Professional learning to support digital transformation and change in education: an integrated, systematic literature review

Digital technologies have been identified as critical in facilitating the development of contemporary, inclusive educational systems that support the UN sustainable development goals (ITU, 2023). Internationally governments have developed ambitious polices and competency models to support educators and teachers to develop the relevant knowledge, attitudes and behaviors to critically engage with learners in an educational environment that is extensively impacted by a digital society. Despite the prevalence of digital learning technologies, education has been slow embrace these at a systematic level, with research highlighting the lack of professional learning opportunities to support educators to make change. There is a disconnect between education and society regarding the adoption of digital technology. This paper sought to investigate the research around professional learning and digital transformation over a ten-year period (between 2013 and 2023). It aims to answer the question, what elements of professional learning support educational professionals to facilitate digital transformation and change? It found that professional learning longer than 12 months that had clear goals and incorporated a variety of models was more likely to support educators to transform their contexts.