IMPACT ON THE POST-COVID PERIOD OF DIGITALIZATION POLICIES IN EDUCATION ADOPTED IN THE EUROPEAN UNION
Keywords:
digital teaching skills, online teaching, education policy consolidation, European integration, Principal Component AnalysisAbstract
This article examines the impact of previous exposure to online teaching experiences, the digital teaching skills, the working environment and the technological infrastructure of schools on the success of the implementation of educational policies that promote the intensive use of new technologies. Furthermore, through the application of data mining techniques, we examine the capacity of the constructed indicators of prior digital training of the schools and of the success of the actions adopted to ensure educational attention to act as predictors of the acceptance and consolidation of the solutions adopted in the post-covid period. A comparative study is also made of the position of European Union and OECD countries in terms of the digital readiness of schools and the digital learning environment of pupils. All this has made it possible to illustrate the starting point for the development of the actions adopted in the EU in this area, as well as to emphasize the need to guarantee their adequate projection at country, regional, local and even school level, in order to successfully overcome the high degree of heterogeneity within the EU.
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