The Role of Teachers in a Sustainable University: From Digital Competencies to Postdigital Capabilities

Autor/inn/en	Markauskaite, Lina; Carvalho, Lucila; Fawns, Tim
Titel	The Role of Teachers in a Sustainable University: From Digital Competencies to Postdigital Capabilities
Quelle	In: Educational Technology Research and Development, 71 (2023) 1, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Markauskaite, Lina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10199-z
Schlagwörter	College Faculty; Teacher Competencies; Digital Literacy; Teacher Role; Technology Uses in Education; Sustainability; Universities; Educational Trends; Ecology; Holistic Approach; Institutional Mission + Suchen Sie Ihr Suchwort? Fakultät; Lehrkunst; Lehrerrolle; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Nachhaltigkeit; University; Universität; Bildungsentwicklung; Ökologie; Holistischer Ansatz
Abstract	An increase in online and hybrid education during and after the COVID-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of 'natural,' 'human' and 'digital'. In this paper, we argue that this convergence demands us to go beyond 'the great online transition' and reframe how we think about university, teachers' roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem--global developments (macro), teachers' local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers' roles towards enabling their agentive engagement with a future-oriented, sustainable university mission. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01