A Context-Specific Digital Competence Framework for Physical Education Lecturers at Vietnamese Universities: An Integration of the Digcompedu and TPACK Models

Abstract

Background: Digital transformation in higher education has become a critical imperative, with lecturers’ digital competence acting as the decisive factor determining its overall effectiveness. However, in Physical Education (PE)—a discipline inherently characterized by kinesthetic movement and face-to-face interaction—lecturers face significant challenges. These difficulties often stem from psychological resistance to innovation, a lack of synchronous digital ecosystems, and the absence of a tailored competence framework.

Purpose: This study aims to conceptualize and propose a context-specific digital competence framework tailored for PE lecturers at Vietnamese universities, grounded in the integration of the European Digital Competence Framework for Educators (DigCompEdu) and the Technological Pedagogical Content Knowledge (TPACK) model.

Methods: The study employed a qualitative methodology, integrating a systematic theoretical review with empirical document analysis. Current national educational directives (e.g., Decision No. 131/QD-TTg) were critically evaluated to establish a robust empirical foundation.

Key findings: The research proposes a five-dimensional framework: (1) Foundational digital competence; (2) Digital pedagogical competence (uniquely integrating TPACK for real-time biomechanical assessment and motion analysis); (3) Digital scientific research competence; (4) Digital professional development competence; and (5) Competence in facilitating learners' digital competencies.

Implications: This framework provides a rigorous theoretical reference for universities to design targeted training programs. Furthermore, it highlights the necessity of cultivating a synchronous digital ecosystem to promote lecturers' self-directed learning, serving as the fundamental pathway to elevate PE instruction in the digital era.