Digital competency development for early childhood teachers under the Office of the Basic Education Commission

Abstract

This research aimed to (1) investigate the current and desired states, as well as analyze the priority needs for developing the digital competence of early childhood teachers in schools under the Office of the Basic Education Commission (OBEC), and (2) propose guidelines for enhancing their digital competence. The study sample consisted of 400 early childhood teachers affiliated with OBEC, selected through stratified random sampling. Data collection instruments included a questionnaire assessing the current and desired states of digital competence and a form for proposing development guidelines. Data were analyzed using mean, standard deviation, and the Priority Needs Index (PNI). The results revealed that the current state of digital competence was at a high level (Mean = 3.76, S.D. = 0.89), while the desired state was at the highest level (Mean = 4.67, S.D. = 0.51). The most critical area for improvement was Competence Area 5: Using Digital Technology in Teaching (PNI modified = 0.89). The study proposed five guidelines for development: (1) enhancing basic digital skills, (2) integrating digital tools into classroom instruction, (3) fostering awareness of digital safety and ethics, (4) building professional learning communities, and (5) evaluating and refining digital competence. These findings provide actionable insights to support the development of digital competence among early childhood teachers, addressing the demands of modern education.