Publication record
- Original publication period
- July–December 2020
- Digitized / uploaded online
- August 10, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
The emergency transition to online education made digital competence visible, but it also narrowed the concept to familiarity with devices and platforms. This integrative review treats competence as a chain of professional decisions: selecting an accessible tool, organizing content for mediated learning, enabling interaction, assessing evidence, protecting data and well-being, and improving through reflection. DigCompEdu, technological pedagogical content knowledge, and early pandemic studies are synthesized into a Digital Teaching Decision Chain. The review argues that operational fluency has educational value only when it supports a defined learner action and remains feasible under actual device, connectivity, and household conditions. It proposes evidence for each competence, including task samples, accessibility checks, feedback records, and privacy decisions, rather than self-confidence alone. Professional learning is organized around recurring teaching problems and peer review. This is a conceptual article and does not rate teachers or claim that one platform improves learning.