Adapting to New Learning Cultures and the Role of Teachers’ Age in Their Digital-Pedagogical Readiness
TL;DR
The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset, and recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.
Abstract
This paper examines the relationship between teachers’ age and their digital-pedagogical readiness in the context of evolving educational practices. As schools increasingly adopt digital tools and interactive methodologies, the ability of teachers to adapt becomes essential for successful educational reform. The study aims to determine whether age constitutes a barrier or serves as a supportive factor in developing relevant competences. A quantitative correlational research design was applied, involving 145 teachers across different educational levels in Bulgaria. Four key criteria were assessed: satisfaction with interpersonal communication, implementation of innovative strategies, collaboration with external specialists, and acquisition of new professional competences. The analysis revealed no significant correlation between age and digital-pedagogical readiness, suggesting that professional experience may balance or even enhance adaptability. Older teachers demonstrated resilience, confidence, and strategic thinking, while innovation and openness to change were evident across all age groups. The findings challenge common assumptions about generational gaps in technology integration and support a more nuanced understanding of teachers’ readiness. The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset. It recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.