Page 43 - International Perspectives on Effective Teaching and Learning in Digital Education

The Panorama of Digital Education in the XXI Century

not confident using digital technologies in their work will avoid using them
and instead engage in traditional activities with which they may have expe-
rienced previous success. This highlights the importance of providing access
to technology and ensuring that teachers and students are confident and
competent in using it. Male (16) further emphasises that a transformation
in the attitude and behaviour of teachers is required to maximise the possi-
bilities and opportunities offered by digital technologies. Also, the education
workforce tends to lag in terms of technological capability, suggesting that
they are in the process of almost learning a new language;
Quality of Online Education – The effectiveness of digital technologies can
vary, and students' opinions of the platforms' utility and usability are relat-
ed to their desire to use them successfully. Gabriel et al. (3) state that an
effective education system should help students to deal with the rapid de-
velopment of technologies and continuous access to vast amounts of new
knowledge and information while fostering critical thinking, sensemaking,
creativity and collaboration skills. The quality of online education is not just
about the technology itself but also about how it is used to enhance learning
and develop key skills. Male (16) adds that the interactivity of digital de-
vices with Internet access provides the opportunity to change how teachers
work with their students and encourage networking, collaborative learning,
and problem-solving situations;
Data Privacy and Security – Data privacy and security issues have become
more prominent with the increased use of digital technologies in education.
These issues can be particularly challenging in a digital learning environment
where personal data is often stored and shared (Yang et al., );
Changes in Teaching Practices and Institutional Policies – The shift to dig-
ital education requires significant changes in teaching practices and institu-
tional policies. Gabriel et al. (3) note that countries such as Portugal and
Slovenia rely strongly on professional networks to promote peer learning, ex-
change good practices, upskill teachers’ digital competency and boost their
confidence. Professional development and peer learning are key strategies
for teachers adapting to digital education. This sentiment is echoed by Male
(16), who argues that in order to make the most of the possibilities and
opportunities afforded by digital technologies, educators need to undergo a
metamorphosis in both their mindset and their behaviour;
Keeping Up with Technological Advancement – Keeping up with the rate
of technological advancement is a significant challenge. Gabriel et al. (3)
state that the coming generation of citizens and emerging workforce must
be capable and comfortable with a broad range of technologies to survive

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