THE IMPLEMENTATION OF DIGITAL TRANSFORMATION IN SCHOOLS: CHALLENGES IN THE ERA OF THE 4th INDUSTRIAL REVOLUTION

Konstantinos Zogopoulos, Georgios Panagiotopoulos

Abstract


This study explores the challenges faced by teachers and school principals in Greece when implementing the digital transformation, in the context of Education 4.0 and the 4th Industrial Revolution. The survey adopts a mixed methodological approach, combining quantitative data from 1,359 Primary and Secondary Education teachers with qualitative data from interviews with 20 principals from different regions of the country. The findings paint a complex picture. Technological infrastructure is generally considered adequate, but serious weaknesses are emerging in equipment maintenance, compatibility of new technologies and financing. Teacher training is considered inadequate and not adapted to real needs, with shortcomings in time, practical application and support. An important inhibiting factor is the resistance to change, mainly by a portion of teachers – especially older ones – due to fears, reservations or fatigue. On the contrary, managers emerge as agents of support and guidance, although they recognize the difficulties of their role. Issues such as data security, digital risks and the compatibility of new technologies with pedagogical practice appear as areas of intense concern. The research concludes that the digital transformation in Greek schools depends not only on equipment, but also on the human dimension: attitudes, skills, leadership and institutional support. A holistic approach is needed with investments in infrastructure, continuous training, institutional changes in the timetable and strengthening of educational leadership. Only in this way can an environment be created that allows the effective and sustainable integration of technologies into school practice.

 

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Keywords


Education 4.0, educational leadership, digital transformation, technological challenges

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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6141

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