Online teaching in psychotherapy training

A qualitative study revealing challenges and strategies from lecturers’ perspectives

Bibliographic Data

ID22166244
AuthorsConstanze Springinsfeld, Constanze Maria Springinsfeld (Sigmund Freud Privatuniversität Wien), Nina Pfatrisch (Sigmund Freud Privatuniversität Wien), Adalet Akgün (Sigmund Freud Privatuniversität Wien), Victoria Scholtus (Sigmund Freud Privatuniversität Wien), Elitsa Tilkidzhieva (0000-0001-5897-8149, Sigmund Freud Privatuniversität Wien), Jutta Fiegl (Sigmund Freud Privatuniversität Wien), Andrea Jesser (0000-0002-0872-1131, Sigmund Freud Privatuniversität Wien, corresponding author)
Year2025
Volume10
Publication date2025-05-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1573005
OpenAlexW4410416728
LanguageEN
References cited37

Despite a growing body of research on online teaching in psychotherapy training, existing studies focus on students’ experiences, leaving the perspectives of lecturers underexplored. This study addresses this gap by investigating lecturers’ views on the transition to online teaching during the COVID-19 pandemic. Data were collected through 13 semi-structured expert interviews with lecturers at the Faculty of Psychotherapy Science at Sigmund Freud Private University, conducted between November 2022 and December 2023. Thematic content analysis was employed to analyze the data. The findings indicate that online teaching is suitable for specific components of psychotherapy training, such as theoretical foundations, research methods, supervision, and individual self-experience. However, practice-oriented training and group self-experience, which depend on direct personal interaction, were significantly hindered by the online format. Lecturers identified challenges in fostering engagement, sustaining attention, and maintaining relational depth, largely due to the lack of non-verbal cues and shared physical spaces. The study concludes that relational skills, central to psychotherapy training, are best developed through in-person interaction. Nonetheless, a blended learning approach that combines online and face-to-face teaching is recommended. Online tools provide flexibility and efficiency, particularly for theoretical components, but their successful integration requires thoughtful course design and targeted lecturer training. The findings underscore the need for a balanced approach to optimize the strengths of both online and traditional teaching formats in psychotherapy training

Medical education · Psychotherapist · Qualitative research · Sociology · Computer Science · COVID-19 and Mental Health · Digital Mental Health Interventions · Medicine · Psychology · Telemedicine and Telehealth Implementation

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