Page 36 - International Perspectives on Effective Teaching and Learning in Digital Education

Pedro Tadeu and Carlos Brigas

They also understand the great value of digital tools to provide immediate
feedback, which can help the students to identify weak areas, allowing to
focus their study. But, educators also express concerns and afraid about the
digital divide and the potential for digital education to extend even more the
educational inequalities. They are worry that students could be left behind
because due to the poor access to technology (Selwyn, 16).
In the context of HEI, the digital transformation is often understand as a
double-edged blade. In one hand, it can enhance accessibility and inclusivity,
reducing inequality by making rich content and innovative curricula availa-
ble online (Alenezi et al., 3), but, on the other side, educators express their
concerns about the potential to create a division between 'elite' students
(have access to high-quality face-to-face education) and the 'masses' who are
relegated to distance learning (Rogozin et al., , pp. 71–86).
Moreover, educators are aware of the challenges that come with digital-
ising education. They recognise that introducing digital technologies in the
classroom requires a shift in traditional teaching paradigms and can place
additional pressure on students (Alenezi et al., 3). They also acknowledge
that the effective implementation of digital education goes beyond merely
equipping schools with the latest technology, this is not enough. It requires
a comprehensive approach that considers teachers' attitudes, motivation,
mastery of methodology, and other organisational factors (Szyszka et al.,
, p. 3).
Despite these challenges, educators remain committed to using the poten-
tial of digital education. They consistently use the digital teaching aids and
are willing to experiment with different forms of ICT in their teaching practice
(Szyszka et al., , p. 15). They also identify the importance of having sup-
port from the school management in facilitating the digital transformation
of education (Szyszka et al., , p. 15). An aspect directly connected to the
leadership in institutions since the management needs to foster a culture of
trust and openness to embrace the change. This can help alleviate the resist-
ance to digital transformation and encourage teachers to experiment with
different forms of ICT in their teaching practice.
While educators acknowledge the potential of digital education to revolu-
tionise teaching and learning, they also recognise the challenges and com-
plexities involved in its implementation. As such, they believe in a balanced
and thoughtful approach to digital transformation that considers all students'
diverse needs and circumstances.

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