Digital Transformation (DT) is a prime topic in different industries but the concept lacks formal categorization and clear boundaries in the literature (Reis, Amorim, Melão, & Matos, 2018). DT ‘is not a simple phenomenon but a complex range of continually unfolding, interrelated, and often unpredictable developments’ (OECD, 2019e, p. 29), a process through which organisations embed new, ubiquitous digital technologies in order to sustain their competitive advantage by transforming multiple aspects of their operation (e.g. business model, customer experience, administration) and having an impact on people (skills, organizational culture) and networks, including the entire value system (Ismail, Khater, & Zaki, 2017, p. 6).
DT is identified as one of the key megatrends besides globalization, demographic trends and migration having considerable implications for skills utilization (OECD, 2019d). The education sector is particularly interesting from this regard as it is assaulted on many fronts: Schools has to deal with ‘digital native’ incoming students (whose social environment are affected by DT) and ‘digital native’ new entrants from initial teacher education. On the other side, there is a constant socioeconomical pressure from the labour market for schools to prepare children to be successful in a digital world requiring not only specific or vocation-related skills but new, transversal, general skills as well.
The purpose of this teaching mobility is to contribute to the understanding of how the education sector responds to the challenges posed by Digital Transformation.