Developing and evaluating a web-based self-directed learning model integrating Davies’ practical training method to enhance ICT competency among physical education teachers

This study reports on the design and evaluation of a web-based self-directed learning model integrating Davies’ Practical Training Method to support ICT competency development among physical education teachers. A four-phase design-oriented research approach was employed. Phase 1 examined the ICT competency needs of 310 physical education teachers to inform key design considerations. Phase 2 involved synthesizing a learning model that aligned principles of self-directed learning with structured, performance-oriented practical training. Phase 3 pilot-tested the proposed model with 30 teachers, followed by implementation with an additional 30 teachers in Phase 4 to generate evaluative evidence. Quantitative analyses, including factor analysis, descriptive statistics, and dependent t-tests, were used to examine patterns in ICT competency associated with participation in the learning activities. Four functional domains of ICT competency were identified: daily life, research, academic services, and teaching. These domains supported the interpretation of the model. Expert review indicated that the model was appropriate for practice-based professional development contexts. Observed changes in ICT competency scores following participation (p < .001), together with participants’ reported experiences of instructional structure, flexibility, and hands-on engagement, were used as complementary sources of evidence for model evaluation. Rather than advancing causal claims, the study offers design-informed insights into how Davies’ Practical Training Method may be embedded within self-directed, web-based learning environments to support ICT competency development in practice-based disciplines such as physical education.