The relationship between preschool teachers' cognitive flexibility and digital competence and their practices on picture books (digital-print)

The aim of this research is to determine the relationship between cognitive flexibility and digital competence of preschool teachers, and their practices related to picture books (print/digital) in classroom settings. This study, designed within the framework of the correlational survey model, includes a sample of 155 preschool teachers working in nursery schools and kindergartens in the central and district areas of Uşak province during the 2021-2022 academic year. The data for the study were collected using a "Personal Information Form," "Cognitive Flexibility Inventory," and "Digital Competence Scale for Educators." Descriptive analyses and correlation analyses were used to analyze the data. According to the research findings, preschool teachers have a high level of cognitive flexibility. The teachers' digital competencies indicate that they are at the explorer level (aware of the potential of digital technologies, interested in researching them to enhance pedagogical and professional practices, and starting to use digital technologies in some areas) or at the beginner level (beginning to develop skills with digital technology) in the sub-dimensions of professional use, digital resources for teaching and learning, assessment, empowering learners, and supporting children's digital competencies. According to the correlation analyses, it has been determined that there is no significant relationship between teachers' perceptions of cognitive flexibility and their preference related to printed picture books practices in the classroom. Additionally, it is observed that there is a positively moderate significant relationship between teachers' perceptions of digital competence and their preference for digital applications related to picture books in classroom practices.