Skip to main content
SpringerLink
Log in

Comparative Analysis of Teachers’ Assessments on the Traditional and Digital Educational Activities in a Resilient School

  • Published:
Global Social Welfare Aims and scope Submit manuscript

Abstract

This research aims to explore the potential for enhancing students’ motivation and practical skills within a resilient learning environment through digital technologies. The concept of the unity of education and nature was employed to examine the theoretical foundations of a school’s functioning regarding external conditions that influence overall learning productivity. The practical part of the research involved the application of a quasi-experimental method in which three schools in the Central District of the Russian Federation were selected. General sample consists of 354 people. The primary research method employed was the surveying of the teachers and administration of these educational establishments. The analysis was based on the random sampling approach. The findings revealed that a regular school exhibits slightly more democratic characteristics: 60% of teachers in the resilient school and 70% in the regular school adhere to the protocol-based teaching methodology. Of utmost importance is the indicator of the significance of integrating digital technologies into the educational process. A total of 78% of teachers confirmed the necessity of this measure, while 80% agreed that it would enhance student motivation. This study will contribute to the formulation of essential principles to advance studying process in resilient schools in the future, paying additional attention to the question of the need of learning process digitalization, as 90% of teachers believe in its effectiveness. For instance, this could involve the implementation of specialized educational platforms and applications (Google classroom, Kahoot, Educative Education World Wide, etc.) on the seminars and practical lessons. The results also can be used by the government to implement better schools programs in accordance with school sustainability aspects. Additionally, the question of the impact of a resilient environment on an individual’s success after receiving education (such as in job search and employment) remains an interesting and unexplored area for further experimentation.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Source: Developed by the author

Fig. 2

Source: Developed by the author

Similar content being viewed by others

Data Availability

Data will be available on request.

References

  • Ainley, J. (2018). Students and their computer literacy: Evidence and curriculum implications. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 69–88). Cham: Springer. https://doi.org/10.1007/978-3-319-71054-9_4

  • Cavioni, V., Zanetti, M. A., Beddia, G., & Lupica Spagnolo, M. (2018). Promoting resilience: A European curriculum for students, teachers and families. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 313–332). Cham: Springer. https://doi.org/10.1007/978-3-319-76690-4_18

  • Cordeiro, J. V. (2021). Digital technologies and data science as health enablers: An outline of appealing promises and compelling ethical, legal, and social challenges. Frontiers in Medicine, 8, 647897. https://doi.org/10.3389/fmed.2021.647897

    Article  Google Scholar 

  • Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2014). Flow. In M. Csikszentmihalyi (Ed.), Flow and the foundations of positive psychology (pp. 227–238). Dordrecht: Springer. https://doi.org/10.1007/978-94-017-9088-8_15

  • Durriyah, T. L., & Zuhdi, M. (2018). Digital literacy with EFL student teachers: Exploring Indonesian student teachers’ initial perception about integrating digital technologies into a teaching unit. International Journal of Education and Literacy Studies, 6(3), 53–60. https://doi.org/10.7575/aiac.ijels.v.6n.3p.5

    Article  Google Scholar 

  • Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (Vol. 2, pp. 43–60). Guilford Publications.

    Google Scholar 

  • Ercikan, K., Asil, M., & Grover, R. (2018). Digital divide: A critical context for digitally based assessments. Education Policy Analysis Archives, 26, 51. https://doi.org/10.14507/epaa.26.3817

  • Fraillon, J. (2018). International large-scale computer-based studies on information technology literacy in education. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1161–1180). Cham: Springer. https://doi.org/10.1007/978-3-319-71054-9_80

  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2019). Preparing for life in a digital world. IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). https://doi.org/10.1007/978-3-030-38781-5

  • Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them? Applied Measurement in Education, 29(4), 245–249. https://doi.org/10.1080/08957347.2016.1209207

    Article  Google Scholar 

  • Gerick, J. (2018). School level characteristics and students’ CIL in Europe – A latent class analysis approach. Computers & Education, 120, 160–171. https://doi.org/10.1016/j.compedu.2018.01.013

