Institutional support package: professional development, technical support, engagement strategies, and assessment reform¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

Based on its findings, the article recommends a set of institutional actions to help academics balance traditional teaching with technology integration. University leaders should "prioritise professional development opportunities for academics to enhance their digital literacy through in-person and online training sessions." It further recommends adequate technical support services, strategies promoting active student participation such as interactive activities and virtual labs, and institutional review of assessment practices toward online quizzes, multimedia projects, and e-portfolios.

Design Implications¶

Context¶

Requirements¶

• Institutional commitment from university leaders to fund and organise professional development and technical support services

Constraints¶

• The article notes disparities in participants' access to technology mean not all academics have equal opportunities to integrate technology, complicating identity reconstruction

Target Learners¶

• University academics at all career stages

Target Learning Goals¶

• Digital literacy
• Effective technology-integrated teaching and assessment

Affordances¶

• Identity Theory Tpack Integrated Framework

Claims¶

• Passive student participation in online learning created identity tension for academics [+W]
• Technical difficulties disrupted teaching routines and produced role conflict in academics' professional identities [+W]
• Technology integration expanded academics' workload, producing identity tension and emotional labour [+W]
• Technology integration functioned as both an enabler and a disruptor of academics' professional identities [+W]

Related Strategies¶

• Universities combine responsible AI use guidelines, accessible technical support, AI literacy training, and assessment-embedded critical evaluation activities to address AI learning anxiety
• Operationalize the faculty standards through structured professional learning pathways with modules, microcredentials, and peer review
• Build ethical AI integration on four coordinated levels: faculty professional development, ethics curricula, clear institutional guidelines, and interdisciplinary updating
• Organize faculty digital competence development at the institutional level beyond a help desk model
• Teacher AI professional development should pair readiness-building with structured engagement with attribution and pedagogy

Examples¶

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Key Sources¶

• Folabit, N. L., & Jita, L. C. (2026). Academics’ (Re) construction of teacher identities in the context of technology integration at a South African university. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10708-w