IAFOR Journal of Education: Technology in Education

Volume 10 – Issue 2 – 2022

The Need for Digital Education in the Teaching Profession: A Path Toward
Using the European Digital Competence Framework in Albania
Heliona Miço
Epoka University, Albania
Jonida Cungu
Aleksander Xhuvani University, Albania

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Abstract
Digital competence is part of 21st Century skills that allow individual teaching professionals
to engage in new and flexible ways of learning. Studies have shown that digital competence
improves education and equips the teaching staff with expertise on how to use information,communication, and basic problem-solving. The need for digital competence is clearly evident
in the current pandemic situation, where digital technologies have taken a more prominent rolein communication and education processes. Beyond the digital competence of educators,
proper school infrastructure and curricula are needed during pre-service training to help
teachers achieve digital competence. To better understand this need, an online survey wasdeveloped to analyze digital education in Albania. The survey was designed to analyze theteaching competence of teachers in pre-service and in-service programs, as well as theirschools’ curricula and infrastructure. Results from the questionnaire highlighted a need for theacquisition of digital knowledge for teachers according to different age groups. The results ofthe study found that difficulties teachers encountered in the acquisition of digital knowledge
were not only due to deficiencies in teacher training but also other issues such as lack ofinfrastructure. The study concludes by recommending that providing digital education should
be in line with European and national policy and legislation, as well as with national andinternational organizations. The paper reports findings assessing the level of preparedness ofAlbanian educators in regard to digital education and explores opportunities and identifies
challenges for coping with enhancing digital development.
Keywords: Albania, digital competence in education, educational legislation, pre-university
education, teachers, teacher survey, students

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Society is rapidly digitalizing. Digital devices are used by preschool children and advanced
learners to perform a variety of tasks such as playing, communicating, and gathering
information. The use and application of digital devices by children has been growing, as wellas their access to digital knowledge (Caena & Redecker, 2019; OECD, 2019). The United
Nations has accepted that digital technologies have advanced rapidly than any other innovation in
the last two decades (United Nations, 2018). Digitalization has led to many technological, economic,
social and education changes in society (Gabsalamov et al., 2020; Garzón-Artacho et al., 2021).
According to the European Parliament resolution of 2021, digital transformation is shaping thelabor market, where as much as 90% of jobs are expected to require some form of digital skills.
As a result, advanced digital skills are in high demand.
In order to address digitalization, the European Parliament recommended key competences forlifelong learning. These competences highlight digital competence as one of the key
competencies necessary. Thus, it is important to focus on education as a tool to equip children,
youths and adults with digital skills and literacy. According to several studies, the digitalizationof education involves a multifaceted approach which includes replacing traditional teachingapproaches with virtual teaching and learning skills. This requires high-quality software ineducational institutions, information systems that provide access to educational resources, theintroduction of information technologies, online learning and developing learning andevaluating knowledge through digital pedagogy (Strokov, 2020; Anderson & Mattsson, 2020;
Yehya, 2021).
In their studies, Pettersson (2020) and Glover et al., (2016) emphasized the importance ofintertwining digitalization in pedagogical processes. Teaching methods that do not involve
digitalization can fail to transform practice and enhance students’ learning. This approach isalso supported by the European Digital Competence Framework (2013), which was updated in2016 (Redecker, 2017). This updated framework provides the mechanisms to understanddigital competences. In addition, it offers a variety of initiatives on European, national andregional levels meant to help young people develop digital competence. According to Ferrari(2013), the European Digital Competence Framework is an umbrella for current frameworks,
initiatives, curricula and certifications. However, teachers' digital competencies alone are notenough to digitize education. Their competencies need to be accompanied by appropriate
education policies, investments, and infrastructure. Digital transformation requires theattention of different layers of society and must be supported by several organizations(Pettersson, 2018; Babaheidari & Svensson, 2014).
Digital competencies in education, and the need for the development of information andcommunications technology (ICT) in education, are seen as necessities for the development ofpublic education in Albania (Duda & Golubeva, 2013; UNESCO, 2017; European
Commission, 2021). Despite steps taken towards the digitalization of the Albanian education
system, there is a lack of adequate teacher training and practices to ensure effective online
learning. Moreover, the COVID-19 pandemic caught the education system unprepared, withstudents unable to follow online classes due to unavailability of devices, lack of internet
connection or quality support (European Commission, 2021). The inclusion of information
technology in the Albanian education system, not just in the curriculum, needs a multifaceted
analysis. Such an analysis will evaluate the infrastructure of schools in their location. The
analysis would assess the possibility that traditional classrooms are being replaced by smart
classes equipped with audio and visual systems, schools are equipped with information systems
that provide access to educational resources, teachers have the digital competencies needed tounderstand their adaptability to digital changes, and financial resources are available. Such an

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analysis should be accompanied by the legal framework and the necessary standards
compatible with European education systems to enable its implementation by both teachersand students.
This study contributes to a portion of this larger analysis by assessing the digital competencies
of teachers, the curriculum in pre-service education and continuous educational training, andthe resources of schools in the service of digital education in Albania. An online survey wascompleted by 365 teachers of different pedagogical profiles employed in different schools
located in the city as well as in the countryside. The aim of this study was to assess the need of
educators in the area of digital education and to identify approaches toward meeting thoseneeds.
Theoritical Framework
For a teacher to serve the development of society, it is necessary to be equipped with knowledge
and skills so they can be transmitted to students. The range of competences epitomized in 21stCentury skills include critical thinking, problem solving, creativity, meta-cognition,communication, and digital and technological literacy (American Association of Colleges ofTeacher Education, 2010; Dede, 2010; Kim et al., 2019). Such skills must be understood byteachers in order to meet the demands of a global economy. In addition, new ways of learning
need to be explored for a society that is becoming increasingly mobile and digital (Council of
the European Union, 2018). For example, the European Union requires increasing attention
towards improving the level of digital competencies at all stages of education and training,across all segments of the population.
Technical knowledge is an important dimension of digital competence (Monteiro, 2015).
Aspects of teaching qualifications and professionalism, including the technical qualities ofteachers, were recognized by the 1966 International Labour Organization (ILO) UNESCO
recommendation concerning the Status of Teachers as below:
It should be recognized that advance in education depends largely on the qualifications
and ability of the teaching staff in general and on the human, pedagogical and technicalqualities of the individual teachers. [p. 79]
This position is also supported by the United Nations (UN) Special Rapporteur on the right toeducation (UN, 2016), which emphasized the need for governments to take measures toregulate online educators and develop national qualification frameworks and standards to allow
learners to receive quality education. According to Monteiro (2015), education system
performance has to be seen in the context of other systems in society, for example, health,environmental, legal, governmental, economic and technological. Hereto, the 2030 Agenda for
Sustainable Development (UN, 2015; UNESCO, 2018), adopted by the UN General Assembly,
emphasizes ICT as a means through which a range of targets will be achieved. These targets
include quality education (Goal 4); gender equality (Goal 5); infrastructure (Goal 9); reduced
inequalities within and across countries (Goal 10); peace, justice and strong institutions (Goal16); and partnerships for the goals (Goal 17). Contemporary societies are increasingly basedon information and knowledge and the comprehensive presence of technologies (UNESCO,2018). Teachers need to be equipped to guide the next generation to embrace and achieve thesegoals. The most complete acquisition of digital knowledge is done from the education system,
where teacher competences play a significant role (European Commission, 2013; König et al.,2020; Redecker, 2017).

