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This paper focuses on one of the aspects most investigated and monitored in recent years by the Digital Economy and Society Index on the digitisation process in Europe—human capital, with an in‐depth focus on primary school teachers. Human capital is one dimension underlying school digital capital, closely related to integrating digital into daily practices. Starting from this framework, the paper will present the results of a survey on the digital competencies of teachers from five European countries (Italy, Spain, Lithuania, Romania and Poland), carried out in the framework of the European project Erasmus+ CAVE (Communication and Visual Education in homeschooling). This survey is preparatory to a training intervention and didactic experimentation on digital education, foreseen in the project, and used as a theoretical framework of reference for the DigCompEdu survey, promoted by the European Commission. The teachers' profiles, as the output of the research, will be able to give stakeholders a picture of the investment of schools and teachers, in terms of the application of digital competencies on different educational processes: classroom teaching, assessment, professional training, preparation of teaching materials for the lesson and the implementation of competencies, including digital ones, of students. [ABSTRACT FROM AUTHOR]

This contribution focuses on one of the three components of the DESI Index (Digital Economy and Society Index), human capital, through the presentation of the CAVE-Communication and Visual Education in Home- schooling project, funded by the European Commission through the National Agency for the Erasmus+ Program to the primary school teachers. The article presents the preliminary evaluation results of the CAVE project related to the digital skills of teachers acquired during the 2022-2023 experimentation. This study makes it possible to frame the type and level of knowledge and skills of primary school teachers in 5 European countries involved in the project (Italy, Spain, Lithuania, Romania and Poland), trying to emphasize at what moment in the professional life of digital teaching it is more domesticated to achieve professional goals than the main six areas of integration outlined in the European framework DIGCOMPEDU (Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners and Facilitating Learners). In fact, this model represents one of the European Commission's main tools for investigating the human capital of educators at a European level, in a comparative key, in line with the criteria underlying the DESI INDEX, contextualised in the specific field of school. [ABSTRACT FROM AUTHOR]