Teachers' digital competence (TDC) is an important condition for the effective integration of technologies in education, and it depends on personal and context-related factors. Different frameworks and instruments have been developed to measure TDC. However, research on digital competence in vocational education and training (VET) is still scarce. Therefore, this study aims: (a) to provide a snapshot of the status quo of digital competence on a sample of 1692 Swiss VET teachers, both using an assessment instrument that relies on previous validated questionnaires, and at the same time accounting for VET-related specificities; (b) to examine possible differences in digital competence depending on the VET teachers' profiles (i.e. professional baccalaureate, professional subject and general education teachers); and (c) to investigate whether personal and context-related factors play a similar role in VET like in other educational settings. The results confirm the validity of the 10-dimensional structure of the TDC assessment instrument. Compared with previous results in other educational domains, our findings indicate that VET teachers place themselves at a similar degree of digital competence, with a few differences across profiles in some of the sub-competences. Moreover, multiple regression analysis highlights the main role of attitude towards technology and digital tool use frequency among the personal factors that contribute to TDC development. The teachers’ workload, rarely considered in previous studies, is also a relevant factor. For the context-related factors, curriculum support is the element with the largest effect on TDC, although it has a smaller impact than the personal factors.

教师的数字能力（TDC）是技术在教育中有效整合的重要条件，它取决于个人和情境相关因素。已经开发了不同的框架和工具来衡量 TDC。然而，关于职业教育和培训（VET）数字能力的研究仍然很少。因此，本研究的目的是：(a) 以 1692 名瑞士职业教育与培训教师为样本，提供数字能力现状的快照，两者均使用依赖于先前经过验证的问卷的评估工具，同时考虑职业教育与培训——相关特性；(b) 根据职业教育与培训教师的资料（即专业学士学位、专业科目和通识教育教师）研究数字能力可能存在的差异；(c) 调查个人和环境相关因素是否像在其他教育环境中一样在职业教育与培训中发挥类似的作用。结果证实了 TDC 评估工具的 10 维结构的有效性。与之前在其他教育领域的结果相比，我们的研究结果表明，职业教育与培训教师将自己置于相似的数字能力水平，在一些子能力的配置文件中存在一些差异。此外，多元回归分析突出了技术态度和数字工具使用频率在促进 TDC 发展的个人因素中的主要作用。在以往的研究中很少考虑教师的工作量也是一个相关因素。对于语境相关因素，课程支持是对 TDC 影响最大的因素，