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ICTs and “blended learning” are new paths to learning and require various skills by teachers.
Digital competence is crucial in all aspects of the teaching profession such as reflecting,researching, communicating, modelling and teaching (European Commission, 2013; GarzónArtacho et al., 2021). According to Schola Europaea (2018), digital competence involves theconfident, critical and responsive use of, and engagement with, digital technologies forlearning, at work, and for participation in society. It includes information and data literacy,
communication and collaboration, digital content creation (including programming), safety,(including digital well-being and competences relating to cyber security), and problem-solving.
The European Framework for the Digital Competence of Educators (Redecker, 2017) has
further conveyed the development of teachers' digital competences, highlighting the need for
educators to possess a set of competences. The competences have been divided into educator
professional competences, educator pedagogic competences, and learner competences(Redecker, 2017).
However, despite the fact that teacher training is a top priority for digital competencies, it isimportant to combine professional, pedagogical, technological and organizational capacities toenable these competencies to be realized (Kullaslahti et al., 2019). According to Lorente et al.
(2020), a combination of measures make digital education feasible. These measures fall into
three categories: (a) basic and computer infrastructure and equipment, as well as Internet accessin educational centers to deal with their total or partial closure; (b) the preparation and meansof teaching staff to develop teaching-learning models based on distance education; and (c) the
measures and resources implemented by countries to provide continuity for educational
processes. In addition, educator training has to be accompanied by technological infrastructure,along with software and technical support and maintenance, which require significant financial
support from the State (UN, 2016; UN & UNESCO, 2012).
Albania has made some progress promoting a knowledge-based society. This progress isreflected in the introduction of ICT in teacher education and training. Starting from 2012, there
was a legislative framework regarding the fundamental competences on education (On Preuniversity Education System in the Republic of Albania Law of 2012, Pub. L. No. 69/2012).
Digital competence is considered one of the basic competencies of pre-university students.
However, this competence does not correspond to the annual distribution of subjects at eachlevel of the pre-university education curriculum. The inclusion of information technology islimited to lower secondary education classes only (Miço et al., 2020). Nevertheless, theapplication of ICT education systems, starting from pre-school, elementary, high school,
university, and professional education is supported by Albania’s “Digital Agenda Strategy andAction Plan 2022-2026” (Albanian Council of Ministers, 2022).
As in other countries, Albania lacks legislative regulations for combining technology withimproving the teaching process, incentives for teachers to use digital competences, and thepedagogical changes needed to integrate ICT into the teaching process (European Commission,2013). In addition, school textbooks, teaching materials and the proper infrastructure,
particularly in the area of ICT, are integral parts of digital reform (UNESCO, 2017). Hence,
digital competencies are necessary for both students and teachers. Studies show that theexisting Albanian teacher competence frameworks do not acknowledge digital competences(European Education and Culture Executive Agency, 2019). Even though the use of digitaltechnology has been included in the recent undergraduate curricula at faculties of education,
further changes are needed to be implemented in pedagogy to encourage the integration of ICT
and multimedia in teaching and learning (Duda & Golubeva, 2013).

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Methodology
The researchers employed the survey method to gain insight into the level of digitalcompetence of Albanian teachers and their need to develop competence according to current
advancements in technology. As noted in the literature, the survey method is used to collectinformation from a sample of individuals through their responses to questions (Check & Schutt,2012). Further still, surveys are important in education research because they can provide
quantitative descriptions of the characteristics, behaviors, and attitudes of students, teachers,
principals, parents, district leaders, and other specific populations (Walston et al., 2017). The
study collected data through a questionnaire designed to measure the level of recognition ofdigital competence by the staff of the Albanian education system. The questionnaire wasadministered online using Google Forms. The questionnaire was organized with 18 multiple
choice questions. The answers to these questions provided information about the teaching
staff’s level of knowledge about digital competence. The questionnaire also included openended questions designed to identify difficulties encountered during online teaching, as well as
the participants’ needs for professional development in the field of digital education. The
questionnaire was completed by 365 teachers who belonged to the nine-year education cycle
and secondary education. Data collection took place during January 2022. The data collectedfrom the questionnaire served to reflect on the legal framework of Albanian education
regarding digital competence. They were also used to provide recommendations for changes
needed in order for the Albanian education system to embrace digital technology.
Participants and Their Demographics
The questionnaire was completed by 365 Albanian teachers working in pre-university
education. Participants were randomly selected from basic and secondary schools. The schools
were located both in city and rural areas. According to the demographic data collected throughthe questionnaire, participants included young and experienced teachers of different genders.
The participants held various positions within the schools.
It is important to highlight that the questionnaire was completed by teachers of a special school,
who are engaged in teaching children with special needs. Teachers of artistic Lyceum, who are
engaged in teaching musical instruments, were included as well. Consequently, thequestionnaire was filled out by teachers representing a comprehensive spectrum of Albanianteaching profiles.
The questionnaire was filled-out individually by teachers online, without any possibility ofintervention. The questionnaire ensured the preservation of confidentiality and informed
participants’ that the data of the questionnaire would be valid only for study purposes. In thesections below, questions from the questionnaire are indicated by the abbreviations Q1 for
Question 1, Q2 for Question 2, and so forth.
Demographically, the participants varied. With regard to years of experience (Q1), 19.3% of
respondents had five years of work experience or fewer, 12.1% had 5 - 10 years, 37.5% had
10-20 years, 8.8% had 20-25 years, and 22.3% had over 25 years of work experience. In termsof gender (Q2), 282 (77.3%) participants were female and 83 (22.7%) were male (Q2).
Regarding the location of the participants’ educational institutions (Q12), 133 (36.5%)
participants reported working in a city, 51 (14%) in the suburbs, and 181 (49.5%) in
administrative units and rural areas. Finally, the participants were involved in different subject

