Examining the Digital Material Design Competencies of Special Education Teachers in Teaching Academic Skills

Abstract

This study examined teachers’ perceived digital material design competencies for teaching academic skills in special education and related fields in the Turkish Republic of Northern Cyprus (TRNC), considering gender, department, professional experience, educational status, technology-use frequency, and digital tool training. Using a quantitative descriptive survey design, data were collected online via Google Forms from 292 participants across five TRNC universities during the spring semester of 2023–2024 (February–April 2024), using the Digital Material Design Competencies Scale (DMDTCS). Descriptive statistics, independent-samples t-tests, one-way ANOVA, Pearson correlation, and multiple linear regression were applied. The overall mean DMDTCS score was 3.52 (SD = 0.79), with the highest mean in Design and Development Competency (3.72) and the lowest in Application and Evaluation Competency (3.29). Educational status, professional seniority, department, technology-use frequency, and digital tool training were significantly associated with DMDTCS scores, while gender significantly affected only the Design and Development dimension, not the total score. Regression analysis identified digital tool training (β = .31) and technology-use frequency (β = .24) as the strongest predictors of total competency (R² = .42). Findings indicate that digital material design competence develops mainly through structured training and consistent technology use, suggesting that professional development in special education should emphasize accessible material design, individualization, and systematic evaluation of material effectiveness.