Empathy and technology in schools: teachers professional learning in online multimodal environments

Introduction This study examines how teachers perceive the role of digital technologies in learning about interpersonal and intergroup empathy within an online Teachers' Professional Development (TPD) program. Despite increasing attention to social-emotional learning (SEL), limited research has explored how online professional development environments may support teachers' learning about empathy-related processes in increasingly digital educational contexts. Methods This qualitative study analyzed written reflections from 34 teachers collected during a ten-session online TPD program that integrated multiple instructional tools, including lectures, videos, academic readings, games, reflective discussion forums, and selected AI-related activities such as an AI-generated podcast and podcast creation. Data were analyzed using inductive thematic analysis. Results Four central themes were identified: the role of technology in learning about empathy; teachers' perceptions of their role in fostering empathy; reported learning processes and new insights; and additional personal and professional processes emerging from participation. Participants experienced multimodal, technology-supported learning as facilitating both conceptual understanding and emotional reflection related to empathy. Teachers also reported increased awareness of their pedagogical role alongside recognition of the challenges, limits, and complexities of fostering intergroup empathy in socially divided contexts. Discussion The findings highlight the potential of structured and reflective online TPD environments to support teachers' learning about empathy-related concepts and processes. The study also offers practical insights for the design of technology-enhanced professional development in diverse educational contexts.