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16 SES 01 A
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16. ICT in Education and Training
Paper Sharing Isn’t Always Caring. Assessing Primary School Children’s Data Protection Skills. University of Wuerzburg, Germany Presenting Author:More and more young children are using various digital devices in everyday life and often times this happens without pedagogical framing or supervision (Feierabend et al., 2025; Konca, 2021). In order to be able to act responsibly and self-determinedly in an increasingly digitally networked world, digital skills are key. This also has consequences for primary school: For example, it calls for a "culture of digitality" (Irion & Knoblauch, 2021) so that children can adequately meet the demands of an interconnected world. In order to prepare children for the constantly changing environment, their digital skills should be continuously recorded. However, existing research of digital-related knowledge, skills and beliefs do not explicitly refer to children in primary school, but focus strongly on adolescents (e.g. Fraillon et al., 2019; Vuorikari et al., 2022). While existing educational policy frameworks partly include conceptualizations for primary school age and competence expectations for sub-areas, these are more normative positions which have not been empirically derived or verified. Based on the Swiss curriculum, Hermida, Hielscher and Petko (2017) developed the freely accessible Media Professionals test. Although this covers important sub-areas of digital skills (e.g. digitization and computerization or freedom of information and credibility) in a playful setting – also for primary school age – a comparison with German and European educational policy framework reveals gaps, such as the dedicated recording of competencies in the area of data protection and security on the internet. Data protection means the protection of personal data, i.e. data that allows conclusions to be drawn about one's own or someone else's person and – amongst others – can be considered an important facet of digital competencies (Goedart et al, 2022; llomäki et al., 2016). Similarly, Jun et al. (2014) developed an instrument to assess computational literacy in Korean elementary schools (grade 1-6), but the area of data protection was left out (also by Kim et al., 2019). Research on data protection competencies with primary school children is scarce and mainly relies on surveys on attitudes towards data protection or self-assessments in that matter (Goedart et al., 2022; Siddiq et al., 2016), proven test instruments are lacking. Therefore, the present study addresses the following research questions:
Methodology, Methods, Research Instruments or Sources Used To answer these questions, an instrument was tested in a multi-step mixed-method approach that is intended to measure data protection skills at primary school age. Based on theoretical and empirical preliminary considerations, a fictitious web-based platform (a messenger called textsafe) was developed in SoSci-Survey. This platform was first tested in a qualitative pilot study. After some improvements the instrument was then tried in a quantitative pilot study with 203 students from third and fourth grade. Again, after slight improvements the main data collection took place in the beginning of 2024. After a short instruction, the children were handed tablets and were asked to (supposedly) register for textsafe (username and password), define settings (e.g. remember log-in information, profile pic, release of location) and give – if desired – further information about themselves (e.g. birthday, residency). Thereby, we wanted to generate performative data. In a second step, to generate information about individual knowledge, the children switched into an advisory role for a friendly penguin who also wants to join textsafe. Using data of 629 third- and fourthgraders (Mage = 9;6, SD = 0.85) we gathered information about performance of and knowledge about data protection skills. In order to answer the first research question, we use descriptive data. To answer the second research question, we use rasch-modeling with 58 binary coded items in the R-package TAM (Embretson & Reise, 2000; Robitzsch et al.,2019). Conclusions, Expected Outcomes or Findings The structure of the instrument is suitable for primary school children. The Wright-Map shows sufficient distribution of item difficulty, and the reliability is good (EAP/PV=.81). Q3 statistic shows signs of multidimensionality, so finer considerations could be promising for better psychometric assessment. In that sense, partial credit scoring is also conceivable. Further analyses will be conducted until August. Detailed information on item fit and WLE-estimators will be provided. Concerning research question 1, we can state that children seem to know more about data protection than their actions might suggest. When registering themselves, many children act quite risky by giving a lot of information. When advising the friendly figure, they are more deliberate, so one can say: There is a considerable difference between knowing what’s right and acting