| Abstract [eng] |
As the latest technologies are changing the world, the teaching / learning process in educational institutions is inevitably changing as well. Educational institutions, responding to the requirements of the "Education 4.0" period, are forced to integrate digital learning in the educational process, which becomes a significant challenge not only for educational institutions, but also for the educational process implementers – pedagogues. When integrating the latest technologies into regular lessons and digitizing lesson materials, a lot of problems and barriers to digital teaching / learning management arise, which are examined in this Master's thesis project. The object of the work is the barriers of digital teaching / learning management in educational institutions. The aim of the work is to analyze the barriers of digital education management in educational institutions during the "Education 4.0" period. In order to realize the goal of the work, three tasks detailing the structure of the work were set: first of all, the trends and challenges of the "Education 4.0" period in educational institutions are theoretically substantiated, the concept of digital education and the barriers of digital education management in educational institutions are analyzed, and the project part of the work identifies the expression of digital education management barriers in educational institutions. The work methods chosen to implement the work tasks: analysis of scientific literature, written survey and interview, descriptive statistics and content data analysis methods. The analysis of scientific literature allows us to say that the "Education 4.0" period is a response to the challenges posed by the "Industry 4.0" revolution. The "Education 4.0" concept is characterized by the following trends: learning anywhere, anytime, personalized learning, free choice, project-based learning, work experience, data interpretation, modified exams, student ownership and mentoring. The period of "Education 4.0" poses challenges for educational institutions, which face quite different barriers in the transition from conventional teaching / learning to digital education. After the analysis of scientific sources, two main categories of barriers to digital teaching / learning management have been highlighted: barriers related to the educational institution and barriers related to the teacher. Barriers to digital teaching / learning management related to the educational institution are divided into six groups: principals' attitude and competencies, infrastructure, lack of time, lack of training and practice, evaluation of learning outcomes and psychological pressure. Barriers related to teachers are divided into four groups: lack of knowledge and competences, lack of confidence and motivation and resistance to change. The results of the qualitative research helped to identify the attitude of the principals towards the barriers of digital teaching / learning management. Heads of institutions usually associate these barriers with teachers / lecturers' resistance to change. The summarized results of the conducted quantitative research show that teachers express a different position on the problem under consideration. In their opinion, infrastructure, lack of training and practice, assessment of learning results, lack of trust and psychological pressure have a significantly greater influence on the formation of barriers to digital learning management. Both managers and teachers / lecturers who participated in the study confirm the manifestations of digital teaching / learning management barriers in educational institutions and provide suggestions to deal with the challenges that arise. Principals recognize and agree that improving infrastructure and adapting learning outcomes assessment to the specifics of digital teaching / learning would help reduce barriers to managing digital education, while teachers recognize that these challenges would be addressed by improving their technological skills and more thoroughly preparing for lessons with technology. |
