Eli Smeplass & Jan Frode Haugseth (2025)
Technology, Pedagogy and Education, pp. 1-19

Abstract. This study examines digital teaching experiences among upper-secondary students and adult vocational teacher students, drawing on Laurent Thévenot’s sociology of engagements and Michèle Lamont’s sociology of valuation and evaluation. Using a mixed-methods design, the authors analyse survey responses from youth in Norway and Sweden alongside interviews with vocational teacher students in Norway. The findings show how social, material and emotional contexts influence participation in digital education, highlighting tensions linked to reduced social interaction, adaptation to digital tools and balancing personal learning preferences with institutional expectations. While many participants reported loss of motivation, connection and structure, others valued the flexibility and calm afforded by digital formats. The authors propose a context-sensitive understanding of digital engagement that acknowledges the plurality of students’ attachments and call for pedagogical strategies that accommodate varied modes of participation across different educational levels and professional contexts.
OpenEdition vous propose de citer ce billet de la manière suivante :
GdL (24 novembre 2025). Digital teaching and engagement in Nordic contemporary settings: tensions in educational practices. Économie des conventions. Consulté le 9 février 2026 à l’adresse https://doi.org/10.58079/1570v