like it. This phenomenon is known in the literature as privacy paradox (Kokolakis, 2017) for adults and points towards the importance of motivational aspects of actual competencies. The results give insight in the need of pedagogical support and will be further discussed in the context of digital and computer science competencies. References Embretson, S., and Reise, S. P. (2000). Item Response Theory for Psychologists. Mahwah, NJ: L. Erlbaum Associates. Feierabend, S., Rathgeb, T., Kheredmand, H. & Glöckler, S. (2025). KIM-Studie 2024. Kindheit, Internet, Medien. Basisuntersuchung zum Medienumgang 6- bis 13-Jähriger (Medienpädagogischer Forschungsverbund Südwest (mfps), Hrsg.). Stuttgart. Zugriff am 8.03.2024. https://www.mpfs.de/fileadmin/files/Studien/KIM/2022/KIM-Studie2022_website_final.pdf Fraillon, J., Ainley, J., Schulz, W., Duckworth, D. & Friedman, T. (2019). IEA International Computer and Information Literacy Study 2018: Assessment framework. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Godaert, E., Aesaert, K., Voogt, J., & Van Braak, J. (2022). Assessment of students’ digital competences in primary school: A systematic review. Education and Information Technologies, 27(7), 9953–10011. https://doi.org/10.1007/s10639-022-11020-9 Hermida, M., Hielscher, M. & Petko, D. (2017). Medienkompetenz messen: Die Entwicklung des Medienprofis-Tests in der Schweiz. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 38–60. https://doi.org/10.21240/mpaed/00/2017.06.02.X Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4 Irion, T. & Knoblauch, V. (2021). Lernkulturen in der Digitalität. Von der Buchschule zum zeitgemäßen Lebens- und Lernraum im 21. Jahrhundert. In M. Peschel (Hrsg.), Kinder lernen Zukunft. Didaktik der Lernkulturen. https://doi.org/10.25656/01:24387 Jun, S., Han, S., Kim, H., & Lee, W. (2014). Assessing the computational literacy of elementary students on a national level in Korea. Educational Assessment, Evaluation and Accountability, 26(4), 319–332. https://doi.org/10.1007/s11092-013-9185-7 Kim, H. S., Ahn, S. H., & Kim, C. M. (2019). A New ICT Literacy Test for Elementary and Middle School Students in Republic of Korea. The Asia-Pacific Education Researcher, 28(3), 203–212. https://doi.org/10.1007/s40299-018-0428-8 Kokolakis, S. (2017). Privacy attitudes and privacy behaviour: A review of current research on the privacy paradox phenomenon. Computers & security, 64, 122–134. https://doi.org/10.1016/j.cose.2015.07.002 Konca, A. S. (2021). Digital technology usage of young children. Screen time and families. Early Childhood Education Journal, 1-12. https://doi.org/10.1007/s10643-021-01245-7 Robitzsch, A., Kiefer, T., and Wu, M. (2019). TAM: Test Analysis Modules. Available online at: https://CRAN.R-project.org/package=TAM (Zugriff: 25. März 2021). Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review, 19, 58–84. https://doi.org/10.1016/j.edurev.2016.05.002 Vuorikari, R., Kluzer, S. & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes. Luxemburg: Comissió Europea. 16. ICT in Education and Training
Paper Motivational Profiles and ICT dispositions in Preservice Teachers: Exploring Identity Precursors in Initial Teacher Education University of Padova, Italy Presenting Author:Research on preservice teachers’ (PSTs) engagement with information and communication technologies (ICT) has predominantly focused on digital skills, competence frameworks (Redecker, 2017), or technology acceptance dispositions (Voogt et al., 2018). While these perspectives have provided valuable insights, they often treat technology as an add-on to teaching practice, rather than as a dimension intertwined with teachers’ professional identities. However, literature suggests that teachers' professional identity underpins how they position technology in their classrooms (Liu & Geertshuis, 2021; Trevisan, 2025). In turn, motivation is found to be key in shaping professional identity, commitment to teaching, and persistence in teacher education (Fokkens-Bruinsma et al., 2018; Wu et al., 2025). This contribution addresses the gap by exploring the relationship between PSTs’ motivational profiles and their dispositions toward ICT in teaching. Professional identity is defined in the literature as a dynamic, dialogical, and anticipatory construct, formed well before full entry into the profession (Beijaard et al., 2004; Akkerman & Meijer, 2011). Motivation, in turn, is not merely the reason for choosing teaching, but an identity precursor that shapes how future teachers imagine themselves, their role, and their relationship with pedagogical and technological tools (Fokkens-Bruinsma et al., 2018). Finally, ICT dispositions in preservice teachers consider a multifaceted synthesis of professional attitudes (Christensen & Knezek, 2009), values, and beliefs (Vannatta & Nancy, 2004). These are not static, innate traits, but are dynamic orientations developed through the interplay of teacher preparation, field experiences, and evolving professional identity (Mwamakula, 2023). The paper draws on data collected from a large cohort of PSTs (N= 473) enrolled in a European teacher education programme. The central research question