Digitization and data digitization are shaping higher education practices, and at the same time, the role of teachers is changing. In the age of data-driven education, teachers tend to be seen as mere objects of digitalization rather than agents who actively participate in creating digital futures. The study examines teachers' experiences of the datafying HE environment using institutional ethnography. It contributes to the highly topical and controversial research area of data-driven education. The study asks how the power relations and dominant interpretations created by data fixation and digitalization guide teachers 'work and what kind of possible digital futures teachers outline. In addition, we consider how to develop the theory and practice of the human digital future and innovative research methods to create inclusive and emancipatory digital higher education.

2021

2025