Educational technologies in schools in Northern Ireland: Teachers’ digital competences in the Goldilocks zone

Abstract

The digital transformation of the educational landscape is an integral part of 21st-century learning, yet not all regions have capitalized on the benefits edtech brings. However, Northern Ireland’s (NI’s) education system presents a uniquely opportune environment for embracing edtech, acting as a veritable Goldilocks zone—where conditions appear just right for educational technology’s successful deployment. This work provides a significant expansion to the range and depth of research into educational technologies in NI and important point of reference for schooling, internationally. Notably, the research reveals an urgent need for a robust teacher competence framework. This framework would focus on developing the digital skills of educators, which would, in turn, enhance their digital capital—the skills, knowledge, and attitudes toward digital technologies that enable meaningful engagement in digital activities. The findings also underscore the critical importance of a strategic vision in the application of digital technology in pedagogy.