In Higher Education, disciplinary culture and context, together with technology, shape pedagogical practice and the digital capabilities teachers need¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q2 i? Cross-case analysis of five disciplinary case studies found that context and disciplinary culture influence pedagogical practices, how digital technology is used, and the capabilities needed to use digital technology. → Louise Starkey 2023

Evidence¶

Louise Starkey 2023¶

Louise Starkey, Anne Yates, Mairead de Roiste, Karsten Lundqvist, Adreanne Ormond, John Randal, Allan Sylvester. (2023). Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10196-2

q2 · i? · qualitative · r2

Cross-case thematic analysis of five written case studies by disciplinary experts in one New Zealand university, developed through appreciative inquiry group discussion and abductive reasoning. The authors report that "the context and disciplinary culture" shape pedagogy and technology use; no effect size is reported.

"This study has found that in Higher Education, it is the context and disciplinary culture; the traditions, skills and knowledge within a subject that influences pedagogical practices, how digital technology is used, and the capabilities needed to use digital technology within each context."

Discussion¶

Related Claims¶

• Higher education teachers require digital competencies that align with disciplinary culture and available technologies — possibly the same claim (merge candidate)
• Digital education innovations are an interplay of technological, pedagogical, organisational and governance-related dimensions — a broader claim this one bears on
• Teachers' digital competence is a critical factor influencing both AI tool adoption and its pedagogical effectiveness — related
• GenAI-mediated digital inequality in higher education extends beyond access to tool capability, skills, and pedagogical support — related