Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies

This systematic review responds to the critical need to equip preservice teachers with
the competencies to use technologies within an increasingly digital educational landscape.
Given the fact that new ways to learn digitally are constantly emerging, new strategies are
needed to support future teachers' digital practices in a different context. This replication study
builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated synthesis of
effective strategies. Using the PRISMA-methodology, the study critically analyses qualitative
evidence from the past 12 years, identifying both persisting and emerging strategies for
preservice teacher preparation in the digital age. Findings from the updated SQD-model
(SQD2) introduce new themes, including “Digital Identity”, “Instructional Design Models”,
and “Affective Dimensions”. These new themes complement the original SQD-model by
addressing diverse experiences and technology-specific pedagogical approaches. The
discussion section explores the implications and practical applications of these findings,
highlighting pathways to enhance digital competency in preservice teacher education.