The aim of this study is to examine the enduring impact of digital competence on university educators’ practices. The COVID-19 pandemic accelerated higher education’s shift to digitization as universities adopted emergency remote teaching. While educators digitized their teaching in only few days, there is asignificant difference between the quality of instruction of a well-designed online course and courses offered online in response to the health crisis. In theaftermath of this crisis, is important to characterize educators’ digital competences for several reasons. These include to empower their use of learning technology, to support their teaching in innovative ways, and to ensure accessibility to learning resources and activities to all learners, including those withspecial needs. To do this, we turn to the research-based European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu’s purposeis to develop teacher digital competences and take advantage of learning technology to improve and innovate education. DigCompEdu provides the frameworkfor qualitative analysis of data collected from lesson observations and interviews with university educators (n= ~30). The study participants, faculty at one university in Scandinavia, represent a diverse range of disciplines, genders, and other social categories. The significance of this research is both theoretical andapplied. It increases knowledge of how educators develop their digital competences and take advantage of learning technologies to innovate. In addition, itsupports inclusive education, as students’ need to become digitally competent depends on educators’ development of their own digital competence