INTEGRATIVE APPLICATION OF DIGCOMPEDU, TPACK, SECTIONS, AND PICRAT MODELS IN DEVELOPING EDUCATORS' INFORMATIONAL-DIGITAL COMPETENCE

The rapid advancement of digital technologies has fundamentally transformed the professional roles and responsibilities of educators, making the development of informational-digital competence a strategic priority in teacher education. Contemporary teachers are expected not only to possess technological skills but also to integrate digital technologies into pedagogical practice effectively, select appropriate digital tools, and evaluate their impact on teaching and learning processes. Despite the availability of several internationally recognized frameworks for digital competence development, existing studies predominantly examine these frameworks independently, while limited attention has been paid to their systematic integration. This study aims to develop and theoretically substantiate an integrative conceptual framework based on the sequential application of the DigCompEdu, TPACK, SECTIONS, and PICRAT models for developing educators' informational-digital competence. The research adopts a qualitative conceptual design employing systematic literature review, comparative analysis, and conceptual modelling methods. Scientific publications indexed in Scopus, Web of Science, ERIC, and Google Scholar, together with official documents published by the European Commission, UNESCO, and OECD, were analysed to identify the functional characteristics and complementary relationships among the four frameworks. The analysis demonstrates that DigCompEdu provides a comprehensive framework for assessing teachers' digital competence, TPACK supports the pedagogical integration of technology with content knowledge, SECTIONS facilitates evidence-based technology selection, and PICRAT evaluates the educational impact of technology integration on learner engagement and transformation. Based on these complementary functions, an integrative framework structured as DigCompEdu → TPACK → SECTIONS → PICRAT is proposed. The practical applicability of the model is illustrated through an early childhood education scenario demonstrating how the four frameworks can operate as interconnected stages of instructional design. The proposed model contributes to the existing literature by integrating internationally recognized frameworks into a coherent methodological sequence that supports teacher preparation and continuous professional development. The findings provide theoretical guidance for curriculum designers, teacher educators, and educational policymakers seeking to strengthen educators' informational-digital competence within contemporary digital learning environments

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