Page 54 - International Perspectives on Effective Teaching and Learning in Digital Education

Tina Štemberger and Andreja Klančar

education to a more flexible, student-centred approach has been slower than
anticipated by policymakers (Navickienė et al., 17, p. 8).
One of the four main goals of the EU's Education and Training  (ET)
strategy is fostering creativity, innovation, and entrepreneurship in higher
education. The European Education Area aims to develop specialised pro-
grammes in advanced digital skills, focusing on emerging technologies like
artificial intelligence and high-performance computing. Key priorities include
inclusion, innovation, connectivity, digital and environmental readiness, and
global competitiveness OECD
Despite many advantages of using digital technologies in a student-cen-
tered approach, several challenges persist. These challenges include time
constraints, limited accessibility to educational technology, and lack of
knowledge and motivation among teachers and students (Bond et al., ;
Panakaje et al., 4). Research shows that innovative teaching methods sup-
ported by digital technologies can significantly enhance student engage-
ment and in higher education (Durrani et al., 3).
The integration of digital technology in higher education positively influ-
ences teacher learning, pedagogical strategies, teacher performance, and
student engagement, with institutional support playing a crucial role in these
outcomes (Panakaje et al., 4). The educational technology use in higher
education primarily fostered behavioral engagement, followed by affective
and cognitive engagement (Bond et al., ). The implementation of gam-
ification and flipped classroom approaches through digital applications like
CrossQuestion has also proven effective in enhancing student learning (Dur-
rani et al., 3).
The shift towards a student-centered approach in European higher educa-
tion, supported by the use of digital technologies, represents an important
step towards improving the quality of higher education (Bond et al., ;
Panakaje et al., 4). Despite the challenges, investing in the professional de-
velopment of academic staff and adapting educational systems to the digital
age is crucial for the successful implementation of this approach.

Theoretical Framework
As noted, innovation is a cornerstone of the European Education Area's
objectives. Broadly defined, innovation involves creating or improving
products or processes that differ significantly from previous versions and
are either made available to users or adopted in practice (OECD, 18). In
education, organisations such as schools, universities, and training centres
contribute to product innovation by introducing new or enhanced syllabi,

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