Digital Transformation of Educational Institutions: Challenges, Opportunities and Needs Caused by the Covid-19 Pandemic

Abstract

Educational institutions have invested in digital transformation, bringing new opportunities, however, also presenting challenges associated with this change. Recently, the Covid-19 outbreak accelerated this process, accentuating online learning in the educational process. The purpose of this article was to present an overview of the challenges and opportunities related to digital transformation of educational institutions and the needs caused by the Covid-19 pandemic. Consequently, to better define the subject, it was conducted a qualitative methodology of bibliographic review. Digital transformation requires a reorganization of educational institutions, not only in the academic curriculum but also in both networking and social ways. Efforts are needed to integrate students and teachers in this digital age since they require training, monitoring and support in both digital knowledge and digital security. Otherwise, there is the risk of disruptions and anguish occurrence in the transitioning process and most of the advances made may not be sustainable. Despite all the known advantages of implementing new technologies in learning, digital divide raises concerns about equity. A good internet connection and availability of equipment are essential to make teaching process uniform and fair. Covid-19 pandemic forced digital transformation and the abrupt change in routines and procedures has putted everyone under great strain, namely teachers. However, this forced change also brought positive aspects such as investment in technologies of the future, with numerous initiatives and learning models already in practice and which are here to stay, as the teaching methods will never be the same after such an impactful experience.

The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings

“…The experts highlight the significance of taking into account various factors that influence successful implementation such as individuals' involvement in digital transformation along with systems and mechanisms responsible for ensuring data protection while incorporating advanced automation techniques. Ultimately, researchers aim to utilize intelligent automation technology within e-learning platforms and other digital campus resources to optimize resource management which is pivotal towards sustainable modernization for educational institutes (Fischer et al, 2022;Jangjarat et al, 2023;Malik & Malik, 2017;Azevedo & Azevedo 2020).…”

“…Among many, several challenges require immediate attention, such as unequal access to technological resources, inadequate training and support for educators to effectively use technology, resistance from some educators based on preconceived notions of teaching and learning, knowledge gaps among educators regarding technology usage coupled with high costs associated with implementing new technologies, lack of nuanced human interaction crucial for collaborative learning and social development, and technical problems that could interrupt the learning process. Additionally, there's an intergenerational communication gap between educators 'digital immigrants' and learners 'digital natives', implying different levels of comfort or competencies when using technology (Malik and Malik 2017;Saykili, 2019;Adipat et al, 2021;Jangjarat et al, 2023;Fischer, 2021;Rawas, 2023;Azevedo and Azevedo, 2020;Bahroun et al, 2023;Phoon et al, 2021). These challenges are compounded by concerns over academic integrity, ethical considerations, and data privacy.…”

Blended Teaching and Learning in South African Secondary Schools in the Post-Covid-19 Pandemic Era

“…The move to blended learning has highlighted disparities in access to technology and digital resources, particularly in marginalised communities. According to Azevedo and Azevedo (2020), despite all of the recognised benefits of using new technology in learning, the digital gap raises issues about fairness. A robust internet connection and the accessibility of tools are required to ensure that the teaching process is constant and unbiased.…”