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areas (Q3), with 241 (69.5%) participants in linguistics and social sciences, 102 (29.3%) thenatural sciences, and 4 (1.2%) computer sciences.
Instrumentation
A questionnaire consisting of 18 questions, developed by the research team for this study, wasadministered to identify teachers’ level of knowledge of digital competence. In addition, thequestionnaire assessed participants’ understanding of the role digital competence plays in theteaching and learning process. There were multiple-choice questions, where participants had
the possibility of selecting more than one option and provide comments on the answer in casethey were reqiured to interpret their position. The questionnaire was sent to teachers via email
invitation. Completing the questionnaire created the possibility for each participant to be
identified by email address. Consequently, the data obtained from the questionnaire wereindividual, identifiable, and non-repetitive.
Results
Completion of the questionnaire resulted in quantitative and qualitative data, which helped
define the theoretical and explanatory framework of the study. The collected data highlighted
the digital knowledge teachers have, which differed according to age group and educational
background. The deficiencies encountered served as an indicator of the work needed tocomplete the digital competencies of teachers in the field of education. At the same time, thesedata are related to digital competences for teachers according to six separate areas of educators’
professional activities. Each question of the questionnaire contained an issue to discuss andanalyze in relation to digital education.
Facing an unusual pandemic situation forced teachers to adapt quickly to a new form oftechnology-based teaching. In the context of this immediate need, there was a lack of in-depth
information regarding the acquisition of digital knowledge by the the teachers in Albania’s
pre-university education system. Hence, the researchers addressed this issue in thequestionnaire by asking (Q4), “Did your university education have a subject on computer
knowledge?”Response to this question varied and 233 (63.8%) participants reported receiving
computer knowledge during university training while 132 (36.2%) did not. This is explainedby the fact that “computer knowledge” as a course was introduced after the 1990s curriculum.
Given that 112 (30.6%) of the participants had more than 20-25 years of work experience (Q1),
their lack of computer knowledge may be explained by the lack of this course before 1990.
Such an indicator is sufficient to create the possibility that adapting the knowledge of this groupof teachers to the new form of online learning process could be difficult and with debatableproductive effect.
The above result is supported by the Q5: “Have you acquired digital competencies during
teacher training?” For this question, participants were able to select more than one response.
As shown in Figure 1, 64 (17.6%) of participants claimed to have acquired knowledge on
digital competence during their Bachelor’s program and/or Master programs. One hundred
forty-two (39%) of participants stated they developed this competence from trainings received
from state or independent institutions. Still another 184 (50.5%) reported they developed digitalcompetence individually and another 28 (10.4%) claimed they had not been able to acquire
digital competence. Such indicators expressed the variation in teachers’ level of digitalcompetence.

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Figure 1
Source of Participants’ Digital Competence Education

Another question (Q6) sought to obtain information on the needs of teachers for additional
knowledge in the area of digital education. Specifically, the question asked, “During thelearning that you develop/have developed online, did you need additional knowledge in thefield of education digital?” As shown in Figure 2, 45 (12.4%) participants claimed to have notneeded additional knowledge in the field of digital education. In contrast, 167 (45.9%)
participants stated they needed further knowledge and 153 (41.8%) reported needing partial
knowledge. When combined, 319 (87.7%) participants reported needing to improve and gain
additional knowledge in the field of digital education.
Figure 2
Participants’ Need for Additional Digital Education Knowledge

The next quesiton (Q7) asked, “Do you think that you have consolidated knowledge in the fieldof technology in order to integrate it in your course?” Interestingly, 153 (43.8%) of participants
stated they had consolidated knowledge of technology which enabled them to integrate it withthe subject they tuaght. This is a useful result, given that the cirriculum in Albania’s pre-36

