From needs analysis to micro-learning course design: recommendations from a modified Delphi study on Greek university educators' digital educational needs

Introduction Ongoing digital transformation in Higher Education emphasizes the centrality of educators' digital competence for high-quality, student-centered teaching. This competence includes informed, ethical and pedagogically grounded use of digital technologies, alongside the competency to foster students' own digital literacy. Despite broad recognition of these demands, systematic evidence on the current state of digital competence among university educators in Greece remains limited. Methods This study addresses this gap through a modified three-round Delphi approach involving experts from diverse academic disciplines across Greek Higher Education Institutions, using purposive and maximum variation sampling. The process was guided by the HeDiCom framework and combined quantitative (Likert-scale ratings, strength score, and participant endorsement thresholds) and qualitative (inductive thematic analysis of open-ended responses) data across iterative rounds to achieve consensus. Results Findings serve a dual purpose: first, to provide a detailed, evidence-based mapping of priority areas for professional development in educators' digital skills; and second, to inform the design of a micro-learning course that directly responds to these priorities. Findings revealed a consensus-based list of 11 “Essential” digital educational needs, clustered into two core thematic axes: (1) Pedagogical approaches and teaching strategies with digital technologies, and (2) Selection and pedagogical integration of digital educational resources. Discussion Ultimately, the resulting micro-learning course aims to strengthen university educators' digital competencies, enabling them to effectively integrate technology into their teaching practices and respond to evolving educational contexts.