Research Article

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

Jesús Valverde-Berrocoso 1 * , Mario Hidalgo 2 , Ana María Rodríguez 3
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1 Departamento de Ciencias de la Educación, Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, SPAIN2 Consejería de Educación, Universidades, Ciencia y Portavocía de la Comunidad de Madrid, Madrid, SPAIN3 IQVIA, Madrid, SPAIN* Corresponding Author
Contemporary Educational Technology, 18(4), October 2026, ep683, https://doi.org/10.30935/cedtech/19137
Published: 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

CITATION (APA)

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), ep683. https://doi.org/10.30935/cedtech/19137

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