This study proposes an integrated model examining the relationship between teacher educators’ digital proficiency and the frequency of their pedagogical use of digital tools. By promoting long-term capacity-building in digital competence, the model contributes to sustainable development goals in education, particularly in ensuring inclusive, equitable, and high-quality learning environments. The study involved 156 faculty members from five teacher-training colleges in Israel. Digital proficiency was measured using a validated self-assessment questionnaire adapted from the SELFIE framework (Self-Reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies). The questionnaire assessed perceived competence across three dimensions: (1) filtering and enhancing digital resources, (2) assessment, feedback, communication, and active learning, and (3) adaptive and creative learning. A second questionnaire examined how frequently educators used specific digital tools across four categories: collaboration, diversity and special needs, active and creative learning, and distance and hybrid learning. Data were analyzed using Item Response Theory (IRT) to generate proficiency scores and Structural Equation Modeling (SEM) to test associations. Results indicated moderate overall digital proficiency, with stronger competence in collaboration and communication and lower use of tools related to personalization and creativity. Significant positive associations were found between digital proficiency and all categories of tool use, especially creative and student-centered learning. Use also varied by gender, seniority, and professional role. The study underscores the importance of pedagogically informed professional development to support meaningful and inclusive digital integration.
Aflalo et al. (2026) studied this question.