There is a growing need to upskill higher education (HE) teachers for the effective and responsible integration of generative artificial intelligence (GenAI) in their classrooms. This case study sought to address this growing need by designing and delivering a training course for educators, focusing on the use of ChatGPT as it was the most…

This paper presents the findings from a qualitative study exploring students' perceptions of what constitutes technological knowledge. Technological knowledge dimensions from previous literature do not seem to be student-led, but rather suggested by the authors. It is therefore important to incorporate student views in order to create a more…

Although studies have highlighted the importance of facilitating conditions in enhancing students' digital informal learning (DIL), the effect mechanism is still unclear. This study examined the mediating role of digital competence and the moderating role of technostress between facilitating conditions and DIL. Data were collected from 385…

Contemporary university students face the knowledge society, where mastering information and communication technologies (ICT) is an essential requirement to form part of this society. The objective of our study was to validate a basic ICT competences model made up of three ICT competence subsets (technological, pedagogical and ethical) influenced…

The scope of digital technology integration in university teaching has changed our understanding of teacher readiness and teacher competence. Recently, faced with the digitalisation of higher education (HE), the construct of teacher digital competence (TDC) has emerged. Although there are many recent systematic reviews on digital competence from a…

Although previous research highlights the complementary relationship of learning design with TPACK, this is not the case for TPACK informing the development of digital learning design tools. In this paper, we present PeerLAND (Peer Evaluation of LeArNingDesigns). This learning design tool interweaves design and peer evaluation in an integrated…

Recognising the challenges involved in understanding the knowledge that teachers need to develop to use technology in their teaching dynamics, we examined the prior research that has not clearly revealed strategic changes for teacher preparation in the digital age. The goal was to expand on the current understandings of the nature of technological…

Twenty-first-century skills should be integrated into higher education to prepare students for complex working-life challenges. Artificial intelligence (AI)-powered tools have the potential to optimise skill development among higher education students. Therefore, it is important to conceptualise relevant affordances of AI systems for 21st-century…

In 2001, Prensky characterised a new generation of learners entering higher education as "digital natives" -- naturally digitally literate and inherently proficient users of technology. While many educational technology researchers have long argued for the need to move beyond the digital native assumptions proposed by Prensky and other…

In this paper, we explore academic identity, specifically the identity of the educator in higher education and academics' conceptualisations of the digital educator. We suggest that the concept of a digital educator is not only about technology, tools and uses. The context for this exploration is academics' participation in an online professional…

This study aimed to improve understanding of graduate students' digital preferences and perceptions to prepare them for work in the digitally enabled health sector. We surveyed 361 students from five disciplines to create a baseline of their digital capabilities. Results show that students were confident in engaging with day-to-day technologies…

This study examined the factors that may promote student-teachers' satisfaction with online collaborative learning (OCL). Eighty-four student teachers at the graduate level at three teacher-education colleges in Israel simultaneously completed questionnaires that examined their information and communication technology (ICT) skills, collaboration…

Teachers in higher education are the principal participants in blended learning (BL). Without their engagement, any attempt at BL might fail. In the process of BL implementation, they are faced with various challenges and are mostly not well prepared. However, studies have often neglected the feeling of teachers and their anxieties during BL…

Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts.…

Institutions, organisations, and policymakers use open educational resources (OERs) to promote student equity and social inclusion. The global COVID-19 crisis highlighted the need for lifelong learning and underscored the importance of the higher education system in this endeavour. This study describes informal learning among adults through OERs,…