Page 256 - International Perspectives on Effective Teaching and Learning in Digital Education

Mateja Lorber, Lucija Gosak, Gregor Štiglic, and Adrijana Svenšek

is an umbrella term for a variety of learning approaches involving many con-
cepts, methods and technologies (Alenezi et al., 3; Ruzimatov, 4; Wil-
liamson, 16; Zawacki-Richter & Bozkurt, 3). It is also often called blended
learning and combines online digital education with classroom learning, or
fully uses distance learning (asynchronous or combination of asynchronous
and synchronous learning) (Ødegaard et al., 4). Digital eduaction also in-
clude, for instance, learning management systems that have become wide-
spread and essential for many institutions (Dobre, 15), lecture capture and
live streaming applications (Bišćan et al., 1), learning analytics solutions
(Viberg et al., 18), mobile or web-based applications for self-paced or sup-
plementary learning (Gladman et al., 1, 3), and virtual reality and arti-
ficial intelligence applications (Dhar et al., 3; Gasteiger et al., 4). Digital
educations are also constantly being introduced into healthcare education,
albeit in different forms, with the aim of improving or even revolutionising
the way education is delivered. These tools, which are widely used in contem-
porary teaching and learning, are based on common advances in information
and communication technologies (Grainger et al., 4).

Integration of Digital Technology in the Educational Process of Healthcare
The importance of digital skills for students in higher education is enormous.
In today’s world, digital technologies are ubiquitous, transforming the way
we live, work and learn (Gonzalez-Moreno et al., 3; Ruzimatov, 4). To
be successful in studying digital technologies, students need to develop the
skills and knowledge to use these tools effectively (Falloon, ; Kallas &
Pedaste, ). Digital literacy is particularly important in higher education,
where students are expected to be independent researchers, critical thinkers
and collaborative learners (Al-Saeed, 4). The strategic integration of digi-
tal technology in healthcare education is crucial to balance its benefits and
drawbacks, ensuring personalised, immersive learning while maintaining hu-
manistic values (Khafizova et al., 3). Healthcare education is an interdisci-
plinary science that draws on different fields and often uses a biopsychosocial
approach to promote health and prevent disease. It is continuous, dynamic
and complex teaching and learning process that takes place throughout life
and in a variety of settings (Alenezi et al., 3; Ruzimatov, 4; Williamson,
16; Zawacki-Richter & Bozkurt, 3). It includes education about hygiene,
reproductive health, nutrition and other aspects, and helps to address global
health challenges by providing community members with the tools they need
to implement preventive measures. Most health education programmes are
delivered in schools or organisations and follow standardised curricula (Rizvi,

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