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99 ERC SES 04 O: Digital Education in Transition
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99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Bridging Pre-Service Teachers’ Level of Professional Digital Competence and Authentic Instructional Practice Kazakh National Women's Teacher Training University, Kazakhstan Presenting Author:Digital technology has been widely regarded as one of the most crucial improvements embracing every facet of society. It is acknowledged as a powerful instrument which plays a vital role in the transformation of educational settings by superseding traditional teaching methods (Guillén-Gámez et al., 2020). In this matter, the main indicator of quality education is a high level of digital competence (Maderick, 2016). There are numerous studies aimed at measuring the level of pre-service teachers’ digital competence; most future educators possess a moderate level, focusing on technological and pedagogical aspects. Apart from evaluating pre-service teachers’ digital competence, researchers identified the factors affecting the level of competence (Çebi & Reisoğlu, 2020; Dolezal, 2025). In the Kazakhstani context, researchers aimed at measuring pre-service teachers’ digital competence; apart from that, they endeavour to find correlations between the level of digital competence and demographic diversity (Abiltayeva et al., 2025). Some studies are dedicated to evaluating pre-service teachers’ attitudes and readiness for digital instructional practice (Kurebayeva et al., 2025). In addition, exploration of pre-service teachers’ experiences, challenges, and perspectives in terms of digitalisation of instructional practice is widely studied in a variety of research (Nurbekova & Nurbekov, 2023; Nogaibayeva, 2023). However, there has been relatively little research conducted to compare the factual rank of professional digital competence and conducting instructional practice using digital elements. The research aims to reveal the differences between pre-service teachers’ real level of digital professional competence and genuine performance in tech-driven classrooms. The purpose of the research focuses on two specific inquiries: What is the current level of pre-service teachers’ professional digital competence? How do pre-service teachers integrate the elements of digital instructional practice? There are a number of frameworks which have been designed to identify teachers’ level of digital competence. As an illustration, the American standards and performance indicators of the International Educational Technology Association (ISTE) are the most important basis for teachers to integrate technology into their teaching methods (Tondeur et al., 2017). From a European perspective, DigEuLit model aims to identify, systematize and select tools related to digital skills for teachers and students, and it is supported by the European Commission (Amaro et al., 2017). It is aimed to enhance not only their professional growth but also the level of self-esteem. In addition, the European Framework for the Digital Competence of Educators, called DigCompEdu, has been established, which is recognized as one of the core competencies in the educational process (Redecker, 2017). According to Redecker (2017) the DigCompEdu framework is based on six specific dimensions, namely professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. It indicates the extensive model created in the field of digital instructional practice. The DigCompEdu framework has been created to empower examination of digital competence status and its development by identifying the benefits and limitations (Toker et al., 2021). Overall, the conceptual basis indicates digital competence as professional development and the interaction between metacognition and digital technology. Using DigCompEdu as the main framework in this research, it brings digital opportunities to the European and international levels and provides a solid theoretical foundation for studying the development of digital opportunities in an educational environment. The research is based on the European Framework for the Digital Competence of Educators (DigCompEdu) (Redecker, 2017), which provides a shared reference model at both European and international levels. This empowers the comparability of findings across educational systems and supports the international relevance of the study. A European dimension allows for gaining broader global visibility, having a positive impact beyond a single national context. Methodology, Methods, Research Instruments or Sources Used The study employed explanatory sequential mixed methods, namely a quantitative survey was made to identify pre-service teachers’ level of digital competence, followed by a qualitative interview to identify