教育转型的动态:实证见解创新,协作和专业发展如何影响81个国家的数字资源使用情况
Liu Yuting1,2, Rabiatul-Adawiah Binti Ahmad Rashid2, Zhu Xiaoying2
1School of Aviation Physical Education, Civil Aviation Flight University of China, Chengdu, Sichuan, China.
PloS one
|March 4, 2026
概括
教师创新促进了数字资源的使用,以自我效能和协作为关键因素. 专业发展进一步增强了这些影响,帮助教育数字化努力.
科学领域:
- 教育技术的教育技术
- 教师专业发展教师专业发展
- 数字学习数字学习
背景情况:
- 了解影响教育中数字资源利用的因素至关重要.
- 教师的创新和自我效能被认为很重要,但它们与数字工具的互动需要进一步探索.
- 现有的模型往往侧重于个人技术的接受,忽视系统影响.
研究的目的:
- 调查教师创新对数字资源使用的直接和间接影响.
- 检查教师自我效能和合作的调解作用.
- 在全球范围内评估职业发展对这些关系的温和效应.
主要方法:
- 分析了来自81个国家的64,852名教师的数据,这些数据是通过PISA 2022教师问卷收集的.
- 应用部分最小平方结构方程建模 (PLS-SEM) 来分析复杂的关系.
- 使用包含标准和列表删除来完善分析样本.
主要成果:
- 教师创新显著预测了数字资源使用量的增加.
- 教师的自我效能和协作被证实是这种关系中的重要调解者.
- 专业发展被发现可以调节和放大教师创新,自我效能和在数字资源利用上合作的积极影响.
结论:
- 通过自我效能和协作支持的教师创新是采用数字资源的强有力的驱动力.
- 专业发展在提高这些因素对教育数字化的有效性方面发挥着至关重要的作用.
- 这些发现提供了一个超越以个人为中心的模式的综合战略,以支持教育的数字化转型.
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