Exploring conditional factors in digital instructional development: Insights from qualitative interviews with German teachers

This study explores the conditional factors (CF) influencing the digital instructional development (ID) of teachers in Germany. Using qualitative semi-structured interviews with 35 teachers, this research provides a holistic examination of how CF – including competencies, attitudes, cooperation, digital equipment, and professional development – affect various phases of the ID process. Findings reveal that these factors are interconnected and impact each phase differently, particularly highlighting the challenges of time constraints and digital literacy. The study emphasizes the importance of school autonomy, supportive leadership, and targeted professional development in enhancing digital ID, ultimately fostering effective, modern teaching practices.