Instructional Order Effects on Teacher Digital Competency: An Experimental Framework

Teachers' digital competence depends on how professional training is designed, yet it is unknown whether the order in which theory and practice are delivered affects outcomes. This trial tested whether delivery order changes primary school teachers' digital competence, confidence and readiness, and whether teaching experience and prior digital exposure moderate the effect. Methods: We conducted a randomised, three-arm trial with 300 in-service primary teachers in Azerbaijan (100 per arm; 30 cohorts). All arms received the same six modules, contact time and trainers, and differed only in order: Theory-First, Practice-First or Hybrid (alternating). Outcomes were measured by questionnaire and a blind-scored practical task, at pretest, posttest and six-week follow-up (retention: 95% at posttest, 85% at follow-up). Order significantly changed competency (pass), F(2, 281) = 14.83, p < .001. Practice-First and Hybrid teachers scored 0.38 and 0.48 points higher than Theory-First (d = 0.54 and 0.67), with no difference between them (p = .541). This held under all robustness checks (imputation, robust and permutation tests). The effect was strongest for novices (p = .042; Theory-First gain −0.05 vs about 0.8). Confidence (p = .030) did not survive multiplicity correction (fail). Readiness (p = .163), objective skill (p = .054) and moderation by prior exposure (p = .129) were non-significant (fail). At six weeks, the competency advantage shrank by 28% (Hybrid) and 50% (Practice-First) but persisted. Starting with practice, alone or interleaved, outperformed theory-first delivery at no extra cost, especially for early-career teachers. The evidence is strongest for self-reported competence.