مشخصات پژوهش

The rapid integration of technology into educational contexts has significantly transformed teaching and learning processes, making digital competence a cornerstone of effective pedagogy (Gudmundsdottir & Hatlevik, 2017; Redecker & Punie, 2017). For English as a Foreign Language (EFL) teachers, especially in Iraq, the ability to adapt to and leverage digital tools has become essential for enhancing instructional quality and fostering professional development (Ebadi et al., 2024). Digital competence, encompassing the knowledge, skills, and attitudes required to use technology effectively and responsibly, is not only a prerequisite for teaching in the 21st century but also a catalyst for continuous professional growth (Caena & Redecker, 2019). However, the degree to which EFL teachers’ digital competence influences their professional development remains underexplored, particularly within the context of Iraq’s unique educational and technological landscape. This study is grounded in the conceptual framework that digital competence significantly impacts professional development by enabling teachers to integrate technology into their pedagogical practices effectively (Cao et al., 2023; Hafner et al., 2015). The study also posits that individual difference factors, such as age, teaching experience, and gender play a moderating role in this relationship (Lucas et al., 2021; Volman & van Eck, 2001). These variables may either enhance or hinder the extent to which digital competence translates into professional growth, offering a nuanced understanding of the interplay between personal characteristics and technological proficiency. The theoretical underpinnings of this study draw from the Technological Pedagogical Content Knowledge (TPACK) Theory (Mishra & Koehler, 2006). This theory emphasizes the integration of technology into teaching by combining technological knowledge with pedagogical and content knowledge. EFL teachers with high digital competence are better positioned