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Designing and implementing teacher digital competence programs: An implementation science approach using CFIR 2.0
Jesús Valverde-Berrocoso, Mario Hidalgo, Ana María Rodríguez
Teacher digital training fails when it only focuses on individual skills; success requires designing for the whole organizational system.
What it found
Using a three-round Delphi study with 23 educational technology experts, researchers identified the critical factors that influence the success of teacher digital competence programs. The study applied the Consolidated Framework for Implementation Research (CFIR 2.0) to categorize these factors across five organizational domains. The findings reveal that sustainable classroom change depends heavily on school leadership, organizational conditions, and ongoing evaluation rather than just basic skills training.
What it means for your work
When designing professional development, do not treat digital training as an isolated event; instead, secure active leadership buy-in and align the program with the school's specific environment. Provide ongoing post-training support, such as peer mentoring, to help teachers successfully integrate new digital tools into their daily classroom routines. Finally, build in mechanisms for continuous feedback and contextual adaptation so the program can evolve with the school's needs.
professional developmentimplementation sciencedigital competenceteacher trainingorganizational change
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