 486  Opportunities for Self-Evaluation in the Field of Vocational Subject Teachers’ Digital Competencies with an Accent Placed on Reference Framework Standardization Silvia Barnová 1 , Lívia Hasajová 2 , Slávka Krásna 3 University DTI 1, 2,3 Department of School Pedagogy and Psychology 1,3 , Department of School Didactics 2 Ul. Sládkovičova 533/20 018 41 Dubnica nad Váhom, Slovak republic e-mail:barnova@dti.sk 1 , hasajova@dti.sk 2 , krasna@dti.sk 3 DOI: https://doi.org/10.15414/isd2022.s5-1.02 Abstract In the proposed paper, the issues of self-evaluation in the context of vocational subject teachers’ digital competencies are elaborated with an accent placed on the currently applied reference frameworks in the European environment. Special attention is paid to the DigCompEdu reference framework, within which digital competencies are considered among teachers’ key competencies in the current information society. From among the number of reference frameworks, we mention ECDL – European Computer Driving Licence, as well as ISTE and MENTEP standards. Particularly, the questions of educational transformation in the context of distance teaching and opportunities for improving the quality of the teaching profession in the information society are dealt with. Self-evaluation is presented as a dynamic process of a changing set of interconnected activities, which are in mutual interaction. The topic is discussed in the context of the European environment having an impact on education in Slovakia. Keywords: Teachers’ digital competencies, self-evaluation, vocational education and training, distance teaching. JEL Classification: I2 1. Introduction In the modern information society, people are surrounded by digital technologies, which form its basis. Technologies mediate huge amounts of information, which is reflected in the name of the current society. They have an impact on all phases of our lives and so, this phenomenon cannot be omitted in the sphere of education, what is more, it is probably education which is most influenced by digital technologies. Understanding digital technologies in relation to humans is not easy and is not clearly defined by experts at all. Nevertheless, certain initiatives by the information science can be observed and it is information scientists who consider digital literacy among the most important topics in their field of interest. But it is not only the information science that focuses on digital literacy and digital competencies, but also pedagogy, sociology, and informatics deal with them. These phenomena can be considered transdisciplinary. The target group is formed by teachers in the context of information society, expectations placed on them, and the undergoing changes in the teaching profession. Their role has been changing as a consequence of massive technological development during the last decades and therefore, technological transformation is necessary, and teachers’ digital competencies must be developed for evaluating educational activities, the educational environment or the outputs of education.