Digital Transformation in Service Professions

Abstract

Context: Digital transformation poses a challenge for European society. Service professions, such as the hospitality and catering industry, are facing challenges, including a shortage of skilled workers and a sharp increase in digitalisation since the Covid-19 pandemic. This research project develops training modules to promote teachers’ professional digital competence. The aim is to foster a deeper understanding of the pedagogy of digital media and digital transformation in the workplace, and to enhance teaching skills. Approach: The mixed-methods research design analysed quantitative and qualitative data. The measurement points were tied to an intervention consisting of teacher training sessions. These sessions concentrate on determining the quality characteristics of professional teaching and learning. The quantitative analysis is based on the pre-test data (n = 197). Qualitative data were collected through follow-up interviews conducted approximately six months after the training. The guided interviews (n = 33) were coded using MAXQDA. Findings: The results indicate a high level of agreement regarding the utility of digital media and technologies in classrooms. Teachers rated their general Technology Knowledge more positively than their job-related skills captured by the adapted TPACK framework. A series of multiple regression analyses were conducted to examine the extent to which the independent variables predicted the dependent variables. For TPACK age group and experience with digital media were identified as significant predictors. Initial results from the guided interviews indicated that participants generally agreed that the training course content, tools, and methods were relevant and beneficial. Conclusions: The study shows that subject-specific teacher training is necessary for the further development of media instructions and professional technology skills. Whilst general media skills are already well established, there is a lack of skills in integrating subject-relevant technologies into lessons at vocational schools. The study emphasises that AI technologies are considered significant, yet digital technologies are still underused in collaboration among the teaching staff. Further research in other vocational fields is needed, as well as the assessment of teachers’ and learners’ competences and specific classroom observations.