Enhancing digital competence and pedagogical practice in higher education: A case study in Norway

Introduction
Faculty across higher education institutions face growing demands for digital competence and effective online teaching, expanding flexible and hybrid learning opportunities, navigating rapid technological shifts (re)shaping pedagogy. While many institutions offer training on inclusive and digital practices, there continues to be a need to identify effective methods to support instructors in enhancing student learning. Thus, we integrate a conceptual framework, weaving together systems thinking and social learning theories to better understand faculty professional development.

Methods

This qualitative case study examines how faculty at a Norwegian university experience professional development workshops and short courses delivered by a Centre for Professional Development. Guided by situated learning and adult learning theories, the study explores two questions:

(1) How do faculty describe their experiences of professional development related to digital competence and pedagogy? 

(2) What are their recommendations for enhancing such learning opportunities?

Data were collected through focus groups with faculty from diverse disciplines who had completed Centre offerings. An iterative analysis process, combining deductive and inductive approaches, allowed the research team to identify emerging themes and refine future discussions. Member checking and peer feedback strengthened the validity and co-construction of findings.

Results
Preliminary findings reveal three key insights with broader relevance: 

• Yearning for recognition – faculty expressed a need to feel heard and valued in their professional learning journeys; 
• Facing mixed emotions – participants described both anxiety about their digital competence and enthusiasm for new pedagogical tools; and 
• Seeking solutions in flexible offerings – there was strong demand for varied, adaptable course formats accommodating diverse needs and workloads.

Conclusion
Recommendations include integrating mixed methods to expand understanding of faculty needs, promoting communities of practice, encouraging safe experimentation and peer learning, offering diverse, flexible professional development balancing theory and practice. These approaches can inform global strategies for inclusive, future-ready teaching in higher education.