Teachers' Competences for Digital Sustainability. DigiSET WP 2: Türkiye Survey Report
Year: 2026
Type: report
Study design: Observational Study
Abstract: This report presents the findings of the DigiSET teacher survey conducted in Türkiyeas part of the Erasmus+ project DigiSET: The Academy of Digitally SustainableEuropean Teacher (101249272). The survey examined current and future teachers’self-perceived competences in digital teaching, artificial intelligence (AI), educationfor sustainable development (ESD), and Open Educational Resources (OER),together with four DigiSET-specific areas: adaptive AI use, gender bias in AI,inclusive practices, and systems thinking for sustainability. Data were collectedonline between May and June 2026 using a questionnaire based on establishedscales and project-specific items. Of 469 survey entries, 296 were included afterdata cleaning. Respondents were predominantly women (71.4%), most worked inpublic or state-funded schools (76.9%), and 78.4% had at least 11 years of teachingexperience. The findings show a mixed competence profile. In digital teaching,protecting learners’ personal data was the most frequently reported practice, whilepersonalised learning through digital technologies was less common. For AI,respondents felt most confident explaining what AI is, whereas confidence was lowerfor AI-supported assessment. ESD responses were generally positive, particularly forpromoting responsibility, equity, and respect for diversity. In OER, prior experiencewas relatively high, but knowledge of intellectual property rights was more limited.Among the DigiSET-specific areas, systems thinking showed the strongest results,while confidence in addressing gender bias in AI was comparatively low. The mainprofessional development needs were AI use in teaching, inclusive digital teaching,and integrating sustainability into teaching. Lack of time and suitable resources werethe main barriers. The findings should be interpreted in light of the non-probabilitysampling strategy and the self-reported nature of the data. Nevertheless, theyprovide useful country-level evidence for the DigiSET Teacher Academy and relatedlearning outcomes for Türkiye.
Authors: Eşfer, Sezin, Dulay, Sabiha, Süzan, Dila
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7213245129