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The Digital Transformation of European Higher Education

Technological, Ecological, and Social Challenges

Editors: Stefania Capogna, Francesca Greco

Publisher: Springer Nature Switzerland

Book Series : Innovation, Technology, and Knowledge Management

Part of: Springer Professional "Business + Economics & Engineering + Technology" , Springer Professional "Business + Economics"

Table of Contents

About this book

This volume analyzes e-learning in European higher education, focusing on the technological, ecological, and social challenges of digital transformation. Started pre-pandemic and a result of an ECOLHE project funded by the European Union's Erasmus+ programme, the book discusses the impact of this global crisis, as well as the need for universities to integrate information and communications technology (ICT) in teaching and learning.

The book presents multiple national case studies and examines how European universities adopt ICT for Lifelong Learning (LLL), uphold quality standards, and foster teachers' professional growth. It further sheds light on the translation of e-learning ideals into practical realities within academic institutions.

From enhancing digital skills to refining teaching methodologies, the book offers valuable insights for educators, administrators, and policymakers alike. The multidisciplinary approach includes theoretical frameworks, pilot training initiatives, and strategic recommendations, all aimed at strengthening higher education's digital infrastructure. Navigating the challenges of digitalization, the book offers solutions for how European universities can remain resilient against the evolving demands of the modern world.

Frontmatter

Introduction

Abstract

The introduction illustrates the complex process of building a European higher education area through a theoretical, empirical, and multilevel comparative perspective. The main goal was to reconstruct both the interpretation of the supranational, national, and local dimensions and the space of action that is always open, between the subjective action activated by the “responsible freedom” and the influence of social structures.

Stefania Capogna

ECOLHE: The Main Project Results

Frontmatter

Building the EHEA Through the ‘Translation’ Perspective

Abstract

This chapter summarizes the transfer process of supranational policies regarding the creation of a European space for HE through the enhancement of ICTs to promote a culture of LLL and inclusion, by the reconstruction of the main steps which accompany the emergence of the “digital university” idea in practice. Furthermore, it tries to offer an overview of the idea of digital transformation, according to the lens of the institutional actors at the meso-level, and the related digital challenges from an organizational perspective at micro level.

Stefania Capogna

Digital Transformation in Europe

Abstract

This chapter focuses on the challenge of lifelong learning and guidance of new paradigms for higher education institutions. Universities are expected to play a new important role in providing innovative teaching, learning processes, and counselling services to help people navigate the recurrent transitions throughout their lives. Based on these assumptions, this chapter aims to provide: (a) a theoretical framework which illustrates the recent evolutions of organizational models and the implications of digital transformation on them, with particular reference to universities; (b) an overview of the state-of-play of European policies and initiatives related to HE, with particular attention to the evolution, progress, and development of the HE field in terms of digitalization (online as well as blended teaching and learning); (c) a focus on the role of digital skills concerning competences for life, with the presentation of the main European competences frameworks.

Giulia Cecchini, Emanuela Proietti

Digital Development Culture in Europe

Abstract

The fourth chapter compares European project reports and illustrates the main comparative results extracted by a text-mining procedure used to explore the five national reports generated from each case study, by means of a sociocultural profiling method based on a natural language processing procedure. In European projects, there is often a phase in which the results are compared with qualitative, quantitative, or mixed methods. Among the various elements that organize the comparison, an important component is the cultural dimension since it organizes social actors’ practices, often carried out with qualitative methods. However, in line with the literature, this dimension is detectable through text mining methods since it determines the choice and association of the words used to organize communication. This chapter proposes a text-mining procedure for comparing the documents’ symbolic-cultural categories. In particular, Emotional Text Mining was used to study the cultural differences in digital development in higher education among countries by analyzing the country partners’ reports to identify the symbolic-cultural categories and the evolution of the EHEA during the translation process.

Stefania Capogna, Maria Chiara De Angelis, Francesca Greco

Students’ Perspective on Digital Technologies in Higher Education

Abstract

The fifth chapter focuses on a European project research results highlighting European students’ perception of the ability to integrate digital technologies into organizational and training processes identifying seven kinds of students. The increase in the use of online training connected to the pandemic emergency has highlighted, as never before, that Higher Education Institutions have to deal with the digital revolution, promoted by the European Community since 1998 from the so-called Bologna Process. This chapter illustrates the results of the students’ survey of the “Empower Competences for Online Learning in Higher Education” (ECOLHE) project. The project aimed to investigate the transformation processes and of developing practices of higher education’s digital teaching and learning in several European countries. The research project was based on the hypothesis that the availability of technological infrastructures does not grant an efficient and effective use of ICTs by students since the type of student, the university (traditional/online), and the level of national digital development are key factors in dealing with technological infrastructure.

