20.500.12556/ReVIS-12251 Exploring Post-COVID-19 Teacher Experiences: Advancing Technology-Driven Professional Development for Contemporary Education Raziskovanje izkušenj učiteljev po pandemiji COVID-19: napredek tehnološko usmerjenega profesionalnega razvoja za sodobno izobraževanje Purpose The purpose of this study is to examine the post-COVID-19 experiences of teachers regarding technology-driven professional development activities. It aims to explore the challenges, opportunities, and best practices for equipping teachers with the digital competencies necessary to navigate online and blended learning environments effectively. The study seeks to provide actionable insights for enhancing teacher professional development in the evolving digital landscape of education. Study Design/Methodology/Approach This study employs a systematic literature review (SLR) to synthesise existing research on technology-focused professional development activities for teachers in the aftermath of the COVID-19 pandemic. It critically analyses literature on the challenges faced by teachers, the strategies employed to address these challenges, and the outcomes of professional development initiatives aimed at enhancing their digital skills. Findings The study highlights the heightened demand for technology-driven professional development, driven by the increased reliance on digital tools for teaching. Key challenges identified include limited access to technological resources, time constraints, and resistance to change. However, the study also identifies effective strategies for overcoming these barriers, such as personalised learning pathways, peer collaboration, and ongoing support systems. These approaches empower teachers to integrate technology into their pedagogy, improving learner engagement and learning outcomes. Originality/Value This research provides valuable insights into the critical role of technology-driven professional development in the post-COVID-19 educational landscape. It emphasises the necessity of cultivating a technologically proficient teacher workforce and offers practical recommendations for policymakers, educational institutions, and educators. By addressing the intersection of teacher professional development and technology integration, this study contributes to the ongoing discourse on preparing educators for the digital age and enhancing the effectiveness of teaching practices in a technology-driven educational ecosystem. Namen: Namen te študije je preučiti izkušnje učiteljev po pandemiji COVID-19 glede dejavnosti strokovnega razvoja, ki jih spodbuja tehnologija. Namen študije je raziskati izzive, priložnosti in najboljše prakse za opremljanje učiteljev z digitalnimi kompetencami, potrebnimi za učinkovito navigacijo po spletnih in mešanih učnih okoljih. Namen študije je zagotoviti uporabne vpoglede za izboljšanje strokovnega razvoja učiteljev v razvijajočem se digitalnem izobraževalnem okolju. Zasnova/metodologija/pristop študije: Ta študija uporablja sistematični pregled literature (SLR) za sintezo obstoječih raziskav o dejavnostih strokovnega razvoja učiteljev, osredotočenih na tehnologijo, po pandemiji COVID-19. Kritično analizira literaturo o izzivih učiteljev, strategije, uporabljene za njihovo reševanje, in rezultate pobud za strokovni razvoj za izboljšanje njihovih digitalnih veščin. Ugotovitve: Študija poudarja povečano povpraševanje po tehnološko usmerjenem strokovnem razvoju, ki ga spodbuja vse večja odvisnost od digitalnih učnih orodij. Med ključnimi ugotovljenimi izzivi so omejen dostop do tehnoloških virov, časovne omejitve in odpor do sprememb. Vendar pa študija opredeljuje tudi učinkovite strategije za premagovanje teh ovir, kot so prilagojene učne poti, sodelovanje med vrstniki in sistemi stalne podpore. Ti pristopi učiteljem omogočajo, da tehnologijo vključijo v svojo pedagogiko, s čimer izboljšajo vključenost učencev in učne rezultate. Izvirnost/vrednost: Ta raziskava ponuja dragocen vpogled v ključno vlogo tehnološko usmerjenega strokovnega razvoja v izobraževalnem okolju po pandemiji COVID-19. Poudarja nujnost gojenja tehnološko usposobljene učiteljske delovne sile in ponuja praktična priporočila za oblikovalce politik, izobraževalne ustanove in vzgojitelje. Z obravnavo presečišča strokovnega razvoja učiteljev in integracije tehnologije ta študija prispeva k tekoči razpravi o pripravi vzgojiteljev na digitalno dobo in izboljšanju učinkovitosti učnih praks v tehnološko usmerjenem izobraževalnem ekosistemu. E-Learning online professional development active participation true false true Angleški jezik Slovenski jezik Članek v reviji 2025-09-19 14:05:54 2025-09-19 14:05:54 2025-10-01 14:36:47 0000-00-00 00:00:00 0 0 0 No. 1 Vol. 14 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-05-06 2232-5697 ttps://doi.org/10.53615/2232-5697.14.99-114 https://toknowpress.net/submission/index.php/ijmkl/article/download/189/125 1 fe8af680-9550-11f0-9bb7-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=14326 RAZ_AJANI_OLUWATOYIN_0.pdf RAZ_AJANI_OLUWATOYIN_0.pdf 1 F35F0C9D53600951E57E3DA8EE3B460E 4c4a5636347dd352d06a925b945cd8d190e12ab07c0c7c34f2be7d57a05cb95f 1d0662e7-9551-11f0-9bb7-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=14327 Mednarodna fakulteta za družbene in poslovne študije 0 0 0