Abstract

This study examines the theoretical foundations of digital competence and existing models for developing teachers’ digital competence. Drawing on international competence frameworks and the practical context of teaching Literature at the lower secondary level, the study proposes a professional development model for enhancing digital competence among lower secondary Literature teachers through an integrated, practice- oriented, and profession-based approach. The proposed model includes objectives, content, methods, modes of implementation, assessment strategies, and supporting conditions. It aims to assist teachers in applying digital technologies in a safe, effective, and creative manner, thereby contributing to the improvement of Literature teaching quality in the context of ongoing digital transformation in education.

Keywords: Digital competence, lower secondary Literature teachers, professional development model.