Abstract
This paper explores Pakistan and Bhutan teacher-educator digital competency about the use of social media, digital resources and professional online communities and implications of this use on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher-educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources plays a central role in the introduction of innovative pedagogical practices of teacher-educators, and teacher-educators remain interested in knowledge sharing through social media for their professional learning.
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