Teacher Education in the Frontline: Improving Teachers' Future Digital Competencies for the Enhancement of Learning Outcomes and to Promote Equality: Invited Policy Brief

The rapid move to remote learning in 2020 caused by the COVID-19 pandemic created a challenge for all educational institutions. The pedagogy of online teaching is not usually included in teacher education, and the recent experiences of online education have revealed that many teachers have a lack of knowledge in online pedagogy and digital tools. There is also a variation in how educational institutions and personnel value the importance of digital education, with factors such as media, city or regional setting and community opinion often influencing educational decisions. Furthermore, even if teachers’ digital competencies are appreciated, the availability of digital devices varies substantially between schools. To achieve meaningful learning and improved learning outcomes through online education, future teachers need competencies in using digital tools and online pedagogical methods. In addition, they need to understand the move from web1.0 to web2.0 and the maker-culture in which the children and young people are living. Rural and Indigenous communities should have a strong presence in teacher education. Local languages and culture can be lost in English speaking online environments, and this is further hampered by expensive or limited access to the Internet. With these competencies and a critical understanding of the realities of online teaching and learning, future teachers can be equipped for their working lives in the coming decades and will be able to ensure educational equality for their students.