leading the study is: How are preservice teachers’ motivational profiles associated with their ICT dispositions, within the configuration of identity-related orientations toward digital technologies in teaching? Using a survey study, students’ motivations were analysed to identify distinct motivational configurations, in line with research framing motivation as an identity-relevant orientation and a culturally and contextually situated construct (Fokkens-Bruinsma et al., 2018; Wu et al., 2025). An exploratory clustering procedure was used to identify three internally coherent motivational profiles within the sample. These profiles are presented in this paper in terms of their dominant motivational orientations (i.e., intrinsic interest, altruistic commitment, pragmatic considerations), without claiming them as established or generalisable categories beyond the present study. In parallel, students’ ICT dispositions were measured to inquire the perceived relevance of digital technologies for the teaching profession, participants’ confidence in using ICT for educational purposes, and their orientations toward integrating technology into future practice. An Anova revealed statistically significant differences in ICT dispositions across the three motivational profiles, supporting theoretical claims that dispositions toward technology-infused practices are rooted in broader identity orientations (Kelchtermans, 2009; Beauchamp & Thomas, 2009). Motivational profiles characterised by strong intrinsic and altruistic motivations tend to display more positive and integrated orientations toward ICT, viewing technology as a meaningful component of teaching and learning. This pattern, consistent with international evidence, shows intrinsic and altruistic motivations being associated with stronger professional commitment and more agentic visions of teaching (Wu et al., 2025). In contrast, motivational profiles more strongly driven by pragmatic or extrinsic considerations show a more cautious or instrumental stance toward ICT. Overall, results suggest that ICT dispositions are not randomly distributed among PSTs, but are systematically related to deeper motivational–identity configurations. The paper argues that these results support a conceptual shift in how ICT in teacher education may be understood. Rather than focusing exclusively on skills acquisition or dispositional support, teacher education programmes should attend to the motivational and identity-related conditions underpinning PSTs’ engagement with technology. Methodology, Methods, Research Instruments or Sources Used The study was conducted within a primary teacher education programme at a large public university in Italy, adopting a quantitative research design to explore relationships between motivational, dispositional, and identity-related variables (Benvenuto, 2015; Cohen et al., 2018). Participants were preservice teachers enrolled in the first and second year of the programme, a liminal phase for teacher professional identity development where previous experiences as students and motivations are negotiated with future expectations, and shaped by university training (Hanna et al., 2023). Participation was voluntary, and data were collected through an online questionnaire administered during scheduled academic activities. The respondents were 473 (response rate of 93%). Instrument Motivational items were theoretically grounded in the Factors Influencing Teaching Choice (FIT choice - Watt et al., 2012), supported by recent literature highlighting how different motivational constellations are associated with commitment and career aspirations in preservice teachers (Wu et al., 2025). This construct was measured using 10 ranking items which addressed intrinsic motivations (e.g., interest and enjoyment in teaching), altruistic motivations (e.g., contributing to society and supporting pupils’ development), and extrinsic or pragmatic motivations (e.g., job security and work–life balance). The analysis focused on the configuration patterns of these motivations within individuals, to provide a more nuanced understanding of PSTs’ professional orientations (Fokkens-Bruinsma et al., 2014; Wu et al., 2025). ICT dispositions were assessed through three scales designed to capture students’ orientation toward digital technologies in teaching (Christensen & Knezek, 2009) in the form of five-point Likert scales. These items addressed: perceived importance of ICT for the teaching profession, self-perceived confidence in using digital technologies for educational purposes, and willingness to integrate ICT into future teaching practice. The items were conceptualised as dispositional indicators, reflecting dispositions and positioning rather than technical proficiency. Data analysis The analysis proceeded in two main steps aimed at identifying latent patterns within large datasets (Cohen et al., 2018). First, an exploratory cluster analysis was conducted on the motivational items to identify PSTs with similar motivational configurations (Euclidean distance). This resulted in three distinct motivational profiles, each characterised by a specific balance of intrinsic, altruistic, and