Abstract:

The COVID-19 pandemic accelerated the use of digital technologies in education and exposed significant disparities in educators’ readiness to integrate technology into teaching and learning practices. In early childhood education settings, many educators were required to adopt digital tools for communication with families, remote learning support, and classroom management without adequate professional preparation. This study examines how the pandemic reshaped the professional development needs of Early Childhood Education educators, with particular attention to digital competence and adaptive teaching practices. The research was conducted in the Motheo District of the Free State Province, South Africa, using an explanatory sequential mixed-methods design. Quantitative data were collected through a survey of 240 early childhood educators working across diverse educational settings, followed by qualitative interviews with 20 purposively selected educators to explore their professional learning experiences in greater depth. The findings reveal that many educators experienced challenges related to digital literacy, the use of educational technologies, and maintaining communication with families during school closures and restricted classroom access. Participants emphasised the need for practical professional development opportunities that support technology integration in developmentally appropriate ways for young learners. Educators also highlighted the value of peer collaboration, mentorship, and professional learning networks that enable knowledge sharing and collective problem solving. The study concludes that strengthening digital competence within professional development frameworks is essential for supporting educator adaptability and ensuring continuity of learning in early childhood education during future disruptions.

Keywords:

Digital learning, early childhood education, teacher professional development, technology integration, pandemic response.