Improving Students’ Digital Literacy in School Education: Insights and Practices from Physical Education Teachers

The integration of digital technologies into all areas of life, including school education, is a global megatrend. However, researchers note a lack of research on students’ digital literacy within school curricula, and specifically, it has not been examined in the context of school physical education. To address this research gap, this study explores physical education teachers’ practices, experiences, and perceived challenges in improving students’ digital literacy. This qualitative study is based on 29 semi-structured interviews with Latvian school physical education teachers, and an analytical framework for students’ digital literacy consisting of eight core domains was used to analyse the data. The results reveal a broad range of teaching practices reflecting constructivist and natural or ‘no formal teaching’ approaches. In assessing students’ digital literacy, formative and summative approaches were identified. Addressing gaps and challenges in improving students’ digital literacy, the following domains of teacher support needs were identified: conceptual, practical, and technical. The study provides insights into the teaching and assessment of students’ digital literacy in the context of physical education, and highlights specific areas where teacher support is needed.