Digital technologies have increasingly dominated society in recent years, as many people use them for various reasons and contexts. One of these contexts that has attracted significant research interest is higher education. However, integrating digital technologies in educational contexts requires teachers to transform their teaching practices and develop their digital competence level to promote quality education for their students in today’s digitally driven world. Based on the DigCompEdu framework, this pilot study investigates the digital competency level of teacher educators in Greece. Quantitative empirical research was chosen as the most appropriate method for data collection. The study's sample consists of 45 teacher educators who agreed to respond to the self-reflection DigCompEdu Check-In questionnaire, which was translated and adapted into Greek. Participants demonstrated a medium level of digital competence and were able to receive feedback and suggestions to improve their level of digital competence. This study’s findings will provide insights, highlighting existing strengths and identifying areas for improvement while also contributing to the validation of the DigCompEdu Check-In tool within the Greek educational context.

Keywords: Digital Competence, DigCompEdu, Higher Education, Teacher Educators.