Curricular Studies & Perspectives
ISSN (Online): 3108-6772

Review article    |    Open Access
Curricular Studies & Perspectives 2025, Vol. 1(1) 1-18

Reconstructing teacher identity in the era of digital transformation: a cross-cultural perspective

Alper Yetkiner, Oğuzhan Sert

pp. 1 - 18   |  DOI: https://doi.org/10.29329/csp.2025.1384.1

Publish Date: December 29, 2025  |   Single/Total View: 19/16   |   Single/Total Download: 29/22

PDF Download

Abstract

In the era of digital transformation, education systems are being reshaped not only through technological innovations but also through the redefinition of the teaching profession. In this process, teacher identity has evolved beyond traditional roles to encompass digital literacy, intercultural sensitivity, critical pedagogical awareness, and continuous professional learning. This study presents a comprehensive review examining the impact of digital transformation on teacher identity from an intercultural perspective. Theoretical and empirical studies were systematically analyzed using the document analysis method. Within this framework, studies accessed through open-access academic databases such as Google Scholar, ResearchGate, and TR Dizin were evaluated via descriptive analysis, while policy documents published by organizations including the OECD, UNESCO, the European Commission, and the Ministry of National Education of the Republic of Türkiye were examined in depth. Findings reveal that teacher identity in the digital age extends beyond technical proficiency, emerging as a dynamic construct shaped by intercultural understanding, ethical responsibility, and social justice. A comparative analysis of educational policies in Türkiye, Finland, South Korea, and the United States highlights that digital pedagogical competencies are closely linked to cultural contexts. The study emphasizes the need to strengthen digital pedagogical skills, intercultural communication competencies, and continuous professional development to support teacher identity in the digital era.

Keywords: Digital transformation, Teacher identity, Intercultural education, Professional identity, Education policy

How to Cite this Article?

APA 7th edition
Yetkiner, A., & Sert, O. (2025). Reconstructing teacher identity in the era of digital transformation: a cross-cultural perspective. Curricular Studies & Perspectives, 1(1), 1-18. https://doi.org/10.29329/csp.2025.1384.1

Harvard
Yetkiner, A. and Sert, O. (2025). Reconstructing teacher identity in the era of digital transformation: a cross-cultural perspective. Curricular Studies & Perspectives, 1(1), pp. 1-18.

Chicago 16th edition
Yetkiner, Alper and Oguzhan Sert (2025). "Reconstructing teacher identity in the era of digital transformation: a cross-cultural perspective". Curricular Studies & Perspectives 1 (1):1-18. https://doi.org/10.29329/csp.2025.1384.1

