Educators report needing training, resources, and institutional support to introduce educational change¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2026 · checked against its sources 2026-10-18 (automated, 2 of 2 entries) · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? In a survey of 34 e-course participants, support needs were mainly training in learning design, AI use, data use, and pedagogy, plus additional resources. → Svetec 2026 q2 i? About one third of respondents emphasized institutional support and commitment, and about one third pointed to resources such as time, funding, tools, people, and data. → Svetec 2026 (2)

Evidence¶

Svetec 2026¶

Svetec, B., Divjak, B., & Kadoić, N. (2026). From learning analytics to educational interventions: enhancing decision-making and learning design. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00620-x

q2 · i? · associational · r1

Descriptive analysis of a questionnaire completed by 34 of 67 active participants in an iLed e-course (response rate 51%, mostly HE teachers) found support needs were "mainly seen as training" in LD (56%), AI use (50%), data use (44%) and pedagogy (38%), with 41% needing additional resources.

"This support was mainly seen as training, either in LD (56% of the respondents), use of AI (50%), data collection and use to inform decision-making (44%) or pedagogy (38%)."

Svetec 2026 (2)¶

Svetec, B., Divjak, B., & Kadoić, N. (2026). From learning analytics to educational interventions: enhancing decision-making and learning design. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00620-x

q2 · i? · design · r2

Coding of open-ended responses (one researcher, reviewed by another) found 29% emphasized institutional support and commitment, 29% resources, 24% knowledge and skills/professional development, and 18% peer and expert support.

"In their qualitative replies to the open-ended questions, around one third of the respondents (29%) emphasized their need for institutional support and commitment, for example:"

Discussion¶

Related Claims¶

• Professional development participation is mainly a matter of individual teacher initiative, with the teachers most in need of development least likely to pursue it — related
• Obligation expressions in GenAI higher-education abstracts fall mainly on institutions and educators, with students receiving six and a third of clauses impersonal — related
• Principals and teachers report needing more support in areas such as analyzing student data and using assessments to measure growth — related