TY - JOUR
T1 - Don’t wait, innovate!
T2 - Preparing students and lecturers in higher education for the future labor market
AU - Ter Beek, Marlies
AU - Wopereis, I.G.J.H.
AU - Schildkamp, Kim
N1 - Author Contributions: Conceptualization, M.T.B., I.W. and K.S.; methodology, M.T.B.; formal analysis, M.T.B.; investigation, M.T.B., I.W. and K.S.; resources, Acceleration Plan; data curation M.T.B.; writing—original draft preparation, M.T.B., I.W. and K.S.; writing—review and editing, M.T.B., I.W. and K.S.; visualization, M.T.B., I.W. and K.S. All authors have read and agreed to the published version of the manuscript.
Funding: This research was funded by the Dutch Ministry of Education, Culture and Science.
Institutional Review Board Statement: The study was conducted in accordance with the Declaration of Helsinki, and approved by the Ethics Committee of the University of Twente (protocol codes for the different evaluations of the field labs: 201487 and 201867 approved on 21 December 2020 and 11 June 2021.
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.
Conflicts of Interest: The authors declare no conflict of interest.
PY - 2022/9/14
Y1 - 2022/9/14
N2 - Technological innovations are changing our society at a rapid pace. The expansion of new technologies (e.g., tools and programs) will inevitably change future jobs in the area of, for example, engineering, healthcare, and science. People working in these areas need digital human capital, which is often acquired through education prior to starting a job. As a result, higher education systems around the globe face increasing demands to prepare their students for the changing labor market. To meet these demands, it is essential to focus on both lecturers’ and students’ digital competencies. Teaching professionals will have to learn to do new things using new resources. This goes beyond merely replacing work forms and resources; it is a complex process that demands a deeper way of learning in which routines and underlying knowledge and beliefs are explicitly reconsidered. Attention needs to be paid to how lecturers can gradually and continuously develop their professional competencies in the field of educational innovation with IT, to ensure these practices become embedded in future higher education. In this reflection paper, we will discuss key digital competencies for both students and lecturers. We will also focus on how lecturers develop these competencies through effective professional development (PD) activities. Based on a literature review, we present a model for effective lecturer PD with 29 ‘building blocks’. This model will be used to clarify practical examples of effective lecturer PD aimed at using innovative technology in higher education.
AB - Technological innovations are changing our society at a rapid pace. The expansion of new technologies (e.g., tools and programs) will inevitably change future jobs in the area of, for example, engineering, healthcare, and science. People working in these areas need digital human capital, which is often acquired through education prior to starting a job. As a result, higher education systems around the globe face increasing demands to prepare their students for the changing labor market. To meet these demands, it is essential to focus on both lecturers’ and students’ digital competencies. Teaching professionals will have to learn to do new things using new resources. This goes beyond merely replacing work forms and resources; it is a complex process that demands a deeper way of learning in which routines and underlying knowledge and beliefs are explicitly reconsidered. Attention needs to be paid to how lecturers can gradually and continuously develop their professional competencies in the field of educational innovation with IT, to ensure these practices become embedded in future higher education. In this reflection paper, we will discuss key digital competencies for both students and lecturers. We will also focus on how lecturers develop these competencies through effective professional development (PD) activities. Based on a literature review, we present a model for effective lecturer PD with 29 ‘building blocks’. This model will be used to clarify practical examples of effective lecturer PD aimed at using innovative technology in higher education.
KW - professional development
KW - higher education
KW - educational innovation with IT
KW - emerging technologies
U2 - 10.3390/educsci12090620
DO - 10.3390/educsci12090620
M3 - Article
SN - 2227-7102
VL - 12
JO - Education Sciences
JF - Education Sciences
IS - 9
M1 - 620
ER -