{"id":20337,"date":"2025-01-27T14:33:00","date_gmt":"2025-01-27T13:33:00","guid":{"rendered":"https:\/\/centraleuropeanacademy.hu\/?post_type=hir&p=20337"},"modified":"2025-08-12T10:42:23","modified_gmt":"2025-08-12T08:42:23","slug":"wojciech-federczyk-key-opportunities-and-risks-of-digitisation-of-education-from-a-child-welfare-perspective","status":"publish","type":"hir","link":"https:\/\/centraleuropeanacademy.hu\/en\/hir\/wojciech-federczyk-key-opportunities-and-risks-of-digitisation-of-education-from-a-child-welfare-perspective\/","title":{"rendered":"Wojciech Federczyk: Key Opportunities and Risks of Digitisation of Education from a Child Welfare Perspective"},"content":{"rendered":"

27 January 2025<\/p>\n\n\n\n

As part of the Polish-Hungarian Professors\u2019 Network 2024, specifically within the „Children’s Well-being and New Technologies” group, an open workshop was organised for students of Cardinal Stefan Wyszy\u0144ski 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.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

The session commenced with my presentation, outlining key findings from my research within the Professors\u2019 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.<\/p>\n\n\n\n

Key Discussion Areas<\/strong><\/p>\n\n\n\n

1. Infrastructure<\/strong><\/p>\n\n\n\n

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.<\/p>\n\n\n\n

2. Hardware and Software<\/strong><\/p>\n\n\n\n

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.<\/p>\n\n\n\n

3. Curriculum Adaptation<\/strong><\/p>\n\n\n\n

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.<\/p>\n\n\n\n

4. Teacher Training<\/strong><\/p>\n\n\n\n

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.<\/p>\n\n\n\n

5. Quality of Education<\/strong><\/p>\n\n\n\n

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\u2019s Taxonomy and other learning assessment models, which stress measurable learning outcomes as key indicators of educational success.<\/p>\n\n\n\n

Summary of Key Opportunities from Digitalisation<\/strong><\/p>\n\n\n\n

Access to Educational Resources<\/strong><\/p>\n\n\n\n