Digital Pedagogical Competencies: A Professional Development Framework for Adaptive Differentiated Instruction in Mathematics Education
Keywords:
digital pedagogical competence; adaptive differentiated learning; mathematics education; TPACK; DigCompEdu; teacher training; quality education; professional learning communities; instructional coachingAbstract
This study developed, implemented, and evaluated an integrated digital pedagogical competency (IDPC) framework designed to equip mathematics teachers in Jambi City, Indonesia, with digital pedagogical competencies for implementing adaptive differentiated learning. Using a convergent mixed-methods quasi-experimental design with a non-equivalent control group pre-test–post-test framework, 60 junior high school mathematics teachers (30 experimental, 30 control) participated in an 18-session, 54-contact-hour professional development (PD) program integrating technological pedagogical content knowledge (TPACK) and digital competence of educators (DigCompEdu) frameworks through professional learning communities (PLCs), coaching, and practice-based learning. Data were collected using a validated TPACK questionnaire and the observation protocol for differentiated instruction (OPDI; ), supplemented by interviews and document analysis. Results revealed significant improvements in the experimental group across all TPACK dimensions, with the largest gains in integrative TPACK (d = 2.15) and TPK (d = 2.11). ANCOVA confirmed significant between-group post-test differences across all dimensions (partial ?² = 0.20–0.73). Classroom observations showed dramatic improvements in differentiated practices (d = 3.38). Qualitative thematic analysis identified five themes: transformative mindset shifts, enhanced technological confidence, improved differentiation practices, sustained collaborative learning through professional learning communities (PLCs), and persistent implementation challenges. Self-reported data and the quasi-experimental design limit causal claims. The IDPC framework offers an empirically validated, replicable model demonstrating how systematic integration of digital pedagogy and adaptive learning can transform teacher competencies in mathematics education.
https://doi.org/10.26803/ijlter.25.6.47
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