DIGITAL COMPETENCE: TEACHERS’ PERCEPTIONS AND PROFESSIONAL DEVELOPMENT NEEDS

Abstract

In this study, the perceptions and needs regarding the development of digital competence among novice English language lecturers at a university in Central Vietnam were investigated. A qualitative approach was utilised with data being collected through semi-structured interviews and reflective journals from 12 novice English language lecturers. The findings show that the participants’ digital competence generally aligns with criteria and content regarding DigCompEdu framework, and all 12 lecturers integrating technology into their teaching practices for various purposes in nearly all the lessons. Several recommendations were suggested to enhance the novice teachers’ professional digital competence, including implementing systematic professional development programs, integrating a digital competence framework, and providing practical support.