Analysis of Early Childhood Teachers' Digital Competency Perception Level and Composition of Digital Education Content

Objectives The purpose of this study is to investigate the perceived importance and actual levels of digital competency among early childhood teachers and to suggest a framework for digital education content. Methods For this purpose, a survey was conducted with 235 early childhood teachers to analyze the differences between the perceived importance and actual levels of digital competency based on background characteristics. Additionally, a Delphi survey with experts was conducted to review the validity of the proposed digital education content framework. Results First, the analysis of the difference between the importance and actual level of digital competence among early childhood teachers showed a statistically significant difference, with the perceived importance level being higher than the actual level. Second, statistically significant differences were found in the importance and actual levels of digital competency based on the type of early childhood education institution, the career length of the early childhood teachers, and the age group of the children they were in charge of. Third, a three-round Delphi survey with experts was conducted to derive the educational content to enhance the digital competency of early childhood teachers. The main areas were classified into understanding digital society and technology, utilizing digital technology, and understanding and practicing digital ethics. Each main area was further broken down into detailed areas, educational topics, and content. Conclusions The results of this study provide meaningful foundational data for developing and implementing a digital competency teacher education program by presenting educational content for enhancing the digital competency of early childhood teachers.