how digital patterns are implemented in the instructional practice. In this design, data were collected through a structured survey to identify the level of digital competence and a semi-structured interview to explore pre-service teachers’ digital teaching practice in the classroom. The survey was developed in accordance with the Professional Digital Competence Framework for Educators (Jisc, 2018). It was divided into four categories, encompassing 20 items, such as the curriculum planning process, digital resources and materials, assessment and feedback, and differentiation. The reliability and consistency of the survey were proved through Cronbach’s alpha calculations after conducting the pilot study. The respondents rated their level of digital competence on the Likert scale (from 1 - completely agree to 5 - strongly disagree). Pre-service teachers chose the best option for themselves during an online survey. The interview questions were based on the components and statements of the survey to capture future educators’ behaviours and experiences in teaching performance utilising digital instructional practice. The overall number of participants is 105 third-year and fourth-year students from Kazakh National Women’s Teacher Training University chosen through purposive sampling. Selected participants have already been exposed to a pedagogical internship. To analyse the results, Jamovi statistical software was applied (version 2.3.28). In general, the selected research instruments help determine the difference between the self-assessment of the future educators’ level of digital competence and actual teaching performance. In other words, an interview involves systematic research on the integration of technology into the real environment. It helps to explore future educators’ perceptions, experiences, and digital practices, allowing to obtain deep insights about their actual performance. Before conducting the research, permission from the university’s ethical committee was obtained in advance. The study guaranteed the confidentiality of participants’ real names and personal data. The survey and interview questions have been presented as they correspond to the ethical guidelines to avoid potential risks of the study. The participation was voluntary and confirmed via a consent form. To provide anonymity, each participant was encrypted using pseudonyms. However, the name of the university was revealed in order to provide transparency and a specific context for the research. The informed consent contained some information about the research, particularly its purpose, procedures and any possible risks. Conclusions, Expected Outcomes or Findings Digital advancements play a crucial role in the educational landscape which requires teachers to use technology effectively. It is vital for future teachers to use digital tools properly during their teaching practice, which will help them successfully commence their teaching career. The key to using technology in the classroom is to combine it with effective teaching approaches. It was found that although pre-service teachers tend to be positive about the use of technology and digital tools, it is often difficult for them to demonstrate their knowledge and skills in real classroom situations. The results show that future educators have an average level of readiness to use technology in teaching, especially when planning lessons, but they face difficulties in organising and supporting digital instructional practice. In addition, there is a gap between what they learn in theory and what they do in practice, which indicates that they have moderate digital skills, but they use technology little in real-world learning environments. The study highlights how important it is to integrate technology into real classrooms. It also shows the need for updated university courses to help future teachers apply digital learning methods in real-world situations. The results of the study suggest the improvement of educational programs with an emphasis on new teaching methods. Based on the results, it is possible to create a digital learning environment that will facilitate more efficient use of technology. It is also important to include practical elements in the conditions of a real learning process. Developing a clear framework for defining the necessary knowledge and skills can help bridge the gap between what teachers think they are ready for and what they can actually do in digital learning. The findings of the study present a significant discrepancy between the self-assessed level of digital competence and actual performance in a tech-driven classroom. References Abiltayeva, A., Zhumagulova, K., Satayev, M., Yechshzhanov, T., Maimatayeva, A., & Balta, N. (2025, September). Teacher competencies and digital integration into teaching practices: