Edīte Sarva

In this study requirements and preferences of educators regarding the implementation of technology-enhanced learning approaches were determined. Learning materials were developed, and instructional formats were selected based on the gathered insights. Participants then took part in an online course and were required to participate in synchronous meetings, engage in self-directed learning tailored to their individualized learning objectives and utilizing provided support materials, collaborate within learning support groups, and apply acquired knowledge and skills in practical contexts with their students or colleagues over a span of up to two consecutive years. The developed online course underwent evaluation with 1347 educators across four distinct cohorts, each consisting of 173–501 educators, with minor adjustments made for subsequent cohorts. Data on participant learning experiences was collected through evaluation forms, learning reflection exercises, and participant contributions within a customized virtual learning environment. The effectiveness of the e-learning components was assessed based on participant feedback and the extent to which acquired knowledge and skills were implemented in practice. Leveraging the accumulated data a model for organizing e-learning to enhance educator pedagogical-digital competence in an online setting is proposed.

This study investigates the implementation of Universal Design for Learning (UDL) principles through an online professional development module designed for educators in Latvia. The research focuses on the emotions and perceptions of 264 educators as they experience UDL during a four-hour training session. Utilizing a comprehensive methodology that includes unstructured surveys, the study explores how educators feel about the flexibility and choices provided by UDL principles. The findings reveal that educators responded positively to the ability to choose between different task formats and ways of answering tasks. This flexibility heightened their satisfaction and interest during professional development. The study underscores the significance of offering choice and modeling UDL principles during professional development, which fosters a supportive and inclusive teaching environment. Moreover, the results highlight the role of experience exchange and knowledge sharing among educators as critical components in the professional development process. These elements contribute to a more engaging and effective learning experience for educators. This research adds insights to the existing literature on UDL, emphasizing the importance of practical application and emotional engagement in professional development. Overall, the study suggests that integrating UDL principles into professional development can positively influence educators’ perceptions of inclusive teaching practices. The positive emotional responses to choice and flexibility underscore the need for adaptable instructional strategies that cater to diverse learner needs, ultimately promoting a more equitable and accessible educational landscape.

In the 21st century, characterized by the continual evolution of education and new educational needs being raised and demanded, teachers’ professional competence encounters a series of challenges. In the context of Latvian education, it is highly significant to enhance the professional competence of future teachers and adapt it according to real-world challenges and opportunities. The professional competence of future teachers encounters challenges ranging from adapting to technological advancements to fostering an inclusive learning environment for diverse groups of students. In this research mixed method approach is applied, quantitative data from the self-evaluation instrument developed through the project “Development and Implementation of the Education Quality Monitoring System” (2nd round) and qualitative data from focus group discussions with education stakeholders are employed to analyze the challenges and opportunities for the development of future teachers’ professional competence. Based on the analysis, challenges for the enhancement of future teachers’ professional competence were identified at both institutional and individual levels among those strengthening schools as learning organizations and fostering open mindset toward change. By shedding light on these challenges and opportunities, this study contributes to the broader discourse on teachers’ preparation and continuous development, ensuring their readiness to navigate the multifaceted landscape of modern education effectively.

The gap between technological progress and education is one of the international issues that needs to be addressed. Further education of educators is considered one of the best solutions [1]. Nevertheless, schools struggle with the requirements set by national and international authorities, lacking guidance and support [2, 3, 4]. This research aims to identify the primary challenges and opportunities for implementing the use of digital solutions in learning and teaching. The research questions are as follows: (1) What are the primary challenges for educators when implementing digital solutions in learning and teaching? and (2) What are the key opportunities for educators when implementing digital solutions in learning and teaching? This study examines the reflections and evaluations of educators’ learning experiences in a two-year national-level further education programme aimed at enhancing and advancing their pedagogical digital competence. Throughout the course, educators regularly filled out surveys reflecting on the quality of collaboration in their support groups, their progress towards their professional development goals, their main challenges, and their greatest successes in learning and implementing digital solutions in practice. The study analysed 8,636 responses from educators using a mixed-methods design. Quantitative data analysis was used for the Likert scale questions, while deductive and inductive qualitative analysis was used for the open-ended questions. The results show that many of the factors’ educators mentioned as successes in their learning experience were also mentioned as significant challenges, such as learning to use new digital solutions, applying digital solutions in their work, collaborating with colleagues to learn and implement new digital solutions, and effectively managing time to achieve set goals. Educators need dedicated time to experiment with digital solutions, engage in practical and peer-oriented learning approaches, develop a shared vision, foster collaboration, and receive support to enhance their competence and confidence in utilising digital solutions.

Alongside reading, writing, and numeracy digital literacy has become an increasingly crucial component of functional competences in the modern era. Digital competences are essential for educators who wish to stay updated with the changing needs of their students and the education sector. These competences can help them engage their students better, improve their teaching effectiveness, and advance their careers. Considering the ongoing changes in both the field of education and the field of technologies, it is important to explore the current needs for improving digital competences of educators including students in the field of education, to provide them with the necessary support. This study aims to develop recommendations for improving digital competence of educators by combining students’ self-assessment through surveys with stakeholder opinions concerning digital competence development of educators ascertained in a focus group discussion. Results of the research reveal that education students do not have a statistically different self-assessment of their digital competences than students from other study fields. And although students evaluate their digital competences as high, stakeholders point out that there is a lack of digital competences to carry out technology-enhanced learning and a negative attitude towards digitalization of education among all educators’ age groups. Improving the availability of digital resources and technological support as well as incorporating organisational level strategies that require application and improvement of digital competence could remedy the issue.