The Future of Education

The rapid digitalisation of education systems is intensifying the need for educators to develop competencies in digital pedagogy and technology-enhanced learning (TEL). While many initiatives will continue to measure digital competence acquisition, less attention will be given to how educators will experience learning and which training processes will most effectively support meaningful skills development. This study will explore educators’ perceptions of the knowledge, skills, and competencies they gained through participation in TEL training initiatives, as well as the learning processes that will support or hinder their development. An interpretive qualitative approach will be adopted within a broader mixed-methods evaluation design. Semi-structured interviews will be conducted with educators from three TVET colleges who have participated in structured digital education training programmes, alongside institutional stakeholders. Data will be analysed thematically to identify patterns in anticipated learning outcomes, pathways, and contextual factors influencing training effectiveness. It is expected that educators will report gains not only in technical digital skills but also in pedagogical confidence, resource selection, and the ability to design contextually relevant teaching materials. Enabling processes are anticipated to include peer learning, hands-on application, institutional support, and access to curated resources. Constraints such as infrastructure limitations, time pressures, and uneven baseline digital literacy are likely to hinder translation into practice. The study will conclude that effective capacity-building requires experiential learning, institutional alignment, and sustained post-training support, offering practical insights for higher education and TVET contexts.