Professional learning experiences of university Physical Education lecturers in digital technology
DOI:
https://doi.org/10.47197/retos.v74.117984Keywords:
Physical Education, Teacher professional development, Digital transformation, Knowledge management, Pedagogical innovation, Higher educationAbstract
Introduction: Quality Physical Education (PE) and sport education increasingly depend on lecturers’ capacity to integrate digital technology, manage pedagogical knowledge, and redesign active learning experiences that promote participation, collaboration, and reflective practice. Objective: This study explores how university physical education lecturers in Indonesia interpret digital technology and transformation as drivers of invention in PE teaching and professional learning.
Methodology: We collected an explanatory sequential mixed-methods design from ninety-eight participants and analyzed the data thematically through professional development observations with follow-up semi-structured interviews on digital technology and transformation as well as technology-enabled pedagogy that creates supportive environmental conditions for learning. Results: The analysis discovered significant findings regarding how digital technology and transformation could enhance reflective PE practice and serve as developing for redesigning PE instruction, as well as for creating supportive environmental conditions in PE pedagogy. Discussion: The findings suggest that an effective managerial environment helps PE lecturers co-construct new teaching strategies that integrate technology with movement-based learning goals, aligning with calls for quality PE that advances inclusion, collaboration, and lifelong physical activity habits.
Conclusions: Strengthening environmental support for digital technology and transformation in PE could improve lecturers’ professional learning, promote pedagogical invention, and improve the quality of physical education and sport education in higher education programs preparing future PE teachers.
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