27 January 2025
As part of the Polish-Hungarian Professors’ Network 2024, specifically within the „Children’s Well-being and New Technologies” group, an open workshop was organised for students of Cardinal Stefan Wyszyński University in Warsaw. The event took the form of an academic seminar aimed at presenting research findings on the digitalisation of public education in Poland. The study aligns with the broader academic discourse on digital transformation and its implications for educational equity, and administrative efficiency.
The workshop was attended by interested students from UKSW, who actively participated in discussions and an electronic survey. The meeting took place on Monday, 27 January 2025, at the Faculty of Law and Administration at UKSW, commencing at 9:00 AM. The primary objective of the workshop was to identify both opportunities and challenges associated with the digitalisation of education within the context of public administration responsibilities. The session was designed to facilitate a critical analysis of current policies, infrastructure readiness, and pedagogical adaptation strategies.
The participants were actively engaged in the assigned tasks. Each student had previously encountered the issue of digitalisation in education, drawing from their own schooling experiences. Consequently, they provided insights into both the successful implementations and areas requiring improvement. Notably, the students had attended various schools, thereby offering a broader perspective beyond a single institutional experience. Their diverse insights contribute to the existing academic literature on comparative education and contextual disparities in digital infrastructure implementation.
The session commenced with my presentation, outlining key findings from my research within the Professors’ Network on the current state of education digitalisation. The fundamental aspects of the digitalisation process were identified. Following this, participants were divided into groups to explore different aspects of the topic. Upon completion of the group work, findings were discussed in a plenary session, reflecting principles of participatory research methodologies and collaborative knowledge construction.
Key Discussion Areas
1. Infrastructure
Discussions centred on the necessity of adequate technological infrastructure in schools, including access to high-speed internet, servers, and data management systems. Emphasis was placed on ensuring equal access to these resources regardless of the school’s location. This aspect aligns with the digital divide theory, which postulates disparities in technological access based on socio-economic factors and geographic location.
2. Hardware and Software
The need to provide students and teachers with appropriate equipment, such as tablets, laptops, and interactive whiteboards, was highlighted. A significant challenge remains in ensuring the quality of educational materials and applications available to students. The discourse also explored the concept of digital literacy and its implications for effectively integrating these tools into everyday learning.
3. Curriculum Adaptation
Participants stressed the necessity of updating curricula to align with emerging technologies. The integration of programming and digital literacy skills as core components of educational programmes was deemed essential. This discussion is consistent with global educational trends advocating for STEM (Science, Technology, Engineering, and Mathematics) inclusion as a fundamental component of modern education systems.
4. Teacher Training
The importance of training educators in the effective use of modern technologies and digital tools was emphasised. Providing support through workshops and professional development courses was suggested as a means to enhance teachers’ ability to incorporate technology into their lessons effectively. The discussion referenced existing pedagogical frameworks, such as the TPACK (Technological Pedagogical Content Knowledge) model, which underscores the intersection of technology, pedagogy, and subject matter expertise.
5. Quality of Education
The discussion addressed the impact of digitalisation on education quality, both in terms of content delivery and pedagogical methods. The need for continuous monitoring and assessment of digital education practices was highlighted to ensure that learning objectives are met. This aligns with Bloom’s Taxonomy and other learning assessment models, which stress measurable learning outcomes as key indicators of educational success.
Summary of Key Opportunities from Digitalisation
Access to Educational Resources
- Facilitating access to a vast array of learning materials and interactive tools to support the learning process.
- Enabling remote learning, which is particularly valuable in crisis situations, in alignment with distance education theories and e-learning frameworks.
Personalised Learning
- Using technology to adapt educational content to individual student needs and learning speeds.
- Leveraging artificial intelligence to monitor student progress and recommend suitable learning materials, which corresponds with the concept of adaptive learning technologies.
Interactivity and Engagement
- Utilising multimedia and educational games to enhance student interest and engagement. Research in cognitive psychology suggests that gamification techniques can significantly improve learning outcomes by fostering motivation and retention.
Conclusion
The digitalisation of education presents numerous opportunities but also poses challenges that require a thoughtful and responsible approach. It is crucial to ensure that this process is undertaken with due consideration for children’s well-being and their diverse needs. Theoretical frameworks, such as Vygotsky’s social constructivism, highlight the importance of mediated learning experiences in digital education settings.
Workshop participants, drawing on their own educational experiences, identified the most pressing challenges of digitalisation. Approximately 40% highlighted the necessity of adequate teacher training as the most significant issue. Furthermore, recognising that the entire field of digital education presents challenges for public administration, participants identified key areas requiring particular attention. The highest priority was given to the need for comprehensive curriculum reform. It was emphasised that educational programmes must adapt to digital tools and, more importantly, prepare students for success in the digital age and the Fourth Industrial Revolution.
The results obtained may serve as a basis for further research, given the increasing digitalisation of economic life, which directly influences the digital transformation of schools. The diverse experiences of the students who participated in the workshop, stemming from their attendance at different schools, underscore the pivotal role of well-prepared teachers in the digitalisation process. However, it is noteworthy that, from the perspective of public administration, teacher preparation was ranked as the least critical challenge. This finding raises important policy considerations, warranting further investigation into the intersection between government policy, teacher training initiatives, and digital competency frameworks.