extrinsic motivations. These profiles are to be treated analytically as emergent patterns within the dataset, not generalizable. Afterwards, differences in ICT dispositions across the three motivational profiles were examined using one-way analyses of variance (ANOVA). Post-hoc comparisons and effect sizes were applied where appropriate to identify which profiles differed significantly from each other. Conclusions, Expected Outcomes or Findings This study set out to explore the connection between PSTs’ dispositions toward ICTs and their motivational orientations toward the teaching profession. The results support that ICT dispositions vary systematically across different motivational profiles, suggesting that technology-related dispositions are deeply embedded in broader identity precursors rather than being purely related to skills. From a theoretical perspective, the study supports an understanding of professional identity as anticipatory and motivationally grounded (Beijaard et al., 2004; Akkerman & Meijer, 2011). Long before entering the classroom as fully qualified teachers, PSTs develop orientations toward key dimensions of the profession, including the role of digital technologies. These orientations appear to be shaped by how individuals make sense of teaching as a meaningful, ethical, or pragmatic endeavour (Beauchamp & Thomas, 2009). ICT, in this sense, becomes part of the imagined professional self: for some, an opportunity for pedagogical innovation and relational work; for others, a functional tool of secondary importance. For teacher education, these findings carry important implications. Efforts to promote digital competence may be limited if they focus exclusively on skills training without addressing the motivational and identity-related foundations of PSTs’ engagement with technology (Kelchtermans, 2009). Integrating reflective activities that explicitly connect motivations for teaching with visions of digitally mediated practice could support more coherent and sustainable forms of ICT integration. Finally, by presenting motivational profiles as empirically grounded but non-canonical entities, this paper opens space for further research, echoing recent calls to examine motivation as a dynamic and context-sensitive identity resource rather than as a fixed trait (Fokkens-Bruinsma et al., 2018; Wu et al., 2025). Longitudinal studies could investigate how these profiles and their associated ICT dispositions evolve over time, particularly as PSTs enter school contexts and teaching practice. References Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013 Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252 Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001 Christensen, R. W., & Knezek, G. A. (2009). Construct Validity for the Teachers’ dispositions Toward Computers Questionnaire. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.https://doi.org/10.4324/9781315456539 Fokkens-Bruinsma, M., & Canrinus, E. T. (2014). Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts. International Journal of Educational Research, 65, 65–74. https://doi.org/10.1016/j.ijer.2013.09.012 Hanna, F., Andre, L., & Zee, M. (2023). Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers. Teaching and Teacher Education, 136, 104382. https://doi.org/10.1016/j.tate.2023.104382 Kelchtermans, G. (2009). Who I am in how I teach is the message: Self‐understanding, vulnerability and reflection. Teachers and Teaching, 15(2), 257–272. https://doi.org/10.1080/13540600902875332 Liu, Q., & Geertshuis, S. (2021). Professional identity and the adoption of learning management systems. Studies in Higher Education, 46(3), 624–637. https://doi.org/10.1080/03075079.2019.1647413 Mwamakula, F. (2023). Nurturing the Dispositions and Identities for Student Teachers’ Professional Development: A Critical Review. Randwick International of Education and Linguistics Science Journal, 4, 500–508. https://doi.org/10.47175/rielsj.v4i3.788 Trevisan, O. (2025). Digital competence and teacher education: teacher identity, tensions and agency. In A. Egan , K. Johnston , and O. McGarr. Reimagining Teacher Digital Competence (pp. 27–45). Elgar. https://doi.org/10.4337/9781035337514.00009 Vannatta, R. A., & Nancy, F. (2004). Teacher Dispositions as Predictors of Classroom Technology Use. Journal of Research on Technology in Education, 36(3), 253–271. https://doi.org/10.1080/15391523.2004.10782415 Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (Eds.). (2018). Second Handbook of Information Technology in Primary and Secondary Education. Springer International Publishing. https://doi.org/10.1007/978-3-319-71054-9 Wu, W., Wu, Y., Song, G., Zhang, L., & Song, H. (2025). Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges. Teaching and Teacher Education, 155, Article 104880. https://doi.org/10.1016/j.tate.2024.104880 16. ICT in Education and Training
