Designing a curriculum for digital competencies towards teaching and learning


  • Dr. Angela Fessl Graz University of Technology, ISDS; Know-Center GmbH, Graz Austria
  • Katharina Maitz, PhD 2Graz University of Technology, ISDS; Know-Center GmbH; University of Graz; Graz, Austria
  • Ass.-Prof. Lisa Paleczek University of Graz; Graz Austria
  • Prof. Thomas Köhler Technische Universität Dresden, Dresden, Germany
  • Selina Irnleitner Technische Universität Dresden, Dresden, Germany
  • Prof. Monica Divitini Norwegian University of Science and Technology, Trondheim, Norway



digital literacy, digital competences curriculum, online teaching and learning


The COVID-19 pandemic initiated a fundamental change in learning and teaching in (higher-) education [HE]. On short notice, traditional teaching in HE suddenly had to be transformed into online teaching. This shift into the digital world posed a great challenge to in-service teachers at schools and universities, and pre-service teachers, as the acquisition of digital competences was no longer an option but a real necessity. The previously rather hidden or even neglected importance of teachers’ digital competences for successful teaching and learning became manifest and clearly visible. 

In this work, we investigate necessary digital competences to ensure high quality teaching and learning in and beyond the current COVID-19 pandemic. Based upon the European DigComp 2.1 (Carretero et al., 2017), DigCompEdu (Redecker, 2017) frameworks, the Austrian Digi.kompP framework (Virtuelle PH, 2021), and the recommendations given by German Education authorities (KMK 2017; KMK 2021; HRK 2022), we developed a curriculum consisting of 5 modules: 2 for individual digital media competence, and 3 for media didactic competence. For each module, competence-oriented learning goals and corresponding micro-learning contents were defined to meet the needs of teachers while considering their time constraints.

Based on three online workshops, the curriculum and the corresponding learning goals were discussed with university teachers, pre-service teachers, and policymakers. The content of the curriculum was perceived as highly relevant for these target groups; however, some adaptations were required. From the university teachers’ perspective, we got feedback that they were overwhelmed with the situation and urgently needed digital competences. Policymakers suggested that further education regarding digital competences needs to offer a systematic exchange of experiences with peers. From the perspective of in-service teachers, it was stated that teacher education should focus more on digital competences and tools.

In this paper, we will present the result of the workshop series that informed the design process of the DIGIVID curriculum for teaching professionals.