The ECOLHE Erasmus + Project and the University to the Test of Digital Teaching and Learning: The Italian Case
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| Title: | The ECOLHE Erasmus + Project and the University to the Test of Digital Teaching and Learning: The Italian Case |
|---|---|
| Language: | English |
| Authors: | Stefania Capogna (ORCID |
| Source: | European Journal of Education. 2025 60(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Universities, Technology Uses in Education, Information Technology, Lifelong Learning, Technological Advancement, Technology Integration, Systems Approach, Strategic Planning, Educational Innovation, Pandemics, COVID-19 |
| Geographic Terms: | Italy |
| DOI: | 10.1111/ejed.70130 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472636 |
| Database: | ERIC |
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| Abstract: | 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. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70130 |