perceptions from pre-service biology teachers in Kazakhstan. In Frontiers in Education (Vol. 10, p. 1628034). Frontiers Media SA. Amaro, A. C., Oliveira, L., & Veloso, A. I. (2017). Intergenerational and collaborative use of tablets: «in-medium» and «in-room» communication and interaction. Observatorio (OBS*), 11(1), 83–94. https://doi.org/10.15847/obsOBS1102017995 Dolezal, D., Motschnig, R., & Ambros, R. (2025). Pre-service teachers’ digital competence: A call for action. Education Sciences, 15(2), 160. Guillén-Gámez, F. D., Mayorga-Fernández, M. J., Bravo-Agapito, J., & Escribano-Ortiz, D. (2020). Analysis of Teachers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition. Technology, Knowledge and Learning, 1–18. https://doi.org/10.1007/s10758 -019-09432-7 Jisc. (2018). Digital teaching professional framework: Guide for teachers and trainers. Jisc. https://www.jisc.ac.uk/digital-teaching-professional-framework Kurebayeva, G., Kulgildinova, T., Kurebayeva, G., Akhatova, B., Shevyakova, T., & Nurgaliyeva, S. (2025). From tradition to innovation: Pre-service teachers’ perceptions of digital transformation in language learning. Forum for Linguistic Studies, 7(3), 351–361. https://doi.org/10.30564/fls.v7i3.8768 Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2016). Preservice Teachers and Self- Assessing Digital Competence. Journal of Educational Computing Research, 54(3), 326–351. https://doi.org/10.1177/0735633115620432 Nurbekova, Z., & Nurbekov, B. (2023). DIGITALIZATION OF THE EDUCATION SYSTEM IN KAZAKHSTAN: EXPERIENCE, PROBLEMS, AND PERSPECTIVES. Strategies for Policy in Science & Education/Strategii na Obrazovatelnata i Nauchnata Politika, 31. Nogaibayeva, A. (2023). Exploring the use of ICT by language instructors at a university in Kazakhstan: Expectations, realities, and factors influencing adoption. Teaching English as a Foreign Language Journal, 2(2), 110-123. Redecker, C.: European framework for the digital competence of educators: DigCompEdu. In: Punie, Y. (eds.) EUR 28775 EN. Publications Office of the European Union, Luxembourg (2017). https://doi. org/10.2760/159770 TOKER, T., Akgün, E., Cömert, Z., & Edİp, S. (2021). DIGITAL COMPETENCY SCALE FOR EDUCATORS: ADAPTATION, VALIDITY AND RELIABILITY STUDY EĞİTİMCİLER İÇİN DİJİTAL YETERLİLİK ÖLÇEĞİ: UYARLAMA, GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Milli Egitim, 50(230). Tondeur, J., Aesaert, K., Pynoo, B., Braak, J. V., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competences: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/ 10.1111/bjet.12380 Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294-308. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper The Digital Divide in Finland: A Factor Mixture Model Investigation of Computational Thinking in ICILS 2023 1: Finnish Institute for Educational Research, University of Jyväskylä, Finland; 2: Faculty of Education and Psychology, University of Jyväskylä, Finland; 3: Department of Teacher Education, University of Jyväskylä, Finland Presenting Author:The digital divide refers to persistent inequalities in access to ICT, patterns of engagement, and the benefits derived from technology (van Dijk, 2020). This divide is shaped by factors such as gender, socioeconomic status (SES), and country of origin (Acilar & Sæbø, 2023; van de Werfhorst et al., 2022). It is typically conceptualized across three levels: (L1) access to ICT, (L2) ICT use and digital skills and attitudes, and (L3) the outcomes gained from ICT use (van Dijk, 2020). As access (L1) has become increasingly widespread, recent research highlights the importance of examining disparities in L2 and L3 (Acilar & Sæbø, 2023; van de Werfhorst et al., 2022). For example, even when access is more equal, gender differences in ICT use and skills (L2) persist and their underlying causes remain unclear (Acilar & Sæbø, 2023). We examine the second level of the digital divide (L2) through the lens of a 21st century digital skill – computational thinking (CT). CT has gained substantial global attention in recent years, becoming embedded in school curricula worldwide (Fraillon, 2024) and amassing a growing body of research (Tang et al., 2020). Despite increased emphasis on developing CT, such advanced skills are still rarely developed at school in Finland (Oinas et al., 2023). Large-scale assessments, such as the International Computer and Information Literacy Study (ICILS), offer an opportunity to analyze students’ CT skills alongside students’ backgrounds, situating CT within the broader framework of the digital divide. In addition to evaluating school ICT infrastructure (L1), ICILS also evaluates how students use general and specialist applications (e.g., text editors, spreadsheets, programming software, etc.), how much they learn CT at school, their confidence in solving CT-related