This paper examines the process and outcomes of an action research study conducted within the scope of the Escol@s Digitais Project, aiming to foster the active participation of teachers in curriculum development and implementation, with a focus on strengthening teacher agency in integrating digital competence in primary education. The study involved 15 teachers from nine School Groups in the municipality of Amadora, Portugal, and was structured into three research cycles: preparation, development, and experimentation. The preparation cycle produced a provisional competence matrix based on documentary analysis of curricular guidelines. During the development cycle, a collaborative working group refined this matrix, culminating in publication of a Student Digital Competence Framework for Primary Education. In the experimentation cycle, teachers tested and shared interdisciplinary activities grounded in this framework. The findings suggest that action research offers meaningful opportunities for teacher involvement in curriculum deliberation; however, its long-term impact on teacher agency warrants further investigation. While digital platforms facilitate initial engagement, their role in sustaining collaborative networks over time remains uncertain. Addressing these challenges is crucial to ensure that curriculum policies effectively support teacher-driven digital education initiatives.
Cruz et al. (Thu,) studied this question.
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