Principles For Developing Pre-Service Teachers’ Digital Creativity In The Era Of Globalisation

Abstract

This paper provides a theoretical analysis of the development of pre-service teachers’ digital creativity in the context of globalisation, drawing on international competence frameworks and academic research. Digital creativity is understood as the ability to identify an educational problem, use digital tools to create a novel and educationally useful solution, and test and improve that solution. The UNESCO ICT Competency Framework for Teachers, DigCompEdu and the TPACK approach are compared to substantiate the principles of pedagogical purpose, integration, project-based activity, cultural relevance, inclusion, information ethics, collaboration and reflection. Suggestions are offered for applying and assessing these principles in higher education for teachers. The paper is theoretical and analytical; it makes no claim to present results from an empirical intervention.