The A3Learning project addresses the urgent need for the development of teachers and students’ ICT skills due to the changing educational landscape, a need more apparent after the COVID-19 pandemic. This situation required a rapid and drastic shift to remote learning, revealing major gaps in digital competencies among teachers and trainers. Consequently, one of the project's main goals is to develop a comprehensive framework that provides teachers and educational managers with the skills needed to effectively incorporate digital technologies into their teaching practices. The Competence Model is a key result of these efforts.

The Competence Model is based on the DigCompEdu framework, a European standard that defines key digital competencies for educators, and focuses on three primary areas: professional engagement, digital resources, and teaching and learning strategies. The A3Learning model identifies the key competencies that educators need to adopt innovative teaching approaches and integrate digital technologies into their practices. By doing so, it fosters a more adaptable and resilient educational environment, with a particular focus on blended learning, improving and facilitating the students' educational process and learning.

Methodologically, the development of the Competence Model involved extensive co-design sessions, surveys, and focus groups with educators from Czechia, Portugal, Bulgaria, and Italy. These activities highlighted the diverse digital literacy levels among teachers and underscored the importance of continuous professional development. Key findings indicate that while there is a significant interest in utilising digital tools, challenges such as inadequate access to stable internet and appropriate digital resources persist.

The Competence Model delineates competencies required for the successful implementation of blended learning methodologies. These include the ability to create and modify digital resources, employ digital tools for assessment, and support personalized and differentiated learning. The project also identified the crucial role of motivation and collaborative support in enhancing ICT skills among educators.

The validation of the Competence Model through focus group activities revealed the effectiveness of the model in addressing educators' needs. Teachers reported improved confidence in using digital tools and a greater ability to engage students through technology-enhanced learning experiences. The findings suggest that a structured approach to developing digital competencies can significantly impact educational practices, aligning them with EU standards and promoting innovation in teaching.

In conclusion, the A3Learning Competence Model is a comprehensive framework for ICT skills development in education. By providing clear guidelines and practical tools, the model empowers educators to transform their teaching practices and meet the ever-changing demands of the digital age. This paper contributes to the ongoing discourse on digital literacy in education and offers valuable insights for future initiatives aimed at enhancing digital competencies among teachers.

Keywords: ICT skills development, Digital literacy, Blended learning, Competence Model, DigCompEdu framework, Educational technology, Teacher professional development, Digital competencies, Remote learning, Innovation in teaching.