The integration of digital technology into education has emphasised the need for teachers to possess robust digital literacy skills to prepare students for the demands of the 21st century. A study conducted among primary and secondary school educators in 5 EU countries revealed critical gaps in digital competencies, including the ability to critically evaluate digital information, collaborate and communicate in digital settings, ensure online safety, create digital content adjusted to their students' unique needs, and solve problems using digital tools. These findings align with broader research highlighting the persistent digital skills gap globally (Zimmer et al., 2021; Pérez-Escoda et al., 2019). Addressing these deficiencies is crucial for fostering inclusive, resilient, and high-quality education systems (Council of the European Union, 2023).

In response to these challenges, the Integrated Curriculum Design Toolkit was developed as a solution to empower educators with essential digital skills. The toolkit incorporates evidence-based methodologies such as Problem-Based Learning (PBL), Design Thinking, Visual-Based Learning techniques, and Digital Storytelling. These approaches aim to enhance critical thinking, creativity, collaboration, and inclusivity in teaching practices while equipping teachers to transfer these competencies effectively to their students. By integrating these strategies into curricula, educators can bridge the gap between existing and required digital skills, ultimately preparing students for success in a digitally-driven future (Mellati et al., 2018; Murphy & Lebans, 2009).

This work discusses the implications of the study findings and presents the toolkit as a practical resource for addressing the identified gaps. It advocates for prioritising professional development initiatives that align with contemporary educational frameworks to ensure that schools are equipped to meet the challenges of digital transformation. The study is partly based on the research carried out to inform the creation of an e-manual for teachers aiming to foster their digital readiness by implementing new methodologies into the curricular design in primary and secondary education: "Smart Solutions" cofunded by the EU.

References:
[1] Council of the European Union. (2023). Digital skills and competences and successful digital education and training: Fit for the digital era. Retrieved from https://www.consilium.europa.eu/en/press/press-releases/2023/11/23/digital-skills-and-competences-and-successful-digital-education-and-training-fit-for-the-digital-era/
[2] Mellati, M., Shively, J., & Palilonis, J. (2018). EFL teachers’ digital literacy: The role of contextual factors in their literacy development. Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC10408288/
[3] Murphy, E., & Lebans, R. (2009). The importance of digital literacy of teachers. Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC10408288/
Pérez-Escoda, A., & Huertas-Abril, C. A. (2019). Teachers’ identity links to digital tools: Improving teaching processes through digital literacy. Journal of Educational Technology, 45(2), 123–134.
[4] Zimmer, R., Jeong, Y., Hutchison, A., & Woodward, T. (2021). Digital literacy in education: Addressing gaps through innovative frameworks. Educational Review, 58(3), 345–367.

Keywords: Digital readiness, technology, education, critical thinking.