tasks, and their performance on practical CT tasks (L2). Finnish schools are well equipped technologically and there is low between-school variability in ICT resources (Fagerlund et al., 2024, p. 32). Thus, we have excluded L1, access to ICT, from our analysis, and focus on L2, CT-related self-efficacy, skills and use of ICT. Moreover, most secondary analyses of ICILS data focus on computer and information literacy (CIL), and only a small number of studies have thus far analyzed CT (Campos & Scherer, 2024; Fang et al., 2025). In addition, CT was introduced into the Finnish national core curriculum in 2016, and ICILS 2023 captures the first cohort of students educated under this curriculum (Fraillon, 2024). We also propose and test a slightly different view of L2 of the digital divide. Previous studies have used CIL and/or CT scores as sole measures of digital skills, often including one or more influencing variables such as gender or self-efficacy while applying linear and parametric methods of analysis. We propose a more nested view which better reflects the circular connection between ICT use and skills (van Dijk, 2020) and utilizes a nonlinear and probabilistic method of analysis. This nested model combines variables in a way that allows detailed exploration of, e.g. how frequently students use different types of ICT, while also examining the influence of common predictors such as gender. Thus, using Factor Mixture Modelling, the current study examines what student subpopulations emerge based on student backgrounds and CT-related digital skills and engagement with technology, and whether these indicate a L2 digital divide in Finland. We ask the following research question. To what extent do gender and SES differentiate student profiles that are based on CT-related ICT use, self-efficacy, and skills, indicating patterns of the digital divide in Finland? Methodology, Methods, Research Instruments or Sources Used We analyzed 4028 Finnish Grade 8 students’ responses (51.09% girls) from ICILS 2023. ICILS examines exogenous variables, such as age and gender, that influence how ICT is used and what digital skills students develop at school. CT-related ICT use is measured as the use of specialist applications in lessons. Specialist applications involve multimedia production tools, simulations and modelling software, computer programming environments, and more (Fraillon, 2024). CT skills are measured through practical tasks with real-world focus that require cross-curricular and diverse skills, as well as practicing responsible and ethical use of computers and the ability to create and execute algorithms to solve problems (Fraillon, 2024). The data for the present study were analyzed using Factor Mixture Modelling (FMM) in Mplus 8.11 and 9. FMM is a combination of latent class analysis and factor analysis, which models unobserved heterogeneity via categorical latent variables, and within-class covariation of the observed variables via continuous factors (Clark et al., 2013; Lubke & Muthén, 2005; Muthén, 2008). As ICILS is a cross-sectional study and the factor scores exhibited a non-normal distribution, we used non-parametric FMM which approximates the distribution via discrete classes (Clark et al., 2013; Muthén, 2008). Our FMM model is made up of classes, factors (ICT use, self-efficacy, and learning CT), factor items, covariates (gender and SES), and outcomes (CT scores). The outcomes are calculated via the Bolck, Croon, and Hagenaars (BCH) method. We regressed both the classes and the factors on the covariates, gender and SES, to investigate their effects on both class distribution and factor means. The model evaluation was based on statistics commonly used in mixture models such as the Bayesian Information Criterion (BIC) (Muthén, 2008). We used the following variables –– questions and items –– and scales, based on how they were grouped together in the ICILS 2023 Technical Report: • ICT use factor –– IS3G23:C-G,I,J,L,M –– 0–3: Never – In every or almost every lesson –– e.g., (I) Interactive digital learning resources • Self-efficacy factor –– IS3G24:D,K,L –– 0–3: I do not think I could do this – Very well –– e.g., (L) Use visual coding [...] • Learning CT factor –– IS3G26:E-I –– 0–3: Not at all – To a large extent –– e.g., (H) Systematically test computer programs [...] • Gender covariate –– SGENDER –– 1–2: Girl, Boy • SES covariate –– national index of socioeconomic background (NISB ) –– -3.209–1.783: low – high (mean 0.002) Conclusions, Expected Outcomes or Findings We extracted 5 classes (C1–C5) based on the used variables. The results indicate a gender- and SES-based digital divide among Finnish students. The two highest-performing classes, C1 and C3 (24% & 34.9% of the population), have the highest odds of high SES students, and the highest odds of girls. The