Keyword: digital competence

ABSTRACT: This research proposes a curriculum designed to promote the application of agile methodologies in classrooms. It identifies the key skills secondary school teachers need and categorizes them into three main areas: understanding the foundational concepts of agile methodologies, developing essential soft skills such as communication and teamwork, and enhancing digital proficiency. Guided by Gagné’s instructional design model, these competencies were systematically integrated into a well-structured curriculum with clearly defined modules and units. By focusing on these three areas – agile methodologies, transversal skills, and digital competences – the curriculum aims to help teachers embrace and apply agile principles in practical, meaningful ways. It supports teachers in actively integrating agile practices into their classrooms and equips them with tools to create dynamic, collaborative learning environments where students can develop important 21st-century skills, such as adaptability and problem-solving. By empowering teachers with these skills, the curriculum establishes a pathway to transform education, making it more responsive, student-centered, and prepared for the future. It bridges the gap between traditional teaching methods and the agile practices required in today’s rapidly evolving world, ensuring a smoother transition toward innovative and effective educational practices.

ABSTRACT: In recent years, the Chinese government has actively promoted the digital transformation of education, with a strong emphasis on integrating digital technologies into teaching practices. As a result, teachers’ digital competence has become a key focus of academic research. This study surveyed secondary school teachers in mainland China using the Teacher Digital Competence Self-perception Instrument, and descriptive statistical analysis and inferential statistical analysis were conducted on the data. The findings indicate that teachers generally have a positive self-perception of their digital competence. However, they demonstrate weaker skills in digital teaching and learning management, while excelling in digital engagement. Significant differences in digital competence were observed based on teaching experience, educational background, and regional disparities. To address these challenges, China should offer more professional development opportunities for teachers and enhance policy support for improving digital competence. These findings and recommendations may provide useful insights for other countries and regions pursuing similar initiatives.