ArticleFrontiers in psychology2026
Examining the interplay between media-related professional development, media knowledge, and teacher self-efficacy in STEM and non-STEM domains.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
Introduction: Digitalization is transforming education and increasing the demand for teachers' competencies in integrating digital technologies into instruction. In this context, professional development plays a central role, yet it remains unclear how participation in digitalization-related professional development is associated with different dimensions of teachers' professional competence and whether these relationships differ between STEM and non-STEM teachers. Methods: This study examines how participation in digitalization-related professional development is related to teachers' motivational regulation, digital self-efficacy, digitalization-related knowledge (technological pedagogical knowledge and technological pedagogical content knowledge; TPK/TPACK), ICT-response beliefs, and technology acceptance and competence beliefs, and whether teaching a STEM subject moderates these relationships. A total of 1,031 teachers from North Rhine-Westphalia, Germany, completed an online survey. Results and discussion: The results indicate that participation in professional development-particularly when focused on digitalization-is associated with higher levels of motivational regulation, digital self-efficacy, and digitalization-related knowledge (TPACK). Differences between STEM and non-STEM teachers were generally small, although teachers without STEM subjects reported slightly lower TPACK. Correlational analyses revealed positive relationships among digital self-efficacy, digitalization-related knowledge, and technology-related beliefs.
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