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university education is based on basic competencies. This result indicates the level oftechnology integration in pre-university education subjects. In comparison, 182 (49.9%)
participants claimed to have partial knowledge of technology enabling to infuse it into thesubject they teach. Only 23 (6.3%) participants stated they did not have to reinforce knowledge
on subject integration with technology.
The answers to Q8 provided data on the extent of development of subject competencies during
online learning: “Have you managed to develop each subject competence through the topics
covered during online learning?” Only 136 (37.3%) participants stated they managed todevelop every subject competence through the topics covered while teaching online. These
data are of particular importance as a positive indicator of the realization of basic competencies
through online learning. However, 24 (6.6%) of participants stated they were not able todevelop subject competencies and 205 (56.2%) claimed to have developed only partial
comptencies.
In order to understand how much time technology occupied when teaching in the classroom,Q9 asked: “Does the application of technology find a place during the current period thatlearning takes place physically?” For this question, 182 (50%) of participants answered
positively, 37 (10.2%) answered negatively, and 145 (39.8%) answered only partly.
Another question (Q10) aimed to evaluate the impact of teachers’ digital competence inincreasing their interest towards scientific innovations: “Has digital competence enabled you
to be in coherence with the latest scientific innovations?” The vast majority of participants(249 or 68.2%) confirmed the impact of digital competence on their interest towards scientificinnovations. Another 109 (29.9%) participants responded that it enabled them only in partwhile only 7 (1.9%) reponded negatively.
The answer to Q11, "Do you hold discussions / roundtables on specific topics for digital
education at school, for the purpose of your professional development?" provided similar
results. As shown in Figure 3, 147 (40.3%) of the participants answered yes and another 147(40.3%) answered sometimes. On the other hand, 27 (7.4%) participants stated there was a lackof the development of specific topics on digital education and 44 (12.1%) stated these topics
were often addressed.

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Figure 3
Participants’ Discussions on Digital Education

Another question (Q13) asked participants about the readiness of their schools in terms ofinfrastructure to cope with online learning. This question asked, "Is your school prepared tocope with online learning in terms of infrastructure?" In answer, 50 (13.7%) participantsconfirmed that their schools were in good condition, 221 (60.8%) indicated schools were only
partly prepared, and 93 (25.5%) participants stated that their school did not have optimal
conditions for coping with online learning.
When asked about difficulties they encountered in developing online learning (Q14), 143(39.4%) participants reported deficiencies in infrastructure and logistics. Another 79 (21.8%)
participants reported difficulties managing the technological process, 210 (57.9%) reported
difficulty meeting the needs of students, and 70 (19.3%) reported lacking relevant training in
the field of technology. Figure 4 shows the type of problems encountered by teachers during
online learning and their assessment on the level of difficulty encountered. For this question,
the participants had the opportunity to select more than one answer.
Figure 4
Difficulties Encountered During Online Learning

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Another survey question (Q15) asked about students participation in online learning. For thisquestion, 81 (22.2%) of the participants reported full participation by students during online
learning, another 243 (66.6%) reported that more then half of their class attended, 39 (10.7%)
stated that less then half of the class attended, and 2 (0.5%) stated that the students did notattend.
Participants were asked to provide reasons for their answers to the previous question (Q16). As
shown in Figure 5, 213 (59.3%) participants mentioned a lack of computer equipment, 265(73.8%) associated the lack of students’ presence to a lack of internet connection, 43 (12%)
suggested a lack of student knowledge related to connecting to digital learning platforms, and
12 (3.3%) stated other reasons without further specifying them. For this question, participants
had the opportunity to select more than one response.
Figure 5
Reasons for a Lack of Student Participation in Online Teaching

Teachers were also asked about the alternatives they would consider necessary for improving
digital competencies (Q17). For this question, 15 (4.2%) particpants indicated a need for
profound pedagogical changes, 39 (10.8%) suggested reviewing access to curricula andassessment, 17 (4.7%) indicated a need for organizational changes to the school, 138 (38.5%)
pointed to a more effective use of school facilities and teaching aids, and 152 (41.8%) indicated
all these alternatives were required at once.
In the final question (Q18), particpants were asked to comment on the difficulties encounteredin managing teaching time due to technology management. In answer, 157 (43.4%) participants
acknowledged difficulty managing teaching time. Thirty-two (8.8%) particpants reported notshowing problems in time management and 173 (47.8%) stated they had partial difficulties
with time management, mostly as a result of inefficient technology management.
Overall, the results of the questionnaire show that teachers may not be prepared for digitalcompetence. Digital knowledge is mostly obtained individually, which means that the level ofability for this individually acquired knowledge is informal and not standardized (Jong &Ferguson-Hessler, 1996).

