A European Digitalisation Strategy

Project Result 5 represents a crucial outcome of the digiTED project, aiming to establish a comprehensive, research-based European Digitalisation Strategy for Teacher Educators. Led by Galway University, this result was developed through a collaborative and systematic process involving all project partners. The objective was to address the fragmented and often ad-hoc approaches to digitalisation in teacher education by providing a structured, evidence-based framework at institutional, national, and European levels.

Key Outcomes: Action Plans, Newsletters & Recommendations

A key aspect of this result was the recognition that teacher educators play a fundamental role in the digital transformation of teacher education. However, despite the growing emphasis on digital competence in teaching, there was no dedicated digitalisation strategy specifically targeting teacher educators at the European level. By analysing existing frameworks, pooling best practices, and conducting research-driven investigations, the partners sought to bridge this gap and develop policy recommendations, accreditation strategies, and concrete action plans.

This project result was built on four key components:

A. An Action Plan for Individual Partner Institutions: Supporting partner universities in developing internal strategies to enhance digitalisation among teacher educators.

B. National Policy Recommendations: Providing structured recommendations tailored to the specific needs and digital maturity levels of each participating country.

C. An Overall European Digitalisation Strategy for Teacher Educators: A high-level, transnational policy framework designed to guide decision-makers in shaping teacher education policies.

D. Concrete Recommendations for the Accreditation of Qualifications: Establishing recognition pathways for teacher educators’ digital competencies and integrating these into formal accreditation structures.

A. Action Plans for the Partner Institutions

Action Plan for the University of Education Ludwigsburg

The Action Plan for Digitalisation at PH Ludwigsburg outlines a comprehensive strategy to enhance teacher educators’ digital competencies by establishing a central resource hub, fostering collaborative learning, strengthening internationalisation efforts, creating a dedicated staff room for digital collaboration, expanding support mechanisms, and integrating digital competencies into teacher education curricula, ensuring a sustainable and innovative approach to digital transformation in teacher training.

Action Plan for the University of Borås

The action plan for Högskolan i Borås within the digiTED Project focuses on updating the institution’s digitalisation strategy for teacher education, enhancing faculty training in pedagogical technology use, increasing resource visibility, fostering collaboration through EduTech, and promoting research and pilot initiatives to strengthen digital transformation in teaching and learning.

Action Plan for the University of Barcelona

The University of Barcelona’s action plan, developed within the digiTED project, outlines targeted strategies to enhance digital competence among teacher educators by establishing dedicated training programs, fostering institutional support structures, and integrating digitalisation as a core component of teacher education and research.

Action Plan for Tallinn University

The action plan for Tallinn University focuses on strengthening digital learning infrastructure, enhancing support services, and systematically developing the digital competencies of teacher educators and students, ensuring evidence-based decision-making and sustainable innovation in teacher education.

Action Plan for the National University of Galway, Ireland

The University of Galway’s action plan under the digiTED project focuses on fostering intrinsic motivation and professional learning among teacher educators through collaborative upskilling initiatives, enhanced digital infrastructure, and sustained support mechanisms aimed at integrating digital technologies into teaching and institutional practice.

Insights from digiTED Strategy Meetings

This collection of summaries presents key insights, challenges, and recommendations from digiTED partner institutions as they collaboratively explore structured strategies to embed digital competence into teacher education, reflecting diverse institutional contexts and shared goals for digital transformation.

B. National Policy Recommendations

These five newsletters present national-level strategies for advancing the digitalisation of teacher educators, developed through focus groups with university leaders, policy analysis, and reviews of existing initiatives in each country. Together, they offer context-specific recommendations to support systemic change across Europe. Below are the five newsletters:

C. European Digitalisation Strategy for Teacher Educators

This White Paper presents a comprehensive strategy for embedding digital technologies in Initial Teacher Education across Europe, providing practical recommendations to strengthen digital competence, innovative pedagogy, and equity in teacher education.

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Introducing the digiTED Framework

Curious about how the digiTED Framework supports the digitalisation of teacher education?
Watch our explainer video to learn how the model was developed and how it can guide teacher educators in building digital competence.

D. Accreditation of Qualifications

This document provides practical recommendations for accrediting the digital competencies of teacher educators, detailing qualification frameworks, certification pathways, and strategies for aligning digital accreditation with institutional, national, and European standards.

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Building a Digitalisation Strategy in a Transnational Team

For a detailed look at how this result was developed, see Case Study 4a: “Building a Digitalisation Strategy for Teacher Educators” and Case Study 4b: “Conceptualising a Digitalisation Strategy for Teacher Educators.” These studies offer an in-depth exploration of the empirical findings and theoretical models that shaped the European Digitalisation Strategy, highlighting key needs, challenges, opportunities, and the conceptual foundations behind the strategic recommendations.

Pädagogische Hochschule Ludwigsburg, Germany

Teacher educators face a challenge with the lack of tools/devices and technical support, as well as the absence of an overall support structure. Establishing common goals, pooling necessary hardware/software, and implementing a general support and coaching are crucial for effective integration of digital elements into teaching.

Striving towards a digital transformation of the European teacher education system, one result of the project – the development of a European Digitalisation Strategy – responds to a multitude of the needs and challenges encountered by teacher educators in their working context.

 

Universitat de Barcelona, Spain

A prevalent issue is the absence of a clear and common methodology for digital teaching. There’s uncertainty about handling interaction and interactivity, creating a need for established guidelines. The lack of a standardised approach to providing feedback further compounds the situation. Moreover, a noticeable gap exists in both technical and methodological support, underscoring the necessity for a more comprehensive and accessible support system.

Högskolan i Borås, Sweden

The lack of support is a recurring theme, compounded by a shortage of approved tools that comply with GDPR regulations. Additionally, the absence of incentives from departments, coupled with a deficit in digital trust and competence, hinders the seamless adoption of technology. The absence of role models and limited pedagogical discussions further contribute to the hurdles. Moreover, the disconnect between janitors, IT, and teachers in discussing and improving educational environments creates a communication gap. Strict course plans and a lack of access to the latest technology add to the complexity.

Tallinn University, Estonia

Overcoming the fear of using digital devices among colleagues is a significant challenge. The lack of specific, individualised support for incorporating digital tools into courses also poses a substantial barrier. Additionally, there’s a noticeable gap in assistance on effectively engaging students through digital means. Furthermore, the constant introduction of new technologies each year without sufficient guidance adds complexity.

National University of Galway, Ireland

The lack of intrinsic motivation, as highlighted by Ertmer (2006), poses a significant barrier. The absence of relevant and timely CPD further complicates the situation. Colleagues also struggle due to a lack of quick wins when using digital tools. Outdated hardware compounds the challenges, underscoring the importance of access to current and updated technology. The prevailing mindset of sticking to traditional methods and the associated high costs within limited budgets add complexity.