    Article  Google Scholar 

  • Gerick, J., Eickelmann, B., & Bos, W. (2017). School-level predictors for the use of ICT in schools and students’ CIL in international comparison. Large-Scale Assessments in Education, 5(1), 5. https://doi.org/10.1186/s40536-017-0037-7

    Article  Google Scholar 

  • Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5), 555–567. https://doi.org/10.1080/00313831.2016.1172501

    Article  Google Scholar 

  • Heine, S., Krepf, M., & König, J. (2023). Digital resources as an aspect of teacher professional digital competence: One term, different definitions – A systematic review. Education and Information Technologies, 28, 3711–3738. https://doi.org/10.1007/s10639-022-11321-z

    Article  Google Scholar 

  • Henderson, N., & Milstein, M. M. (2003). Resiliency in schools: Making it happen for students and educators. Corwin Press.

  • Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789

    Article  Google Scholar 

  • Jiménez-Mijangos, L. P., Rodríguez-Arce, J., Martínez-Méndez, R., & Reyes-Lagos, J. J. (2023). Advances and challenges in the detection of academic stress and anxiety in the classroom: A literature review and recommendations. Education and Information Technologies, 28, 3637–3666. https://doi.org/10.1007/s10639-022-11324-w

    Article  Google Scholar 

  • Johnson, M. W., Rodriguez-Arciniegas, S., & Kataeva, A. N. (2023). Comparative judgement and the visualisation of construct formation in a personal learning environment. Interactive Learning Environments, 31(2), 624–643. https://doi.org/10.1080/10494820.2020.1799030

    Article  Google Scholar 

  • Martin, F., Polly, D., Coles, S., & Wang, C. (2020). Examining higher education faculty use of current digital technologies: Importance, competence, and motivation. International Journal of Teaching and Learning in Higher Education, 32(1), 73–86.

    Google Scholar 

  • Mishra, P., & Mehta, R. (2017). What we educators get wrong about 21st-century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6–19. https://doi.org/10.1080/21532974.2016.1242392

    Article  Google Scholar 

  • Mohammadinia, L., Khorasani-Zavareh, D., Ebadi, A., Malekafzali, H., Ardalan, A., & Fazel, M. (2018). Characteristics and components of children’s and adolescents’ resilience in disasters in Iran: A qualitative study. International Journal of Qualitative Studies on Health and Well-Being, 13(sup1), 1479584. https://doi.org/10.1080/17482631.2018.1479584

    Article  Google Scholar 

  • Mullen, C. A., Shields, L. B., & Tienken, C. H. (2021). Developing teacher resilience and resilient school cultures. Journal of Scholarship & Practice, 18(1), 8–24.

    Google Scholar 

  • O'Connell, M., Fox, S., Hinz, B., & Cole, H. (2016). Quality early education for all: Fostering creative, entrepreneurial, resilient and capable learners. Monograph. Mitchell Institute.

  • Olszewski, B., & Crompton, H. (2020). Educational technology conditions to support the development of digital age skills. Computers & Education, 150, 103849. https://doi.org/10.1016/j.compedu.2020.103849

    Article  Google Scholar 

  • Ossiannilsson, E. S. (2021). Resilient sustainable education for the future of education: Emerging challenges. In A. Bozkurt (Ed.), Handbook of research on emerging pedagogies for the future of education: Trauma-informed, care, and pandemic pedagogy (pp. 16–43). Hershey: IGI Global. https://doi.org/10.4018/978-1-7998-7275-7.ch002

  • Özmusul, M. (2017). We need resilient school leaders in the face of chaos and complexity. In Ş. Erçetin, N. Potas (Eds.), International Symposium on Chaos, Complexity and Leadership (pp. 179–182). Cham: Springer. https://doi.org/10.1007/978-3-319-89875-9_15

  • Petko, D., Cantieni, A., & Prasse, D. (2016). Perceived quality of educational technology matters: A secondary analysis of students’ ICT Use, ICT-related attitudes, and PISA 2012 test scores. Journal of Educational Computing Research, 54(8), 1070–1091. https://doi.org/10.1177/0735633116649373

