Higher education teachers' digital competencies for a blended future

Area of Science:

• Educational Technology
• Higher Education Pedagogy
• Digital Learning

Background:

• The COVID-19 pandemic accelerated the need for digital competencies in higher education.
• The "Great Online Transition" necessitated a re-evaluation of educators' digital skills.
• Existing frameworks for digital competencies may not fully address the post-pandemic landscape.

Purpose of the Study:

• To explore the conceptualization of teachers' digital competencies in higher education after the pandemic.
• To present a collection of research articles addressing various facets of digital competencies.
• To synthesize findings and suggest future research directions in this evolving field.

Main Methods:

• This special issue comprises ten research papers offering diverse perspectives.
• The preface provides an overview of the context, problem statement, and individual article contributions.
• A synthesis of implications and recommendations for future research is presented.

Main Results:

• The issue addresses new competency frameworks, discipline-specific digital needs, and the impact of artificial intelligence.
• It highlights the ongoing adaptation of higher education teaching and learning to digital environments.
• The collected articles offer a comprehensive view of the current state and future trajectory of digital competencies.

Conclusions:

• Digital competencies for higher education teachers require continuous development and adaptation.
• Interdisciplinary approaches and the integration of emerging technologies like AI are crucial.
• Further research is needed to refine frameworks and support effective digital pedagogy in higher education.