Driving simulators in police education—resistance and transformation

Abstract In Sweden, basic police education is offered at five universities, enrolling approximately 2,000 students annually. Given the extensive resources needed for practical training, these institutions must find innovative ways to effectively prepare students. Police education has strong traditions, emphasizing hands-on training and relying heavily on experience and scientific knowledge. However, as law enforcement becomes more complex, demand for advanced training increases. Despite the potential benefits of digital technology, its integration into police training, particularly through driving simulators, has faced resistance owing to traditional teaching methods. This study, involving interviews with seven teachers and six students, explored the challenges and benefits of implementing driving simulators in police education. Findings, analyzed through the lens of Technological Pedagogical Content Knowledge, indicate initial reluctance due to entrenched views, but highlight simulators as valuable tools for teaching core principles, improving decision-making, and offering scalable practical learning opportunities.