This article examines how models of teacher digital maturity can be combined to produce a unified version that can be used to design diagnostic tools and methods. 11 models applicable to the field of compulsory education were identified through a literature review. The models and how their constituent dimensions contribute to the determination of maturity levels were analyzed. The summary highlights the diversity of the dimensions used and the fact that digital maturity is only partially taken into account. What's more, most of these models focus on the most recent maturity levels associated with innovative or pioneering teachers. The models tend to exclude teachers who are not digital users or who have a low level of digital use, but who are present in the French context. In the final part of the article, a proposal for a unified model of teachers' digital maturity, MUME, which addresses these two issues, is described, together with the preliminary results of a study aimed at designing a diagnostic method.

翻译：本文探讨如何整合教师数字成熟度模型以构建统一版本，进而用于设计诊断工具与方法。通过文献综述识别出适用于义务教育领域的11种模型。研究分析了这些模型及其构成维度对成熟度等级判定的贡献机制。总结部分指出：现有模型在维度选取上呈现显著多样性，且仅部分涵盖数字成熟度的完整内涵。此外，多数模型聚焦于与创新型或先锋型教师相关的最新成熟度等级，倾向于排除非数字用户或数字应用水平较低的教师群体——而这部分教师在法国教育情境中实际存在。文章最后提出解决上述两个问题的统一教师数字成熟度模型MUME，并介绍了旨在设计诊断方法的初步研究成果。