The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset, and recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.
Abstract
This paper examines the relationship between teachers’ age and their digital-pedagogical readiness in the context of evolving educational practices. As schools increasingly adopt digital tools and interactive methodologies, the ability of teachers to adapt becomes essential for successful educational reform. The study aims to determine whether age constitutes a barrier or serves as a supportive factor in developing relevant competences. A quantitative correlational research design was applied, involving 145 teachers across different educational levels in Bulgaria. Four key criteria were assessed: satisfaction with interpersonal communication, implementation of innovative strategies, collaboration with external specialists, and acquisition of new professional competences. The analysis revealed no significant correlation between age and digital-pedagogical readiness, suggesting that professional experience may balance or even enhance adaptability. Older teachers demonstrated resilience, confidence, and strategic thinking, while innovation and openness to change were evident across all age groups. The findings challenge common assumptions about generational gaps in technology integration and support a more nuanced understanding of teachers’ readiness. The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset. It recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.
This meta-analysis examines the drivers of teachers' pedagogical competence in the digital era, focusing on educational technology integration, organizational support, and self-efficacy. Following PRISMA 2020 guidelines, we analyzed 105 peer-reviewed studies (2016–2026) from Scopus and Web of Science. Results revealed significant positive effects: technology integration interventions showed large effects on TPACK development (d = 0.839); IT self-efficacy strongly correlated with TPACK (r = 0.607); and the Technology Acceptance Model explained 39.2% of variance in adoption intentions. Pre-service teachers exhibited stronger self-efficacy–TPACK correlations (r = 0.666) than in-service teachers (r = 0.538). Methodological gaps included limited longitudinal designs and geographic concentration. Findings suggest effective pedagogical competence development requires integrated approaches combining technology literacy, institutional support, and self-efficacy enhancement within context-sensitive frameworks.
Khusnul Khotimah, E. Djatmika, S. Utaya et al.· Journal of Interdisciplinary...· 0 citations
The implementation of the intended curriculum in schools is continually evolving due to rapid technological advancements that are reshaping teaching and learning processes. While emerging technologies such as virtual reality and artificial intelligence hold transformative potential, South African schools predominantly rely on low-threshold, accessible technologies including digital and offline resources, mobile learning tools, and basic learning management systems. We conducted this qualitative case study to explore primary school teachers' readiness to integrate emerging technologies into the curriculum. Guided by an interpretive paradigm, we purposively sampled three teachers as participants. Data were generated through semi-structured interviews and reflective activity, and analysed using the Technological Pedagogical Content Knowledge framework. Findings indicate that teachers rely more on hardware and ideological resources than on software resources, reflecting strong pedagogical and content knowledge but lower confidence in technological knowledge. Furthermore, we found that teachers' practices are influenced by professional identity, societal norms, and informal knowledge rather than prescribed curriculum documents. The study concludes that meaningful curriculum transformation requires strengthening teachers' technological competence through continuing professional development and innovation-focused teacher education programmes. To achieve this, we recommend that teacher training programmes focus on digital competence to strengthen the integration of emerging technologies into the curriculum.
L. Nene, Lerato Hlengiwe Sokhulu· Journal of education· 0 citations
This paper examines the integration of digital pedagogy in teacher training and its implications for national technological advancement. In an increasingly digitalized global landscape, the effectiveness of education systems depends largely on the capacity of teachers to utilize technology-driven instructional strategies. The paper argues that embedding digital pedagogy into teacher education programmes enhances teachers’ competencies in the use of information and communication technologies (ICT), thereby improving teaching quality and fostering innovation among learners. Drawing on contemporary literature and policy frameworks, the paper highlights how digitally competent teachers contribute to the development of a technologically skilled workforce, which is essential for national growth and competitiveness. The paper posits that the alignment of teacher training curricula with digital realities promotes critical thinking, problem-solving skills, and adaptability among students’ key attributes required in modern economies. It also identifies challenges such as inadequate infrastructure, limited access to digital tools, and insufficient professional development opportunities as barriers to effective implementation. The paper advocates for strategic investments in digital infrastructure, continuous teacher professional development, and supportive educational policies to strengthen the integration process. The paper concludes that the successful integration of digital pedagogy in teacher training is not only an educational reform strategy but also a national development imperative.
