Digital Literacy and Resilience: How Can Professional Development Prepare Instructors to Succeed in Changing Times?

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By Jessica Gemella, curriculum, teaching and learning specialist, Vancouver Island University

Digital literacy is essential for active participation in today’s society making it a crucial aspect of an educator’s role. As demand for digital education in Canada continues to grow, driven by changes from COVID-19, demographic shifts, and technological advancements, educators are increasingly required to be resilient (B.C. Digital Learning Advisory Committee, 2023; Basilotta-Gómez-Pablos et al., 2022; Bates, 2015). However, research on instructor professional development for digital education in Canada is limited (VanLeeuwen et al., 2020), with even less focus on teaching methods in technical and vocational education and training (TVET), also known as trades training (Lucas, 2014). Over the past year, I undertook research to help fill this gap and guide future professional development.

What was I trying to find out?

In the study I explored how instructor digital literacy might prepare educators for the challenges they face in their profession and support instructor well-being, specifically within the context of TVET in British Columbia. Digital literacy involves understanding and using digital tools wisely and responsibly, whereas digital resilience encourages behavioural and attitudinal changes to better navigate stress in digital environments, overcome technological challenges, persist, and adapt to changes (Eri et al. 2021; Sun et al., 2022). The main research question guiding the study was —how can digital literacy professional development be designed to enhance the digital resilience of TVET instructors in British Columbia?

To address this question, I considered three sub questions:

  • What are the digital literacy needs and competencies of TVET instructors?
  • What are the digital education requirements of TVET institutions?
  • What are the key features of digital literacy that will prepare TVET instructors to succeed while also supporting digital resilience?

How I went about it

For this qualitative study, I began by reviewing relevant literature to identify the following insights. TVET originated during the Industrial Age to meet the demands of an evolving workforce (Vinden, 2020). This history, along with the fact that many TVET instructors come to teaching as a second career, has led to a common belief that formal teacher education isn’t necessary. However, there is a growing call for a cultural shift in TVET to move from the traditional role of master tradesperson to educator that embraces modern digital teaching practices (Kanwar et al., 2019; Vinden et al., 2021). Kanwar et al. (2019) pointed out that TVET instructors need both technical and digital skills, along with a shift in mindset to adopt digital teaching methods — transforming from traditional instructors to facilitators. Key obstacles to TVET professional development include rigid program structures, limited time, and lack of employer support or incentives for instructors (Cattaneo et al., 2022; Drage, 2010; Vinden, 2020).

In January and February 2024, I interviewed faculty developers from teaching and learning centers along with TVET instructors from institutions approved as TVET training providers by SkilledTradesBC. I also included representatives from BCcampus and the B.C. Provincial Instructor Diploma Program, organizations that provide professional development for TVET instructors. I interviewed a total of 10 participants, eight faculty developers and two instructors, from eight organizations: BCcampus, Camosun College, Coast Mountain College, Selkirk College, Thompson Rivers University, University of the Fraser Valley, Vancouver Community College, and Vancouver Island University. In this study, faculty developers refers to individuals who support TVET instructors with professional development in areas such as teaching and learning, course and program support, curriculum development, technology integration, and mentorship.

The interviews were analyzed using thematic analysis, guided by the technology acceptance model (TAM). TAM helps explain why people adopt new technology, suggesting that user motivation is influenced by three main factors: how easy they believe the technology is to use, how useful they perceive it to be, and their overall attitudes toward its usage (Antonietti et al., 2022; Marangunić & Granić, 2015).

Key takeaways

What are the digital literacy needs and competencies of TVET instructors?

A major theme from the research is the broad range of instructor needs and skills, particularly in digital literacy. TVET instructors have complex requirements, and professional development programs can help them build skills ranging from basic digital competencies to trade-specific tools. The research aligns with existing literature, showing that TVET instructors need proficiency in digital teaching methods to effectively support learning across various formats and engage students in learning (Kanwar et al., 2019; Vinden et al., 2021).

What are the digital education requirements of TVET institutions?

Another key theme that emerged is the need for TVET-specific professional development tailored to the structured nature of these programs. TVET institutions must comply with SkilledTradesBC’s guidelines. Given the demanding schedules in TVET, professional development for instructors should offer flexible, accessible options. Collaborating with organizations like SkilledTradesBC, program committees, and community partners is essential to successfully integrate digital literacy into both curriculum and professional development initiatives.

What are the key features of digital literacy that will prepare TVET instructors to succeed while also supporting digital resilience?

