2024/04/18 by Alex Örtegren, Anders Olofsson · 1 voice
Computer Science · #Digital literacy in education #Educational Innovations and Technology #Digital Education and Society
paper · pdf · doi:10.1080/13540602.2024.2342860
openalex publication_date 2024/04/18 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people's digital citizenship and digital competence.Social science education and teacher education (TE) play important, but poorly understood, roles in this development.Through reflexive thematic analysis of semistructured interviews, this paper explores 15 Swedish teacher educators' (TEDs) views of teaching for digital citizenship, particularly social science TE's role.We also consider organisational and personal conditions that may influence TEDs' views of professional digital competence (PDC) for such teaching.Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments.The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging.Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs' views of their dual-didactic task of teaching to teach for digital citizenship.This paper contributes knowledge of how TEDs, as 'street-level bureaucrats' in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.