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
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.
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.
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.
Goals and Objectives
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.