Saidu, I., Aliyu, S.· AKUM JOURNAL OF GREEN ECONOM...· 0 citations
This literature review critically analyzes innovative strategies for updating the teaching practices of university professors of Language and Literature in the face of digitalization and institutional vulnerability. The study stems from a clear need: to understand that innovation is not a purely technical matter, but rather a complex reconfiguration marked by the clash between disciplinary tradition, technological advancement, and the structural inequalities of Latin American higher education. Through a meticulous examination of the literature, three key areas are identified: the persistence of traditional, teacher-centered classes; the scope and limitations of active methodologies and virtual learning environments; and the material conditions that shape change in universities. Simultaneously, the article delves into pedagogical resilience in the face of emergencies, using Ecuadorian universities recently impacted by crises as a case study. The findings demonstrate that, although innovative strategies enhance student autonomy and collaborative learning, their actual success depends on fundamental factors: material support, teacher training, and institutional backing. Therefore, educational innovation is revealed as an unequal and situated process. It is concluded that updating this teaching method requires a critical and humanistic approach, capable of integrating pedagogical innovation with cultural mediation and addressing current social inequalities.
Santa Rocío Toala Ponce, Rosa Romelia Posso Martínez, Gladys Janet Betancourt Sevilla et al.· Ibero-American Journal of Ed...· 0 citations
The rapid digital transformation of education has intensified the need for continuous professional development (CPD) that equips teachers with relevant digital, pedagogical, and content competencies. This study examines the effectiveness of online training as a modality for enhancing teachers’ professional competencies in the digital era. Drawing on a quasi-experimental pre-test/post-test design involving 180 in-service teachers who participated in a structured 10-week online CPD programme focused on digital pedagogy, technological pedagogical content knowledge (TPACK), and classroom integration of digital tools, the research measured changes in digital competence, pedagogical practices, self-efficacy, and instructional application. Results indicated statistically significant gains in overall professional competencies (medium-to-large effect sizes), with particularly strong improvements in digital literacy, resource creation, and technology-enhanced instructional strategies. Teachers also reported higher self-efficacy and greater intention to apply newly acquired skills. Findings align with recent meta-analyses showing that well-designed online professional development (OPD) produces medium effects on teacher-level outcomes and smaller but positive effects on classroom practice. The study concludes that online training, when interactive, collaborative, content-focused, and sustained, is an effective, scalable strategy for teacher CPD in the digital era. Implications for programme design, policy, and future research are discussed
Tushar Sampat Tathe· International Journal of Adv...· 0 citations
This phenomenological study explored the experiences, coping mechanisms, and educational management
insights of Senior High School teachers who integrate technology into the delivery of Technical-Vocational Livelihood
(TVL) education in the digital age. Using a qualitative approach, the study employed purposive sampling in selecting ten
(10) Senior High School teachers assigned to teach the Technical -Vocational-Livelihood (TVL) strand in the Sta. Maria
West District, Division of Davao Occidental. Three major themes emerged regarding teachers’ experiences: emphasizing
learners’ autonomy and the application of skills, adopting a contextualized, practical approach to learning delivery, and
integrating industry-based technologies. Coping mechanisms included engaging in peer mentoring and collaborative
learning communities, accessing self-directed online learning, and fostering a resilient growth mindset. Meanwhile,
educational management insights highlighted the importance of intensifying infrastructure support, strengthening teacher
capacity building, and implementing effective monitoring and evaluation systems. The findings underscore the
transformative potential of educational technology to enhance technical-vocational education when supported by adequate
infrastructure, continuous professional development, and strategic leadership. This study offered a foundation for more
inclusive, adaptive, and future-ready TVL education in the Philippines.
Rodel M. Ladeza· International Journal of Inn...· 0 citations
