Beyond Infrastructure: Organisational and Assessment Factors Shaping the Digitalisation of Primary Education

The digital transformation of schools requires analysis at the organisational level, yet primary education remains underrepresented in empirical research on institutional digital capacity. This study examines organisational digital competence in primary schools in Extremadura, Spain. Data were collected in October 2023 through the Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies (SELFIE) tool in 209 schools (47.07% of the region’s schools). SELFIE aggregated the responses of 616 members of school leadership teams, 4112 teachers and 21,892 students into school-level means for each group, so the school was the unit of analysis. In both adult groups, pedagogical support and resources and infrastructure and equipment obtained the highest ratings, whereas assessment practices and collaboration and networking were the least developed. Teachers rated leadership, pedagogical and assessment dimensions higher than school leadership teams. All dimensions were positively interrelated, and infrastructure was the condition least associated with classroom implementation. Uses that support existing practice reached clearly positive ratings, whereas uses that change the roles of teachers and students remained neutral. In the participating schools, digitalisation therefore appears to remain predominantly functional.