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University teachers' shifting views of successful learning environments in the future
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).ORCID iD: 0000-0001-8555-6398
Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).ORCID iD: 0000-0002-0190-8227
2023 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, no 6, p. 964-979Article in journal (Refereed) Published
Abstract [en]

University teachers are expected to continuously improve their practice, but research about their viewpoints of future-ready universities is scarce. The paper contributes to educational research through paired Q methodology and investigates university teachers' shifting views of successful future learning environments, while being forced to move to fully digital solutions due to the Covid-19 pandemic. Four pre-pandemic (January 2020) and two while-pandemic viewpoints (November 2020) are qualitatively interpreted and show that lived experiences during the pandemic led to a polarization of participants' subjective perspectives. Despite challenging conditions, university teachers view digital and distance teaching more positively, but remain skeptical concerning technologically-enhanced on-campus learning environments. Results also indicate a largely unchanged consensus regarding the importance of critical thinking and creativity. This exploratory study's results allow forward-thinking dialogues about new policies in potentially ever more hybrid learning environments with various educational stakeholders, both within the case university in Sweden and other educational institutions.

Place, publisher, year, edition, pages
Routledge, 2023. Vol. 67, no 6, p. 964-979
Keywords [en]
Future-ready, Q methodology, learning environment, hybrid, university teaching, higher education, critical thinking, digitalization
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-55028DOI: 10.1080/00313831.2022.2115127ISI: 000853491300001Scopus ID: 2-s2.0-85138360877OAI: oai:DiVA.org:mau-55028DiVA, id: diva2:1697389
Available from: 2022-09-20 Created: 2022-09-20 Last updated: 2023-10-18Bibliographically approved

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Lundberg, AdrianStigmar, Martin

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