Assess the effectiveness of digital platforms in facilitating content delivery and pedagogical strategies

Purpose: The integration of digital platforms in education offers new opportunities to enhance pedagogical content knowledge (PCK) among teachers. However, the effectiveness of these platforms in improving teaching performance is limited. This study aims to evaluate the effectiveness of digital platforms in facilitating content delivery and pedagogical strategies, with a focus on their impact on performance in PCK (R-PCK), which offers a more objective measure compared to self-perception-based assessments. Specifically, the study investigates how digital tools influence R-PCK concerning variables such as gender, age, work experience, the origin of the training center, and general skills, including Reading Comprehension and Logical Reasoning. Methods: This research utilized data from the 2022 National Unique Test (PUN) for primary education teachers across all 24 regions of Peru, encompassing a sample size of 94,665 participants, with 67.4% females and 32.6% males. The study employed quantitative methods to analyze the data, focusing on the impact of digital platforms on R-PCK. Statistical analyses were conducted to explore the correlations between R-PCK and various independent variables, including gender, age, work experience, and general skills. The research questions guiding this study were: How do digital platforms impact R-PCK among primary education teachers? Are there significant differences in R-PCK based on gender, age, and work experience when digital platforms are integrated? What role do general skills play in enhancing R-PCK through digital platforms? Results: Preliminary findings indicate significant variations in R-PCK related to gender, the origin of the pedagogical training center, and work experience in both public and private sectors. The study identified negative and statistically significant correlations between R-PCK and age, indicating that younger teachers tend to have higher R-PCK scores. Additionally, there were positive correlations between R-PCK and general skills, suggesting that teachers with better reading comprehension and logical reasoning skills are more likely to perform better in R-PCK assessments. Conclusion: This study hypothesizes that digital platforms can effectively bridge gaps in R-PCK by providing targeted pedagogical support and fostering a more dynamic learning environment. The findings have significant implications for educational policy and practice, emphasizing the need for tailored digital interventions to optimize teaching effectiveness and student outcomes.