ABSTRACT
The aim of the article is to show the role of digital skills and literacy as a consequence of the processes of digitalization, but also as a prerequisite for conducting online learning in educational systems. The different dimensions of digitalization and the formation of digital skills by people of different ages and professions are analysed. The methodology is based on various surveys, including an online survey conducted by the authors of the article among the Bulgarian population on the state of digitalization and online learning. An important place in the study is occupied by online education in secondary and higher education in the situation of the COVID-19 pandemic. Views and assessments of the participants in the learning process and their readiness for mobile learning are shown. The main conclusion of the article is that in Bulgarian society there is a relatively good availability of digital skills, which are important for modern processes. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The aim of the article is to show the role of digital skills and literacy as a consequence of the processes of digitalization, but also as a prerequisite for conducting online learning in educational systems. The different dimensions of digitalization and the formation of digital skills by people of different ages and professions are analysed. The methodology is based on various surveys, including an online survey conducted by the authors of the article among the Bulgarian population on the state of digitalization and online learning. An important place in the study is occupied by online education in secondary and higher education in the situation of the COVID-19 pandemic. Views and assessments of the participants in the learning process and their readiness for mobile learning are shown. The main conclusion of the article is that in Bulgarian society there is a relatively good availability of digital skills, which are important for modern processes. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
To analyze the essence of digital transformation and the ways in which it becomes possible. This article focuses on students' reactions, their assessments and views on ongoing online learning. The main research questions posed in the article are: is ongoing digital learning effective? Do students evaluate what happened as a digital transformation in education? What are the main challenges facing ongoing digital learning? © 2022 IEEE.
ABSTRACT
This article aims to trace the dimensions of the digital transformation that is taking place in modern knowledge societies to analyze the essence of digital transformation and the ways in which it becomes possible. A specific environment of digital transformation is education and in particular university education, which also changes under the influence of digitization. The most active digital transformation in university education was dictated by the Covid-19 pandemic, which the world community has experienced in the last year—2020. In practice, all university education is being restructured following the principles of digitization and carried out in an online environment. This article focuses on students’ reactions, their assessments, and views on ongoing online learning and its formatting. Methodology is based on qualitative methods, under the national project “Digital Media Literacy in the context of “Knowledge Society”: state and challenges”, № КП-06-H25/4, 2018, funded by National Science Fund—Bulgaria. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The present article aims to examine the state of mobile learning in Bulgaria, presenting the policy framework in which the education processes themselves take place, and also to show the various platforms and software products that form the basis of mobile learning. A specific case is analyzed - the situation with Covid-19 and how the Bulgarian education system is being restructured in the direction of mobile learning under the influence of the new pandemic conditions. Methodology is based on qualitative methods, under the national project “Digital Media Literacy in the context of "Knowledge Society": state and challenges”, № КП-06-Н25/4, 2018, funded by National Science Fund - Bulgaria. The main conclusion is that Covid-19 puts Bulgarian education in a situation that requires comprehensive and universal mobile learning, which is in line with the modern knowledge society. © 2021
ABSTRACT
The paper presents a primary analysis of the results of a sociological survey conducted by the authors about the first months of the management of the Covid-19 pandemic crisis in Bulgaria. The aim of the study was provoked not only by the exceptional significance and reflections of the pandemic on basic human values
ABSTRACT
The historically high inequities in the education systems of Central and East-European countries have been further exacerbated in the wake of the COVID-19 pandemic. Using critical frame analysis, we compared the education policy debates in Romania, Hungary, Bulgaria and Republic of Moldova during the first wave of the COVID-19 pandemic with a particular focus on inequities. We discuss the policy frames proposed and utilized by governmental and non-governmental actors to understand their roles played in articulating policy responses to the COVID-19 crisis, and highlight the specificities and commonalities of the political language within and across the national borders of the four countries. We conclude with our findings on the dynamics and structure of the policy debate between state and non-state actors in times of crisis with a particular focus on policy spaces and policy temporalities. Two ways of constructing spatio-temporalities co-exist: one is national, state and public health centric and focuses on governing ?through? the crisis;and the other is focused on long term planning while constructing the crisis as an opportunity for decisive intervention towards more equitable education.
ABSTRACT
In the present day, Internet technology and social media totally dominate as a means of communication. The media and social interaction have a two-sided nature, as the important role is not only those of the media messages to the users, but of the users to the media, too. This article aims to present the dominant importance of digital media, digital literacy transformation into a precondition for social inclusion, and an indicator of professional competence and social skills. Digital citizenship is a term that reflects the level of training and competencies, with a view to active participation in social, professional, and civic life. The article is based on two methods: Focus groups that were conducted in late 2019, which includes: Students, young mothers, pensioners, and unemployed. The second method used is the documents analysis—publications, materials, and quantitative results of research on social reactions to digital media as a source of information in the context of the COVID-19 pandemic crisis. The combination of materials and data that have been analyzed are related to the period of the lockdown between March 2020 and December 2020. In the time of global social crises and confrontations, digital media literacy has turned out to be of critical importance for the normal course of social events and their interpretations. In this regard, digital citizenship contributes to social understanding and control, as well as the individual practices in the global pandemic trajectory. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.