The COVID-19 pandemic has pushed education towards hybrid modes, where simultaneously some students attend classes in person while others join virtually. The challenges have been especially important in the case of teacher educators who must act as role models in preparing teacher students to become competent in applying hybrid teaching. However, teacher educators’ competences for teaching in hybrid learning environments have been largely unexplored. Therefore, we conducted a literature review to understand how educators’ digital competence could be operationalised. PRISMA guidelines were used to extract from Google Scholar database 30 sources describing frameworks of educators’ digital competence. The analysis of these materials resulted in designing a new framework for teacher educators’ digital competence that could be applied to designing activities for developing their competences, as well as for monitoring and assessment of them in different contexts, e.g., in hybrid teaching and learning settings. This framework distinguishes eight competences at three levels: generic competence, contextual competence, and transformative competence. In addition, this framework indicates that the focus is on individuals in the case of generic competence and on community, society, and environment at the level of transformative competence, but contextual competence is operationalised in both individual and community contexts.