ABSTRACT Supporting teachers to build their digital competence remains key to educational systems for responding to the continuous implications that new technologies entail. SELFIEforTEACHERS was designed to support teachers across Europe in reflecting on and improving their digital competence. Grounded in the DigCompEdu conceptual framework, the tool supports a guided and structured self‐reflection process to scaffold and promote teachers' agency and self‐directed professional learning. This study assesses the validity, reliability, and participants' perceived relevance of SELFIEforTEACHERS, using a mixed‐methods approach with 3218 teachers in four European countries. Psychometric analysis confirmed the tool's validity and reliability, while qualitative data revealed that teachers found it highly relevant for identifying strengths, weaknesses, and areas for improvement. Overall, SELFIEforTEACHERS provides a tool for fostering evidence‐based improvement of teachers' digital competence and enhancing their capacity to integrate digital technologies meaningfully in education.
Economou et al. (Fri,) studied this question.
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