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Digital Pedagogy and Vocational Teacher Identity: Specifically, Reimagining Educators' Roles Within Technology-Enhanced Learning (TEL) Ecosystems
Abstract
Technology-enhanced learning (TEL) is central to keeping vocational education aligned with industry, yet how TEL reshapes teacher identity and roles remains under-theorized. This study proposes and tests an ecosystem model in which tools, rules, community, and division of labor drive digital pedagogy engagement, identity growth, and role reconfiguration. Using an explanatory sequential mixed-methods design (N≈450–600 teachers across 8–12 TVET institutions), we combine survey scales, LMS analytics, interviews, observations, and document analysis. Structural models show institutional support, professional development quality, and culture–identity fit predict engagement; engagement in turn predicts commitment and self-efficacy. Role reconfiguration is associated with platform usability, analytics transparency, team-based work, and lower workload pressure; industry partnership intensity amplifies the engagement→identity link.
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