The proliferation of digital tools in higher education worldwide has resulted in new professional learning and development possibilities. Digital tools may foster increased student engagement in the learning process, enabling students to have a more significant role in constructing their knowledge (Huang et al. 2016, Sanabria and Arámburo-Lizárraga 2017). In particular, different types of digital technologies – spanning from simulation to virtual reality and co-learning technology – have been highlighted as a way to facilitate authentic learning activities, thus ‘preparing students for an uncertain, even unknowable future’ (Maxwell 2012, p. 686, Haleem et al. 2022). However, with the intake of such tools, new demands, challenges, and responsibilities have emerged for students, teachers, and practitioners (Napal et al. 2020). Digital technologies, while beneficial in numerous aspects, do not necessarily solve teaching and learning challenges per se. Incorporating these technologies into course structures needs to be thoughtful and deliberate, and their utilization must be guided by educators (Nerland and Prøitz 2018). This necessitates a comprehensive instructional teaching design plan, ensuring that digital tools and technology enhance students’ learning experiences.

According to Nerland and Prøitz (2018, p. 7), “whilst ways of engaging students more actively in their learning processes are high on the political agenda and a variety of pedagogical approaches are developed for these purposes, less is known about how such approaches are enacted in practice”. This holds especially true for the practical incorporation of digital technology in professional learning designs, the rationale behind their selection, and their perceived educational advantages. Additionally, enhancing students’ abilities and knowledge in higher education through technology is less about the specific technology employed or the frequency of its use. Instead, it hinges on how students utilize the technology and the extent to which it intellectually stimulates and engages them (Sailer et al. 2021). Therefore, a close dialogue between the pedagogical and technological aspects of teaching and learning is essential when planning professional learning (Kallunki et al. 2023).

In this paper, we aim to bridge this knowledge gap by discussing findings from a qualitative multi-case study of two academic subjects selected from two professional study programs: occupational therapy and nautical studies. The inquiry explored how digital technology is incorporated into professional learning designs and its impact on students' professional development. The focus was on understanding the educational affordances provided by different types of technology and how these affordances influence the learning process. We apply epistemic fluency as the theoretical backdrop for the analysis. Epistemic fluency is the complex summary of skills characterizing a professional, requiring specific competencies, context-dependent knowledge, and certain ways of knowing (Markauskaite and Goodyear, 2017). The findings are of international interest as experiences from various countries offer valuable insights into multiple ways of incorporating suitable digital technologies into their learning designs to enhance the quality of professional education.

Deploying a constant comparative method of analysis inspired by a grounded theory approach, the following research question emerged: how may the integration of digital technology in professional learning designs facilitate professional development? By exploring the data material and connecting the findings to existing literature and theory on professional learning, we argue how the thoughtful integration and use of digital technology into a professional learning design may open up new ways of fostering epistemic fluency and the possibility of learning outside a situated context.

The study employs a qualitative multi-case study design, focusing on two academic subjects from professional study programs at Norwegian higher education institutions: occupational therapy and nautical studies. The cases were selected due to their joint emphasis on professional development and practical skills training and their domain-specific differences in what kind of professional skills are required. They also vary in terms of the type of technology used (simulation versus video technology, respectively) and their level of advancedness, making them fruitful cases from which to examine the role of digital technology in professional higher education. Data collection involved a document study of relevant course materials and longitudinal interviews with course organizers and students. The interviews were conducted at the beginning and end of the Spring semester of 2023, using a semi-structured interview guide to facilitate interaction and obtain the informants' perspectives and experiences on integrating digital technology in their courses (Kvale and Brinkmann 2009). Focus group interviews were conducted with students to encourage spontaneous reflection and discussion. The analysis followed a constant comparative method inspired by a grounded theory approach (Charmaz 2006) involving an open coding of the interview transcripts to identify initial codes, followed by axial coding to develop categories and themes. The coding process was iterative and interactive, with both authors independently coding the data and then discussing and refining the codes to ensure consistency and reliability.

Findings show that careful technology integration into a holistic learning design can enhance students’ professional development and epistemic fluency, providing them opportunities to prepare for and improve their skills in future professional situations. In the occupational therapy course, videos enhanced students' observational skills and clinical reasoning, allowing them to engage in reflective practice individually and collaboratively. Simulation technology in the nautical studies course provided a realistic and immersive learning environment where students could practice navigation and other professional skills. The simulations were followed by debrief sessions and reflection notes, which helped students consolidate their learning and prepare for real-life professional situations. The informants highlighted the importance of visualizing theoretical concepts and practicing professional skills in a safe environment. The digital tools enabled students to gain hands-on experience and develop their professional competence without the risks associated with real-life practice. Further, we found that the suitability of the chosen technology, rather than its advancedness, was crucial for achieving the desired educational outcomes. Additionally, digital technology allows students to practice professional skills without the presence of a professional mentor, which provides volume training in a safe environment. However, that also carries the risk of incorrect learning without guidance. Furthermore, technology enables reflection in and about action, helping students prepare for real-life situations and contributing to developing professional mindsets and skills needed to act as professionals. The findings contribute insights into elements to consider when incorporating digital technology in professional education, especially for nautical studies regulated through an international framework. By integrating suitable digital technologies into their learning designs, educators can create authentic learning environments that prepare students for the complexities of their future careers. A balanced approach of combining independent practice with guided learning can support students in developing practices and professional competence, ultimately enhancing the quality of professional education.

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