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The majority of teachers felt the immediate need for additional training, as they were insecurein the competencies they possessed. According to Figure 2, the development of digitalcompetence in teachers is presented as an urgent need in order to achieve course integration. It
is one of the main elements for the development of teaching and learning process. Failure to
perform basic competencies due to a lack of digital skills is a critical issue, which raises
questions about the learning provided during the pandemic. Given that a high percentage ofparticipants, as evidenced in Q8, indicated that they managed to only partly cover subject
competencies, the skills students acquired during the class are concerning if subject
competencies were not fully realized.
The discontinuation of online learning and the return to physical classrooms have helped
integrate the teaching process with technology application. According to Q10, most teachers
claimed that digital competence helped them to be in coherence with the latest scientificknowledge by boosting their professional level. Professional development is a focus of teaching
staff, where the topics of digital education are among the most selected, showing a tendency ofteaching staff to improve this competence. On the other hand, the use of technology during theteaching process brings difficulties in time management.
Although the questionnaire was completed by teaching staff, 37% of which are part of schools
located in the city, only 13% of the participants claimed that their schools had optimal
conditions for the development of online learning. More than 80% of participants said that
educational institutions did not have the conditions to develop the online learning process, due
to inefficient internet connection. The results illustrated in Q13 and Q14 indicated that thegreatest difficulties during the development of online learning were encountered in meeting theneeds of students and in the deficiencies of school infrastructure and logistics (Figure 4). The
answers provided underscore that online learning did not reach a significant number ofstudents, who could not be a part of online class likely due to a lack of infrastructure (Figure5). To summarize, improving digital competence requires pedagogical change, the revision of
the curricula, and the effective use of school facilities and teaching aids.
Discussion
ICT knowledge is one of the core competences of 21st Century Skills needed for students,
educators, school reformers, college professors, employers, and others. This competence isapplicable to all academic subject areas, and in all educational, career, and civic settings
throughout a learner’s life. Yet, challenges with adapting education to technology and betterpreparing teacher education students is a long-standing issue (Falloon, 2020). To help address
this issue, the European Digital Competence Framework aims to describe digital competencies
for teachers, focusing on six separate areas of educators’ professional activities (Redecker,
2017). These areas are summarized in Table 1.

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Table 1
Study Results Corresponding to the Six Areas of Educator Professional Activities
NumberArea Description
Area 1
Professional Engagement.
Using digital technologies forcommunication, collaborationand professional development.
Area 2
Digital Resources Sourcing.
Creating and sharing digital
resources

Area 3Teaching and Learning.
Managing and orchestrating theuse of digital technologies inteaching and learning

Area 4

Assessment.
Using digital technologies andstrategies to enhance assessment.

Area 5

Empowering Learners.
Using digital technologies toenhance inclusion,
personalization and learners’
active engagement.
Facilitating Learners’ Digital
Competence.
Enabling learners to creatively
and responsibly use digitaltechnologies for information,communication, content creation,
wellbeing and problem-solving

Area 6

Study Findings
320 (87.7%) participants needed to improveand gain additional knowledge in the field ofdigital education (Figure 2)
The majority of respondents (60.8%) reported
that school infrastructure was only partiallyprepared to cope with online learning, while
25.5% reported a complete lack of optimal
school conditions for digital education (Q13)
56.2% of participants claimed that they did nothave reinforced knowledge on subject
integration with technology, or had only partial
knowledge of technology that enabled them toinfuse technology into the subject they taught(Q7).
210 (57.9%) particpants reported that one of
the most frequently encountered difficulties
during online learning was meeting the needsof students (Figure 4).
Obstacles for the active participation of
students during online learning were a lack ofcomputer equipment (59.3%) and poor internet
connection (73.8%) [Figure 5].
The teachers emphasized the need to acquire
additional knowledge in the following areas:pedagogical changes, revision of curricula andassessment, organizational changes of theschool, and the effective use of school
facilities and teaching aids (Q17).

The areas of professional skills mentioned in the European Digital Competence Framework are
related to Albania’s legal framework for education. However, although documents such as:“Professional standards of teachers,” “Competency-based curricular framework” or “Law on
pre-university education in the Republic of Albania” are outlined, it seems that the sustainable
development of digital competencies is a continuous effort to get closer to the standards of theregional and European countries. The development of digital competence for educational staff
in Albania requires an integration of technology training with teacher preparation programs(Sutton, 2011).

