Creating the conditions for professional digital competence through microlearning

Lucas Mathias Alfred KOHNKE, Dennis FOUNG, Di ZOU, Meilin JIANG

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)


Teachers fostering future-ready graduates need to master updated pedagogical and technological knowledge, so teacher professional development (TPD) is essential. Conventional TPD activities such as seminars and workshops are limited as they require specific time blocks and lack flexibility. The current study investigated TPD through microlearning courses in online and blended learning modes as an innovative TPD approach in Hong Kong. We applied a qualitative approach and thirty-two preservice teachers in the English language education program participated. The data were collected using questionnaires, semi-structured interviews, and observations for data collection. The pre-service teachers’ digital competencies were evaluated against an observation protocol based on the SAMR framework and TPACK model. The effects of microlearning and the participants’ digital competence needs were also identified. The results revealed how preservice teachers perceived the integration of technology and the challenges they encountered (e.g., design of learning tasks and time management). Based on the findings, personalized and hands-on training is recommended to fulfill teachers’ diverse learning targets in applying specific technology and deepen their understanding of technology use. Furthermore, as more conceptual frameworks for assisting microlearning in TPD are necessary, this study can help enrich the underpinning theories for the microlearning design of TPD. Copyright © 2024 International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan.

Original languageEnglish
Pages (from-to)183-197
JournalEducational Technology and Society
Issue number1
Early online date2024
Publication statusPublished - 2024


Kohnke, L., Foung, D., Zou, D., & Jiang, M. (2024). Creating the conditions for professional digital competence through microlearning. Educational Technology and Society, 27(1), 183-197.


  • Microlearning
  • Pre-service teachers
  • Digital competence
  • Technology
  • Pedagogy


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