How do Canadian faculty members imagine future teaching and learning modalities?

George Veletsianos, Nicole Johnson, Shandell Houlden

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


This study, originally prompted by the impact of the COVID-19 pandemic on educational practices, examined Canadian faculty members’ expectations of teaching and learning modalities in the year 2026. Employing a speculative methodology and thematic analysis, interview responses of 34 faculty members led to the construction of three hypothetical scenarios for future teaching and learning modalities: a hybrid work model, a high tech and flexible learning model, and a pre-pandemic status quo model. In contrast to radical education futures described in the literature, the findings do not depart significantly from dominant modes of teaching and learning. Nevertheless, these findings offer insights into the expectations that Canadian faculty members have with respect to future teaching and learning modalities, the contextual issues and concerns that they face, the use of speculative methodologies in educational technology research, and the potential impacts remote learning trends have on the future of higher education in Canada.

Original languageEnglish (US)
JournalEducational Technology Research and Development
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© Association for Educational Communications and Technology 2024.


  • Canadian higher education
  • Faculty perspectives
  • Higher education futures
  • Speculative methods
  • Teaching and learning modality


Dive into the research topics of 'How do Canadian faculty members imagine future teaching and learning modalities?'. Together they form a unique fingerprint.

Cite this