HIGHLIGHTS
SUMMARY
The use of various digital tools in higher education has gradually become established during the first two decades of the twenty-first century, but it has been greatly accelerated by the ongoing Covid-19 pandemic (see e_g, García-Morales et_al, 2021; Son et_al, 2021; Myyry et_al, 2022). Even before the pandemic, however, several teaching-development projects at universities in Finland emphasised the need to expand and support digitalisation and the use of information and communication technologies (e_g, Jääskelä et_al, 2014; Kauppinen and amp; Malmi, 2017; Malmi et_al, 2018). Universities worldwide have been . . .
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