Table 2.

A summary of experiences of teaching during GOT and their implications for post-GOT age training

Competency dimension	Experience during GOT	Implications for post-GOT age training	Resources
Basic digital skills	Teachers had different levels of digital competencies	It is not possible to assume teachers’ digital competencies are homogeneous. Different learning paths are needed	Assessment tools for teachers’ digital competencies (Bilbao-Aiastui et al., 2021; Zhao et al., 2021)*
The pedagogical application of digital technologies	Teachers learned to prioritize content and engage in more detailed planning	Teachers need systematic guidance on curriculum development and learning design to build upon their experiences	Digital pedagogical planners (Laurillard et al., 2018) Curriculum analytics (Hilliger & Pérez-Sanagustín, 2022)
	Teachers employed several institutional (provided by their institutions) and non-institutional (not provided by their institutions) digital technologies for delivering content and promoting interaction	Teachers need technical training for integrating and embedding digital technologies in their institutional learning management system. More important, they need pedagogical frameworks to understand the role of digital technologies s and how students use them	LMS handbooks (for example, John, 2021) A pedagogical framework for the use of digital technologies (Laurillard, 2013) Description of students’ use of digital technologies (González et al., 2022)
	Traditional rote memorization exams were not feasible. Teachers engage in practices that resemble authentic assessment	Teachers need training that helps them to systematize pandemic assessment practices. They need to conceptualize authentic assessments for post-GOT deployment	A clear conceptual model for authentic assessment (Villarroel et al., 2018) An understanding of e-assessment practices (St‐Onge et al., 2022)
The use of technology for continuous professional development	Teachers valued both technological and pedagogical professional development, but excessive training overloaded them	It is important to incorporate “pandemic lessons” in post-GOT professional development, broaden the range of activities (e.g., advancing towards participation in communities of practices or peer support), and consider issues related to work overload	A professional development framework for online and blended learning (Philipsen et al., 2019)
The ability to further digital competencies for university students	Students made intensive use of social networks but were less prepared for using digital technologies in their learning processes and for learning digital tools for their professional disciplines	Teachers have much to do with furthering students’ digital competencies, particularly for learning and professional settings	A pedagogical framework for the use of digital technologies (Laurillard, 2013) Description of students’ use of digital technologies (González et al., 2022) Discipline-specific digital tools and resources handbooks or other materials
Transversal competencies	Teachers’ capacity to generate a safe learning environment, be accessible for students, and have the disposition to understand students’ situations, were essential during the pandemic	Teachers need professional development that helps deepen transversal competencies to maintain what they learned during the pandemic	Teaching competencies models by Villarroel and Bruna (2017) and Dervenis et al. (2022)

*However, consider that existing ones have not been developed initially for higher education (there is a need for developing assessment tools specifically for higher education). Also, consider that post-GOT digital competencies may vary