11-11-2026 –, Spinoza foyer
Many degree programmes are working on the development of digital competences. These often remain implicit, fragmented and spread across different subjects. This complicates both curriculum development and quality assurance.
In this session, we demonstrate how digital competences can be systematically made visible and integrated into the curriculum. An analysis of 33 specific teaching practices from teacher training programmes provides insight into which digital competences are addressed and which teaching strategies are employed to achieve this. Through a combination of curriculum mapping and network analysis, patterns are revealed in how competences and strategies co-occur in practice.
The results show that the development of digital competences does not take place through isolated interventions, but through consistent combinations of strategies such as hands-on experience, pedagogical reflection and professional identity development. It also appears that certain competences, such as technical skills, digital safety and problem-solving ability, are often under-emphasised or present only implicitly. This points to the need for more explicit curriculum guidance.
The session translates these insights into a concrete approach for education professionals. Participants will be given tools to:
- make digital competences visible within their own teaching practice;
- gain insight into the didactic strategies they use;
- identify gaps and blind spots in their curriculum;
- work more purposefully towards curriculum coherence.
This presentation offers a practical framework for moving from isolated initiatives towards a coherent and targeted approach to digital competence development.
Digital skills are often developed implicitly. By mapping them explicitly, educational programmes can work specifically to ensure coherence, visibility and the strengthening of their curriculum.
Els Tanghe heeft heel wat jaren onderwijservaring als (praktijk)leerkracht en stagebegeleider, docent en coördinator in verschillende zorgopleidingen in het secundair en volwassenenonderwijs en de lerarenopleiding. Els is als lerarenopleider en onderwijsonderzoeker verbonden aan de educatieve masteropleiding van de UAntwerpen.
Andy Thys is onderwijskundige en wetenschappelijk medewerker aan de Faculteit Psychologie en Pedagogische Wetenschappen, KU Leuven. Daarnaast is hij lerarenopleider aan de School Of Education (KU Leuven).