Digital competencies of school counselors: A qualitative study

This study aims to explore school counselors' experiences concerning their digital competencies. To this end, the study investigates the nature of participants' experiences with digital technologies. The research employed a phenomenological design, a qualitative research designs. Semi-structured interviews were conducted with 26 school counselors who had at least three years of experience in the Ministry of National Education (MEB). Content analysis was employed for data analysis, revealing seven themes: (1) the use of digital technology in guidance and counseling services, (2) areas where school counselors demonstrate competence, (3) areas where school counselors feel inadequate, (4) actions taken to enhance digital competence, (5) challenges encountered in using digital technologies, (6) barriers to improving digital competence, and (7) suggestions for fostering digital competence. The findings indicate that school counselors with respect to digital competence, they perceive themselves as proficient in content production, data management, and technical skills, yet they face challenges in content design, data analysis, and keeping up with technological advancements. Guidance counselors participate in training programs and courses to improve their digital competencies, while also benefiting from peer collaboration and personal development opportunities. However, they encounter various barriers, including time constraints, personal factors, technological limitations, insufficient training and resources, environmental challenges. It is recommended that more training opportunities, information sharing, institutional support, and access to digital resources be expanded to enhance digital competencies. The findings are discussed in relation to the existing literature, and several conclusions are drawn.