Towards an integrated model of continuing education in the digital age: à critical analysis

Abstract

The effective integration of educational technologies depends on teachers' ability to use them in their teaching practices, making professional development a crucial lever. However, the literature reveals that no single ICT integration model adequately addresses the complex needs of distance continuing education (DCE) in a constantly evolving digital context. To fill this gap, this study is based on a literature review. Of the fifteen models identified, five were selected based on their empirical validation, their suitability to the study's objectives, and the relevance of their components to the quality of DCE: the Albion model, Karsenti's ASPID model, Stufflebeam's CIPP model, the Digital Pedagogical Coherence Model (MCPN), and Kirkpatrick's model. A SWOT analysis identified their strengths, limitations, opportunities, and constraints, and then extracted the most relevant components to develop a prototype synthesis model. The results highlight the need for an integrative model combining the strengths of the different frameworks analyzed. Intended for trainers, instructional designers, and institutional decision-makers, this prototype serves as a tool to support the design, implementation, and evaluation of continuing professional development (CPD) programs aimed at improving their quality, coherence, and effectiveness.                                                                                                                                          

Classification JEL: I21; I23; J24; O32

 Paper type: Theoretical Research