Agile Analytics for Evaluating Digital Teacher Competence in Ict E-Learning Courses

This paper presents an exploratory case study on the use of agile learning analytics to evaluate ICT e-learning courses for teacher training. The study is based on platform data collected from eight online ICT courses aimed at teachers, including training in robotics, interactive whiteboards, tablets, Google Drive, augmented and virtual reality, computational thinking, and technological innovation. The objective was twofold: first, to identify engagement and performance patterns in the virtual learning environment; second, to classify the digital competence promoted by each course according to the INTEF reference framework. A mixed-method design was applied. Quantitative indicators included connection time, completed activities, completed lessons, forum interactions, and internal messages. Qualitative evidence was drawn from learner doubts and forum activity. The findings reveal uneven engagement across courses: although several learners completed most required activities, connection time and meaningful platform interaction were limited. Results also suggest that technical platform issues, passive content formats, and assessment-oriented learner behavior may reduce the potential of e-learning to foster deep digital competence. The course mapping indicates that most programmes correspond to intermediate digital competence levels, mainly A2 and B1, with only one course reaching B2. The paper concludes with a practical improvement framework for redesigning ICT teacher training through more interactive activities, stronger tutoring, better platform monitoring, and evidence-based course quality indicators.