Monitoring Teachers' Digital Competence through SELFIE for Teachers: Zaporizhzhia Region Case Study and Development Roadmap

Abstract

Objective. The article is devoted to the study of monitoring the development of teachers' digital competence in the context of large-scale digital transformation and specific challenges of martial law in Ukraine. The research aims to substantiate the strategic role of regional postgraduate pedagogical education institutions (PPEI) as key centers providing scientific and methodological support, professional expertise, and coordination of monitoring systems based on international standards. The theoretical basis of the work is grounded in the conceptual analysis of the European DigCompEdu framework, the UNESCO ICT-CFT model, and the updated version of DigComp 3.0 (2025). Special attention is paid to the transformation of the teacher's professional role: the transition from a traditional "transmitter of knowledge" to a digital learning facilitator and mentor in the modern EdTech ecosystem. Methods. The methodological foundation of the monitoring process is the SELFIE for Teachers toolkit, built on deep teacher self-reflection according to 32 descriptors in six areas of competence. The study utilized a complex of methods: systemic analysis of the regulatory framework, surveys, statistical processing, and interpretation of the results of the regional component of the pilot project conducted in the Zaporizhzhia region in November–December 2025 (sample size – 298 people). Results. The empirical data obtained indicate a pronounced positive dynamic in the professional self-assessment of educators. It was established that under the influence of regular self-reflection and participation in monitoring, the proportion of teachers corresponding to the "Integrator" (B1) qualification level increased to 49,33 %. A high level of institutional support for digital initiatives by school administrations was revealed (93,95 %), confirming the readiness of the management level for innovation. In a separate analytical block regarding the use of artificial intelligence, the formation of a stable community of "AI mentors" (34,56 %) was recorded, although the development of computational thinking and data analytics skills remains a significant challenge. Conclusions. Strategic recommendations for PPEIs on building a holistic ecosystem of professional growth are formulated. The integration of SELFIE for Teachers and the national "Digigram" test into the annual monitoring cycle, the adaptation of educational program content to specific DigCompEdu descriptors, and the strengthening of individual institutional consulting are proposed. Prospects for further research are related to the longitudinal study of the "SELFIE effect" on the transformation of the teacher's professional identity and the analysis of the correlation between specialized education and the structure of digital capacity. The article is of practical importance for heads of educational management bodies, educational policy developers, and specialists in the advanced training system.