Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

Abstract

The COVID-19 pandemic has further highlighted the importance of the digital transformation of educational organizations. The effects of this transformation process are not limited to the classroom level but extend into various areas of the school, such as Equipment and Technology, Strategy and Leadership, Organization, Employees, and Culture. Against this background, we assessed the status quo of the digital transformation in Swiss vocational schools from the perspective of both school management members and teachers. For this endeavor, two surveys were conducted: the first one in the period from November 2019 to January 2020 (school management members) and the second one between June and September 2020 (teachers). In total, 202 school management members and 1,739 teachers from 62 schools participated in the study. The results of the analyses indicate that the digitization-related dimensions of Strategy and Leadership, as well as Pedagogical IT Support, were perceived better by school management members, whereas teachers considered the areas of Digital Competencies, Attitudes, and Culture to be more advanced. Furthermore, linear regression models show that the dimensions considered important when assessing the status quo of digital transformation differ between the groups. The results emphasize the importance of communication between and the inclusion of all school stakeholders for the successful management of the digital transformation.

Horizontes de la transformación digital

“…En otros estudios es analizada como un fenómeno que involucra la tecnología en el aprendizaje (Abdulrahim & Mabrouk, 2020;Hervás-Gómez et al, 2021). También hay enfoques más amplios, ya que implica la utilización de la tecnología para mejorar los procesos en las instituciones de nivel superior; además, lo relacionan al liderazgo, cultura digital, capacidad tecnológica y la estrategia institucional (Luna & Breternitz, 2021;Rauseo et al, 2023;Restrepo & Gómez, 2022;Rof et al, 2022;Yaras & Öztürk, 2022). En la Figura 3 se identifican las palabras principales sobre la definición de la variable; en la Tabla 2 se muestran las conceptualizaciones.…”

“…Cumhur y Çam (2021) Fenómeno centrado en la tecnología educativa utilizada para la enseñanza y aprendizaje, relacionado con las herramientas web 2.0. Al ser diversos los puntos de vista sobre la variable, existieron distintos hallazgos, como: los puestos directivos valoran de mejor manera las dimensiones de estrategia y liderazgo así como soporte pedagógico de las Tecnologías de la Información y la Comunicación (TIC); los docentes, por su parte, valoran más las dimensiones de competencias digitales, actitudes y cultura (Rauseo et al, 2023). Luna y Breternitz (2021) identifican el estado de la transformación digital de una institución, que se consideró como "maestra digital".…”

Digital Transformation in Secondary Schools: A Systematic Literature Review

“…Table VI describes the classification of information from acronyms based on the results of full-reading papers to facilitate the authors in answering research questions. Actors or stakeholders involved in DT [13], [28], [29], [30], [31], [32], [33], [34], [35], [36], [37], [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48]. DT description [11], [34], [49], [50], [45], [51], [44].…”

“…Actors or stakeholders involved in DT [13], [28], [29], [30], [31], [32], [33], [34], [35], [36], [37], [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48]. DT description [11], [34], [49], [50], [45], [51], [44]. DT implementing methods [11], [12], [8], [52], [53], [54], [55], [56].…”

Analisis Struktural Interpretatif untuk Merancang Transformasi Digital Pendidikan Tinggi di Indonesia

“…Pendidikan vokasi menekankan penerapan langsung keterampilan dalam situasi dunia nyata, memastikan bahwa mahasiswa tidak hanya memahami teori tetapi juga memiliki pengalaman praktis yang kuat dalam bidang pekerjaan yang mereka pelajari. Sehingga, proses transformasi tidak terbatas di kelas tetapi juga merambah ke berbagai aspek sekolah, mencakup peralatan dan teknologi, strategi dan kepemimpinan, organisasi, karyawan, dan budaya (Alenezi, 2021;Hashim et al, 2022;Rauseo et al, 2023).…”