Muhammad Fazil

I left my position as a secondary school physics teacher in Pakistan's public sector schools to pursue graduate studies at the University of Padua. I am a PhD researcher with a master’s degree in physics. My research interests revolve on the areas of teacher education, with a special focus on STEM education in general and the professional development of science teachers in particular. My PhD research's focus is to investigate the level of Science and Mathematics teachers' Digital Competence and its development as a result of their active participation in formal and informal professional development programs. 

Digital competence plays a crucial role in integrating technology, pedagogy, and content, as highlighted by Casillas Martín et al. (2020) and Tusiime et al. (2019). It forms the backbone of a high-quality educational environment. However, research by Kabakci Yurdakul and Coklar (2014) and Petko (2012) underscores the challenges faced by teachers who lack digital skills, making it difficult for them to incorporate technology into their teaching. In contrast, as Smarkola (2008) points out, digitally proficient teachers can effectively use these tools to engage students and improve learning outcomes.

Teachers with strong digital competences not only integrate digital technologies into their lessons but also inspire students by demonstrating their creative and practical applications (Dinçer, 2018; Silva et al., 2019). Yet, the digital skills expected of teachers extend beyond general societal norms. Teachers uniquely influence their students’ digital development through their teaching practices and by providing meaningful learning support (Krumsvik, 2014).

While much of the focus has been on technology integration, this study takes a step further. It aims to explore the levels and dimensions of digital competence among science and mathematics teachers, examining how professional development (PD) programs and contextual factors shape these competences. The overarching research question guiding this work is: How do digital competences develop among in-service secondary science and mathematics teachers, and how are they influenced by professional development and contextual factors?

The study employs a mixed-methods research approach within a case study design. In the first phase, quantitative data were collected and analyzed to build a broad understanding of the research problem. This was followed by qualitative data collection through case studies in various educational settings to gain deeper insights and integrate these findings with patterns observed in the initial phase.

The first phase involved self-reported data from Italian and Pakistani science and mathematics teachers through the survey tool, “Tech-Teach Boost (TTB): Your Digital Competences.” The survey focuses on four dimensions of digital competence, professional development, and demographic factors. So far, 440 responses from Pakistani teachers and 340 responses from Italian teachers have been collected. Interviews with teachers are currently underway to enrich the findings.

This research aims to provide valuable insights for teachers, policymakers, and training providers, offering guidance on improving the design and delivery of future teacher training programs. By understanding how digital competences are shaped, this study hopes to contribute to more effective professional development and better integration of technology in teaching practices.