References
  1. Akgün, F., & Topal, T. (2020). FATİH projesi kapsamında öğretmenlerin dijital dönüşüme uyum süreci. Eğitim Teknolojisi Kuram ve Uygulama, 10(1), 45–62. [Google Scholar]
  2. Akyüz, Y. (2019). Cumhuriyet dönemi eğitim reformları ve öğretmen kimliği. Pegem Akademi. [Google Scholar]
  3. Apple, M. W. (2013). Education and power. Routledge. [Google Scholar]
  4. Aydın, F., & Aslan, M. (2024). Öğretmen kimliği algıları ve öğretmen kimlik algılarının demografik değişkenlere göre değişimi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 59(59), 171–204. https://doi.org/10.15285/maruaebd.1359716 [Google Scholar] [Crossref] 
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar]
  6. Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge. [Google Scholar]
  7. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252 [Google Scholar] [Crossref] 
  8. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001 [Google Scholar] [Crossref] 
  9. Bozkurt, A. (2021). Uzaktan eğitim deneyimleri ve öğretmen kimliği: Pandemi dönemi Türkiye örneği. Eğitim Reformu Girişimi. [Google Scholar]
  10. Burke, P. J., & Stets, J. E. (2009). Identity theory. Oxford University Press. [Google Scholar]
  11. Castells, M. (2000). The rise of the network society (2nd ed.). Blackwell. [Google Scholar]
  12. Cochran-Smith, M. (2018). Teacher quality, teacher education, and policy reform. Teachers College Press. [Google Scholar]
  13. Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass. [Google Scholar]
  14. Day, C. (2018). The new lives of teachers. Routledge. [Google Scholar]
  15. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551 [Google Scholar] [Crossref] 
  16. Floridi, L. (2013). The ethics of information. Oxford University Press. [Google Scholar]
  17. Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson. [Google Scholar]
  18. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125. https://doi.org/10.3102/0091732X025001099 [Google Scholar] [Crossref] 
  19. Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press. [Google Scholar]
  20. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviours, institutions, and organizations across nations (2nd ed.). Sage. [Google Scholar]
  21. Howard, S. K., & Mozejko, A. (2015). Teachers: Technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions (pp. 307–317). Cambridge University Press. [Google Scholar]
  22. Ilomäki, L., Paavola, S., & Lakkala, M. (2018). Digital competence and teacher identity: A framework for analysis. Technology, Pedagogy and Education, 27(5), 1–15. https://doi.org/10.1080/1475939X.2018.1491202 [Google Scholar] [Crossref] 
  23. Instefjord, E., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016 [Google Scholar] [Crossref] 
  24. Jones, A., & Kessler, A. (2022). Digital transformation and teacher professionalism in the post-pandemic world. Teaching and Teacher Education, 113, 103667. https://doi.org/10.1016/j.tate.2022.103667 [Google Scholar] [Crossref] 
  25. Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teaching and Teacher Education, 25(2), 283–289. https://doi.org/10.1080/13540600902875332 [Google Scholar] [Crossref] 
  26. Kim, J., & Kim, H. (2020). Teacher identity and culture in South Korea. Asia-Pacific Education Review, 21(1), 45–57. https://doi.org/10.1007/s12564-019-09620-4 [Google Scholar] [Crossref] 
  27. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. [Google Scholar]
  28. Korthagen, F. (2017). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Routledge. [Google Scholar]
  29. Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge. [Google Scholar]
  30. Lee, J., & Park, H. (2019). Stress and teacher identity in South Korea. Journal of Educational Research, 112(4), 455–468. https://doi.org/10.1080/00220671.2019.1575654 [Google Scholar] [Crossref] 
  31. MEXT. (2022). GIGA School Program. Ministry of Education, Culture, Sports, Science and Technology. https://www.mext.go.jp/en/ [Google Scholar]
  32. Mishra, P., & Koehler, M. J. (2009). Handbook of technological pedagogical content knowledge (TPACK) for educators. Routledge. [Google Scholar]
  33. Niemi, H., Toom, A., & Kallioniemi, A. (2016). Teacher education in Finland: Current models and future challenges. Sense Publishers. [Google Scholar]
  34. OECD. (2021a). Education policy outlook: South Korea. OECD Publishing. https://doi.org/10.1787/12345678 [Google Scholar] [Crossref] 
  35. OECD. (2021b). Smart education policies: Lessons from South Korea. OECD Publishing. [Google Scholar]
  36. OECD. (2021c). Teachers in the digital age: Building professional capacity for the future. OECD Publishing. [Google Scholar]
  37. Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. [Google Scholar]
  38. Redecker, C. (2017). European framework for the digital competence of educators (DigCompEdu). Publications Office of the European Union. [Google Scholar]
  39. Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). International Society for Technology in Education. [Google Scholar]
  40. Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161. https://doi.org/10.1080/02680930116819 [Google Scholar] [Crossref] 
  41. Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press. [Google Scholar]
  42. Schweisfurth, M. (2015). Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development, 41, 12–19. https://doi.org/10.1016/j.ijedudev.2015.01.005 [Google Scholar] [Crossref] 
  43. Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury. [Google Scholar]
  44. Selwyn, N. (2020). Should robots replace teachers? AI and the future of education. Polity Press. [Google Scholar]
  45. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. [Google Scholar]
  46. Şimşek, Ö., & Kılıç, H. (2020). Türkiye’de öğretmen kimliği ve dijital dönüşüm. Kuram ve Uygulamada Eğitim Bilimleri, 20(6), 45–68. https://doi.org/10.12738/estp.2020.6.003 [Google Scholar] [Crossref] 
  47. Şimşek, Ö., & Yazar, T. (2018). Öğretmen adaylarının eğitimde teknoloji entegrasyon öz-yeterliklerinin incelenmesi: Türkiye örneği. Elektronik Sosyal Bilimler Dergisi, 17(66), 744–765. https://doi.org/10.17755/esosder.357330 [Google Scholar] [Crossref] 
  48. Şimşek, Ö., & Yıldırım, F. (2021). Eğitim reformları ve öğretmen kimliği: Türkiye örneği. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 89–107. [Google Scholar]
  49. Sugimoto, Y. (2019). An introduction to Japanese society (4th ed.). Cambridge University Press. [Google Scholar]
  50. The Ministry of National Education of the Republic of Türkiye. (2020a). Eğitim Bilişim Ağı (EBA) raporu. MEB Yayınları. [Google Scholar]
  51. The Ministry of National Education of the Republic of Türkiye. (2020b). Türkiye eğitim sistemi raporu 2020. https://www.meb.gov.tr [Google Scholar]
  52. The Ministry of National Education of the Republic of Türkiye. (2023). Dijital eğitim vizyonu 2023. Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü. [Google Scholar]
  53. Trust, T., & Whalen, J. (2020). K–12 teachers’ experiences with remote teaching during COVID-19. Journal of Technology and Teacher Education, 28(2), 189–199. https://doi.org/10.70725/307718pkpjuu [Google Scholar] [Crossref] 
  54. Triandis, H. C. (1995). Individualism & collectivism. Westview Press. [Google Scholar]
  55. Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. https://doi.org/10.1016/j.tate.2006.05.003 [Google Scholar] [Crossref] 
  56. UNESCO. (2023). Technology in education: A tool on whose terms? Global education monitoring report. https://www.unesco.org/gem-report [Google Scholar]
  57. Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2015). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 31(5), 403–413. https://doi.org/10.1111/jcal.12119 [Google Scholar] [Crossref] 
  58. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. [Google Scholar]
  59. Yıldırım, A. (2018). Türkiye’de öğretmen kimliği: Geçmişten günümüze bir değerlendirme. Eğitim ve Bilim, 43(193), 101–118. [Google Scholar]
Meta
Vol. 1 (1)
Download
Metric
History
Related

Volume 1 Issue 1

December 2025

All Manuscript

Curricular Studies & Perspectives

Copyright © 2026 Curricular Studies & Perspectives.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.