A Case Study: An Investigation into Foundation Pathway Teachers’ Beliefs of Incorporating Digital Pedagogy in Their Practice to Increase Student Engagement
A Case Study: An Investigation into Foundation Pathway Teachers’ Beliefs of Incorporating Digital Pedagogy in Their Practice to Increase Student Engagement

Summary/Abstract: This case study investigates the beliefs of Foundation Pathway teachers at INTO University of Exeter (IUoE) regarding the incorporation of digital pedagogy into their teaching, focusing on the Technological, Pedagogical and Content Knowledge (TPACK) framework as the theoretical foundation. By employing a qualitative research design involving semi-structured interviews with seven teachers, the study uncovers the extent to which these teachers believe that digital tools can foster an interactive and engaging learning environment for their students. The results indicate that teachers strongly believe that digital pedagogy has improved student engagement to some extent. However, they also recognise certain challenges associated with using digital tools that could potentially hinder student engagement. This case study suggests that the integration of digital pedagogy contributes to the development of a more productive classroom environment.

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