worst-performing class, C2 (4.3%), has the highest odds of boys, the highest odds of low SES, and shows CT proficiency at a whole level below the other 4 classes. In the two middle-performing classes, C4 and C5 (19.5% & 17.3%), SES is significantly lower than C1 and C3. C4 has higher odds of boys, while C5 is more balanced in terms of gender. Even though C4 and C5 are the middle-performing classes, their CT scores are still below the standardized mean of 500 (Fraillon et al., 2025). It is noteworthy that the lowest-performing class (C2) reports using ICT in most lessons, alongside moderate self-efficacy and moderate-high learning of CT. In contrast, the high- and middle-performing classes report that they use ICT either never or only in some lessons. Further, although the middle-performing classes (C4 & C5) report moderate learning of CT, their CT scores remain significantly lower than those of the high-performing classes (C1 & C3), which report learning CT only to a small extent. While these findings are consistent with prior research, they were reached through an analytical approach rarely applied in educational research. The nested model offers a detailed description of student groups, revealing clear mismatches between students’ self-reported ICT use, attitudes, and learning, and their actual CT performance, underscoring a need for future research. Our findings have clear implications for educational policy and teaching practice. They suggest that simply including or emphasizing CT in the curriculum is insufficient to address persistent divides in students’ CT skills. References Acilar, A., & Sæbø, Ø. (2023). Towards understanding the gender digital divide: a systematic literature review. Global Knowledge, Memory and Communication, 72(3), 233–249. https://doi.org/10.1108/GKMC-09-2021-0147 Campos, D., & Scherer, R. (2024). Digital gender gaps in students’ knowledge, attitudes and skills: an integrative data analysis across 32 Countries. Education and Information Technologies, 29, 655–693. https://doi.org/10.1007/s10639-023-12272-9 Clark, S., Muthén, B., Kaprio, J., D'Onofrio, B., Viken, R., & Rose, R. (2013). Models and Strategies for Factor Mixture Analysis: An Example Concerning the Structure Underlying Psychological Disorders. Structural Equation Modeling: A Multidisciplinary Journal, 20(4), 681-703. https://doi.org/10.1080/10705511.2013.824786 Fagerlund, J., Leino, K., Niilo-Rämä, M., Puhakka, E., & Markkanen, I. (2024). Kohti digiosaamisen strategista kehittämistä: Kansainvälinen monilukutaidon ja ohjelmoinnillisen ajattelun tutkimus (ICILS 2023) [Towards the strategic development of digital competence: International research on multiliteracy and computational thinking]. Koulutuksen tutkimuslaitos. https://doi.org/10.17011/ktl-t/40 Fang, G., Wang, J., Chan, P., & Kalogeropoulos, P. (2025). Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression. Computers & Education, 229, 105264. https://doi.org/10.1016/j.compedu.2025.105264 Fraillon, J. (2024). An international perspective on digital literacy: Results from ICILS 2023. IEA. Fraillon, J., Rožman, M., Meyer, S., Musu, L., Liaw, Y.-L., Christiansen, A., & Tieck, S. (2025). ICILS 2023 Technical Report. IEA. Lubke, G. H., & Muthén, B. (2005). Investigating Population Heterogeneity with Factor Mixture Models. Psychological Methods, 10(1), 21-39. https://doi.org/10.1037/1082-989X.10.1.21 Muthén, B. (2008). Latent Variable Hybrids: Overview of Old and New Models. In G. R. Hancock, & K. M. Samuelsen, Advances in Latent Variable Mixture Models. IAP Information Age Publishing, Inc. Oinas, S., Vainikainen, M.-P., Asikainen, M., Gustavson, N., Halinen, J., Hienonen, N., Kiili, C., Kilpi, N., Koivuhovi, S., Kortesoja, L., Kupiainen, R., Lintuvuori, M., Mergianian, C., Merikanto, I., Mäkihonko, M., Nazeri, F., Nyman, L., Polso, K.-M., Schöning, O., Svedholm-Häkkinen, A. M., . . . Hotulainen, R. (2023). The impact of digitalisation on learning situations, learning and learning outcomes in lower secondary schools: Initial results and recommendations of a national research project. Tampere University and University of Helsinki. https://urn.fi/URN:ISBN:978-952-03-2782-8 van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100 Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 103798. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103798 van Dijk, J. (2020). The Digital Divide. Polity Press. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Empowering Educators in Albania’s Digital Transition: Challenges, Strategies, Institutional Support, and Well-Being Aleksander Moisiu University, Albania Presenting Author:This study explores how teachers in Albania experienced and navigated the rapid transition to digital teaching during and after the COVID-19 pandemic, with particular attention to digital preparedness, institutional support, and professional well-being. While the shift to online learning was a global phenomenon, its impact was especially challenging in contexts with limited prior integration of digital technologies. By examining the Albanian case, this research contributes to broader European discussions on digital transformation, equity, and teacher support in education. Research Questions The study is guided by the following main research question: How did teachers in Albania adapt to emergency remote teaching, and what challenges and support mechanisms shaped their digital practices and well-being during this transition? To address this question, the research investigates four interconnected sub-questions:
