Higher education teachers require digital competencies that align with disciplinary culture and available technologies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q2 i? Case studies of undergraduate programmes in New Zealand found that disciplinary culture, context, and technology influence pedagogical practice and the digital competencies teachers need. → Sarah K. Howard 2023

Evidence¶

Sarah K. Howard 2023¶

Sarah K. Howard, Jo Tondeur. (2023). Higher education teachers' digital competencies for a blended future. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10211-6

q2 · i? · review · r2

The preface summarizes case studies by Starkey, Yates, Lundqvist, Ormond and Syvester across disciplines including Applied Statistics, Critical Indigenous Studies, and Geography in New Zealand, concluding that "higher education teachers require digital competencies that align with disciplinary culture and the specific technologies available."

"Their case studies identified how disciplinary culture, context, and technology influence pedagogical practice and digital competencies needed to teach in undergraduate programmes in New Zealand (e.g., Applied Statistics, Critical Indigenous Studies, Geography)."

Discussion¶

Related Claims¶

• Teachers' digital competence is a critical factor influencing both AI tool adoption and its pedagogical effectiveness — related
• In Higher Education, disciplinary culture and context, together with technology, shape pedagogical practice and the digital capabilities teachers need — possibly the same claim (merge candidate)