Le competenze digitali per il professionista dell’educazione e della formazione Debora Daddi University of Florence, Italy Maria Grazia Proli University of Florence, Italy Christel Schachter University of Florence, Italy This is a section of Formare professionisti dell’educazione, della scuola, della cura(DOI: 10.36253/979-12-215-0943-4) by Vanna Boffo Firenze University Press Florence 2026 https://doi.org/10.36253/979-12-215-0943-4.13

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The rapid digital transformation of education has profoundly reshaped the professional role of teachers, requiring the development of complex digital, pedagogical and reflective competences. This contribution explores the digital competences of education professionals through an integrated analysis of European reference frameworks  DigCompEdu, LifeComp and the UNESCO ICT and AI Competency Frameworks  highlighting the need to move beyond a purely technical understanding of digital literacy towards a transformative and reflective professional competence. Attention is paid to methodological approaches that foster teachers’ professional development, such as learning design, communities of practice and peer learning, with specific reference to hospital schooling contexts, where personalization, flexibility and attention to students’ well-being are crucial. The final section presents the experience of a professional development course for hospital teachers, illustrating how digital technologies, when intentionally embedded in pedagogical design, can support transformative learning processes, strengthen professional agency and promote inclusive and collaborative educational practices.

 Communities of Practice Digital Competence Hospital Schooling Teacher Professional Development Transformative Learning

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