Theoretical Framework This research is informed by an integrated theoretical framework combining perspectives on digital competence, teacher well-being, and educational equity, which are widely used in European and international education research. First, the study draws on the European Framework for the Digital Competence of Educators (DigCompEdu). This framework conceptualizes digital competence as more than technical ability, emphasizing pedagogical application, professional engagement, and reflective practice. DigCompEdu provides a relevant European reference for examining how teachers develop digital skills in practice, particularly in systems where formal digital training was limited prior to the pandemic. Second, the study is grounded in international research on teacher well-being, occupational stress, and professional resilience. This perspective views well-being as a multidimensional construct shaped by workload, institutional expectations, and emotional labor. During the pandemic, teachers across Europe experienced increased demands, blurred work-life boundaries, and heightened stress. This framework allows the study to analyze how digital transformation intersected with teachers’ emotional and professional experiences, rather than treating well-being as an individual issue alone. Third, the research incorporates theories of educational equity and the digital divide, drawing on European Union and UNESCO literature. These perspectives highlight how socio-economic and geographic inequalities influence access to digital resources and learning opportunities. This lens is particularly relevant for understanding disparities between urban and rural contexts in Albania and for situating the findings within wider European concerns about inclusive digital education. European and International Dimension Although the empirical focus of this study is Albania, the issues it addresses resonate strongly with experiences across Europe during the COVID-19 pandemic. Many education systems faced similar challenges related to insufficient digital preparedness, uneven infrastructure, and limited attention to teacher well-being in emergency policy responses. By applying European frameworks and engaging with international literature, this research contributes to comparative understanding and cross-national learning. As a new researcher study, this work offers context-sensitive insights into how teachers adapt to digital change under constrained conditions and highlights the importance of integrating professional development and well-being support into digital education policies. The findings are therefore relevant not only for Albania but also for other European education systems seeking to build more resilient, equitable, and teacher-centered approaches to digital transformation. Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative research design to explore teachers’ digital preparedness and professional adaptation during the transition to emergency remote teaching. A qualitative approach was selected in order to capture educators’ experiences, perceptions, and meaning-making processes within a specific institutional and national context. The research included teachers from primary, secondary, and vocational schools across urban and rural Albania. Participants were selected through purposive sampling, targeting mainly educators who were actively engaged in teaching during the COVID-19 pandemic. This ensured that all participants had direct experience with the rapid shift to online and hybrid instruction. In total, 35 educators participated in the study, representing varying levels of teaching experience and digital familiarity. Data were collected using semi-structured interviews, which allowed participants to reflect openly on their experiences while ensuring consistency across interviews. The interview protocol focused on three main areas: 1.Prior digital competence and training, 2.Challenges encountered during online teaching, and 3.Strategies adopted to develop digital skills and maintain teaching quality. Interviews were conducted mainly online and lasted approximately 30 