The role of teachers in a sustainable university: from digital competencies to postdigital capabilities

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dc.citation.issue1
dc.citation.volume71
dc.contributor.authorMarkauskaite L
dc.contributor.authorCarvalho L
dc.contributor.authorFawns T
dc.date.accessioned2024-05-06T01:41:54Z
dc.date.available2024-05-06T01:41:54Z
dc.date.issued2023-02-06
dc.description.abstractAn 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.
dc.description.confidentialfalse
dc.edition.edition2023
dc.format.pagination181-198
dc.identifier.citationMarkauskaite L, Carvalho L, Fawns T. (2023). The role of teachers in a sustainable university: from digital competencies to postdigital capabilities. Educational Technology Research and Development. 71. 1. (pp. 181-198).
dc.identifier.doi10.1007/s11423-023-10199-z
dc.identifier.eissn1556-6501
dc.identifier.elements-typejournal-article
dc.identifier.issn1042-1629
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/69490
dc.languageEnglish
dc.publisherSpringer Nature
dc.publisher.urihttps://link.springer.com/article/10.1007/s11423-023-10199-z
dc.relation.isPartOfEducational Technology Research and Development
dc.rights(c) 2023 The Author/s
dc.rightsCC BY 4.0
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectTeaching capabilities
dc.subjectTeacher competencies
dc.subjectAn ecological perspective
dc.subjectPostdigital science
dc.subjectThe good university
dc.subjectSustainable university
dc.subjectSustainable development
dc.titleThe role of teachers in a sustainable university: from digital competencies to postdigital capabilities
dc.typeJournal article
pubs.elements-id459844
pubs.organisational-groupOther
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