Examining the relationships between first- and second-order barriers and the digital competence of early childhood educators

The primary aim of this study was to examine the relationships between first-order barriers that exist outside of educators (e.g. access and support; gatekeepers), second-order barriers that are specific to educators (e.g. teachers’ inhibitions and attitudes toward digital technology) and early childhood educators’ (ECEs) digital competence, as well as whether second-order barriers mediate the relationships between first-order barriers and digital competence. Data were collected from 713 early childhood educators. The educators’ digital competence level was calculated as B1, which is the integrator level. Structural equation modeling was used to analyze the relationships among the variables. The results revealed that among the first-order barriers, there was a positive relationship between the gatekeeper barrier, which is the most salient factor, and ECEs’ digital competence; on the other hand, access and support barriers had a negative relationship. Moreover, among second-order barriers, attitudes toward the use of digital technology had a positive and significant relationship, whereas teacher inhibition had a negative and significant relationship with ECEs’ digital competence. Additionally, second-order barriers mediate the relationship between first-order barriers and the digital competence of ECEs. Considering the findings of this study, it is recommended that school leaders, policymakers, and other stakeholders reduce teacher inhibition and access and support barriers while increasing positive attitudes toward digital technology. To achieve these goals, a training plan should be developed to improve early childhood educators’ digital competence.