Beyond Training: A Policy Analysis of the Digital Competence of Early Childhood Teachers in Selected European Union Member States
Keywords:
Early childhood education; Teacher digital competence; European Union policy; Digital education strategyAbstract
With education rapidly transforming due to digital developments, members of the European Union (EU) have begun to implement extensive policy schemes to improve the digital capabilities of those teaching very young children. This article reports an examination of these policy initiatives, based on the policy documentation proposals of EU members, intended to augment the digital competencies of these early childhood educators. A qualitative design was utilized to analyse policy documents published between 2015 and 2025 from eight selected EU countries. Search keywords such as early childhood education, teacher digital competence, digital education strategies, and professional development were used to identify relevant documents through the official EU website and the official websites of education departments in the selected countries. Using the European Framework for the Digital Competence of Educators (DigCompEdu) as a foundation, the chosen policy documents were analysed with the guidance of a specifically created coding manual. According to the findings, the digital competencies of these educators have been strengthened principally via three key processes. These are professional growth and assistance from institutions; establishing platforms containing nation-level digital resources; and ensuring that digital technology is integrated innovatively into the education and care of young children. In this study, the implementation of these policies was revealed to encounter related difficulties and limitations. Utilizing experiences of these policies, advice is offered to nations aiming to enhance the digital capabilities of educators in preschool settings. Practical implications are suggested regarding the implementation of digital policies, mechanisms to assist educators, and ethical administration in the early childhood educational context.
https://doi.org/10.26803/ijlter.25.7.8
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