The aim of this “Questionnaire on Teachers’ Knowledge, Practice and Attitude towards Digital Technologies” is to get a picture of the actual competences of teachers in relationship with their knowledge, attitude and use of digital approaches in education. The tool can be used both before and after the performance of instructional activities regarding these technologies. In the first case, the collected data are useful for the organization of the planned activities, while in the second they can be helpful in checking for the effectiveness of what performed. The questionnaire was built in accordance with the six areas of DigiCompEdu, the European framework for the digital competence of educators (Redecker, 2017): 1: Professional Engagement; 2: Digital Resources; 3: Teaching and Learning; 4: Assessment; 5: Empowering Learners; 6: Facilitating Learners’ Digital Competence. A seventh area was added, relative to AI: Knowledge and use of AI. A part of the questionnaire’s items can be compared with similar items of the original study, while others were developed for inquiring further aspects, keeping however their pertinence to the area of reference. Moreover, further informative areas (General information, Openness to innovation in school and Use of digital programs and apps) were added. The development of the questionnaire has followed and will follow these stages: 1) Planning; 2) Creation of the first beta version; 3) Tuning of the beta version and creation of the alpha version (definitive); 4) Administration of this version to teachers from various countries; 5) Analysis of the data and comparison with results from other studies. At present, stage 1 and 2 were performed, and stage 3 is ongoing. Stage 4 and 5 will happen during the next months. The tuning of stage 3 happens through administration of the items to a sample of Italian teachers and reduction of their number via correlational analysis. For stage 4 contacts are undergoing with European and South-American countries. The collected data will be analyzed and compared with the results coming from other studies (Lamschtein, 2022; García Beltrán and Salazar Guevara, 2022; Palacios-Rodríguez, Llorente-Cejudo, Lucas, M. and Bem-haja, 2025; Momdjian, Manegre and Gutiérrez‑Colón, 2024 )

Ghomi, M. and Redecker, C. (2019). Digital Competence of Educators (DigCompEdu): Development and Evaluation of a Self-assessment Instrument for Teachers' Digital Competence. In CSEDU (1) (pp. 541-548). Lamschtein, S. (2022). Una experiencia de evaluación de las competencias digitales de los docentes en México. EDMETIC, Revista de Educación Mediática y TIC, 11(1), art.4. Momdjian, L., Manegre, M. and Gutiérrez-Colón, M. (2024). Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework. Technology, Knowledge and Learning, 1-29. Palacios-Rodríguez, A., Llorente-Cejudo, C., Lucas, M. and Bem-haja, P. (2025). Macroevaluación de la competencia digital docente. Estudio DigCompEdu en España y Portugal. RIED-Revista Iberoamericana de Educación a Distancia, 28(1). Redecker, C. European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466