This study explores the critical role of ICT (Information and Communication Technology) coordinators in enhancing teacher engagement across various learning activities during Israel's transition to digital education during wartime. Using data from 300 teachers, this research assesses how ICT Coordinator Support influences teaching engagement in synchronous, asynchronous, and authentic learning modalities. The analysis emphasizes Teaching Routine Consistency as a key mediating factor and investigates the moderating impact of previous distance teaching experience during the COVID-19 pandemic. Findings reveal that ICT Coordinator Support significantly enhances Teaching Routine Consistency, which, in turn, positively impacts teacher engagement in different digital learning formats. Additionally, ICT support has a more pronounced effect on teachers lacking prior distance teaching experience, suggesting that less experienced educators gain greater engagement benefits from targeted support. The results position ICT coordinators as essential for technical, pedagogical, and emotional support, underscoring their expanded role beyond technical assistance. The study advocates for comprehensive professional development initiatives tailored to varying levels of teacher experience in digital education, aiming to empower educators in effectively integrating technology within their practice during crises. Implications highlight the need for robust training programs and emphasize the importance of targeted ICT support to maintain educational continuity in emergency situations. Limitations include a cross-sectional design and potential generalizability constraints given the specific Israeli context. Future studies should consider longitudinal approaches to further elucidate ICT support impacts across diverse educational crises.

Keywords: ICT Coordinator Support, Teacher Engagement, Distance Teaching Experience, Teaching Routine Consistency, Educational Crisis.