Abstract
Digital transformation is regarded as the foremost priority for public governance reform across all sectors, encompassing the education domain, which has been undergoing its own digital transformation journey spanning from primary to higher education levels. Drawing from five elements of digital competency (DC) derived from conceptual references to competency, professional proficiency, digital technology, and digital transformation frameworks, opinions on these elements were sought from primary teachers and teacher students. The findings reveal disparities in the digital competency levels among teacher students relative to the demands, with notable concerns surrounding digital assessment, security, and safety in cyberspace. It is emphasized that additional emphasis should be placed on integrating digital competency domains into training programs, as digital competencies represent a deficiency in the criteria for teachers, which should be explicitly addressed in program learning outcomes (PLOs). Moreover, the increasing significance of digital competency underscores the necessity for its seamless integration into training programs catering to primary education teacher students. Further research is warranted to explore various aspects of this topic, including its scope, comparative analysis with teacher training in other sectors, and the perspectives of primary school principals.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call