Supporting In-Service Teachers in Selecting Digital Learning Materials Based on Didactic Criteria

Absztrakt

The aim of our study was to explore whether didactic criteria can support teachers in searching for digital learning materials, and how digital pedagogy is influenced by equipment availability, professional competence, and teachers’ attitudes toward digital resources. The results of an online questionnaire completed by in-service teachers (N=435) show that access to digital tools is generally ensured, and most teachers consciously integrate them into classroom practices. The use of digital learning materials is widespread and generally positively evaluated, although their perceived quality is heterogeneous, indicating a need for quality assurance and development. Correlation analyses revealed that digital tool use is primarily influenced by equipment availability and methodological competence, while teaching experience and students’ age are marginal factors. The demand for searching materials based on didactic criteria emerged as a relevant supporting function. The non-representative nature of the sample limits the generalizability of the findings. In summary, the integration of digital learning materials is largely determined by teachers’ methodological competencies and the availability of tools, while didactic-based search options provide additional opportunities for more specific classroom design.