Digital competence, technology use, and perceived pedagogical value of ICT in Physics teaching

Abstract

The study examines the relationships between physics teachers’ digital competences, ICT use in teaching, perceptions of the pedagogical value of digital tools, and the need for continuous ICT training. Based on questionnaire data from 17 secondary teachers in the Republic of Moldova, the research employs descriptive statistics, Spearman correlations, and linear regression. Results show high levels of digital competence and ICT use, but moderate levels of pedagogical application. Positive correlations highlight that ICT integration is strongly associated with both teachers’ competences and their perceptions of the pedagogical value of technologies.