ArticleEducational technology research and development : ETR & D2023
The role of teachers in a sustainable university: from digital competencies to postdigital capabilities.
Article in Educational technology research and development : ETR & D, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Development and validation of the digital competence framework and scale for pre-service physical education teachers.Scientific reports · 2026Article
- Construction of digital competency model of moral education teachers in colleges and universities based on smart learning environment: an empirical study based on mixed method.Frontiers in psychology · 2026Article
- ChatGPT as a self-regulated learning support tool in thesis writing: a mixed-methods study.Frontiers in psychology · 2026Article
- Bridging self-directed learning and competency in interdisciplinary teaching among STEM lecturers: How psychological capital connects.PloS one · 2025Article
- Effects of psychological need thwarting during COVID-19 remote instruction on Chinese, math, and EFL teachers' well-being and online teaching intentions.Scientific reports · 2024Article
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Authors and funding
3 authors.
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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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.