Abstract
South African learners continue to underperform in large-scale assessments such as TIMSS and PIRLS, a concern linked to persistent teacher-centred pedagogies and limited classroom integration of digital tools. Strengthening teachers’ digital competence is therefore a key pathway to enhancing learner engagement and academic performance. This study investigated primary and secondary school teachers’ perceptions of their digital competencies in Lenasia using the European Digital Competence of Educators (DigCompEdu) framework. Guided by a positivist paradigm, the study adopted a quantitative, cross-sectional correlational design and used a DigCompEdu-based self-assessment questionnaire completed by 164 teachers. Data were analysed using exploratory factor analysis and partial least-squares structural equation modelling. The findings showed that while some DigCompEdu domains reflected the original single-factor structure reported in European validations, others, such as Professional Engagement, Digital Resources, and aspects of Assessment and Empowering Learners, split into multiple dimensions, indicating contextual variation in competence development. Overall, teachers most frequently reported competence at the Integrator–Leader . These results highlight both strengths and developmental gaps in digital pedagogy, offering a diagnostic baseline to inform targeted professional development and ICT policy support for South African schools.