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<p>Digital pedagogical practices are important tools for promoting digital instructional integration. Yet, little is known about how STEM (science, technology, engineering, and mathematics) teachers engage adaptive instructional pedagogy, which may influence this relationship. This study employs&#xa0;partial least-squares structural equation modelling (PLS-SEM) to examine how STEM teachers’ use of digital pedagogical practices influences their interactions with&#xa0;adaptive instructional&#xa0;pedagogy and affect&#xa0;how they integrate digital instruction. Leveraging an international&#xa0;dataset of 15,983 STEM&#xa0;teachers who participated in PISA 2022, findings show that&#xa0;digital pedagogical practices is directly and significantly correlated with adaptive instructional pedagogy&#xa0;and digital instructional integration. In terms of mediation effect, results indicate that adaptive instructional pedagogy positively and significantly enhances the relationship between digital pedagogical practices and digital instructional integration. Findings highlight the need for policymakers to develop comprehensive training and professional development programs for STEM teachers to improve their digital and pedagogical competencies.</p>

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Role of Adaptive Instructional Pedagogy in Linking STEM Digital Pedagogical Practices and Instructional Integration: Evidence from PISA 2022

  • 期刊论文

  • 发表日期：

    2025年6月16日

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  • Ji Liu,
  • Millicent Aziku

摘要

Digital pedagogical practices are important tools for promoting digital instructional integration. Yet, little is known about how STEM (science, technology, engineering, and mathematics) teachers engage adaptive instructional pedagogy, which may influence this relationship. This study employs partial least-squares structural equation modelling (PLS-SEM) to examine how STEM teachers’ use of digital pedagogical practices influences their interactions with adaptive instructional pedagogy and affect how they integrate digital instruction. Leveraging an international dataset of 15,983 STEM teachers who participated in PISA 2022, findings show that digital pedagogical practices is directly and significantly correlated with adaptive instructional pedagogy and digital instructional integration. In terms of mediation effect, results indicate that adaptive instructional pedagogy positively and significantly enhances the relationship between digital pedagogical practices and digital instructional integration. Findings highlight the need for policymakers to develop comprehensive training and professional development programs for STEM teachers to improve their digital and pedagogical competencies.