Topic 4: Self-regulated Learning of digital competences in the context of teacher education

Doctoral candidate: Michael Jemetz, MEd (Universität Wien)

Supervisors:

Thesis Advisory Committee:

Description of the project:

The dissertation project “dig!self: The potential and limitations of self-regulated learning for the development of digital competences in teacher training and implications for (Basic) Digital Education” addresses the issue of reconciling the need to improve how digital competences are developed in teacher training with the limited resources available in this context (Ambros et al. 2022, Göltl et al. 2024). The focus of the thesis, therefore, lies on the question of how self-regulated learning may be effective for developing pre- and in-service teachers’ digital competences and how they may be supported in this process.

In order to answer this question, the overall goal of the dissertation project is to develop and evaluate a socio-technical framework – consisting of institutional support in the form of courses and course units, a digital platform that offers a number of tools for managing the learning process and a collection of resources – for supporting pre-service teachers in developing their professional digital competences in a self-regulated manner effectively:

The proposed prototypical framework, “dig!self”, is based on the findings of a systematic literature review and focuses on the DigComp (Vuorikari et al. 2022) and DigCompEdu professional digital competency frameworks (Punie & Redecker 2017) content wise. (However, it is planned in a manner that allows it to be easily adapted for different target comptences.) A qualitative interview series on AI-related competences of teachers has already been conducted to further solidify the contents covered. All in all,the development process of dig!self is structured following the desing thinking approach.

The project should provide answer the following questions:

  • Which AI-related competences beyond those in DigComp and DigCompEdu do teachers indicate to need?
  • How do secondary level teachers currently go about acquiring the AI-related competences they identify as necessary?
  • Which approaches for the development of professional digital competences of secondary level teachers entailing self-regulated learning are reflected in international literature?
  • How do (pre-service) teachers perceive and evaluate dig!self, a prototypical framework for supporting self-regulated learning of professional digital competences in an institutional context?

Relevant publications:

  • Jemetz, M., Dolezal, D., Motschnig, R. (2025). Secondary Teachers’ Self-perceived AI Competences in Relation to Renowned European Digital Competence Frameworks. In: Pluhár, Z., Gaál, B. (eds) Informatics in Schools. Innovative Approaches to Computer Science Teaching and Learning. ISSEP 2024. Lecture Notes in Computer Science, vol 15228. Springer, Cham. DOI: 10.1007/978-3-031-73474-8_1
  • Jemetz, M.; Motschnig, R. (2024). Teachers’ development of competence in managing generative AI technology: findings from a qualitative interview series. In 2024 IEEE Frontiers in Education Conference Proceedings. DOI: 10.1109/FIE61694.2024.10893585

Developed courses:

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