Abstract

ESAU, Omar. A teacher educator's experience in enhancing teaching and learning through digital literacy in a BEd undergraduate classroom. Journal of Education [online]. 2025, n.100, pp.137-151. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i100a08.

This paper explores a teacher educator's research journey to enhance digital literacy in a Bachelor of Education (BEd) programme at Stellenbosch University, using a qualitative action research approach. In response to increasing digitalisation, particularly in the post-COVID-19 era, the university implemented the Augmented Remote Teaching, Learning and Assessment (ARTLA) model in 2020, which blends online and in-person learning. Grounded in a critical emancipatory framework, the research investigates the teacher educator's engagement with digital knowledge and skills in order to improve teaching and learning. Central to this inquiry is the question: "How did I, as a teacher educator, set out to improve my teaching and learning through digital literacy in my BEd undergraduate classroom?" Data were collected through field notes, questionnaires, semi-structured interviews, and a focus group. Findings indicate that online teaching and learning fosters student engagement, although access disparities remain a challenge. Despite these barriers, the project improved learning outcomes and highlighted the value of collaboration, reflection, and professional development in advancing digital pedagogy.

Keywords : digital literacy; higher education; teacher educator; action research; Bachelor of Education classroom.

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