Influence of Teachers’ Digital Competence on Effective Curriculum Implementation in the 21st-Century Classroom

Abstract

The study examined the influence of teachers’ digital competence on effective curriculum implementation in the 21st-century classroom. The study was guided by two objectives, two research questions, and two null hypotheses. A descriptive survey research design was adopted for the study. The population comprised secondary school teachers, while a sample of 200 teachers was selected using simple random sampling technique. Data were collected using a structured questionnaire titled “Teachers’ Digital Competence and Curriculum Implementation Questionnaire (TDCCIQ),” designed on a four-point rating scale. The instrument was validated by experts in educational technology and measurement and evaluation, while its reliability was established using Cronbach Alpha method. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation (PPMC) was used to test the hypotheses at 0.05 level of significance. The findings revealed that teachers’ digital instructional skills significantly influence effective curriculum implementation in the 21st-century classroom. It was also found that teachers’ ability to use digital assessment and communication tools significantly influences curriculum implementation. The study further established that teachers with strong digital competence are more effective in delivering curriculum content, enhancing student engagement, and improving instructional outcomes. The study concluded that teachers’ digital competence is a critical factor for effective curriculum implementation in the 21st century. Based on the findings, it was recommended that government and educational authorities should organize regular ICT training programmes for teachers, provide adequate digital infrastructure in schools, and integrate digital competence into teacher education curricula to enhance effective curriculum delivery.