Developing digital competence for primary school teachers through interdisciplinary teaching practices

Abstract

This study explores how interdisciplinary teaching practices contribute to the development of digital competence among primary school teachers. Based on a comprehensive analysis of academic publications indexed in Scopus and Web of Science, the research synthesizes theoretical perspectives, practical models, and international experiences that link digital competence with interdisciplinary pedagogy. The findings reveal that digital competence is most effectively developed in authentic and collaborative teaching environments, where technology is integrated across multiple subject areas. Interdisciplinary approaches encourage teachers to use digital tools for communication, creativity, and problem solving, while promoting inclusive and student-centered learning. The study concludes that professional development programs should embed digital competence training into interdisciplinary practice rather than treat it as a separate component. Such an integrated approach enhances teachers’ innovation, adaptability, and reflective capacity, ultimately preparing students for active participation in a digitally connected world.