoing conversation about digital literacy among educators. One of its strengths is its comprehensive approach—linking teacher competence to student empowerment, institutional culture, and societal digital readiness. The authors provide clear theoretical underpinnings and practical implications for how institutions can assess and improve faculty readiness for digital transformation. However, the study could have further explored how these competencies manifest differently across disciplines or within varying levels of access to technology. Despite this limitation, the HeDiCom framework is valuable for professional practice and policy, offering both diagnostic and developmental perspectives on faculty digital capability.

Reflection
This article strongly resonates with my teaching and professional goals as both a Visiting Professor and Customer Success Specialist/Project Manager. In my dual roles, I continuously bridge pedagogy and technology—supporting digital learning through platforms such as Canvas, Engageli, and Inspire while ensuring accessibility, motivation, and engagement remain central to student experience. The HeDiCom framework parallels this balance by emphasizing both pedagogical intentionality and technological fluency. It also reflects my doctoral focus on improving engagement and instructional design in online and blended learning environments. By applying the HeDiCom model, I can better evaluate and refine my own digital competencies, support faculty development initiatives, and design learning experiences that prepare students to participate actively and responsibly in digital academic and professional spaces.