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Grgic_Bolliger_2025
Journal article

From implementation to application: an empirical analysis of teachers’ media and ICT skills in the reform process

Formation et professionnalisation

  • 2025
Published in:
  • Education Sciences. - 2025, vol. 15, no. 7, p. 870
media and information literacy
curriculum implementation
curriculum reform
teachers’ competencies
English The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. To achieve this, two independent samples totaling 617 teachers were surveyed at different stages of the reform. The analysis employed a multivariate analysis of variance (MANOVA) to identify differences in the four facets of MIL competence between the samples. The results indicate that MIL competencies did not improve uniformly. While no significant differences were found in the facets of ‘ICT knowledge and application’ and ‘media education knowledge and application’, significant differences were observed in the facets of ‘specialized didactics MIL’ and ‘interdisciplinary pedagogical and didactic knowledge’. The latter facet showed higher values after the reform, likely due to increased exposure to further training measures. These findings illustrate that teachers’ competencies can develop differently throughout a reform process, highlighting the importance of targeted professional development programs. The study provides valuable empirical findings for educational research and offers practical implications for the design of future reform processes.
Language
  • English
License
CC BY
Open access status
gold
Identifiers
Persistent URL
https://fredi.hepvs.ch/hepvs/documents/332536
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