2023-10-042023-10-042023-10http://hdl.handle.net/11599/5458The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development through technology. Thus, this framework outlines vital knowledge, skills and attitudes, nurturing digital literacy and technological adeptness. Aligned with an international model designed by UNESCO and Zambia's context, the framework standardises competencies, offers guidance, fosters teacher professional growth and bridges digital disparities, ultimately enhancing education quality.enhttps://creativecommons.org/licenses/by-sa/4.0/Technology-Enabled Learning (TEL)Teacher EducationICT in EducationCapacity BuildingProfessional DevelopmentDigital LiteracyReporthttps://doi.org/10.56059/11599/5458