minutes. Data were thematically coded, emphasizing the interplay between infrastructural challenges and psychosocial experiences. Findings were contextualized with national policy documents and digital training initiatives. Ethical principles were strictly observed throughout the research process. Participation was voluntary, informed consent was obtained, and anonymity was ensured through the use of pseudonyms. All data were stored securely and used exclusively for research purposes. Conclusions, Expected Outcomes or Findings The study highlights how the rapid transition to online teaching in Albania exposed both systemic challenges and opportunities for teacher development. Findings indicate that most educators had limited prior experience with digital tools, relying heavily on WhatsApp, Facebook, and self-guided learning to maintain teaching continuity. Despite initial low confidence, teachers demonstrated remarkable adaptability, with peer networks and informal collaboration serving as critical support mechanisms. Teachers reported increased workload, emotional strain, and blurred work-life boundaries, particularly in rural and resource-constrained contexts. Institutional support was often fragmented or minimal, with few schools providing structured digital training or recognition of teachers’ well-being. These experiences underscore the interconnected nature of digital competence, institutional support, and teacher well-being, confirming the importance of a holistic approach to professional development. From a European perspective, the findings can be interpreted through the DigCompEdu framework, highlighting gaps in pedagogical application, professional engagement, and continuous development. The study also illuminates equity issues, as rural students and teachers faced disproportionate barriers due to limited infrastructure, reinforcing the need for targeted policy interventions. Expected outcomes include a set of practical recommendations for improving Albania’s digital education system: Embedding digital competence in both pre-service and in-service teacher training. Expanding access to reliable infrastructure and technological resources. Providing structured support for teacher well-being and workload management. Formalizing peer networks and collaborative learning communities to enhance professional resilience. Ultimately, the research positions teacher empowerment as central to sustainable digital transformation. By integrating skill development, well-being, and equity considerations, Albania can strengthen its education system while contributing to European and international discussions on resilient, teacher-centered approaches to digital innovation. Lessons from this study are relevant not only for Albania but also for other countries navigating rapid digital transitions under resource constraints, offering transferable insights for policy and practice. References 1.Balkan Insight. (2025, June 11). Village schools left behind by Albania’s digital rollout. https://balkaninsight.com/2025/06/11/village-schools-left-behind-by-albanias-digital-rollout/ 2.Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to the Coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1–6. 3.Deliu, E. (2022). Challenges of teachers and leaders in education during the COVID-19 period. International Journal of Research and Development, 9(1), 55–65. https://www.journal-uamd.org/index.php/IJRD/article/view/161 4.European Training Foundation. (2024). Driving digital innovation in education: Albania. https://www.etf.europa.eu/en/news-and-events/news/30-years-30-stories-albania-driving-digital-innovation-education 5.Hashtag.al. (2025, March 6). Fewer students per teacher, but more workload. https://www.hashtag.al/en/index.php/2025/03/06/me-pak-nxenes-per-mesues-por-me-shume-ngarkese/ 6. Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381 7. Monitor.al. (2023). Internet penetration in Albania: Urban vs rural. https://monitor.al/en/ndarja-e-internetit-depertimi-ne-zonat-urbane-eshte-gati-tre-e-here-e-gjysme-me-i-larte-se-ne-zonat-rurale/ 8. Rrapo, E., Çera, G., & Çaushi, F. (2022). Online teaching during the COVID-19 pandemic: A case study of Albania. Administrative Sciences, 12(3), 116. https://doi.org/10.3390/admsci12030116 9. Shehu, A., & Dervishi, Z. (2022). Occupational well-being among Albanian teachers in lower secondary school: A preliminary study. Journal of Positivity and Wellbeing, 6(1), 45–59. https://intwellbeing.com/index.php/positivity/article/view/36 10. Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016 11. UNESCO. (2021). Education: From disruption to recovery. https://en.unesco.org/covid19/educationresponse 12. European Commission. (2017). European Framework for the Digital Competence of Educators (DigCompEdu). Publications Office of the European Union. | ||