Navigating Digital Competence in Multilingual Diverse Classrooms: A Mixed-Methods Study of In-Service Elementary Mainstream Teachers

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 2
  In Roundtable Session: STEM Pathways and Multicultural Perspectives

Abstract

This mixed-methods study investigates how primary school teachers in Greece and Cyprus perceive and enact their digital competences in multilingual and multicultural mainstream classrooms. Grounded in the DigCompEdu framework and the extended TPACK model, the study identifies three distinct digital competence profiles—high, moderate, and low—based on data from 146 teachers. Cluster analysis and Kruskal-Wallis testing revealed competence differences shaped by inclusion strategies, pedagogical adaptability, and systemic barriers. Qualitative thematic analysis enriched findings, supported by Pearson correlation clustering via NVivo. Results emphasize the role of contextual factors in shaping digital readiness and highlight the need for sustainable, differentiated professional development. The study contributes to SDGs 4 and 10 by promoting inclusive, context-aware digital education practices.

Authors

• Nansia Kyriakou, Frederick University

• Nikleia Eteokleous, Frederick University

• Maria Mitsiaki, Democritus University of Thrace