Unifying Pedagogical Digital Competence for Primary School Teachers: Theoretical Foundations and Contextual Implications

Abstract

The accelerating digital transformation of education calls for a coherent and contextually grounded conceptualization of Pedagogical Digital Competence (PDC) for primary school teachers. This paper proposes a theoretical framework of PDC informed by the Iceberg Competence Model, Emotional–Social Competency Theory, and the Multidimensional Input–Output Model. Within this framework, PDC encompasses context-sensitive knowledge, digital–pedagogical skills, and reflective professional attitudes that extend beyond instrumental technology use toward sustainable, learner-centered practice. Using China’s Educational Digitalization 2.0 as a focal case, the study analyzes how initiatives such as the “Double Reduction” and “Smart Education” reforms reshape teachers’ professional roles, identities, and pedagogical strategies. The paper argues that advancing PDC requires pedagogical soundness, cultural contextualization, and identity transformation. By linking theoretical foundations with policy-driven reforms, this contribution provides a localized, evidence-based framework while offering transferable insights to inform global debates on teacher competence, educational transformation, and the future of teacher professional development.