This article proposes an innovative framework for Vocational Education and Training (VET) teachers that integrates digital and social competences within a flexible and adaptive model (FLEXI-COMP). It is grounded in a comparative analysis of international and VET-specific competence frameworks and identifies a recurring gap: most frameworks focus primarily on digital skills, leaving limited room for key socio-professional competences for “digitality” (collaboration, creativity, and employability), which are especially relevant in such a diverse and work-oriented educational sector.
Based on this framework, the authors designed a flexible online training course implemented with 171 VET teachers in Spain. The study analyzes pre- and post-course changes across eight competence areas (five digital and three socio-professional), as well as perceived usefulness and time invested.
The results show improvements in all areas: within the social dimension, participants increased their knowledge in collaborative intelligence and creativity, while the strongest practical application was linked to digital assessment, digital teaching, and working with hidden talents.
Perceived usefulness was high across all competences, although age-related differences emerged, particularly regarding the time needed to complete the training.
Overall, the study provides evidence to rethink VET teacher training through a less rigid approach that is more closely connected to professional realities: it is not enough to simply “know how to use technology”, digital and social competences must be integrated to address changing contexts, heterogeneous learners, and inclusion needs.
The main contribution is twofold: an integrative competence framework (FLEXI-COMP) and a scalable training model aimed at reducing the gap between knowledge and classroom application, reinforcing the idea that digital literacy for VET teachers must also be socio-professional.
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How to Cite: Hernández Serrano, M. J., Morales Romo, N., Gago Rivas, V., & García Gutiérrez, C. (2025). Connecting digital and social competences in a flexible and adaptive framework for VET teachers. RIED-Revista Iberoamericana de Educación a Distancia, 28(1), 323–346. https://doi.org/10.5944/ried.28.1.41470
