Exploring the Use of Minecraft in Sámi Teacher Education

Abstract

This article explores the integration of digital games, specifically Minecraft, within Sámi educational contexts. The qualitative case study was based on a development project in Sámi teacher education, exploring key aspects highlighted by pre-service teachers when using Minecraft during their practice periods with primary school children. Given the significant role teachers play in instructional organisation, this article aims to identify specific areas where pre-service teachers may benefit from additional support and training to enhance their preparedness for the classroom. Incorporating Sámi educational frameworks and digital competencies into Sámi teacher education, we utilised the digital competence of future teachers (DCFT) model to guide data collection and analysis. This involved distributing anonymous online questionnaires to pre-service teachers (n = 17). Our findings indicate the transformative potential of digital games in Sámi education, particularly in the use of Sámi as a gaming language and Sámi cultural game content. The article emphasises the relevance of digital technologies in preserving and revitalising Indigenous languages and cultures to better understand how to leverage these tools effectively in culturally relevant ways. By utilising contemporary digital tools within an Indigenous education, educators can enhance cultural continuity and empower Indigenous communities in the digital age.