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The emergence of fully online, hybrid and blended forms of higher education has led governments, quality assurance agencies and higher education institutions (HEIs) across the OECD to reflect on how to ensure that digital education provides learners with opportunities to reach learning and employment outcomes similar to those achieved through traditional in person instruction. Building on stakeholder engagement and comparative analysis, this report offers an assessment of Hungary’s quality assurance system for higher education and, more specifically, its strengths and weaknesses for assuring the quality of digital higher education.
Digital technologies have transformed the way people interact, work and learn. The emergency transition to online teaching and learning necessitated by the coronavirus (COVID-19) pandemic has posed a serious challenge to instructional routines of higher education systems across OECD countries. The pandemic has demonstrated the ability of higher education institutions to ensure continuity in teaching and learning, but it has also revealed that much work remains to be done to ensure digital technologies are effectively used to promote quality, efficiency and equity in higher education. This report, which focuses on the digital transformation of higher education in Hungary, is a collaboration between the European Commission's Directorate-General for Structural Reform Support (DG REFORM), the Hungarian Ministry for Innovation and Technology and the OECD's Directorate for Education and Skills. Building on stakeholder engagement and comparative analysis, the report offers an assessment of the current state of digitalisation in higher education in Hungary, identifies policy recommendations to strengthen the current policy framework supporting digitalisation, and provides suggestions to help Hungarian authorities and stakeholders develop a monitoring framework and indicators to measure the digitalisation of the higher education system.
Digital technologies have transformed the way people interact, work and learn. The emergency transition to online teaching and learning necessitated by the coronavirus (COVID-19) pandemic has posed a serious challenge to instructional routines of higher education systems across OECD countries.
Investment in education technology has surged worldwide over the past decade and digital education technologies are now a key resource for OECD education and training systems. If used effectively, they promise to transform teaching and learning practices, to reduce learning inequalities and to create more inclusive and efficient education systems.
The Croatian government views digitalisation as a way to improve access to higher education and increase its attractiveness. To this end, it is investing in modernising digital infrastructure and building capacity to effectively integrate digital technologies into the higher education sector.
This book explores the dynamic intersections where cultures, languages and spaces converge, shaping identities and creating new forms of expression. The authors attempt to unravel the complexity of narrative and imaginative spaces by examining cultural identities in global contexts. The essays on literary representations consider abstract border crossings through rewriting and reappropriation in various genres, while also looking at immigrant fiction, post-Anthropocene narratives and hybrid spaces through a postcolonial lens. The essays on history and politics critically examine identity conflicts in the United States, while the contributions on applied linguistics and language pedagogy offer insights into online teaching experiences during COVID-19, sociocultural aspects of language use and the formation of bilingual identities. Employing innovative methods in reinterpreting literary works, political narratives and different types of discourse, past and present, this collection contributes to ongoing scholarly dialogues on the multifaceted challenges associated with identity construction through border crossings.
The book deals with the digital turn in higher education: One aim of this book is to address the challenge by providing a multi-disciplinary, international perspective on higher education during the digital turn. It presents epistemological, ethical and theoretical approaches, and best practice examples, from universities in different countries using different learning strategies. The book can be understood as an international and interdisciplinary collection providing heuristic strategies for handling the digitalization of higher education in theory and in practice.
Higher education is dynamic, constantly adapting to meet the requirements of students and industry. Transforming Higher Education Through Digitalization: Insights, Tools, and Techniques provides insights from experienced academicians on the digitalization of education and its appropriateness for enhancing the quality of teaching in institutions of higher education. The book also provides insights on technologies used in digital education, the competencies and skills required by teachers and students, managing quality of education through online modes, MOOCs (Massive, Open, Online Courses), and methods to support teachers and instructors in online education. The book also enables teachers and instructors to help students develop the knowledge and skills they need in a digital age and enable them to build collaborative learning that will bring them success. Written for educators, students, and policy makers of higher education, this book demonstrates how to transform traditional education to digital education and to continue their activities without the requirement of students and teachers meeting each other on campus.
The scope of contemporary higher education is wide, and concerns about the performance of higher education systems are widespread. The number of young people with a higher education qualification is expected to surpass 300 million in OECD and G20 countries by 2030. Higher education systems are faced with challenges that include expanding access, containing costs, and ensuring the quality and relevance of provision. The project on benchmarking higher education system performance provides a comprehensive and empirically rich review of the higher education landscape across OECD countries, taking stock of how well they are performing in meeting their education, research and engagement responsibilities.