Stručni rad

https://doi.org/10.15516/cje.v25i4.5308

Quo Vadis, Homo Digitalis? Reflection on Well-being in Education and the COVID-19 Pandemic in Belgium, Croatia, Poland and Romania

Sander Van Thomme orcid.org/0000-0002-2534-9781 ; Ghent University, Faculty of Psychology and Educational Sciences,Department of Social Work and Social Pedagogy
Cecilia Maria Zsogon ; The Maria Grzegorzewska University, Institute of Education, UNESCO Janusz Korczak Chair in Social Pedagogy
Adrijana Visnjic Jevtic orcid.org/0000-0003-3812-7472 ; University of Zagreb, Faculty of Teacher Education
Ciprian Simut ; University of Oradea, Teacher Training Department
Lieve Bradt ; Ghent University, Faculty of Psychology and Educational Sciences,Department of Social Work and Social Pedagogy
Julien Kiss ; University of Oradea, Teacher Training Department
Anna Odrowaz-Coates orcid.org/0000-0002-2112-8711 ; The Maria Grzegorzewska University, Institute of Education, UNESCO Janusz Korczak Chair in Social Pedagogy
Rudi Roose ; Ghent University, Faculty of Psychology and Educational Sciences,Department of Social Work and Social Pedagogy
Visnja Rajic orcid.org/0000-0002-5331-835X ; University of Zagreb, Faculty of Teacher Education
Saan Van Elsen ; Ghent University, Faculty of Psychology and Educational Sciences,Department of Social Work and Social Pedagogy
Florica Ortan ; University of Oradea, Teacher Training Department
Monika Czyzewska orcid.org/0000-0003-4921-730X ; The Maria Grzegorzewska University, The Institute of Education
Magda Lejzerowicz orcid.org/0000-0001-7225-2387 ; The Maria Grzegorzewska University, Institute of Special Education, Disability Studies Department

Sažetak

The last few decades brought about unprecedented rapid technological change. The COVID-19 pandemic sped it up and forced digitalized citizenship, digitalized teaching and learning, and permanent engagement through the virtual bond. Many processes were moved to the virtual world and those illiterate in digital tools might have felt excluded or left behind. Technological advancements have had many benefits revealed but they have also had multiple negative effects on the educational process and the well-being of participants of the latter. As our study shows, human social nature opposes the use of the Internet as the main or only medium of human interaction. Our study shows that sole online education is not desirable and is not good for our well-being. In the article, we present empirical research findings from 4 EU countries representing different parts of Europe. A group of researchers from 4 universities joined forces to map the needs of teachers and learners and to identify key factors for well-being in education in post-pandemic educational settings. Qualitative data came from over 2000 participants (teachers and learners), as a part of a larger case study. In this article, we focus primarily on the data from an online survey in 2022, supplemented by a prior Pilot study in 2021.

Ključne riječi

COVID-19, education system; EDUCATORE project; student; teacher, wellbeing

Hrčak ID:

313650

URI

https://hrcak.srce.hr/313650

Datum izdavanja:

27.12.2023.

Podaci na drugim jezicima: hrvatski

Posjeta: 922 *