From Implementation to Application
An Empirical Analysis of Teachers’ Media and ICT Skills in the Reform Process
Bibliographic Data
| ID | 22044893 |
|---|---|
| Authors | Marina Grgic (0000-0001-9183-1456, Pädagogische Hochschule Wallis, corresponding author), Lynn Bolliger (University of Teacher Education in Special Needs) |
| Year | 2025 |
| Volume | 15 |
| Issue | 7 |
| Pages | 870 |
| Publication date | 2025-07-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15070870 |
| OpenAlex | W4412085141 |
| Language | EN |
| Citations received | 1 |
| References cited | 22 |
The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. To achieve this, two independent samples totaling 617 teachers were surveyed at different stages of the reform. The analysis employed a multivariate analysis of variance (MANOVA) to identify differences in the four facets of MIL competence between the samples. The results indicate that MIL competencies did not improve uniformly. While no significant differences were found in the facets of ‘ICT knowledge and application’ and ‘media education knowledge and application’, significant differences were observed in the facets of ‘specialized didactics MIL’ and ‘interdisciplinary pedagogical and didactic knowledge’. The latter facet showed higher values after the reform, likely due to increased exposure to further training measures. These findings illustrate that teachers’ competencies can develop differently throughout a reform process, highlighting the importance of targeted professional development programs. The study provides valuable empirical findings for educational research and offers practical implications for the design of future reform processes
Information and Communications Technology · Mathematics education · World Wide Web · Computer Science · Gender and Technology in Education · Psychology
Teacher pedagogical beliefs
Aligning teacher competence frameworks to 21st century challenges
Technological Pedagogical Content Knowledge
Linking School Culture to Successful Curriculum Reform
Meta-analysis of professional development programs in differentiated instruction
Powerful knowledge, educational potential and knowledge-rich curriculum
Long-term effects of primary schools on non-cognitive outcomes of students at age 17
Those Who Understand
A longitudinal study of primary teachers’ perceived competence in, and concerns about, National Curriculum implementation
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |