Abstract
This study explores the digital competencies of compliance officers in facilitating corporate training within a South African banking context. As digital transformation accelerates in financial services, COs must integrate technology, pedagogy, and regulatory content to deliver effective compliance training. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and benchmarked against UNESCO’s ICT Competency Framework for Teachers, DigCompEdu, and South Africa’s Professional Development Framework for Digital Learning, the research employed a qualitative phenomenological case study design. Data were collected through a diagnostic self-assessment survey with 15 participants and structured interviews with 5 of the participants that completed the survey, analysed using descriptive statistics and reflexive thematic analysis. Findings reveal strong governance-related competencies in ethics and safety (TCK) and content curation (CK), moderate proficiency in digital communication and collaboration (PK), and significant gaps in interactive content creation (TK), adaptive facilitation (TPK), and sustained professional growth (integrated TPACK). Alignment analysis indicates convergence with ethical standards but misalignment in learner-centred design and continuous professional development. The study recommends targeted interventions leveraging frameworks such as PDFDL and DigCompEdu to enhance multimedia design, collaborative pedagogy, and reflective practice. These insights contribute to theory and practice by informing professional development strategies that advance compliance training from static delivery toward transformative, digitally enabled learning aligned with global standards.