DEVELOPING DIGITAL COMPETENCIES IN LANGUAGE EDUCATION TO ENHANCE TEACHING PRACTICES AND PROFESSIONAL GROWTH

Abstract

The increasing role of digital technology in education has transformed language teaching, offering new opportunities and challenges for educators. This study examines how language instructors incorporate digital tools into their teaching, evaluating their self-perceived competencies, attitudes toward technology, satisfaction with institutional support, and professional development needs. Ninety-seven high school language instructors participated in this study, providing insights into the extent of digital adoption and the obstacles to effective technology use in language instruction.

The findings reveal significant disparities in digital experience among educators. While half of the participants have used digital tools for educational purposes for over seven years, a notable one-fifth have less than three years of experience, indicating that some teachers are still in the early stages of digital adoption. Furthermore, another one-fifth consider themselves advanced or expert users, underscoring the need for targeted training initiatives to support professional growth. Regarding institutional support, one-third of respondents believe existing training opportunities are either insufficient or only moderately effective, highlighting a gap between policy and practical implementation.

This study underscores the importance of structured professional development programs, collaborative mentorship initiatives, and institutional investment in digital training to address these challenges. The novelty of the study lies in its rationale for an integrative approach that combines digital, professional, and soft skills into a single teacher development framework. By integrating digital competence into professional development, this approach ensures that teachers are better equipped to integrate technology into their pedagogy and create engaging, student-centered, and effective learning environments.