Acceso usuarios
Lauri Palsa, Janne Fagerlund, Pekka Mertala
Technological developments have inspired many scholars and other professionals to envision the possibilities that digital data technologies bring to the future of education. However, some aspects of this so‐called datafication may conflict with the local characteristics of education systems. In this study, we investigate the future imaginaries of datafied education in the context of a welfare state education system. By interviewing Finnish experts (N = 25) from various sectors, we looked beyond official policies to explore the multi‐perspective views of national‐level stakeholders. Through a thematic analysis, we constructed four 1st order sociotechnical imaginaries that illustrate the anticipated impacts of datafication on education, specifically that it makes education (a) easier and (b) more coherent, (c) maximises learning, and (d) enhances visibility. However, some future visions involve recognising and assessing the consequences of the 1st order imaginaries. These 2nd order imaginaries broaden the spectrum of perspectives and highlight the pluralism of educational futures. Thus, the results did not give rise to a single coherent or holistic “imaginary” of datafied education but, instead, highlighted different aspects of datafied education. Through these imaginaries, we were able to identify the key characteristics of the Finnish welfare state education system, such as trust and the strong role of the public sector, that may be subject to negotiation in the datafication process. Through the development of sociotechnical imaginaries, our goal is to create a space for an inclusive debate on the future of education and thereby contribute to the promotion of sustainable development in education.