    Article  Google Scholar 

  • Rabbanee, F., Quaddus, M., Gururajan, R., Abawi, L., & Dickinson, S. (2019). Conceptualising digital resilience of Australian tertiary-level students. In A. Robinson (Ed.), WA Teaching and Learning Forum 2019 (pp. 1–7). The University of Notre Dame.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2019). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

    Google Scholar 

  • Schleicher, A. (2018). World Class. How to build a 21st-century school system. Paris: OECD.

  • Sharma, M. K., Anand, N., Roopesh, B. N., & Sunil, S. (2022). Digital resilience mediates healthy use of technology. Medico-Legal Journal, 90(4), 195–199. https://doi.org/10.1177/00258172211018337

    Article  Google Scholar 

  • Snow, K., Tulloch, S., Ochalski, H., & O’Gorman, M. (2018). Reconciliation, resilience and resistance in Inuit teachers’ professional development and practices. Education in the North, 25(1–2), 108–134.

    Google Scholar 

  • Tondeur, J., Van Braak, J., Ertmer, P., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2

    Article  Google Scholar 

  • Wigfield, A., Rosenzweig, E., & Eccles, J. (2017). Achievement values. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (pp. 116–134). Guilford Publications.

    Google Scholar 

  • Wright, D. J. (2016). Toward a digital resilience. Elementa: Science of the Anthropocene, 4, 000082. https://doi.org/10.12952/journal.elementa.000082

  • Xia, X. (2023). Learning behavior mining and decision recommendation based on association rules in interactive learning environment. Interactive Learning Environments, 31(2), 593–608. https://doi.org/10.1080/10494820.2020.1799028

    Article  Google Scholar 

Download references

Acknowledgements

Irina Leontyeva, Egor Gromov, and Alexey Panfilov have been supported by the Kazan Federal University Strategic Academic Leadership Program. Khaleel Al-Said is grateful to the Middle East University, Amman, Jordan for the financial support granted to cover the publication fee of this research article.

Author information

Authors and Affiliations

  1. Department of Educational Technology, Middle East University, Amman, Jordan

    Khaleel Al-Said

  2. Department of Biology and Chemistry, Kazan Federal University, Yelabuga, Russia

    Irina Leontyeva

  3. Department of Philosophy and Sociology, Yelabuga Institute of Kazan Federal University, Yelabuga, Russia

    Egor Gromov

  4. Department of Psychology, Kazan Federal University, Yelabuga, Russia

    Alexey Panfilov

Authors
  1. Khaleel Al-Said
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Irina Leontyeva
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Egor Gromov
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Alexey Panfilov
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Khaleel Al-Said.

Ethics declarations

Conflict of Interest

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix

Appendix

Survey Questions for Teachers

  1. 1.

    What influences the development of metasubject competencies?

  2. 2.

    What contributes to better assimilation of subject knowledge?

  3. 3.

    Are there unified requirements for lesson protocols (lesson plans) in your school?

  4. 4.

    How often do you attend colleagues’ classes?

  5. 5.

    How often does the school administration attend classes?

  6. 6.

    What do you do when a student approaches you for help with study materials to improve their skills and overall understanding of the material?

  7. 7.

    Do you consider the implementation of digital learning necessary for resilient schools?

  8. 8.

    Can it enhance overall student motivation to learn?

  9. 9.

    Do parents respond to your requests for assistance in the education and upbringing of children?

  10. 10.

    Do you believe that students enjoy your subject?

  11. 11.

    What would students do if offered a diploma without attending school?

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Al-Said, K., Leontyeva, I., Gromov, E. et al. Comparative Analysis of Teachers’ Assessments on the Traditional and Digital Educational Activities in a Resilient School. Glob Soc Welf (2023). https://doi.org/10.1007/s40609-023-00331-5

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s40609-023-00331-5

Keywords

Search

Navigation