Paper From Training to Transformation: Evaluating Long-term Impacts of Digital Pedagogy Capacity Building at University of Rwanda-College of Education University of Rwanda, Rwanda Presenting Author:The rapid integration of digital technologies in higher education has prompted universities across Africa, including the University of Rwanda, to invest significantly in faculty capacity building programs. The Higher Education Pedagogies for Teacher Education (HEP-TED) project, funded by the Ministry of Foreign Affairs of Finland, has been instrumental in supporting comprehensive capacity building for staff at the University of Rwanda - College of Education (UR-CE), introducing various digital tools and pedagogical approaches to enhance teaching and learning. However, the predominant focus on short-term training outcomes often overlooks the sustained transformational impacts on pedagogical practices, institutional cultures, and knowledge production. Within the changing landscape of education research, where data-driven technologies and standardized indicators increasingly shape what counts as evidence (Selwyn, 2014),, this study examines the longitudinal effects of the HEP-TED capacity building initiative through a contextually grounded, multi-perspective approach. The research will privilege practitioner knowledge alongside traditional research metrics, positioning faculty as knowledge producers rather than merely knowledge users. This epistemological stance is particularly important in African higher education contexts, where externally driven evaluation frameworks may not capture the nuanced realities of pedagogical transformation (Czerniewicz & Brown, 2013; Ng'ambi & Bozalek, 2013). This research draws on transformative learning theory (Mezirow, 1997; Taylor & Cranton, 2012) and communities of practice frameworks (Wenger, 1998) to distinguish between surface-level skill acquisition and deeper pedagogical transformation. Transformative learning theory provides a lens for understanding how adults fundamentally alter their frames of reference through critical reflection and discourse (Mezirow, 1997). Communities of practice frameworks illuminate how shared learning emerges through sustained engagement within professional communities (Wenger, 1998), making visible the social dimensions of pedagogical change that often remain hidden in individualistic accounts of professional development. The study recognizes that knowledge in and of education encompasses understanding multiple temporalities, examining how capacity building initiatives interact with institutional histories, present realities, and future aspirations. In the Rwandan context, this temporal dimension is particularly significant as the University of Rwanda navigates between its historical foundations, contemporary pressures for digital transformation, and aspirations for contextually relevant pedagogical innovation. Furthermore, the study acknowledges that how knowledge is produced and applied is situated and contingent, shaped by Rwanda's specific political, economic, and cultural contexts. Yet critical questions remain about whether initiatives like HEP-TED truly transform pedagogical practices or merely add technological layers to existing teaching methods (Kirkwood & Price, 2014). This distinction is essential, as genuine transformation requires not only skill acquisition but fundamental shifts in how educators conceptualize teaching, learning, and knowledge creation in digitally mediated environments (Laurillard, 2012; Mishra & Koehler, 2006). The research addresses four interconnected questions that probe beyond surface-level technology adoption: How has the HEP-TED project's capacity building approach moved beyond instrumental training to foster sustained pedagogical transformation at UR-CE? What institutional, cultural, and individual factors facilitate or hinder the long-term integration of digital tools introduced through HEP-TED? How do UR-CE practitioners themselves conceptualize and evaluate the impact of HEP-TED capacity building on their teaching practices and student learning outcomes? What forms of practitioner knowledge emerge from technology integration experiences facilitated by HEP-TED, and how can these inform future capacity building approaches? By centering practitioner perspectives and experiences, this study will challenge deficit narratives that often characterize discussions of educational technology in African contexts (Bali, 2016), instead illuminating the sophisticated pedagogical reasoning that faculty employ as they navigate technology integration in their specific teaching contexts. Methodology, Methods, Research Instruments or Sources Used Employing a mixed-methods design, this study will trace the trajectories of 28 UR-CE faculty members who participated in digital pedagogy capacity building programs between 2023 and 2025, along with their 1,200 students. Working with the complete cohort of trained faculty, rather than a sample, will enable comprehensive understanding of the initiative's impacts across the institution. The approach is essential for capturing transformation as a process that unfolds over time rather than as a discrete event, enabling examination of how pedagogical changes emerge, stabilize, or fade in response to various contextual factors. Data collection will include multiple sources and methods to triangulate findings and capture the complexity of pedagogical transformation. Semi-structured