International Journal of STEM Education, Год журнала: 2024, Номер 11(1)

Опубликована: Ноя. 2, 2024

Abstract Background Integration of digital tools and resources in STEM instruction has garnered significant attention due to its high potential. Digital professional development is identified as a pivotal factor for equipping teachers with necessary skills effectively orchestrate resources. Notably, the role learning communities considered critical. However, intricate relationships among development, communities, instructional integration remain underexplored. Utilizing partial least-squares–structural equation models (PLS–SEM), present study examined links ( N = 16,072) who participated Programme International Student Assessment (PISA) 2022. Results Findings from PLS–SEM analysis indicate that exhibits direct positive relationship integration. Relatedly, positively correlated In terms indirect effect, findings show play mediating linking Conclusions This reports new evidence on influence through 16,072 concludes that, when regularly immerse themselves they are more likely benefit their by integrating technologies classroom instruction. Policymakers educational leaders should consider promoting teachers, along efforts encourage

Язык: Английский