A Systematic Review: On the Comparative Study of Teacher Digital Literacy Frameworks in Europe, the UK, and China
This study provides a systematic review and comparative analysis of teacher digital literacy frameworks from the European Union (EU), the United Kingdom (UK), China, and UNESCO. Seven frameworks are examined: DigCompEdu, the Jisc Digital Capabilities Framework, the Digital Teaching Professional Framework (DTPF), the Professional Standards Framework (PSF), China’s Digital Literacy Framework for Teachers (2022), UNESCO’s ICT Competency Framework for Teachers (ICT-CFT), and UNESCO’s AI Competency Framework for Teachers (2024). The seven frameworks were examined from six aspects: content coverage, applicability, integrability, implementation support, innovation and future orientation, and impact and effectiveness. Several elements appear repeatedly across the frameworks, particularly the use of technology in teaching, information and data literacy, ethical practice, digital pedagogy, professional development, and learner empowerment. However, the frameworks do not give the same weight to these areas. They also differ in whom they are designed for, how they are intended to be used, and how far they address newer technologies. Some of these differences can be understood from the educational and policy backgrounds in which the frameworks were developed. Another point emerging from the comparison is that teacher digital literacy is no longer concerned mainly with the ability to use technology. Pedagogy, ethics, professional practice, and more recently AI have become increasingly visible in these frameworks. This study therefore provides a basis for understanding how teacher digital literacy has been approached in different contexts and what needs to be considered when existing frameworks are used elsewhere.
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