Exploring the Special Education Teacher Competency Framework for Digital Education

Purpose: The purpose of this study is to explore the digital competency framework (competency groups, competency elements, and competency indicators) required for special education teachers in order for digital education to be effectively utilized in special education practice, and to draw implications for future digital competency enhancement of special education teachers. Method: This study analyzed the literature on teacher digital competencies to develop a draft digital competency framework for special education teachers and validated the competency framework through two Delphi surveys with 20 experts. Results: The competencies needed by special education teachers for digital education were finalized into 4 competency groups, 9 competency elements, and 22 competency indicators. Conclusion: This study conducted a step-by-step analysis of the digital competencies required for special education teachers. Based on these findings, it is expected that diagnostic tools for assessing the digital competency levels of special education teachers can be developed, enabling the implementation of tailored training programs according to competency levels. Furthermore, the results of this study can serve as foundational data for fostering the digital competencies of pre-service special education teachers in teacher training programs.