Designing and implementing teacher digital competence programs: An implementation science approach using CFIR 2.0

Jesús Valverde-Berrocoso; Mario Hidalgo; Ana María Rodríguez

doi:10.30935/cedtech/19137

Jesús Valverde-Berrocoso ¹ ^* , Mario Hidalgo ², Ana María Rodríguez ³

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CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep683

https://doi.org/10.30935/cedtech/19137

Submitted: 14 March 2026, Published Online: 13 August 2026

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Abstract

Teacher digital competence (TDC) is widely recognized as a key enabler of educational digitalization, yet many professional development initiatives do not lead to sustained changes in classroom practice. This study examines the contextual and organizational determinants that should inform the design and implementation of TDC programs in school education from an implementation science (IS) perspective. Drawing on the consolidated framework for implementation research 2.0, a three-round Delphi study was conducted with 23 specialists in educational technology, including teacher educators, school leaders, and system-level advisers. Through qualitative and quantitative analyses, the study developed a model that organizes the main determinants across five domains: intervention characteristics, outer setting, inner setting, characteristics of individuals, and implementation process. The findings suggest that effective TDC programs must extend beyond a narrow focus on individual skills, as their success also depends on leadership, organizational conditions, external support, contextual adaptation, and ongoing evaluation. The model provides a structured basis for designing, implementing, and evaluating programs that are realistic, context-sensitive, and sustainable. Overall, the study demonstrates the value of IS for strengthening teacher professional development in digital education.

Keywords: teacher digital competence, teacher education, implementation science, consolidated framework for implementation research 2.0, professional development

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Citation

Valverde-Berrocoso, J., Hidalgo, M., & Rodríguez, A. M. (2026). Designing and implementing teacher digital competence programs: An implementation science approach using CFIR 2.0. Contemporary Educational Technology, 18(4), Article ep683. https://doi.org/10.30935/cedtech/19137

Valverde-Berrocoso, J., Hidalgo, M., and Rodríguez, A. M. (2026). Designing and implementing teacher digital competence programs: An implementation science approach using CFIR 2.0. Contemporary Educational Technology, 18(4), ep683. https://doi.org/10.30935/cedtech/19137

Valverde-Berrocoso J, Hidalgo M, Rodríguez AM. Designing and implementing teacher digital competence programs: An implementation science approach using CFIR 2.0. CONT ED TECHNOLOGY. 2026;18(4), ep683. https://doi.org/10.30935/cedtech/19137

Valverde-Berrocoso, Jesús, Mario Hidalgo, and Ana María Rodríguez. "Designing and implementing teacher digital competence programs: An implementation science approach using CFIR 2.0". Contemporary Educational Technology 2026 18 no. 4 (2026): ep683. https://doi.org/10.30935/cedtech/19137

Valverde-Berrocoso, Jesús et al. "Designing and implementing teacher digital competence programs: An implementation science approach using CFIR 2.0". Contemporary Educational Technology, vol. 18, no. 4, 2026, ep683. https://doi.org/10.30935/cedtech/19137

Valverde-Berrocoso J, Hidalgo M, Rodríguez AM. Designing and implementing teacher digital competence programs: An implementation science approach using CFIR 2.0. CONT ED TECHNOLOGY. 2026;18(4):ep683. https://doi.org/10.30935/cedtech/19137