APPLYING SELF-DETERMINATION THEORY TO ANALYZE TEACHERS’ DIGITAL  COMPETENCY FRAMEWORKS

Vu Thi Phuong Thao; Tran Thi Phuong Nam; Nguyen Duy Long

Vu Thi Phuong Thao	thaovtp@vnies.edu.vn	The Vietnam National Institute of Education Sciences 101 Tran Hung Dao street, Cua Nam ward, Hanoi, Vietnam
Nguyen Duy Long*	longnd@vnies.edu.vn	The Vietnam National Institute of Education Sciences 101 Tran Hung Dao street, Cua Nam ward, Hanoi, Vietnam
Tran Thi Phuong Nam	namttp@vnies.edu.vn	The Vietnam National Institute of Education Sciences 101 Tran Hung Dao street, Cua Nam ward, Hanoi, Vietnam

Summary:

In the context of educational digital transformation, the development of teachers’ digital competency is not merely a technical requirement but also a matter of learning motivation and sustainable professional development. This study applies Self-Determination Theory (SDT) to analyse the teachers’ digital competency framework in Europe (DigCompEdu) and the UNESCO ICT Competency Framework for Teachers (ICT-CFT). This study adopts a document analysis method, involving three analytical stages: Extracting the competency structures of each framework, categorising their components according to the three basic psychological needs proposed by SDT (autonomy, competence, and relatedness), and comparing the degree of compatibility between each framework and SDT. The findings reveal that DigCompEdu demonstrates a high level of alignment with SDT at the individual level by emphasising self-assessment, clear developmental proficiency pathways, and teachers’ digital communities of practice. By contrast, ICT-CFT shows strong alignment at the systemic level by linking teachers’ digital competence development to educational policies, teacher education programmes, and national development goals. Based on these findings, this study proposes that a flexible integration of the two frameworks under the SDT perspective represents an appropriate approach for developing a sustainable teachers’ digital competency framework for Vietnam.

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Keywords:

Teachers’ digital competency framework

DigCompEdu

ICT-CFT

SDT.

Refers:

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Journal:

No. 2, February 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

APPLYING SELF-DETERMINATION THEORY TO ANALYZE TEACHERS’ DIGITAL COMPETENCY FRAMEWORKS