THE DIGITAL ABC: A SYSTEMATIC ANALYSIS OF TEACHER PRACTICE IN REFRAMING PRIMARY INSTRUCTION
THE DIGITAL ABC: A SYSTEMATIC ANALYSIS OF TEACHER PRACTICE IN REFRAMING PRIMARY INSTRUCTION

Summary/Abstract: The integration of technology into the educational process led to changes in educational goals by emphasizing the development of key competences necessary for integration into the labor market, including digital competence. The changes targeted both the school curriculum and the reforms needed to update it, as well as teaching practices aligned with a student-centered paradigm. This research aims to investigate, through a systematic analysis of the specialized literature, effective teaching practices for developing digital competence in primary school students, as well as the factors that influence these practices. We analyzed the following aspects: types of professional development programs for teachers which have proven effective in the long term, determinants that influence the teachers’ digital competence level, the teaching practices used to develop digital competence in young students and their impact on the learning process. We also analyzed the barriers encountered in integrating technology and ensuring digital equity. The 29 included studies were selected from international databases (WoS, ProQuest, ScienceDirect), and the review process followed the PRISMA reporting guidelines. The results of the research highlighted that training programs that included applied activities, mentoring, collaborative learning, or those leading to the formation of the practice communities were the most effective. The level of development of teachers’ digital competence is influenced by both personal characteristics and institutional factors. The development of digital competence in primary school students is a complex process that involves educational policy, teacher professional development, institutional factors, and teaching practices tailored to specific age levels.

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