Digital Literacy and Resilience: How Can Professional Development Prepare Instructors to Succeed in Changing Times?

Digital literacy is essential for societal participation, making it a crucial aspect of an educator’s role. The importance of digital literacy corresponds with the rising demand for postsecondary digital education in Canada, alongside numerous changes from COVID-19, demographic shifts, and technological advancements, requiring educators to be resilient. However, there is a lack of data to inform decisions about instructor professional development. In this qualitative study, I investigated how digital literacy professional development can enhance the digital resilience of technical and vocational education and training (TVET) instructors in British Columbia. The technology acceptance model provides a context for understanding instructors’ motivation to enhance digital pedagogy. I collected data through ten semi-structured interviews with faculty developers and instructors. Thematic analysis resulted in four key themes: the breadth of instructors’ needs and competencies, TVET-specific professional development, critical digital literacy, and meaningful connections for resilience. The findings include recommendations and strategies for instructors, institutions, and provincial accreditation bodies to consider for future TVET instructor professional development initiatives.

Author dc:creator

• Gemella, Jessica

Advisor dc:contributor.advisor

• Axe, Jo

• School of education and technology

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/ir-19814

OAI identifier oai:identifier

oai:null:10613/28205