Critical digital literacy and meaningful connections for resilience are also key themes. A focus on academic integrity and ethical tool selection aligns with Johnson’s (2023) study, which emphasizes integrity as a primary challenge in post-secondary education across Canada. Addressing connectivity issues and tailoring programs for diverse settings, including remote and First Nations communities, is crucial. Faculty collaboration through mentorships, communities of practice, and informal digital networks positively impacts teaching. Programs can also include trauma-informed practices and resilience training, recognizing that resilience applies to both individuals and social systems.

How can digital literacy professional development be designed to enhance the resilience of TVET instructors in B.C.?

Based on my research, I recommend focusing on enhancing digital literacy and resilience among educators in TVET through the following initiatives.

  1. Design professional development opportunities to address multiple competency levels. To achieve this, create progressive training programs that cover basic to advanced digital skills such as document applications, file management, organizational skills, search engine use, document sharing, and online collaboration.
  2. Create professional development initiatives that make educational theories and frameworks transparent. This is important because clear guidance helps instructors select and integrate digital technologies effectively. To do this, professional development programs should include detailed explanations and examples of technological pedagogical content knowledge (TPACK) in action. Integrate hands-on workshops and collaborative sessions where instructors can apply the framework to real-world teaching scenarios, thereby reinforcing their understanding and ability to use digital tools in their classrooms.
  3. Develop facilitation practices to shift traditional teaching methods to digital pedagogy. Digital pedagogy is an emerging concept that involves using digital technologies to enhance teaching and learning (Maor, 2017). It is rooted in the theories of constructivism (Dewey, 1929; Piaget,1980; Vygotsky, 1962) and connectivism (Siemens, 2005). Constructivism views learning as active and reflective, with teachers as facilitators (Bada & Olusegun, 2015), while connectivism highlights digital networks for personalized, lifelong learning (Alam, 2023). Faculty development should model this by incorporating group activities, peer support, and interactive digital tools like simulations and social media (Aithal & Aithal, 2023; Perry & Booth, 2024).
  4. Plan flexible and accessible professional development programs. This will helpaccommodate TVET instructors’ demanding schedules and ensure they receive the support they need from their institutions. To realize this, offer training sessions at various times using a range of delivery modalities, making sure that the content is directly relevant and immediately applicable to their teaching context. Additionally, institutions and external bodies need to acknowledge the lack of high-speed connectivity and promote and support digital connectivity.
  5. Design continuous professional development. For example, institutions can create welcoming campus spaces for professional learning, set clear expectations for faculty engagement in professional development, clearly communicate how this engagement aligns with position or job descriptions and evaluation systems, and provide rewards and recognition. Without clear messaging, faculty may receive mixed signals about whether they should allocate their already limited time to professional development (Flaherty, 2003).
  6. Emphasize academic integrity and ethical selection of digital tools. Professional development programs can facilitate conversations about the ethical considerations when selecting digital technologies including access, equity and inclusion, data ethics (e.g. data privacy, consent, bias, and the ethical use of information), academic integrity and truth, copyright, environmental impacts, power, and implications of technologies on culture, societies, and employment.
  7. Promote collaboration and resilience in professional development. This can be done by building faculty collaboration through mentorships, communities of practice, and informal digital networks. Implement this by extending professional development beyond technology skills to blend technology with teaching methods, encourage critical reflection, and incorporate trauma-informed practices and resilience training. Emphasize flexibility, openness, peer learning, and collaboration to help instructors adapt to and embrace new technologies and teaching methods.

What next?

Given the shift in the workplace and the expectations for digital literacy for graduates when they enter the workplace, instructors are essential to the development of digital education, and they play a significant role in advancing it. Future research can deepen the understanding of digital literacy professional development for TVET instructors in several areas. First, exploring gender dynamics in technology adoption as women are a minority in skilled trades in Canada. Second, creating specific tools to measure digital resilience as this concept evolves. Lastly, gaining direct insights from instructors (this study mostly included the perspectives of faculty developers) and considering wellness in digital acceptance models could provide a more complete picture of digital tool adoption in education.

The study provides practical recommendations for instructors, institutions, and organizations like SkilledTradesBC to design professional development programs that build digital resilience. Engaging with external bodies can help drive policy changes and secure funding for ongoing digital literacy training. Ultimately, equipping instructors with digital skills enables them to teach essential digital literacy to students, and preparing them for active participation in society and the future.

Learn more:

Digital Literacy and Resilience in Trades Training webinar, December 4, 2024

Jessica Gemella (she/her) is a faculty member at Vancouver Island University (VIU) in the trades and applied technology department. She has served as an instructor and chair in the horticulture program and has also worked in a pedagogy-support role focused on trades. On secondment to VIU’s centre for innovation and excellence in learning, she is serving as a curriculum, teaching, and learning specialist supporting teaching and learning initiatives across VIU. Jessica is completing her master of arts in learning and technology at Royal Roads University, with research interests in faculty development, digital literacy, and resilience. 

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