University of Tartu doctoral thesis: digital tools do not guarantee better teaching by themselves

A doctoral thesis defended at the University of Tartu concludes that the presence of digital technology in schools does not automatically make teaching more effective, the teacher's pedagogical instinct is decisive. Researcher Doris Kristina Raave observed nearly 200 hours of lessons in 14 primary schools and developed a new analytical tool SÖRM to understand how various factors influence teachers' decisions.

A doctoral thesis defended at the University of Tartu on 16 June 2026 challenges the widespread belief that a well-equipped digital learning environment automatically guarantees quality education. The research of University of Tartu researcher and newly qualified education scientist Doris Kristina Raave shows that what matters most is how teachers use digital tools in the classroom.

Three main patterns emerged from observations

Raave and her colleagues visited 14 Estonian primary schools in 2021 and 2022, observing nearly 200 lessons. In addition, teachers were interviewed about their methodological choices. It turned out that some form of digital tool was used in over 80 percent of the observed lessons. Three main reasons were given for using these tools: the desire to simplify teaching, to motivate students, and to help them better understand the subject.

"My work aims to convey the message that ultimately the teacher is the expert in their own classroom. They know best when digital tools help learning and when it is the right moment to close the screen," said Raave.

Pedagogical instinct as a key factor

Until now, scientific literature has often divided digital tool use rigidly into good and bad, using digital tools to deepen learning is good, using them for entertainment is bad. Raave challenges this black-and-white approach. In her view, for example, a motivating video that a teacher shows during a drowsy post-lunch lesson could be an excellent example of pedagogical instinct, not poor practice.

"In one case we create the mood needed for learning, in another we develop thinking. Both decisions are pedagogically justified and valuable, because a living lesson needs flexibility," the researcher explained.

New SÖRM model helps understand the system

As a result of her doctoral work, Raave proposed a socio-ecological applied process model SÖRM, which helps analyse how different environmental layers influence teachers' decisions. The closest layer is the classroom itself, followed by the school, educational policy, and finally broader societal changes such as artificial intelligence development.

"The model shows that a teacher's actions depend not only on their skills, attitudes and background, but also on the classroom, school and society. This knowledge frees teachers from the mistaken feeling that everything depends solely on them," said Raave.

Artificial intelligence makes pedagogical instinct even more valuable

Raave emphasizes that the ongoing artificial intelligence revolution makes the teacher's role even more important. Whereas previously computers were passive tools in the classroom, artificial intelligence now adapts to each student's pace in real time, creating parallel learning paths.

"A machine can certainly generate text or solve an equation in seconds, but it lacks human presence and contextual understanding; artificial intelligence cannot see whether a child is tired today, sad, or needs motivation instead," the researcher noted.

The thesis supervisors were Professor Margus Pedaste and Associate Professor Katrin Saks from the University of Tartu. The thesis was opposed by Professor Helen Crompton from Old Dominion University in the USA.