Brunella Botte, Stefania Capogna, Maria Chiara De Angelis, Francesca Greco, Giada Marinensi, Flaminia Musella, Luca Torchia

Training Model for Improving Teachers in HE: Challenges, Criticalities, and Possibilities

Abstract

The sixth chapter presents and shows the result of a specific training that teachers carried out during pandemic, which aimed to provide academic teachers with the necessary competences to ensure quality online teaching, and focused on active and collaborative methodologies, an activity-centered approach and the change in roles of students and teachers. This shift of roles considers the students an active part of their learning, with teachers guiding the process. The essay aimed to discover how it would be possible to help academic teachers improve their digital competences and teaching methods.

Montse Guitert, Teresa Romeu, Marc Romero, Pablo Baztán

Gamification as a Strategy to Increase Student Engagement in Higher Education: Exploring Teachers’ Perspectives

Abstract

This chapter focuses on strategies to foster students’ engagement and motivation in higher education. The essay offers an overview of the course design process and the main results of a pilot training.

Brunella Botte, Matilde di Lallo, Giada Marinensi

The Symbiotic Learning Paradigm (SLP): Teacher Competencies, Methods and Approaches in Higher Education

Abstract

This chapter illustrates a method of co-designing curricula for twenty-first-century teaching and learning in higher education. The main goal of SLP is to put learners at the center of active collaboration in the decision-making processes of curriculum design. The SLP approach is an opportunity to create a facilitated space for teaching staff to reflect and generate collaborative solutions to think about teaching and learning in higher education in new ways.

Finola McCarthy, Séamus Ó Tuama

Conclusion of the Project Findings

Abstract

Some summary considerations aimed at reflecting on the most relevant results that emerged during the research process. It focuses primarily on the process of network stabilization and the main concepts that have characterized the 20 years of construction of the European space of HE and the transformations induced by the pervasiveness of digital technology in universities.

Stefania Capogna

Recommendation and Guidelines for Academic Bodies

Frontmatter

Digital Transformation and Digital Pedagogy: Quality of Learning and Teaching in EHEA

Abstract

This chapter focuses on more key recommendations based on ECOLHE European Project findings and current best practices. There are many pillars of digital transformation in higher education institutions, including the pedagogical aspects. This chapter provides insights, best practices, and recommendations on the key components of digital pedagogy, including quality of learning, teaching and digital environments, by presenting concrete case presentations. The main goal of this contribution is to reflect on the benefits of the ‘symbiotic learning paradigm’ on the goal of digital transformation of higher education institutions working with pan-European partners and networks.

Pasi Kämppi, Paresh Rathod

Suggestions for Academic Bodies

Abstract

This chapter proposes recommendations and guidelines for academic bodies harmonized with the EU digital transformation plan according to research results. Its target is to provide essential tools to promote the enhancement of the digital environment for lifelong learning and the digital transformation in HE, to increase the attention paid to the standard of e-learning and, overall, it tries to be a common tool for HEIs to help them achieve their objective, namely, to educate teachers, tutors, students, technical and administrative staff in a new digital environment.

Panagiotis Perivolaris, Vassilis Stylanakis

Networking and Cooperation in Promoting Quality Standards Through Internationalisation

Abstract

This chapter focuses on the crucial role of European and international cooperation and networking activity as the foundation of scientific development. For this reason, the initiatives and actions of the EU are increasingly oriented towards promoting stable networks of international collaboration through the definition of framework condition, and a set of helpful indicators to monitor international cooperation.

Gregory Makrides

Conclusion

Abstract

Part II conclusion proposes summary considerations aimed at reflecting on the most relevant recommendations and guidelines resulting from the authors’ contribution to the book. It summarizes the process that goes from the research to the training, and the definition of guidelines, highlighting the need not only to consider a multiplicity of hard and soft dimensions to shed light on digital transformation and its impact on higher education, but also to consider a multiplicity of level to understand the complexity of the challenge and propose useful policy guideline to support this process improving its effectiveness and efficiency.

Francesca Greco

Backmatter

Title: The Digital Transformation of European Higher Education
Editors: Stefania Capogna
Francesca Greco
Publisher: Springer Nature Switzerland
Electronic ISBN: 978-3-031-70763-6
Print ISBN: 978-3-031-70762-9
DOI: https://doi.org/10.1007/978-3-031-70763-6