Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of personal-competencies are very important to the use of AI and metaverse in education. However, research on implementation of Falloon's (2020) TDC framework that requires interdisciplinary collaboration among school members is limited. Teachers' engagement in TDC development activities is influenced by school digital learning policy and culture, and explained by three needs satisfaction in Self-determination Theory. Therefore, this study had two goals. First it proposed and examined a research model using school learning support as a predictor, needs satisfactions as mediating variable and the two new sets of TDC as criterion variables by analyzing questionnaire data. Second, it identifies needs-supportive strategies for digital education by analyzing interviews and school documents. The participants were 370 school teachers. The results showed that the positive effect of the school learning support on TDC, and needs satisfaction fully mediated the relationship between perceived school learning support and the two sets of personal competencies. We also suggested 12 ways for designing school digital policy and culture that satisfy teachers' needs, and validated instruments of the two sets of personal competencies. TDC that covers teacher artificial intelligence competence is important to the future teacher professional development.

中文翻译：

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教师数字能力发展的自决理论方法

教师数字能力（TDC）框架指导政策修订和专业发展，通过人工智能（AI）和元宇宙等技术为教师未来课堂赋能。 Falloon（2020）扩展了 TPACK 框架，将个人道德和个人专业能力纳入其中，解决了新 TDC 框架在多样化数字环境中的道德、安全和高效运作问题。这两组新的个人能力对于人工智能和元宇宙在教育中的使用非常重要。然而，关于实施法隆 (2020) TDC 框架（需要学校成员之间跨学科合作）的研究有限。教师参与 TDC 发展活动受到学校数字化学习政策和文化的影响，并可以用自决理论中的三种需求满足来解释。因此，这项研究有两个目标。首先通过分析问卷数据，提出并检验了一个以学校学习支持为预测变量、需求满意度为中介变量、两组新的TDC为准则变量的研究模型。其次，它通过分析访谈和学校文件来确定数字教育的需求支持策略。参加者为370名学校教师。结果表明，学校学习支持对TDC的正向影响以及需求满意度充分中介了感知学校学习支持与两组个人能力之间的关系。我们还提出了 12 种设计学校数字政策和文化以满足教师需求的方法，并验证了两套个人能力的工具。涵盖教师人工智能能力的TDC对于未来教师专业发展具有重要意义。