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Articles

Vol. 3 No. 2 (2023): Teaching practices in times of digital transformation

Digital transformation of post-pandemic learning and teaching: Utilising TPACK to support educator development in a flipped learning pilot

DOI:
https://doi.org/10.21428/8c225f6e.6f043b79
Submitted
11 August 2026
Published
15-08-2026

Abstract

As higher education looks to continue on its path of digital transformation to support pedagogical approaches such as online and blended learning, lessons must be taken from the emergency distance learning response, during Covid-19, and steps implemented to move towards a more thoughtfully designed strategic approach to digital education.

This case study examines an Australian university’s global campus in the United Arab Emirates, a traditionally teacher-led institution, that aims to address ‘what’ post-pandemic education will look like by articulating an approach to the digital transformation of learning and teaching, specifically related to educator professional development. The specific focus of this research considers the ‘how’ by proposing a Technological, Pedagogical and Content Knowledge (TPACK) framework to guide the learning design of a faculty training pilot that supports educators in the development and implementation of a specific pedagogical model, namely flipped learning.
The TPACK framework was used to inform the design of the flipped learning faculty training pilot and was used in the analysis coding of participants’ feedback to determine what domains of knowledge were touched and what domains require further attention.

The study found that the TPACK framework can be a useful learning design tool for the development of faculty training programs that look to digitally transform learning and teaching, however, while the framework prompts explicit consideration of pedagogical and technological knowledge development, it can be found lacking in the fostering of community elements for a more impactful approach. The author believes this study will provide valuable insight for researchers and policymakers concerned with the digital transformation of learning and teaching in the post-pandemic higher educational landscape, specifically those interested in the development of teaching practice for blended learning approaches.

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