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The first area, which is related to professional development, describes the use of digitaltechnologies for communication and collaboration with colleagues, students, parents andothers. In addition, it emphasizes the importance of teachers’ reflection, individually andcollectively, on their teaching practices, as well as critically evaluating the effectiveness andappropriateness of their digital teaching strategies by actively developing them (Caena &Redecker, 2019). The data obtained from this study identified shortcomings in the professional
engagement of teachers in order to meet the indicator of Digital Competence of Educators(DigCompEdu). The need of teachers for additional digital competences and knowledge on
digital education, particularly during online learning, shows that the motivation to improve
digital competencies may come as a personal request of the teacher rather than as
encouragement from educational institutions.
The second area focuses on the selection and management of digital resources in education,
including knowledge on the protection and security of data disseminated in digital resources.
The Albanian legal framework does not allow educational institutions to choose or manage
digital platforms. Educational institutions do not have the right level of financal and managerial
autonomy in order to be accountable for this aspect. Since educational institutions in Albania
are not considered budgeted units in financial policies, they do not have separate budgets, and,
consequently, every educational institution is administratively dependent on local and central
government (On Pre-university Education System in the Republic of Albania Law of 2012,
Pub. L. No. 69/2012; European Commission, 2018).
Data collected for this study found that participants reported their schools were not in optimal
condition for the development of online learning. This was due to lack of infrastructure andlogistics. According to the report of the United Nations Rapporteur on the right to education,technological infrastructure, along with software, technical support, teacher training andmaintenance requires significant support from the state (UN, 2016).
Meanwhile, digital resources that make the right to education accessible do not find themselves
sufficiently in the Albanian legal provisions in force. The legal framework that includes ICTin pre-university education is incomplete. Moreover, the strategy for pre-university education
has found the use of ICT in educational institutions limited, as well as equipment that serves
this purpose, to be obsolete in most cases (Albanian Council of Ministers, 2016). According to
the UNESCO analysis of education policies in Albania, many of the 15,731 computers and
1,631 laptops in pre-university schools are not functional. Laboratory computers, in addition
to being connected to the Internet, are not equipped with curricula or subject-related content
applications (UNESCO, 2017).
The third area focuses on the management and use of technology in the learning process.
Technology can improve and develop teaching and learning strategies in a variety of ways
(Redecker, 2017). The questionnaire data showed that more than half of the participants haddifficulty integrating technology with the content of the curricula, casting doubt on theeffectiveness of teaching and learning strategies using technology. The assertion that the lackof knowledge in technology impacts teachers’ management lessons, causing difficulties, isanother indication that the development of the teaching process through technology takes
considerable time to be realized and adapted. The comparison of the survey data used in thisstudy with the information collected from the Online Learning Survey 2 conducted by the
Agency for Quality Assurance in Pre-University Education shows a deep discrepancy in thelevel of digital competence of teachers. The state survey found that 98% of teachers nationwide
were effective in linking subject topics to online teaching. In contrast, the data from this study

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revealed that 87.7% of participants needed to improve and gain additional knowledge in thefield of digital education.
The fourth area is related to assessment and addresses the concrete use of technology forassessing learning needs (Caena & Redecker, 2019). Although the information received fromteachers belongs to a period when online teaching is no longer taking place, teachers admitted
that one of the main difficulties they encountered during online teaching was related to theshortcomings in meeting student needs. Throughout the curriculum and its breakdown into
textbooks, digital education poses a fundamental challenge to the education system. Moreover,digital competence is one of the basic competencies to be integrated in the new Albaniancurricular framework. Currently, the first steps have been taken through the introduction ofdigital textbooks in the pre-university educational institutions of secondary education that havetablet laboratories for the integration of e-learning platforms (Albanian Ministry of Educationand Sports, 2016). However, the adaptation of the right to education in Albania with thedevelopment of digital competences and the effective use of ICT in school requires not only
the drafting and strengthening of the legal framework in force in pre-university education, but
above all, investments by the state to meet the needs for the comprehensive deployment of ICT,
both in infrastructure, technology, curricula and textbooks, as well as in training andqualification of the teaching staff.
The fifth area emphasizes the importance of creating learning activities and experiences that
address student needs and allows them to actively develop their learning process by helping to
improve digital competence (Caena & Redecker, 2019). Teacher statements in the survey
emphasized the lack of affecting all students during the development of online learning due tolimited computer equipment and poor internet connections.
The sixth area relates to teachers’ efforts to facilitate their students’ digital competence,
enabling them to manage risks and use digital technologies safely and responsibly (Caena &Redecker, 2019). This aspect is related to digital education that teachers should possess at
satisfactory levels. In this study, particpants expressed having an immediate need to obtain
additional knowledge in the field of digital education.
Recommendations
Preparing teachers with digital knowledge requires a great commitment from all faculties thatoffer teaching programs in education. It also requires multidisciplinary coordination withsupport from state policies in the field of education. The inclusion of digital knowledge inhigher education curricula requires the same legal support as pedagogy and psychology courses
pursued in teaching programs. The necessity of having digital knowledge for teacher training
needs to be emphasized. Moreover, it requires broad-based support from all faculties of
education that will engage in the preparation of the relevant courses. This knowledge obtainedin the faculties of education should be reinforced through continuous teacher training, keeping
teachers up-to-date with changes in digital knowledge (Falloon, 2020).
The knowledge acquired by teachers must be supported by well-organized digital systems,
which require investment by the state in hardware and software infrastructure. Investing ininfrastructure in education firstly requires the drafting of a real strategy. This will involve
making a map of the education system and understanding the relevant investments needed ineach level and school. Secondly, the investment in the school infrastructure should beaccompanied by the provision of a good digital network, extending throughout Albania.

