Primary School Teacher Surveys on Digital Education Reform Sustainability, 2019-2020

Approximately 290 primary school teachers in Canton Vaud, Switzerland, responded to two web-based sustainability surveys following a professional development program. The data was used to model the sustainability of a digital education curricular reform that took place from September 2019 to March 2020. Laila El‐Hamamsy from École Polytechnique Fédérale de Lausanne authored this dataset, which is accepted for publication in Education and Information Technologies.

Use Cases

• Modeling the sustainability of educational reforms based on teacher survey responses.
• Analyzing teacher perceptions of training sessions for digital education.
• Studying the adoption of computer science activities in primary school classrooms.
• Drawing recommendations for future digital education curricular reforms.

Strengths

• Data from approximately 290 teachers provides a substantive sample for analysis.
• Surveys were conducted over a year after the training program, allowing for sustainability assessment.
• The study is accepted for publication in a peer-reviewed journal, suggesting methodological rigor.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• Data may reflect geographic and temporal bias specific to one Swiss canton and the 2019-2020 period.

Provenance

Source

École Polytechnique Fédérale de Lausanne

Collection Method

Web-based questionnaires administered to teachers.

Time Range

September 2019 to March 2020 (program), with surveys conducted over a year later.

Geography

Canton Vaud, Switzerland