Kompetencje cyfrowe nauczycieli wczesnej edukacji

The article explores the digital competencies of preschool and early childhood education teachers, considered through the lens of their subjective experiences and the institutional and cultural contexts in which they work. The aim of the study is to reconstruct the meanings teachers attribute to digital technology in their professional practice, as well as the ways in which they develop or limit their competencies in this area. The research was conducted within the interpretative paradigm, using qualitative content analysis of interview transcripts. Participants represented diverse educational settings – urban and rural – and were at different stages of their teaching careers. The data analysis revealed five thematic categories: self‑constructed digital competencies, technology as a space of pedagogical tension, educational practice under systemic pressure, digital competencies as a shared process, and reflective withdrawal and pedagogical caution. The interpretation of findings draws on constructivist and reflective theories of knowledge (von Glasersfeld, Schön), the concept of communities of practice (Lave and Wenger), and analyses of school culture (Klus‑Stańska). The study highlights the complexity and relational nature of digital competencies, as well as the importance of institutional environments and collegial relationships in supporting or hindering their development.