Page 40 - International Perspectives on Effective Teaching and Learning in Digital Education
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Pedro Tadeu and Carlos Brigas
shifts to prepare students for the technology-rich society they would be liv-
ing in (Yang et al., );
Slow Development Stage (7–17) – The growth of internet-based tech-
nologies altered the academic environment and helped colleges and univer-
sities transition to the digital environment. These technologies proved par-
ticularly helpful in improving communication between students and teachers
in HE. However, the effectiveness of students' use of e-learning platforms was
different, and students' opinions of the platforms utility and usability were
related to their desire to use them successfully. Therefore, institutions were
encouraged to support integrating e-learning platform functions into teach-
ing-learning activities (Akour & Alenezi, );
Rapid Development Stage (18–) – This stage was marked by a signif-
icant shift due to the COVID-19 pandemic, which quickly and unexpectedly
compelled institutions and the educational system to transform digitally. This
transformation was brought about by changes in industry knowledge and
competency standards, social changes taken by an increasingly digitalised
world, new developments in didactics reflecting ongoing discussions in the
field of didactics and learning theory, and new uses of digital technologies
that were likely to result in the creation of new learning environments and
methods of instruction. HEI had to train their staff (professors and non-pro-
fessors) to meet the demands of educational institutions and digital transfor-
mation (Yang et al., ; Akour & Alenezi, ).
The evolution of technology has brought substantial changes across var-
ious sectors, with Education being a prime example. The nowadays trends
indicate that the education system is progressively venturing into the 'new
world' of AI (Brynjolfsson & McAfee, 14). This 'new world' is an expansive
terrain teeming with various tools and options constantly being discovered
and developed at every second. The future of this landscape is intriguing, as it
is impossible to predict the zenith of this technological slope (Bostrom, 14).
The continuous advancements in AI and machine learning technologies sug-
gest that we are at the beginning of this journey, with much more to explore
and understand (Russell & Norvig, 16).
The potential of AI in education is deep and vast, from personalised learn-
ing experiences to efficient administrative tasks, and the possibilities are con-
tinually expanding (Luckin et al., 16). As we move forward, it is crucial to
ensure that these technologies are used responsibly and ethically, keeping
the best interests of students at the forefront (Brynjolfsson & McAfee, 14).
In this rapidly evolving landscape, the education community (students, ed-
ucators, policymakers, and tech specialists) must work together to overcome
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