interviews with the 28 faculty members across disciplines will form the primary qualitative data source. Interview protocols will explore participants' experiences with HEP-TED capacity building, their evolving pedagogical practices, perceived impacts on student learning, challenges encountered in technology integration, and their own developing theories about effective digital pedagogy in their contexts. Classroom observations will provide direct evidence of how digital tools are actually employed in teaching practice, documenting whether technology usage reflects transformative or superficial adoption. Observation protocols will focus on pedagogical strategies, student engagement patterns, technology functionality within lessons, and alignment between stated pedagogical intentions and enacted practices. Analysis of course materials and learning management system (LMS) data will offer both quantitative and qualitative insights into technology adoption patterns among the trained staff and impacts on their 1,200 students. LMS analytics will reveal usage frequencies, feature utilization, and student interaction patterns, while examination of syllabi, assignments, and assessment tasks will illuminate how digital tools are embedded within curriculum design and learning objectives. Student performance data and feedback will provide evidence of how faculty technology integration affects learning outcomes. Document analysis of institutional policies, strategic plans, and HEP-TED program materials will contextualize individual experiences within broader institutional frameworks, revealing how institutional structures and cultures support or constrain pedagogical innovation. The research privileges practitioner knowledge alongside traditional research metrics, recognizing faculty as knowledge producers rather than merely knowledge users. This will be operationalized through participatory analysis sessions where faculty members engage with preliminary findings, offering interpretations that enrich researcher analysis and ensuring conclusions reflect lived experiences. Data analysis will follow an iterative process combining deductive coding informed by transformative learning theory and communities of practice frameworks with inductive, grounded analysis allowing emergent themes to surface from the data itself. Conclusions, Expected Outcomes or Findings This research is expected to reveal the conditions under which faculty capacity building in digital pedagogy moves beyond instrumental training to foster genuine pedagogical transformation. The study anticipates demonstrating that sustainable change requires more than technical skill development, demanding instead ongoing institutional support, vibrant communities of practice, and meaningful alignment between individual pedagogical values and technological affordances. Expected findings will illuminate how faculty who sustain technology integration participate in both formal and informal professional learning communities where they collaboratively navigate challenges, share innovations, and develop collective expertise. The research is expected to uncover productive tensions between institutional expectations for technology adoption and faculty concerns about pedagogical authenticity and contextual appropriateness. Faculty may articulate sophisticated critiques of digital tools that reflect Western pedagogical assumptions potentially incompatible with local learning cultures (Czerniewicz & Brown, 2013), highlighting the importance of capacity building approaches that emphasize critical adaptation rather than faithful implementation of imported models. Forms of practitioner knowledge emerging from HEP-TED experiences are expected to challenge simplistic narratives of technology as inherently beneficial or transformative (Selwyn, 2014; UNESCO, 2022). Faculty will possibly identify specific contexts where digital tools genuinely enhance learning while also recognizing limitations and potential harms when technology becomes an end rather than a pedagogical means (Kirkwood & Price, 2014). The study will produce empirically grounded recommendations for designing capacity building initiatives that support authentic pedagogical transformation. These recommendations will address program design features, institutional support structures, community-building strategies, and evaluation approaches that honor multiple forms of evidence and practitioner expertise. Theoretically, the research will extend transformative learning theory into technology-enhanced pedagogy contexts in African higher education. Empirically, it will provide evidence of capacity building impacts that move beyond simple adoption metrics. Practically, it will offer actionable insights for educators, administrators, and development partners committed to sustainable, contextually grounded educational transformation. References Ahmed, R. (2025). Teachers’ Competency in Technology, Digital Innovation, and Creativity and Its Role in Supporting Curriculum Reform in Light of UNESCO’s Education 2030 Strategy. Journal of Research, Innovation, and Strategies for Education (RISE), 2(1). https://doi.org/10.70148/jrise.v2i1.19 Bali, M. (2016). Pedagogies of resistance and transformation in higher education. In S. D'Agostino (Ed.), Critical approaches to technology in higher education (pp. 129-148). Palgrave Macmillan. Czerniewicz, L., & Brown, C. (2013). The habitus of digital "strangers" in higher education. British Journal of Educational Technology, 44(1), 44-53. https://doi.org/10.1111/j.1467-8535.2012.01281.x Gourlay, L., & Oliver, M. (2018). Student engagement in the digital university: Sociomaterial assemblages. Routledge. Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is 'enhanced' and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. https://doi.org/10.1080/17439884.2013.870404 Laurillard, D. (2013). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge. https://doi.org/10.4324/9780203125083 Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12. https://doi.org/10.1002/ace.7401 Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x Ng'ambi, D., & Bozalek, V. (2013). Leveraging informal leadership in higher education institutions: A case of diffusion of emerging technologies in a southern context. British Journal of Educational Technology, 44(6), 940-950. https://doi.org/10.1111/bjet.12108 Salmon, G. (2013). E-tivities: The key to active online learning. Routledge. https://doi.org/10.4324/9780203074640 Selwyn, N. (2013). Distrusting educational technology: Critical questions for changing times. Routledge. https://doi.org/10.4324/9781315886350 16. ICT in Education and Training
Paper Teaching Fake News? ICT Self-Efficacy as a Prerequisite for Critical Online Engagement among Prospective Teachers University of Stuttgart, Germany Presenting Author:Across educational systems, young people are increasingly exposed to disinformation and discriminatory content online. International large-scale assessments and national youth surveys consistently indicate declining trust in online information and growing difficulties in distinguishing reliable from misleading content. In Germany, 61% of young people report having encountered fake news (Feierabend et al., 2024), and 63% of 15-year-olds express distrust in online content (Kastorff et al., 2025). Comparable patterns emerge across Europe, where only around 36% of young people regularly verify online information (Eurostat, 2024), and 43% of 14-year-olds lack basic digital competences (Fraillon, 2023). Against this backdrop of ongoing social and technological change, empowering future generations to critically engage with digital information is a central educational task (Hajok, 2023). Such competences form a core component of digital citizenship, enabling individuals to respond actively and reflectively to harmful or misleading online content (Ribble, 2015). From this perspective, ICT competences – and ICT self-efficacy in particular – constitute a key precondition for engaging with problematic online content in an active and reflective rather than passive or avoidant manner (Livingstone & Helsper, 2010). Consequently, school education must prepare students for evolving digital challenges by aligning instruction with their existing information practices and the dynamically changing online environment. To fulfil this educational mandate, schools require teachers who are proficient in digital technologies and capable of guiding students in critically navigating online information, including fake news and discriminatory content (European Commission, 2022). However, such competences cannot be assumed to develop incidentally. Teacher education therefore plays a crucial role in equipping prospective teachers with the necessary skills, as they act as future multipliers in school practice (Müller & Prange, 2017). At the same time, prospective teachers’ ICT competences vary substantially, and teacher educators strongly shape how these competences are later enacted in classroom instruction (Kjellsdotter, 2020; Tondeur et al., 2019). Given the still limited emphasis on ICT in many teacher education programs, learning opportunities differ across subjects (Gudmundsdottir & Hatlevik, 2018). While STEM subjects more frequently address digital topics, all subject domains need to integrate critical engagement with digital information, as these challenges concern society as a whole. Designing targeted teacher education programs therefore requires empirically grounded insights into prospective teachers’ prior experiences, knowledge, and skills. To provide such a basis, we surveyed prospective teachers regarding their ICT self-efficacy and online experiences. The results offer an overview of the current situation and illuminate interrelations between ICT competences and experiences with problematic online content. This allows us to better understand the target group, identify relevant differences and dependencies, and derive evidence-informed learning opportunities that can be integrated into teacher education. This paper explores the following research questions (RQ): (1) How do prospective teachers assess their ICT self-efficacy? (2) How frequently do they encounter fake news and discriminatory content online? (3) How are ICT self-efficacy and experiences with fake news related to critical