In an ever-evolving technological landscape that challenges teaching professionals' digital competence, this study complements previous studies by providing an overall picture of teaching professionals' digital competence. We employed regression models on two large-scale assessment data sets on teachers from 11 countries—namely, the Teaching and Learning International Survey (TALIS; n = 50,800) and the Programme for the International Assessment of Adult Competencies (PIAAC; n = 2590)—to investigate through the theoretical lens of digital competence how teaching professionals' skills, attitudes and knowledge distribute and relate, and how they are associated with personal and contextual factors. Our results found notable variation in teaching professionals' skills and knowledge but less variety in attitudes. The respondents generally recognised the importance of digital technologies in teaching regardless of their background. Older professionals often showed weak skills, but they also recognised the need for professional development in using digital technologies. An important result of this study is a better understanding of digital competence from the teaching professional's perspective. Our findings contribute to further developing theories and practices related to teaching professionals' skills, attitudes and knowledge.

在不断变化的技术环境中，挑战教学专业人员的数字能力，本研究通过提供教学专业人员数字能力的总体情况来补充以前的研究。我们对来自11个国家/地区的教师的两个大规模评估数据集采用了回归模型，即国际教与学调查（TALIS； n = 50,800）和国际成人能力评估计划（PIAAC； n = 2590） -通过数字能力的理论视角来研究教学专业人员的技能，态度和知识是如何分布和关联的，以及它们如何与个人和上下文因素相关联。我们的结果发现，在教学专业人员的技能和知识方面存在显着差异，但态度上的差异较少。受访者普遍认识到数字技术在教学中的重要性，无论其背景如何。年长的专业人员通常表现出较弱的技能，但他们也认识到使用数字技术进行专业培训的必要性。这项研究的重要结果是从教学专业人员的角度更好地理解了数字能力。我们的发现有助于进一步发展与教授专业人士的技能，态度和知识有关的理论和实践。这项研究的重要结果是从教学专业人员的角度更好地理解了数字能力。我们的发现有助于进一步发展与教授专业人士的技能，态度和知识有关的理论和实践。这项研究的重要结果是从教学专业人员的角度更好地理解了数字能力。我们的发现有助于进一步发展与教授专业人士的技能，态度和知识有关的理论和实践。