Key factors behind the differentiation of schools’ digital capacities: a mixed methods investigation of stakeholders’ collective reflection using the SELFIE tool

Abstract The differences in digital capacity between schools are an important factor that directly impacts the success of technology integration in education. However, the limited studies on the causes of these differences and the collective reflections of stakeholders on digital capacity hinder a deep understanding of this issue. This study aimed to explore the collective reflections of stakeholders on the digital potential of schools using the SELFIE tool and identify the main factors behind the digital capacity differences between schools. A mixed-methods sequential explanatory design was used in this study. 493 students, 55 teachers, and 13 school leaders from six schools participated. The findings reveal that schools with digital strategies developed independently, rather than relying solely on centralized policies, have higher digital capacities. In schools with ICT teachers, significant improvements were observed in students’ digital competence and other areas of digital strategy. Additionally, strong collaborations with other institutions not only increased schools’ digital capacity but also provided collective benefits. In professional development training aimed at enhancing the use of digital technologies in classrooms, it was emphasized that teachers’ motivation to participate should be increased and that school leaders should support and include teachers in the process. These results suggest that collaboration between school leaders and stakeholders in the development of digital strategies strengthens digital capacity.