Abstract
Responding to calls for a deeper understanding of contextual factors shaping learning, this paper examines the Digivisio 2030 e-criteria, a recently introduced national higher education quality framework designed to enhance digital pedagogy. Document analysis was used to examine five key features of the e-criteria: research-based, modularity, diversity, accessibility, and availability. The findings reveal that the e-criteria function as structural enablers, offering non-prescriptive guidelines that support reliable and user-friendly digital environments, flexible course design, inclusive teaching practices, equitable access to learning resources, and ongoing reflection on pedagogical processes. These findings are interpreted through a deductive approach using the Technological, Pedagogical, and Content Knowledge (TPACK) framework. In doing so, the paper extends the framework by demonstrating its relevance for analyzing educational policy as a macro-level contextual factor, with implications for enhancing the quality, flexibility, and inclusivity of online education.
Recommended Citation
Okonkwo, Ejike
(2026)
"National E-Criteria in Finnish Higher Education: A TPACK-Informed Policy Analysis,"
Essays in Education: Vol. 32:
Iss.
2, Article 3.
Available at:
https://openriver.winona.edu/eie/vol32/iss2/3
Primary Author Bio Sketch
Ejike Okonkwo is a Doctoral Researcher in Social Science at the School of Management, University of Vaasa, Finland. One of his current research interests focuses on educational policy and the role of technology in teaching and learning. He has over four years of teaching experience, 25 ECTS of pedagogical training, and has presented at pedagogy conferences across Europe.
Recent publication: https://openriver.winona.edu/eie/vol32/iss1/2
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