Teachers’ Digital Knowledge and Competencies

Self-Assessment as a Public Policy Instrument to Support Local Education Systems

Authors

DOI:

https://doi.org/10.15448/1981-2582.2026.1.50087

Keywords:

Digital Competencies., Self-Assessment., Continuing Professional Development., Teachers’ digital knowledge, Educational policies

Abstract

This study analyzes the Teachers’ Digital Knowledge Self-Assessment as a tool to support digital education policies and continuing professional development in Brazilian basic education. It contextualizes the Brazilian Framework for Teachers’ Digital Knowledge, developed by the Ministry of Education (MEC), in dialogue with international frameworks for teachers’ digital competence and digital knowledge, discussing their convergences, distinctive features, and potential contributions to the Brazilian educational context. The study adopts a mixed-methods approach, combining document analysis, a review of scientific literature published between 2023 and 2026, and an empirical analysis of 88,415 selected self-assessment records with information on the state of employment collected by the Ministry of Education between 2024 and 2026. In Dimension 1, the findings reveal that most records were concentrated at the Familiarization (44.9%) and Adaptation (31.3%) levels, while also demonstrating that the distribution of teachers across the different levels of digital knowledge development is not homogeneous among Brazil’s regions. The analysis indicates that the data generated by the self-assessment make it possible to identify professional learning needs, thereby supporting more contextualized continuing professional development policies aligned with the specific characteristics of local education systems. Finally, the study examines the self-assessment as a tool to support the planning of public digital education policies and teacher professional development, discussing its implications for evidence-based educational management.

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Author Biographies

Larissa Santa Rosa, Ministry of Education of Brazil, Brasília, DF, Brazil.

Specialist in Technology and Innovation in Basic Education at the Secretariat for Basic Education (SEB) of the Ministry of Education (MEC). An educator with a Master’s degree in Sociology, she has over 15 years of experience in public policy, teacher training, and the pedagogical use of technology. She has worked with the Sergipe State Department of Education and various non-profit organizations, with a strong focus on coordinating between school systems, developing digital competency frameworks, and creating professional development programs for teachers.

Miriam Brum Arguelho, Federal University of Mato Grosso do Sul (UFMS), Campo Grande, MS, Brazil.

Holds a PhD in Education (UCDB), a Master’s degree in Education (University of Minho), a postgraduate degree in e-Learning (University of Coimbra), and an undergraduate degree in Pedagogy (UFMS). Coordinates the Pedagogy program (PRILEI). Serves as co-leader of the Research Group on Education, Digital Technologies, and Teacher Training (EDUTEC) and acts as an institutional representative for the Working Group on Distance Education and Educational Technologies within both the Mato Grosso do Sul State Education Forum and the Campo Grande Municipal Education Forum.

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Published

2026-10-23

How to Cite

Santa Rosa, L., & Brum Arguelho, M. (2026). Teachers’ Digital Knowledge and Competencies: Self-Assessment as a Public Policy Instrument to Support Local Education Systems. Educação, 48(2), e50087. https://doi.org/10.15448/1981-2582.2026.1.50087

Issue

Vol. 48 No. 2 (2026): Dossiê: Educação Digital

Section

Digital Education

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Copyright (c) 2026 Larissa Santa Rosa, Miriam Brum Arguelho

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This work is licensed under a Creative Commons Attribution 4.0 International License.