The Ecolhe Erasmus + Project and the University to the Test of Digital Teaching and Learning
The Italian Case
Bibliographic Data
| ID | 21445443 |
|---|---|
| Authors | Stefania Capogna (0000-0003-2650-0129, Dipartimento di Scienze Umane Link Campus University Roma Italy), Francesca Greco (0000-0002-6270-5693, Department of Languages and Literatures, Communication, Education and Society University of Udine Udine Italy, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 2 |
| Publication date | 2025-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70130 |
| OpenAlex | W4410480902 |
| Language | EN |
| References cited | 12 |
The pandemic emergency has underscored the critical need for universities to accelerate their digital transformation to support proper teaching and learning processes. This paper presents findings from the Italian component of a broader international research project, which investigates the transformative impact of the digital revolution on Higher Education, under the umbrella of the Bologna Process, promoted by the European Community since 1999, to push the valorisation of Information and Communication Technologies to support the increasing needs of lifelong learning in the learning economy. The study posits that the mere availability of technological infrastructure is insufficient to ensure the effective integration of learning and knowledge technologies among faculty, students, and researchers. The Italian case reveals a complex landscape characterised by advancements and persistent challenges, indicative of a protracted and uneven digital integration process. But, overall, a strategic approach capable of showing a new vision and a systemic perspective to accompany this disruptive innovation is important
Art · Art history · Erasmus · Mathematics education · Pedagogy · Sociology · Test (biology) · Global Educational Policies and Reforms · Higher Education Learning Practices · Psychology · Second Language Learning and Teaching
| Highly cited | No |
|---|