This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work.

Using a multidisciplinary and holistic approach, the book compares Nordic countries’ attitudes towards the digitalization of education and demonstrates the Nordic region’s position as digital front-runners in a European and a global context. The book provides up-to-date cases and future-oriented perspectives on digitalization and digital competence in educational work. Chapters use empirical data gained from policy documents, interviews, and questionnaires to present nuanced discussions, theoretical perspectives, and implications for the future of digitalization in education.

Ultimately, this book’s reach far exceeds that of its Nordic contexts and will be of use to postgraduate students, researchers, and scholars across the globe involved with digital education, teacher education, and educational policy and politics more broadly.

Chapter 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work.

Using a multidisciplinary and holistic approach, the book compares Nordic countries’ attitudes towards the digitalization of education and demonstrates the Nordic region’s position as digital front-runners in a European and a global context. The book provides up-to-date cases and future-oriented perspectives on digitalization and digital competence in educational work. Chapters use empirical data gained from policy documents, interviews, and questionnaires to present nuanced discussions, theoretical perspectives, and implications for the future of digitalization in education.

Ultimately, this book’s reach far exceeds that of its Nordic contexts and will be of use to postgraduate students, researchers, and scholars across the globe involved with digital education, teacher education, and educational policy and politics more broadly.

Chapter 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work.

Using a multidisciplinary and holistic approach, the book compares Nordic countries’ attitudes towards the digitalization of education and demonstrates the Nordic region’s position as digital front-runners in a European and a global context. The book provides up-to-date cases and future-oriented perspectives on digitalization and digital competence in educational work. Chapters use empirical data gained from policy documents, interviews, and questionnaires to present nuanced discussions, theoretical perspectives, and implications for the future of digitalization in education.

Ultimately, this book’s reach far exceeds that of its Nordic contexts and will be of use to postgraduate students, researchers, and scholars across the globe involved with digital education, teacher education, and educational policy and politics more broadly.

Chapter 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work.

Using a multidisciplinary and holistic approach, the book compares Nordic countries’ attitudes towards the digitalization of education and demonstrates the Nordic region’s position as digital front-runners in a European and a global context. The book provides up-to-date cases and future-oriented perspectives on digitalization and digital competence in educational work. Chapters use empirical data gained from policy documents, interviews, and questionnaires to present nuanced discussions, theoretical perspectives, and implications for the future of digitalization in education.

Ultimately, this book’s reach far exceeds that of its Nordic contexts and will be of use to postgraduate students, researchers, and scholars across the globe involved with digital education, teacher education, and educational policy and politics more broadly.

Chapter 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.