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University teachers’ shifting views of successful learning environments in the future

University teachers are expected to continuously improve their practice, but research about their viewpoints of future-ready universities is scarce. The paper contributes to educational research through paired Q methodology and investigates university teachers’ shifting views of successful future learning environments, while being forced to move to fully digital solutions due to the Covid-19 pandemic. Four pre-pandemic (January 2020) and two while-pandemic viewpoints (November 2020) are qualitatively interpreted and show that lived experiences during the pandemic led to a polarization of participants’ subjective perspectives. Despite challenging conditions, university teachers view digital and distance teaching more positively, but remain skeptical concerning technologically-enhanced on-campus learning environments. Results also indicate a largely unchanged consensus regarding the importance of critical thinking and creativity. This exploratory study’s results allow forward-thinking dialogues about new policies in potentially ever more hybrid learning environments with various educational stakeholders, both within the case university in Sweden and other educational institutions. [ FROM AUTHOR] Copyright of Scandinavian Journal of Educational Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)