Profound Digital Pedagogies: global perspectives


Overview of special issue

The pandemic has accelerated a trend towards online and digital methods to support higher, technical apprenticeship and work-based/integrated learning.  A movement can be seen from initial ‘emergency online teaching and learning’ to better thought out and more pedagogically effective use of technology.  A blended approach is appearing post-Covid, with the learning and logistical benefits from digital methods ensuring that many of the changes implemented are likely to be adopted permanently.  Progress is however uneven, and there is still a need for improved practice in online methods and to improve the integration of theoretical and practical learning and address issues of learner difficulties and appropriate adjustments. 

The aim is to directly influence practitioner competencies and ongoing professional development in digital pedagogy and showcase through research and case studies how we are building back better in relation to digital pedagogy and vocational, education and training including in apprenticeships and work-based/integrated learning. The SI is concerned with the identification of frameworks for teaching effectiveness and their associated key success characteristics, with research conducted internationally that examines how inclusiveness in the virtual classroom is fostered, involving learners with for example, additional communication needs, such as those with physical or hearing requirements or learning difficulties/disabilities such as dyslexia, dyspraxia etc., as a major shift to more sustainable futures.

HESWBL has already published seminal work on global perspectives on profound pedagogies in 2015 (Vol 5, 4) published at a time of intense internationalisation and globalisation of education. Then the emphasis was on how to move beyond a student stereotype described as ‘passive, rote learners, lacking in critical thinking and independent learning skills’ (Ryan, 2011, p. 637) and contextualise this move within workplace and vocationally oriented forms.  It is against this context that the aim of this special issue becomes critical by bringing the research interest up to date following what has been first a global health emergency but also a period of resilience for higher education providers. As was the case in 2015, much of the scholarly activity on digital pedagogic practices today (with learners studying geographically distanced from the academy) is rarely situated within work-based/integrated settings which is this journal’s central and unique focus.

Universities globally have the opportunity and responsibility to showcase and share what constitutes best pedagogical practice in the use of digital technology and set standards and benchmarks which will raise expectations amongst institutions, practitioners, and policy makers. This special issue is aimed at collating and reporting best practice insights, covering a variety of angles. It will bring new perspectives to and recognition of the value of ‘using digital’ by viewing best and emerging practice using several reference points to identify "success and quality characteristics" from pedagogical practice and help enhance and inform delivery, encourage new reflections on high level teaching and assessment and revise the approach to staff digital competencies. This special issue will also contribute to the growing need of aligning educational curriculums with the changing needs and skills needed for business workplaces in different fields such as marketing, management information systems and data analytics along with other business applications of Artificial Intelligence (AI). 

We welcome submissions to this special issue. Topics covered include (but are not limited to):

  • Research and examples that illustrate and demonstrate which shibboleths have been revealed
  • The role of digital technologies in rethinking the skills needed in business education
  • Best practice in the form of institutional level roadmaps that deliver online infrastructure upgrades and high-quality training
  • Opportunities for widening access to relevant provision via adaptations in innovative digital pedagogy and approach to teaching, learning and assessment
  • Case Studies: Challenges and opportunities of digital, blended, and online learning for learners in work/on vocational programmes
  • Perspectives on issues of connectivity, inclusiveness, accessibility, and equity and how they are addressed by online and digital methods
  • Learning from digital adaptations and ongoing application in work-based/work integrated learning in HE, including apprenticeships
  • Capacity building of tutors, practitioners, and institutions, exploring current requirements of digital pedagogy and a reimagining/reuse of existing frameworks of digital competence
  • Combining hybrid working and new forms of learning processes at work; boundaries of work-based learning in a digital age, including obstacles, advantages, dilemmas, and possibilities created
  • Future gazing and future proofing learning for dynamic and resilient work environments
  • Impact on learning materials and resources in the virtual world/classroom/workplace and on the capacity of tutors and higher education institutions

Deadline and submission details

Abstracts by March 2022 or earlier.

The submission deadline for all full papers is 9 March 2022.

The publication date for this special issue is late 2022.

To submit your research, please visit ScholarOne.

Contact the Guest Editor and Associate Editor for an early discussion or expression of interest.

Guest Editors:

Dr Sofia Mastrokoukou, Junior Lecturer, University of Turin (e) [email protected]

Professor Allam Mohammed Hamdan, Dean: College of Business and Finance, Ahlia University, Manama, Bahrain (e) [email protected]

Dr. Bahaaeddin Alareeni, Middle East Technical University, Northern Cyprus Campus (e) [email protected]

Dr. Rim El Khoury, Associate Professor, Department of Accounting and Finance, Notre Dame University, Louaize, Lebanon (e) [email protected]

Dr. Reem Hamdan, Assistant Professor, University College of Bahrain, Manama, Bahrain (e) [email protected]

Associate Editor:

Mandy Crawford-Lee, Chief Executive, University Vocational Awards Council (t) +44 (0) 7763820713 (e) [email protected]