Examining the Role of Digital Pedagogy in Supporting Inclusive and Interdisciplinary Learning in Primary Education: Evidence from Teachers’ Perspectives.

Abstract

The integration of digital technologies into education has transformed teaching and learning practices worldwide, creating opportunities to promote inclusive and interdisciplinary learning in primary education. This study aimed to examine the role of digital pedagogy in supporting inclusive and interdisciplinary learning in primary education from teachers’ perspectives. A quantitative and descriptive research design was employed from this study. Data were collected from primary school teachers in public sector schools in Pakistan using a self-developed questionnaire. The questionnaire consisted of items related to digital pedagogy practices, inclusive learning, interdisciplinary learning, and the perceived impact of digital pedagogy. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS) Version 24. Descriptive statistics, including means and standard deviations, were used to interpret the findings. The findings revealed that teachers use digital platforms to enhance student engagement and reported confidence while using digital technologies in the classroom. However, lower levels of agreement were observed regarding the integration of digital resources into daily lesson planning and the use of technology to differentiate instruction according to students’ needs. Despite these challenges, teachers perceived digital pedagogy as a valuable tool for promoting inclusive learning by supporting learners with diverse abilities and encouraging equal participation. The results also indicated that digital pedagogy facilitates interdisciplinary learning by helping students connect knowledge across subjects and supporting integrated learning experiences. Furthermore, teachers reported positive effects of digital pedagogy on student motivation, classroom participation, problem-solving skills, and overall learning outcomes. The study concludes that digital pedagogy plays an important role in supporting inclusive and interdisciplinary learning in primary education. It is recommended that schools strengthen teacher training and provide greater support for integrating digital technologies into instructional planning and differentiated teaching practices.