Digital competence of Moroccan teachers of English

During recent years, digital competence has become a major concept in the discussion of which skills people should have in the knowledge society. Teachers' digital competence is becoming a key element for the construction of useful pedagogical knowledge for practice and improvement of students' learning. This paper presents the results of a research based on the adaptation of the Competence Framework for the Digital Competence of Educators (DigCompEdu) to explore, in a case study with 160 Moroccan English teachers, how they perceive their digital competences. In general, the statistics show a good distribution of competence levels across our subjects of study. The competences that had the highest mean scores are: selecting digital resources, teaching and reflective practice. Teachers with a higher level of digital teaching confidence and those with more years of teaching experience are more likely to have higher digital competence scores. The critical competences with low average scores like digital assessment strategies, differentiation and personalization, self-regulated learning and facilitation of learners' digital content seem to be more advanced and need rethinking the official teachers' professional development.