Achieving digital education in primary schools

Success factors and policy recommendations

Bibliographic Data

ID21728316
AuthorsOurania Maria Ventista (0000-0003-4920-9318, University of Thessaly, corresponding author), Magdalini Kolokitha (0000-0003-1160-0055, University of Thessaly), Paraskevi Tsani (0009-0001-3204-2091, University of Thessaly), Georgios Polydoros (0000-0002-0924-5923, University of Thessaly), Grigorios Arkoumanis (0009-0003-3381-7279, National and Kapodistrian University of Athens)
Year2024
Volume22
Issue8
Pages1794-1814
Publication date2024-11-01
Open AccessYes
TypeARTICLE
VenuePolicy Futures in Education (JOURNAL)
Journal identifiersISSN: 1478-2103 • E-ISSN: 1478-2103
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/14782103241238825
OpenAlexW4392748889
LanguageEN
Citations received3
References cited41

This paper examines the current education policy for achieving digital education in European Union overall and in Greece specifically. By using a theoretical framework of policy enactment, this study explored different factors which could predict technology integration and digital education. A survey was conducted with 205 classroom teachers across 32 primary schools in Greece. The analysis tracked the progress towards achieving digital education. The results of this study confirmed that current policies are accurately targeted on significant areas which are predictors of technology integration. This paper recommends strategies for achieving, scaling, and sustaining school system improvement for digital education

Business · Economic growth · Economics · Education policy · Educational technology · European union · Higher education · Mathematics education · Political science · Primary education · Public relations · Technology integration · Child Development and Digital Technology · Digital literacy in education · Psychology

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Open DOIOpen Access