DOI: 10.70650/rvimj.2025v2i6002

  DOI URL: https://doi.org/10.70650/rvimj.2025v2i6002

Abstract: In today’s educational context, digital competence has gained a strong prominence being one of the key competencies that teachers must master in today’s society. Multiple opportunities are opened up for educators to achieve the continuity of learning throughout life through digital transformation, aligning with sustainable development, the fourth goal of UNESCO. Effective integration of technology goes beyond using it for one’s own sake ; it involves using it to give a deeper learning experiences to the students. This digital transformation raises questions about the teachers’ digital competence. The current study aims to uncover the digital competencies of secondary school teachers of U. P board in teaching and assessment procedures. This design involved a questionnaire which was administered to 50 teachers of 10 secondary schools of Meerut district of Uttar Pradesh. Furthermore, the results indicate that perceived usefulness and subjective norms directly influence digital competence. This study also identifies the benefits of digital technologies and the challenges that teachers encounter in implementing them in the educational environment. The benefits focus on enhancing students’ motivation and assessing their learning experiences, communicating with the educational community, and the continuousness of e-learning. The challenges, however, include the acceptance of technology by the educational community; cognitive and skill-related challenges faced by teachers; administrative and teaching burdens; limited access to digital technologies and tools; and challenges related to student behaviours. As a result, a set of recommendations and implications are proposed for educational policymakers, curriculum and professional development program designers, researchers, and educational practitioners.

Keywords:Digital transformation; digital competence; digita technologies; Dig CompEdu; sustainable digit.