The doctoral dissertation in the field of Education will be examined at the Philosophical Faculty at Joensuu campus. The public examination will be streamed online.
What is the topic of your doctoral research? Why is it important to study the topic?
My research focuses on teacher professional development (PD) in digital literacy, particularly for in-service English language teachers working at university language centres in Finland. It examines the current digital literacy PD practices and needs of these teachers, from various viewpoints of multiple stakeholders, including university leaders, teacher support staff, senior teachers, teachers and students. This study also explores how these stakeholders perceive and potentially contribute to effective PD of teachers’ digital literacy, benefiting not only teachers but also their students and institutions as a whole.
Studying this topic is crucial due to the growing demand for teacher PD in digital literacy, driven by digitalisation and the increasing importance of digital literacy in both education and the workforce, the changing roles of teachers and learners, and limited research in this area. As digital literacy becomes essential for students’ academic and professional success, teachers must develop their competence to support their students in developing not only English language and communication capabilities but also other competences necessary for the workplace. This study also addresses the research void in digital literacy PD for in-service English language teachers in Finland, wherein previous efforts have so far mostly invested in pre-service teachers, and thus, aiming to enhance teaching practices that better prepare students for studying, working, and living in the evolving digital environment.
What are the key findings or observations of your doctoral research?
The key findings of my research provide a nuanced view of the current state of digital literacy PD among English language teachers in Finnish higher education. One of the most notable observations is the absence of a standardised digital literacy requirement or PD framework for university teachers of English. While staff training was provided in various formats, including generic university-wide sessions and customised one-to-one consultations, teachers’ digital literacy PD was often reactive rather than proactive. Teachers demonstrated a strong inclination towards a collaborative approach to professional learning which was also identified among the most effective methods for developing their digital literacy.
Another significant finding was the surge in awareness and action regarding digital literacy PD, spurred by the changes introduced by COVID-19 and more recently AI-based applications. Overall, while Finnish universities and language centres have made significant strides in supporting technology-enhanced language teaching, the need for more comprehensive digital literacy PD programme as well as effective communication and support systems was evident. One of the novel aspects of my study lines in its focus on the specific digital literacy PD needs and practices of English language teachers at Finnish university language centres, considering most existing research digital literacy PD targets pre-service teachers or different educational settings.
The study highlights the importance of self-directed and peer-supported learning in digital literacy PD, offering a fresh perspective on how teachers take initiative in their own PD, even when and especially when formal training is not always effective. This finding is valuable for the scientific community as it adds to the conversation about the impact of teacher autonomy and self-regulation in professional learning, particularly in the context of rapidly evolving educational technologies and unexpected societal changes like the pandemic.
The research is also valuable for the general public as it emphasises the need for greater institutional support among other resources for teachers' digital literacy PD, which is an important message for policymakers and other stakeholders such as those involved in this research. Additionally, the study presents a clear argument for more consistent and collaborative support systems for PD, which could contribute to the development of more cohesive and effective digital literacy programmes in and outside the universities.
Finally, these research findings contribute to global and national efforts to develop digital literacy in education, aligning with initiatives such as Finland’s Digivision 2030 emphasising its importance in academia and the industry. By addressing the gaps in teacher digital literacy PD, this work promotes creating more inclusive, effective, and future-ready learning environments. Therefore, these findings might be of great interest to those looking to enhance technology-integrated pedagogical practices and foster supportive digital literacy professional learning communities for teachers and related stakeholders.
How can the results of your doctoral research be utilised in practice?
The results of my doctoral research can be applied in several practical ways to improve digital literacy PD of English language teachers in higher education. Firstly, the study highlights a gap in standardised digital literacy PD for teachers at Finnish universities, including their language centres. Its findings suggest that universities could consider investing in developing or refining PD policies to ensure continuous and comprehensive PD support for teachers, with a focus on both digital literacy and pedagogy.
Another key implication is the need for more resources including time, funding, and personnel to support teachers' PD in digital literacy. The findings advocate for institutional support that allows teachers the opportunity to engage with research and other professional learning activities.
Lastly, the research points to the importance of responsiveness to changing educational contexts, such as those triggered by the COVID-19 pandemic and recent AI advances. In essence, the research findings with collective perspectives of multiple key stakeholders can help institutions adopt agile approaches to foster a culture of continuous collaborative PD in digital literacy that empower teachers to keep developing their digital literacy, enhance the learning experiences they offer, and adapt to future disruptions and innovations.
What are the key research methods and materials used in your doctoral research?
This qualitative research is a multiple case study involving 49 staff and students from three university language centres in Finland. Data was collected over two years (2018-2020) through 26 interviews (24 individual and two group interviews), four focus group discussions, and 16 supplementary observation sessions. The data analysis, using thematic and content analysis, was conducted in three stages of inductive analysis, deductive analysis, and a combination of both approaches. With this blend of methods and a contextualised approach enabling a thorough exploration of teachers’ current digital literacy PD activities, their related needs, and suggestions for effective PD of teachers’ digital literacy, from the diverse perspectives of aforementioned stakeholders, this research established fertile grounds for practical recommendations for future development. Overall, the research process was iterative as initial findings from these various data sources informed subsequent stages of data collection, particularly in response to changes brought about by the COVID-19 pandemic, as evident from updates from interviewed participants and informants from Cases 2 and 3.
Further information: Xuan Nguyen, xuan.nguyen@uef.fi