online engagement? (4) What implications can be derived for the design of teacher education courses? Methodology, Methods, Research Instruments or Sources Used Students’ ICT use was assessed using adapted PISA 2022 scales (Müller et al., 2025; OECD, 2024), supplemented with study-related items. The measures focused on online information practices, reactions to inappropriate content, and digital technology use inside and outside higher education. Given the proximity of the target group to the original PISA population, adaptations were largely limited to platform references and linguistic adjustments. Building on the PISA 2022 ICT framework, the adapted scales provide insights into prospective teachers’ ICT competences and their experiences with fake news. These findings inform the design of teacher education courses that take students’ existing skills, experiences, and knowledge gaps into account and strengthen ICT self-efficacy as well as critical online information practices. Beyond the national context, the study illustrates how established large-scale assessment instruments can be transferred to higher education and employed to develop needs-based courses across different educational settings. Data were collected at two German universities between May and December 2025. The main sample comprised prospective secondary school teachers with at least one year of study experience. In addition, comparison groups from adult education and other teacher education programs at further universities were included to account for sampling effects. The analyses focused on multiple dimensions of ICT use, including inquiry-based digital media practices (α = .71), frequency of use, online information practices, reactions to inappropriate content, and ICT self-efficacy (α = .79). Time-use indicators and socio-demographic characteristics were included as additional variables. The final sample comprised 157 students (61% female) with a mean age of 24 years, mostly in mid- to advanced stages of teacher education. Overall, participants reported moderate to high satisfaction with their studies. Regarding RQ1, participants were digitally experienced, with frequent internet use and early access to digital devices and social media, albeit at a later age than younger cohorts (mpfs, 2023). They reported high interest in learning about ICT, particularly in relation to their future professional practice. With regard to RQ2, a substantial proportion reported prior exposure to inappropriate or discriminatory online content, and around 70% indicated having encountered fake news, while a notable share remained uncertain about their ability to identify it. Conclusions, Expected Outcomes or Findings The findings related to RQ3 indicate that ICT self-efficacy functions as a key lever for digital citizenship. Students with higher self-efficacy are more likely to question, discuss, and counter misleading information. Significant correlations were found with discussing online content in university courses (ρ = .233, p < .01) and correcting or marking false information (ρ = .195, p < .05). Comparing online information correlates with lower trust in online information (ρ = −.243, p < .01), greater willingness to discuss fake news with friends (ρ = −.200, p < .05) and parents (ρ = .271, p < .001), and higher likelihood of countering fake information (ρ = .205, p < .05). ICT self-efficacy emerges as a key differentiator in how students engage with problematic online content. However, interest in ICT differed significantly between male and female prospective teachers, both in general (t(144.308) = 3.159, p < .01, mdif = −.376) and job-related interest (t(148.791) = 2.909, p < .01, mdif = .349). Female students also reported more frequent exposure to vulgar or offensive messages (t(77) = −2.942, p < .01, mdif = −.651) and pejorative content (t(93.613) = −2.839, p < .01, mdif = −.452). Regarding RQ4, the findings suggest that teacher education should explicitly strengthen ICT self-efficacy and provide structured opportunities to learn how to respond to problematic online content through targeted learning formats that combine technical skills with critical reflection. Beyond generic approaches, subject-specific and subject-didactic perspectives need to be considered, as prospective teachers in Germany are trained in two teaching subjects with distinct disciplinary logics and pedagogical demands. At the same time, critical and reflective engagement with online content constitutes a powerful cross-cutting theme that can meaningfully connect different subjects and subject didactics within teacher education. In sum, the findings provide transferable insights for teacher education across European contexts facing similar challenges of digital misinformation. References European Commission. (2022). Leitlinien für Lehrkräfte und pädagogische Fachkräfte zur Bekämpfung von Desinformation und zur Förderung der digitalen Kompetenz durch allgemeine und berufliche Bildung. Eurostat. (2024). Evaluating data, information and digital content (2021 onwards). https://doi.org/10.2908/isoc_sk_edic_i21 Fraillon, J. (2025). 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