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<p>This qualitative study examines the state of Teacher Digital Competence (TDC) in New Zealand primary schools through interviews with five teachers. Applying Starkey’s model of digital integration and the DigCompEdu framework (Redecker in European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union, Luxembourg, 2017), the research reveals a spectrum of technology adoption from basic tool use to advanced pedagogical infusion. Key findings highlight technology’s role in enhancing student engagement and inclusive education, while identifying persistent barriers including infrastructure limitations, professional development gaps, and equity concerns. The study particularly emphasises the underdeveloped potential of culturally responsive digital pedagogies in New Zealand’s bicultural context. Findings suggest that while foundational digital competence is widespread among teachers, transformative integration remains constrained by systemic factors. The research contributes to international discussions on digital education by offering a contextualised understanding of TDC development in New Zealand’s unique educational landscape, proposing recommendations for policy and practice that balance technological innovation with equity and cultural responsiveness.</p>

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Teacher Digital Competence in New Zealand Primary Schools: A Qualitative Study of Integration Practices, Challenges, and Cultural Considerations

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月9日

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  • Huidan Niu,
  • Maureen Rajani Rajendran Niranjan

摘要

This qualitative study examines the state of Teacher Digital Competence (TDC) in New Zealand primary schools through interviews with five teachers. Applying Starkey’s model of digital integration and the DigCompEdu framework (Redecker in European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union, Luxembourg, 2017), the research reveals a spectrum of technology adoption from basic tool use to advanced pedagogical infusion. Key findings highlight technology’s role in enhancing student engagement and inclusive education, while identifying persistent barriers including infrastructure limitations, professional development gaps, and equity concerns. The study particularly emphasises the underdeveloped potential of culturally responsive digital pedagogies in New Zealand’s bicultural context. Findings suggest that while foundational digital competence is widespread among teachers, transformative integration remains constrained by systemic factors. The research contributes to international discussions on digital education by offering a contextualised understanding of TDC development in New Zealand’s unique educational landscape, proposing recommendations for policy and practice that balance technological innovation with equity and cultural responsiveness.