The bioeconomy is being disrupted due to global trends of digitalization and automation. Knowledge-intensive businesses and sustainable solutions in carbon-smart food production have resulted in various consequences for the professionals working in and for bioeconomy. This paper examines bioeconomy teachers' perceptions of digitalization. It draws on research data from semi-structured focus-group interviews that were conducted with bioeconomy teachers in applied sciences higher education. The theoretical frame for the analysis was Mishra and Koehler's (2006) teacher knowledge framework for technology integration called Technological Pedagogical Content Knowledge (TPACK). The results suggest that although applied sciences university teachers have strong Technological Pedagogical Knowledge (TPK), they need more systematic approach and support to develop Technological Content Knowledge (TCK) in a disruptive field. Teaching in a rapidly transforming discipline, like bioeconomy, requires continuous co-development of all TPACK knowledge components by teachers.
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