What is it about?
In the post-pandemic period, humanity faced problems with post-traumatic stress, new digital technologies, and methods of delivery education, new ways of working on projects, cooperation, and integration. On 14 December 2022, the EU parliament accepted the "Digital Decade Policy Programme 2030", with the Decision (EU) 2022/2481, for the establishment of a digital transformation community (EU 2022). In education students and tutors faced problems, how to combine the new digital methods with the old traditional ones, without a loss of motivation and clear statement of what is acceptable, and what is not yet; how to change the focus of expectations after the pandemic disruption in the education system, and reach the same level of knowledge as before. These new inquiries came with the current situation on the global scale, described as a “VUCA” world (a volatile, uncertain, complex, and ambiguous world). The approach of the decision-making process - observing, orienting, deciding, and acting (OODA loop), and reflective learning, start to be leading in all fields of human existence, including education. According to that theory, current realism must be in the first place flexible, accepting the new comings, without rejecting the traditional old. The article aims to review the changes and challenges in education driven by the global world amendments.
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Why is it important?
Nowadays, the world faced a glut of overlapping crises, a climate change with all consequences - species extinction, biodiversity loss, marine ecosystem deterioration, natural disasters, and large-scale compulsory migrations; plastic pollution, water pollution, water scarcity, epidemics, artificial intelligence, cyberattacks, terrorism, new technologies, hunger crisis because of COVID-19, and the war in Ukraine, problems with children's health and education, fear of change (Perry 2011; Rashev 2020; Letz 2022; Filipenco 2022; Beyers De Vos 2022; Cook 2022; Işikara 2022; East 2022). According to many studies, the current state of the world is described as a VUCA: volatile - high levels of instability and change; uncertain - lack of knowledge about the impact of our actions; complex - a large number of interactions and overload of information; and ambiguous - lack of clarity about how to interpret a situation (Peschl & Matlon 2021; Wright &Wigmore 2023).
Perspectives
The Digital Decade Policy Programme 2030 was accepted by the EU parliament on 14 December 2022, with the Decision (EU) 2022/2481 for the establishment of a digital transformation community (EU 2022). It was emphasized that digital transformation is not possible without strong support for science, research, development, and the scientific community and the use of all available instruments from industrial, trade, and competition policy, skills and education, research, and innovation to facilitate digital transformation (EU 2022). According to De Paz Carmona et al., it is only a matter of time before our perception of the world changed, high-education has gone through a profound digitalization in the hands of e-learning, and the pandemic has worked as a catalyst to include e-learning as a crucial part of traditional education (De Paz Carmona et al. 2023).
Professor Snezhana Boycheva Dineva
Trakian University
Read the Original
This page is a summary of: The Challenges in Education after the Pandemic, SSRN Electronic Journal, January 2023, Elsevier,
DOI: 10.2139/ssrn.4463576.
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