The digital transformation of education necessitates targeted teacher professional development delivered through online and distance learning environments, equipping educators with the skills to meet the demands of modern education [1]. This paper examines the role of MOOCs in supporting this process, focusing on how competence frameworks guide the design and implementation of impactful programs.

The study highlights three exemplary MOOCs that embody this approach, including the DigiCompHub MOOC [2], STEAMonEdu MOOC [3], and SPICE MOOC [4], which empower educators to acquire essential competences in digital teaching, interdisciplinary innovation, and inclusivity, respectively. Grounded in frameworks like DigiCompEdu, STEAMCompEdu, and InclusiveSTEAMCompEdu, these MOOCs address key areas such as digital skills, inclusivity, and sustainability, linking individual professional growth to institutional and systemic objectives. Situated within the EU Digital Education Action Plan (2021–2027), the study highlights the role of competence-based approaches and data-driven tools in enhancing school leadership and fostering innovation [5].

By utilizing competence frameworks, MOOCs offer adaptable and scalable approaches to educator professional development, effectively addressing challenges such as digital fatigue while fostering resilience and supporting educators' well-being. This paper also emphasizes the role of competence-driven MOOCs in advancing inclusive, sustainable, and future-ready education systems, supporting the digital transformation of education.

References:
[1] Ceallaigh, T. Ó. (2022). Designing, navigating and nurturing virtual learning spaces: Teacher educators’ professional development priorities and potential pathways. Teaching and Teacher Education, 115, 103697.
[2] Spyropoulou, N., Kameas, A., Kalantzi, R., & Vonitsanos, G. (2024). A METHODOLOGY FOR DEVELOPING TRAINING AND MENTORING PROGRAMS: EMPOWERING INSTRUCTIONAL DESIGNERS TO CREATE COURSES ALIGNED WITH THE DIGCOMP FRAMEWORK. In INTED2024 Proceedings (pp. 7737-7743). IATED.
[3] Spyropoulou, N. D., Kameas, A. D., Iossifides, A., Zaharakis, I. D., & Kalemis, I. (2022). Upskilling STE(A)M educators with the STEAMonEdu MOOC. Digital Reset: European Universities Transforming for a Changing World, 577-588.
[4] Spyropoulou, N., Sakellaropoulou, G., & Kameas, A. (2024). BRIDGING STEAM AND INCLUSIVE EDUCATION IN THE SPICE PROJECT. In INTED2024 Proceedings (pp. 7732-7736). IATED.
[5] Xu, J. (Ed.). (2024). Teaching and Learning in the Digital Era: Issues and Studies. World Scientific.

Keywords: MOOC, Digital Age, Teacher Professional Development, Online learning.