What is transformative chronopedagogy?

This paper proposes the Transformative Chronopedagogy (TCP) Framework as a model for integrating technology to reimagine traditional hierarchical, face-to-face methods in an online context. The TCP Framework posits that digital learning environments can be designed to shape spatial and temporal relationships that foster student agency, dialogue, and social justice in hybrid teacher education. This conceptual paper represents a theory synthesis conducted during the analysis and exploration phase of a broader design-based research project. Through a three-phase concept explication, meaning analysis, theoretical synthesis, and relational bridging, the study integrates chronotope theory, critical pedagogy, and relational didactics. The outcome was a model of seven characteristics, drawn from three theoretical domains and operationalised through five dimensions, namely, space, time, dialogue, agency, and equality. Its principal contribution is to treat the digital learning environment not as a neutral tool but as a politically situated context that shapes didactical relations, providing observable indicators for design and evaluation. The main limitation of the paper is that it remains empirically untested.