The school community in developing teachers’ digital competence

School communities play a significant role in teachers’ continuous professional development (CPD). This study investigates how conditions within a school community enable primary school teachers’ professional learning through collaborative digi-tutoring and mentoring practices. Drawing on Guskey’s model of professional learning and extending it with school community conditions, the research adopts a qualitative case study conducted in an authentic primary school context. The study focuses on participants’ situated experiences and perceptions of professional learning as part of everyday school practices. Primary school teachers (n = 19), digi-tutors (n = 7), and external experts acting as mentors (n = 4) were interviewed, and the data were analysed using theory-based content analysis. The findings indicate that a central condition enabling teachers’ CPD in digital competence is the quality of school community support, guidance and supervision. In particular, functionality – understood as ensuring collective basic technological competence – emerged as a key enabler of CPD. Additionally, the study further demonstrates how collaboration is enacted through concrete digi-tutoring and mentoring practices, such as peer tutoring and co-teaching. By foregrounding teachers’ situated experiences, the study responds to calls for context-sensitive and practice-based research on professional learning and offers original insights into how school-level organisational conditions shape collective CPD across educational contexts.