Primary School Educators' Perceptions of Factors Influencing the Adoption of Indigenous-Themed Digital Games: A Career Stage Analysis

This study explores primary school educators' perceptions of using indigenous-themed digital games in teaching. As educational technology evolves, culturally relevant tools are gaining attention, especially for Indigenous students. Teachers’ attitudes and readiness are key to successful integration. Using a mixed-methods approach, the research combines surveys and interviews with educators across various career stages. It examines perceived benefits, challenges, and concerns about cultural authenticity and curriculum alignment while identifying professional development needs. Findings show that early-career teachers are enthusiastic but lack experience in culturally responsive pedagogy and digital integration. Mid-career teachers value the games’ pedagogical benefits but face challenges with curriculum alignment and resources. Senior teachers value cultural preservation but worry about technological demands and alignment with assessment structures. The study offers insights for policymakers, game developers, and teacher training programs, informing professional development strategies for effective integration of indigenous-themed digital games in primary education.