Page 92 - International Perspectives on Effective Teaching and Learning in Digital Education
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Sabina Ličen and Mirko Prosen
these goals by implementing digital literacy initiatives, fostering innovation,
and developing digital education strategies (Falloon, ). Despite advance-
ments, disparities in digital skills persist across the EU, posing a significant
challenge to achieving equitable and inclusive education (European Com-
mission, ).
Digital education encompasses various teaching and learning modalities
that leverage technology to enhance and transform traditional methods.
The term has evolved over decades, with e-learning emerging as a promi-
nent concept integrating distance, online, and mobile learning (Kennedy et
al., 11). Wheeler (1) suggested using ‘digital education’ to encompass the
holistic use of technology for instructional purposes, a definition supported
by subsequent literature (Blankenship & Baker, 19).
In Slovenia, for instance, the adoption of digital education has lagged be-
hind other European nations. A 17 study revealed that only 7% of Sloveni-
an higher education institutions used learning management systems (LMS),
compared to 91% in other EU countries (Bregar & Puhek, 17). This disparity
highlights the need for strategic investment in digital education infrastruc-
ture and policies. The integration of LMS platforms like Moodle has facilitated
blended and online learning, but challenges remain in scaling these solu-
tions to meet broader institutional needs (Ličen, 13; Radovan et al., 18).
The COVID-19 pandemic has emphasised the critical importance of digi-
tal education, enabling educational institutions to swiftly adapt to remote
learning. However, it has also exposed significant gaps in teacher and stu-
dent readiness for this type of education (Yeo et al., 1). While digital edu-
cation offers numerous opportunities, its effective implementation requires
addressing both its benefits and challenges.
On the positive side, digital education offers flexibility, accessibility and
cost-effectiveness while promoting personalised and interactive learning en-
vironments (Agariya & Singh, 1; Ali, 16). Despite these benefits, it also
brings challenges, such as reduced interpersonal interaction, more prepara-
tion time for teachers and the need for greater self-discipline from learners
(Koch, 14; Lawn et al., 17). In addition, technical barriers, including inad-
equate equipment and unreliable internet connections, widen existing ine-
qualities in access to digital education (Rouleau et al., 17).
To address these challenges, the European Education Area has introduced
the Digital Education Action Plan (1–7), which aims to improve the
quality of teaching through the integration of digital technologies and to
promote the digitalisation of educational practise (European Education Area,
1). The plan prioritizes the development of digitally competent teachers
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