Demystifying the Digital Shift in Education: Demands, Disparities, and Directions
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Abstract
Background and Aim: Rapid technological, economic, and cultural shifts are transforming the purposes and practices of twenty-first-century schooling. This study examines the relationship between global competency frameworks—which emphasise critical thinking, creativity, and digital skills—and the implementation challenges faced by low- and middle-income education systems. The aim is to identify systemic tensions between progressive policy rhetoric and entrenched classroom realities.
Materials and Methods: Using a constructivist lens, this qualitative content analysis investigates policy documents, educational reports, and scholarly literature. The study explores evolving interactions among teachers, learners, digital tools, and assessment systems, focusing on misalignments between competency-based discourse and prevailing institutional practices.
Results: Four critical issues emerged: persistent exam-driven pedagogies, inequitable access to and use of technology, a fundamental mismatch between competency-based curricula and summative assessment frameworks, and chronic underinvestment in teacher professional development. These factors are directly linked to declining student engagement, wellbeing, and participation.
Conclusion: Meaningful educational improvement requires comprehensive systemic reform that prioritises human development over technological acquisition. Policymakers, school leaders, and teacher educators must foster responsible digital practices and intentionally cultivate adaptive skills for complex societal needs. Bridging policy aspirations with classroom realities is essential for sustainable and equitable transformation.
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