VIRTUAL Prague Research & Teaching Conference

Abstract

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As digitalisation transforms education, digital literacy has become a critical competence and top priority for teachers’ professional development (PD). While Finland has invested significantly in preparing pre-service teachers for digitally inclusive future work, the development of in-service university language teachers’ digital literacy has received much less attention. Thus, this research set out to explore digital literacy PD needs and practices of Finnish university teachers, drawing on the perspectives of multiple stakeholders, including university and language centre leaders, teacher support staff, senior teachers, teachers, and students. Using a multiple case study approach, data were collected from 49 participants through interviews, focus groups, and supplementary observations. Thematic and content analyses revealed that teachers engaged in a range of PD activities, spanning from formal to non-formal, independent and collaborative methods. However, teachers’ digital literacy PD remained largely informal and reactive. Key challenges included limited resources, especially time and support staff and a lack of institutional guidance and support. The COVID-19 pandemic and recent AI advancements were deemed catalysts for teachers’ development in digital literacy, leading to increased awareness and engagement in PD related to digital literacy. The findings highlight the need for a more comprehensive and proactive approach to digital literacy PD, with greater institutional investment and a more supportive and collaborative professional environment. By addressing these key aspects, this presentation aims to contribute to the broader discourse on digital literacy in language education and offer insights into supporting teachers in better response to the evolving demands of digitalisation in education and society.