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Background <p>Digital competence is essential for effective teaching in medical education, supporting technology integration and learner engagement. In low-resource contexts systematic evaluation of educators’ digital competence remains limited. This study assessed the digital competence of medical teachers in Uzbekistan and identified professional development priorities using the European Framework for the Digital Competence of Educators (DigCompEdu) and Importance–Performance Analysis (IPA).</p> Methods <p>A cross-sectional online survey was conducted across four public medical institutes in Uzbekistan. Of 291 submissions, 266 valid responses were analysed. The questionnaire included demographic information and 22 DigCompEdu indicators across six competence areas. Participants rated perceived importance and self-reported performance on a five-point Likert scale. Based on performance scores, respondents were classified into DigCompEdu proficiency levels. IPA was used to examine gaps between importance and performance and to categorise competencies into four quadrants.</p> Results <p>Overall, 66.9% of respondents were classified as “leaders” or “pioneers,” indicating high self-rated digital competence. Common strengths across proficiency groups included reflective practice, selecting digital resources, teaching with technology, learner engagement, and information and media literacy. Lower-rated areas included continuous professional development, creating and adapting digital resources, collaborative and personalised learning, digital communication, and responsible digital use. IPA revealed that less proficient teachers prioritised professional development and resource management, while intermediate groups emphasised supporting students’ self-regulated learning and problem solving. Among highly proficient teachers, creating and modifying digital resources and supporting learners’ digital content creation remained comparatively weaker areas.</p> Conclusions <p>Medical teachers in Uzbekistan reported generally strong digital competence; however, gaps persist in competencies required for progression toward transformative digital pedagogy. Targeted professional development should prioritise digital resource creation, learner content creation, adaptive teaching practices, responsible digital use, and sustained opportunities for continuous professional development to enhance teaching quality in technology-mediated clinical education.</p>

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Current levels and needs of digital competence among medical teachers in Uzbekistan: a multi-institutional assessment and future directions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月23日

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  • Hyojin Lee,
  • Sanjarbek Khabibullaev,
  • Sherzad Tuychiev

摘要

Background

Digital competence is essential for effective teaching in medical education, supporting technology integration and learner engagement. In low-resource contexts systematic evaluation of educators’ digital competence remains limited. This study assessed the digital competence of medical teachers in Uzbekistan and identified professional development priorities using the European Framework for the Digital Competence of Educators (DigCompEdu) and Importance–Performance Analysis (IPA).

Methods

A cross-sectional online survey was conducted across four public medical institutes in Uzbekistan. Of 291 submissions, 266 valid responses were analysed. The questionnaire included demographic information and 22 DigCompEdu indicators across six competence areas. Participants rated perceived importance and self-reported performance on a five-point Likert scale. Based on performance scores, respondents were classified into DigCompEdu proficiency levels. IPA was used to examine gaps between importance and performance and to categorise competencies into four quadrants.

Results

Overall, 66.9% of respondents were classified as “leaders” or “pioneers,” indicating high self-rated digital competence. Common strengths across proficiency groups included reflective practice, selecting digital resources, teaching with technology, learner engagement, and information and media literacy. Lower-rated areas included continuous professional development, creating and adapting digital resources, collaborative and personalised learning, digital communication, and responsible digital use. IPA revealed that less proficient teachers prioritised professional development and resource management, while intermediate groups emphasised supporting students’ self-regulated learning and problem solving. Among highly proficient teachers, creating and modifying digital resources and supporting learners’ digital content creation remained comparatively weaker areas.

Conclusions

Medical teachers in Uzbekistan reported generally strong digital competence; however, gaps persist in competencies required for progression toward transformative digital pedagogy. Targeted professional development should prioritise digital resource creation, learner content creation, adaptive teaching practices, responsible digital use, and sustained opportunities for continuous professional development to enhance teaching quality in technology-mediated clinical education.