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Moreover, the construction of suitable software for pre-university education schools is
important as it will be used to distribute each school’s information regarding student personal
information, assessments, relevant school subjects, the curriculum of each subject, tests, andthe work of students in each subject, as well as the coordination with parents or guardians forstudents’ learning progress. Thirdly, investment in school infrastructure is also related toequipping schools with computers, smartboards, and other digital devices to facilitate theteaching process. These changes will help make the teaching process intertwined with digitaltechnology to collect and transmit information in real-time.
The construction of the digital infrastructure will also ensure the integration of technology inschool curricula, interweaving the knowledge of the subject with the communication anddistribution of information to facilitate the teaching process. Teachers must be trained to use
digital software/programs and to use this knowledge in the content and development of thesubjects they teach.
The digital platforms built and implemented in schools will also be used for assessing learningneeds as well as for measuring students’ digital competence. Students today must acquire
digital competence. This will impact teaching and evaluation in order to find ways to improve
this competence. Additionally, the digital platforms should have an all-inclusive approach,enabling all users to use it, thus promoting inclusion, individual engagement, and student
involvement.
For this policy to continue, it is necessary for the establishment of a national training network
focusing on the development of teachers’ digital competence. This network will support
implementing the curriculum. The national training network can be developed and supported
by higher education institutions as a continuous qualification after initial training. This will
help build a decentralized approach from central institutions for professional development.
Following these steps will serve to implement the European Digital Competence Frameworkin equipping teachers with digital competencies.
Conclusion
The need to address digital competencies has become evident not only from international
analysis in the Albanian education sector, but was also clearly identified during the COVID19 pandemic. For a variety of reasons, Albanian educators encountered difficulties with online
teaching. This study indicates a need to strengthen digital competency in education in terms ofteaching competence, pre-service teaching programs, in-service training, curricula, andinfrastructure. The goal is a holistic approach towards a functional, productive and effective
educational system that exists within an increasingly digital society. The study highlighted thefact that the digital competence of teachers is interconnected with the digitalization of thewhole education system, and it is embedded in all aspects of the teaching profession includingreflecting, researching, communicating, modelling and teaching. Given that the Albanianeducation system continues to be centralized both politically and financially, the need forinvestment in digital education must be met by the government in parallel with curricularchanges in pre-service and in-service training. To facilitate this, mechanisms should be built
not only to promote and improve teachers’ knowledge in digital competence, but to introduce
ways of incorporating digital applications, platforms and programs that support everyday
knowledge creation and distribution. The results of this study further reveal the need to adopt
the European Framework, to include it into educational policy and legislation, and to break it
down into concrete areas of the teaching profession. The results of this study can provide a

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focal point for policy reflection on the part of the state, with the goal of increasing investment
in education to facilitate the digitalization of the system.
In addition, this study may increase awareness among faculties and universities that offer preservice teaching programs to enable different courses with a focus on improving digitalcompetence of graduating teachers about to enter future classrooms. Finally, the study seeks toprovide a voice for governmental institutions developing educational policies in Albania toprovide ongoing training for teachers in the field of digital competencies.

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Corresponding author: Heliona Miço
Email: heliona.bellani@gmail.com

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