The Influence of Early Childhood Teachers’ Digital Literacy on the Implementation of the Nuri Curriculum: The Mediating Effect of Play Teaching Efficacy

The purpose of this study is to explore how early childhood teachers' digital literacy and play teaching efficacy interact to enhance the effective implementation of the revised Nuri Curriculum. Specifically, the study aims to examine whether play teaching efficacy acts as a mediating factor in the relationship between digital literacy and the implementation of the Nuri Curriculum. A survey was conducted with 300 early childhood teachers in the Gyeonggi region, and 253 valid responses were analyzed. Data were analyzed using the SPSS 25.0 program to perform frequency analysis, Correlation analysis and mediation effect analysis. The results revealed that early childhood teachers' digital literacy positively influenced the implementation of the Nuri Curriculum, and play teaching efficacy significantly mediated this relationship. Teachers with higher digital literacy were better able to support child-centered play environments, while those with higher play teaching efficacy enhanced children's engagement and immersion in play, thereby promoting educational outcomes. This study highlights the importance of enhancing early childhood teachers’ digital literacy and play teaching efficacy for the effective implementation of the revised Nuri Curriculum, and emphasizes the need for systematic training and practical support programs.