Jul 2026· International Journal of Education and Practice· 0 citations· 27 references
TL;DR
Empirical evidence was found that virtual environments do not influence all the competencies uniformly, underlining the need for targeted strategies and teacher training policies aligned with inclusive, equal and high-quality education goals.
Abstract
The present study aligns with the fourth Sustainable Development Goal (SDG), Quality Education, it highlights the importance of robust virtual learning environments as key enablers of interactive, adaptive, tech teaching methods and learning processes. Under a context of accelerated digital transformation, the research aimed to determine the relationship between virtual environments and teachers’ digital competencies in an educational institution in Lambayeque, Peru, during 2024. A basic quantitative methodology was adopted, using a non-experimental, cross-sectional correlational design. The sample was composed of 51 teachers picked through non-probabilistic convenience sampling, and data were collected through the application of two structured questionnaires that assessed perceptions of virtual learning environments and levels of digital competencies. The results revealed a strong and statistically significant positive association between virtual environments and overall digital competencies (Spearman’s rho = 0.800; p < 0.001). The second variable was divided into three dimensions. Virtual environments showed a very strong association with technical competencies (rho = 0.901), a moderate association with educational competencies (rho = 0.581), and a weak association with programmatic competencies (rho = 0.120). These differentiated relationships gave us empirical evidence that virtual environments do not influence all the competencies uniformly, underlining the need for targeted strategies and teacher training policies aligned with inclusive, equal and high-quality education goals.
The rapid integration of digital technologies into education has fundamentally reshaped what it means to teach effectively in the 21st century. While teachers are increasingly expected to design, manage, and assess learning in digital environments, there remains limited large‑scale evidence identifying where their most pressing development needs lie. This study addresses that gap by conducting a comprehensive needs assessment of teachers' digital learning management competencies across four major educational authorities using a quantitative survey design. Drawing on data from 1,550 educators selected through multistage random sampling, the study compares perceived current and desired competency levels using a validated questionnaire and the Priority Needs Index Modified (PNImodified). The four competency domains examined were: Learning Activity Design (LAD), Development and Use of Instructional Media (DIM), Classroom Management (CM), and Measurement and Evaluation (M&E). The findings revealed that teachers generally perceive themselves as proficient in digital learning management. However, clear gaps persist between current practice and desired performance. Among the four competency domains, M&E emerged as the highest priority for development (PNImodified = 0.244), followed by DIM (0.224), CM (0.217), and LAD (0.211). Notably, this pattern was highly consistent across all four Thai national educational authorities, pointing to system‑wide rather than localized needs.
Natchanun Chantakupt, Thanongsak Sovajassatakul, Jaruwan Ployduangrat· International Journal of Tec...· 0 citations
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.
Digital technology has become an indispensable component of contemporary education, transforming conventional teaching-learning practices into more interactive, collaborative, and learner-centred experiences (Haleem et al., 2022; Nair, 2021). The successful integration of digital technology in schools depends not only on the availability of technological resources but also on students' perception and readiness to utilize these technologies effectively (Khan, 2025; Ying et al., 2024). The present study, entitled "Exploring Secondary School Students Perception and Readiness towards Digital Technology Integration in teaching learning process," investigates the perception, readiness, and experiences of secondary school students regarding digital technology integration in the teaching-learning process. The study employed a descriptive survey research design. The population comprised of Class IX students of Government secondary schools in Sadar Block of Keonjhar district, Odisha. A sample of 60 students from five secondary schools was selected using the simple random sampling technique. Data were collected through self-developed Perception Scale, Readiness Scale, and Focus Group Discussion (FGD).
Mr. Dinesh Maharana, Basanti Bera, Khageswari Mahanta· International journal of all...· 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 study examined the degree to which teachers in inclusive education schools in Qasabat Al‑Salt possess digital teaching skills. A descriptive survey design was used with an intentional sample comprising the full population of eligible government‑school teachers (N=16) during the first semester of 2023/2024. Data were collected via a questionnaire targeting three domains of digital teaching: planning, implementation, and evaluation. Results indicated a moderate overall level of digital teaching skills in the context of inclusive education. Based on these findings, the study proposes a targeted professional development plan emphasizing: (a) lesson planning that integrates accessible digital resources and universal design for learning principles; (b) technology‑supported delivery (e.g., assistive tools, platform fluency, classroom management in blended settings); and (c) assessment practices that leverage digital tools for differentiation and feedback. Practical implications for educational leaders include allocating resources for school‑level technologies, scheduling sustained, practice‑embedded training, and aligning supervision standards with digital‑inclusion competencies. Limitations include the small, single‑district sample and self‑report measures; future research should employ larger, multi‑site samples, include classroom observations, and examine student outcomes to validate skill–impact links. Overall, the evidence supports systematic capacity‑building to strengthen teachers’ digital readiness for inclusive classrooms.
Taghreed Ibrahim Mohammed Al-Salamah· Jordan Journal of Applied Sc...· 0 citations
Digital transformation in higher education requires the development of learning that is able to integrate digital skills as a main part of the learning process. This study aims to analyze the influence of digital skills-based integrated learning on students' 21st century competencies. This study uses a quantitative approach with an explanatory design. The research sample consisted of 150 students who were selected using the purposive sampling technique. Data were collected through a Likert scale questionnaire and analyzed using descriptive statistics as well as simple linear regression. The results showed that digital skills-based learning was in the high category (mean = 4.18), as well as the 21st century competence of students (mean = 4.02). The results of the regression test showed that learning digital skills had a positive and significant effect on students' 21st century competence (β = 0.71; p < 0.05). The determination coefficient of 56.2% shows that digital learning makes a considerable contribution to improving student competence. In addition, all 21st century competency indicators, including critical thinking, creativity, collaboration, communication, digital literacy, and problem solving, have increased significantly, with the greatest influence on the digital literacy aspect. These findings show that digital skills-based integrated learning is effective in improving students' 21st century competencies and is relevant to be applied in the transformation of higher education in the digital era.