Digital competence of school principals in compulsory education: a meta-framework

Bianca Silveira; Neuza Pedro; Cassio Santos; Daniela Ramos

doi:10.55777/rea.v19i38.9036

Autores/as

Bianca Silveira Universidade Federal de Santa Catarina, Brasil https://orcid.org/0000-0003-4915-1398
Neuza Pedro Instituto de Educação, Universidade de Lisboa, Portugal https://orcid.org/0000-0001-9571-8602
Cassio Santos Escola Superior de Educação, Instituto Politécnico de Santarém, Portugal https://orcid.org/0000-0002-1402-2978
Daniela Ramos Universidade Federal de Santa Catarina, Brasil https://orcid.org/0000-0001-9833-310X

DOI:

https://doi.org/10.55777/rea.v19i38.9036

Palabras clave:

liderazgo digital, directores escolares, marcos de competencia digital, gestión educativa, educación obligatoria

Resumen

Digital transformation has intensified the demands placed on school leadership, requiring school principals to coordinate pedagogical, organisational, and ethical dimensions of digital change. While several digital competence frameworks have been developed in recent years, most focus on teachers, organisations, or citizens, offering limited guidance for the specific professional role of school principals in compulsory education. This study addresses this limitation by developing a meta-framework of digital competences tailored to school leadership. A systematic literature review, conducted following adapted PRISMA guidelines, including identification, screening, eligibility, and inclusion stages, was combined with reflexive thematic analysis to identify, cluster, and consolidate digital competences across existing international frameworks. The analysis resulted in a meta-framework comprising eight competence areas and forty consolidated competences, reflecting the multifaceted nature of digital leadership, including strategic governance, teaching and learning practices, infrastructure management, assessment, communication, professional development, and digital citizenship. An Aggregation Number Indicator was applied as a heuristic device to support the interpretation of thematic convergence across frameworks. Rather than replacing existing models, the proposed meta-framework offers a leadership-specific and integrative reference that complements established frameworks and contributes to conceptual consolidation in the field.

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Biografía del autor/a

Bianca Silveira, Universidade Federal de Santa Catarina, Brasil

Doctoral student in Education at the Federal University of Santa Catarina (UFSC), with a five-month sandwich doctorate period at the Institute of Education, University of Lisbon, funded by the Brazilian Federal Agency for Support and Evaluation of Graduate Education (CAPES). Holds a bachelor's degree in Pedagogy and a master’s degree in Education, in the area of Education, Communication and Technology. Currently researches topics related to digital competences, school management and educational technologies.

Neuza Pedro, Instituto de Educação, Universidade de Lisboa, Portugal

Professor at the Institute of Education - University of Lisbon, Portugal, in areas of Teacher training and ICT in Education. Coordinator of the PhD and Masters’ Degree Programmes on Digital Technologies in Education at University of Lisbon. Member of the Innovative Learning Environments International Alliance. Coordinator of the E-learning Lab of University of Lisbon from 2010 to 2019. Coordinator of the Portuguese Project “IPTeL-EL - Pedagogical Innovation in Higher Education: E-learning and Digital Technologies” (2015-2017). Her current research interests include teacher training, Educational technologies, Innovative Learning environments, and Generative artificial intelligence in education.

Cassio Santos, Escola Superior de Educação, Instituto Politécnico de Santarém, Portugal

PhD in Education (European Doctorate), specialised in Information and Communication Technologies (ICT) in Education (Institute of Education, University of Lisbon). Postdoctoral researcher at the University of Seville, with a focus on digital competences. Assistant Researcher at the Polytechnic Institute of Santarém and integrated member of the Research Centre for Arts and Communication (Digital Literacy and Social Inclusion hub). Administrative and Financial Director of the Brazilian Association for Distance Education (ABED).

Daniela Ramos, Universidade Federal de Santa Catarina, Brasil

Professor in the Department of Teaching Methodology in the area of didactics, and the Graduate Program in Education at the Federal University of Santa Catarina (UFSC), Brazil. Develops research and leads projects related to digital education, digital games, and teacher education. Research Productivity Fellow – Level 2, awarded by the National Council for Scientific and Technological Development (CNPq). Member of the Brazilian Distance Education Association. Leader of the Edumídia Research Group (CNPq/UFSC).

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