Reimagining Education Systems: How Research on Digital Learning Can Inform Pedagogical Practice

Abstract

The COVID-19 pandemic showed how vulnerable contemporary education systems are to change and disruption to their operational models. The fact that entire education systems globally had to shut down their learning and teaching operations during the pandemic, or move on to a minimalist form of it, requires a critical re-examination of our core business models. Educational provision globally has been under stress long before COVID-19 struck. While the demand for education and re-education grows exponentially, resources and opportunities for the provision of these opportunities are under strain globally. Preliminary assessments of the readiness and resilience of existing models, reports that contemporary education systems are unfit and unsuited to lead learning for tomorrow, and that a re-imagination and re-engineering of institutional choreographies is required. Such a rethink and re-imagination requires greater levels of openness and flexibility in its modus operandi in order to be more resilient to change and disruption. This will involve a rethink and re-imagination of everything from how students access learning opportunities, to how they are taught, assessed and supported by teachers and educational institutions, and importantly, how technology can be used to inform and support pedagogical practices.