Advancing Pedagogical Competence Curriculum Development for University Teachers in the Digital Transformation Age
Article Sidebar
Main Article Content
Abstract
The rapid digital transformation in higher education requires university teachers to develop advanced pedagogical competence that integrates authenticity, collaboration, data-informed decision-making, digital innovation, and reflective praxis. This research aimed to: 1) examine pedagogical competence requirements of university teachers in the digital transformation age; 2) develop a curriculum framework to advance pedagogical competence; and 3) evaluate its quality and effectiveness. The study employed research and development (R&D) design in four phases: foundational pedagogical anchors, curriculum design, curriculum quality dimensions, and effectiveness and impact. Research participants included 10 experts for in-depth interviews, 7 experts for a focus group, and 120 university teachers to assess effectiveness. Instruments included interview forms, focus group protocols, and a curriculum evaluation framework, with validity examined by experts. Data was analyzed using content analysis, mean, standard deviation, and t-test dependent. The results revealed that the developed curriculum framework consisted of objectives, guiding pedagogical principles, competence development strands, five integrated activities (Explorer, Collaborator, Integrator, Reflector, Innovator), strategic enablers for each phase, and evaluation dimensions. The quality of the curriculum was rated at the highest level across accuracy, relevance, feasibility, and benefits. Effectiveness testing indicated that university teachers who participated in the activities demonstrated significant improvement (p < .01) in pedagogical competence growth, curriculum quality outcomes, professional engagement, institutional and student impact, and sustainability and scalability. The findings confirm that the developed curriculum framework effectively advances pedagogical competence for university teachers in the digital transformation age.
Article Details
References
Adipat, S. (2024). Transcending traditional paradigms: The multifaceted realm of phenomenon-based learning. Frontiers in Education, 9, 1346403. ttps://doi.org/10.3389/feduc.2024.1346403
Basilotta Gómez-Pablos, V., Badia Garganté, A., & Pérez Garcías, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 1–16. https://doi.org/10.1186/s41239-021-00312-8
Cao, Y., Yan, Z., Yang, L., Panadero, E., & Chen, C. (2025). Technology-mediated self-assessment in higher education: A critical review. Contemporary Educational Technology, 17(3), ep588. https://doi.org/10.30935/cedtech/16739
Frison, D. (2023). Higher education in post-Covid19: The digital transformation of work-integrated learning programmes. Florence: Florence University Press. https://doi.org/10.36253/979-12-215-0151-3.22
Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2019). Curriculum leadership: Strategies for development and implementation. Thousand Oaks, CA: SAGE Publications.
Ifenthaler, D., Mah, D.-K., & Yau, J. Y.-K. (2019). Utilising learning analytics for study success: Reflections on current empirical findings. In D. Ifenthaler, D.-K. Mah, & J. Y.-K. Yau (Eds.), Utilizing Learning Analytics to Support Study Success (pp. 27–36). Springer International Publishing. https://doi.org/10.1007/978-3-319-64792-0_2
International Society for Technology in Education. (2021). ISTE Standards for Educators. ISTE.
Kapasheva, Z., Mirza, N., Shastsitka, I., Gelmanova, Z., Makouchyk, A., & Umbetova, A. (2024). Modeling the development of pedagogical competence in higher education educators amid the digitization of the contemporary world. Frontiers in Education, 9, 1360712. https://doi.org/10.3389/feduc.2024.1360712
Kramer, M., & Usher, A. (2011). Work-integrated learning and higher education: A critical perspective (Higher Education Strategy Associates Insight Brief 5). Retrieved from https://higheredstrategy.com/wp-content/uploads/2011/11/InsightBrief5-FINAL-1.pdf
Posner, G. J. (2004). Analyzing the curriculum (3rd ed.). New York, NY: McGraw-Hill.
Sentriyo, I., Sumarna, N., Rabani, L., & Arisanti, W. O. L. (2023). Integration of digital technology in the learning process through problem-based learning models. AL-ISHLAH: Jurnal Pendidikan, 15(2), 2266–2274. https://doi.org/10.35445/alishlah.v15i2.3241
Silander, P. (2015). Phenomenon-based learning in Finland. In P. Silander & J. Koli (Eds.), New learning in Finland: Towards 21st century pedagogy (pp. 5–17). Helsinki: Finnish National Board of Education.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
