accreditation service



Teaching learning centers

The PROF XXI Competence Framework for Teaching and Learning Centres

The PROF XXI Framework: Institutional Competences for 21st Century Learning draws from the European Framework for Digitally Competent Educational Organisations (DigCompOrg) and the subsequent European Framework for the Digital Competence of Educators (DigCompEdu). However, it’s focus is not on the digitally preparedness of organisations or on the digitally readiness of educators, but on how Teaching and Learning Centres (TLC) may be able to spearhead and support innovation of teaching and learning practices with the use of digital technologies. The framework organises a total of 50 competences that are distributed in 5 levels and 5 dimensions that are interrelated, as seen in the table below.

Based on this competence framework, the PROF XXI accreditation service has developed a classification of the TLC expressed in 5 levels, as follows:

  • Level 1 – Development
  • Level 2 – Innovation
  • Level 3 – Value creation
  • Level 4 – New Challenges and Opportunities
  • Level 5 – Public accountability of impacts for continuous improvement

For each of these stages of development, a number of standards and quality indicators has been established, as follows:





Level 1 Development The TLC demonstrates the basic competences to start its activities.
  • The TLC has a set of specialised human resources, material conditions and adequate technological infrastructure to support the educational community in conducting digital teaching and learning processes with quality.
  • The TLC identifies innovative teaching practices and support needs by the different actors within the Higher Education Institution (HEI).
  • The TLC aggregates feedback and organises the HEI’s reflection and own institutional learning on digital education processes.
Level 2 Innovation The TLC demonstrates to have the necessary competences to be able to generate and promote educational innovation in its HEI.
  • The TLC has the capacity to install new educational experiences of reference.
  • The TLC promotes the proficient use of digital technologies in the teaching and learning processes.
  • The TLC generates spaces for training and exchange of good practices between the different actors.
Level 3 Value creation The TLC demonstrates to have the necessary competences to generate value in its institution, bringing about changes and transformations in its culture.
  • The TLC is able to disseminate new models of training and excellence to promote change.
  • The TLC’s action leads to an increase in the quality of education.
  • The specific HEI policies for promoting digital education applied by the TLC contribute effectively to the cultural transformation of the institution.
  • The TLC’s action promotes the installation of good practices.
  • The TLC generates evidence on new practices to support decision-making by the HEI governing bodies.
Level 4 New Challenges and Opportunities The TLC demonstrates to have the necessary competences to identify new institutional challenges related to innovation and teaching quality.
  • The TLC is able to identify and visualise new horizons on teaching practice and quality learning scenarios that enhance student learning.
  • The TLC defines indicators and metrics to evaluate educational innovations.
  • The TLC involves the institution’s actors at different levels and systematises the challenges from the information collected into concrete actions for the institutional strategy.
Level 5 Public accountability of impacts for continuous improvement The TLC demonstrates to have the necessary skills to ensure the monitoring and transparency of the actions carried out.
  • The TLC assesses the impact of the actions taken for supporting teaching and learning innovation.
  • The TLC assures the visibility of the impact of its activities through internal and public reports.
  • The TLC conducts research projects to evaluate the impact of innovation activities conducted or to support continuous incremental innovation.

Created by:

With the support of:

In partnership with:

Created by:

With the support of:

In partnership with: