Interdisciplinary teaching as a strategy for developing digital competence in primary school teachers
Keywords:
digital competence, interdisciplinary teaching, primary school teachers, educational innovation, digital transformation, teacher professional developmentAbstract
Digital competence has become an essential professional requirement for primary school teachers in the context of educational digital transformation. At the same time, interdisciplinary teaching has increasingly been recognized as an innovative pedagogical approach that supports integrated learning and professional collaboration. This study investigates the role of interdisciplinary teaching as a strategy for developing digital competence among primary school teachers through a qualitative documentary research approach. Secondary data were collected from books, peer-reviewed journal articles, conference proceedings, and academic publications indexed in Scopus and Web of Science between 2020 and 2025. The study employed qualitative content analysis to identify major themes related to digital competence frameworks, interdisciplinary instructional practices, technology integration, professional development, and implementation challenges. The findings indicate that interdisciplinary teaching contributes significantly to the enhancement of teachers’ technological, pedagogical, collaborative, and reflective competencies. In addition, interdisciplinary approaches encourage innovation, learner-centered instruction, and professional adaptability in digitally transformed educational environments. However, several barriers remain, including insufficient technological infrastructure, limited professional training, workload pressures, and institutional constraints. The study suggests that educational institutions should strengthen interdisciplinary collaboration and provide continuous professional support to promote sustainable digital competence development among primary school teachers.
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