Analyzing mathematics teachers' awareness levels of digital transformation in relation to demographic variables

Effective digital transformation in education requires more than the mere adoption of technological tools; it must be thoroughly understood, embraced, and integrated into the institutional culture by all stakeholders. Teachers play a pivotal role in this process, serving not only as role models for students but also as key agents who guide learning processes through the effective use of digital tools. Therefore, strengthening teachers' digital competencies and confidence is essential. In the digital era, evolving social and technological dynamics have further elevated the importance of mathematical literacy and digital transformation awareness. This study aims to determine mathematics teachers' digital transformation awareness levels and to examine whether these levels differ significantly according to demographic variables. A quantitative research design, specifically the correlational survey model, was employed. The research was conducted during the 2024–2025 academic year with 876 mathematics teachers working in schools affiliated with the Ministry of National Education. Data were collected using the "Digital Transformation Awareness Scale for Mathematics Teachers," developed by the researcher, and analyzed through exploratory factor analysis (EFA), confirmatory factor analysis (CFA), normality tests, independent samples t-tests, and one-way ANOVA. Findings revealed that teachers' overall digital transformation awareness levels were high, with significant differences observed in relation to gender, age, professional experience, school type, daily internet usage, and perceived competence in digital vi technologies. It is recmmended to expand in-service training and practical workshops, revise graduate curricula to enhance digital pedagogical competencies, and develop policies that promote the effective pedagogical integration of digital tools.