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Smart, Digitally Enhanced Learning Ecosystems: Bottlenecks to Sustainability in Georgia

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  • Eka Jeladze

    (School of Digital Technologies, Tallinn University, 10120 Tallinn, Estonia)

  • Kai Pata

    (School of Digital Technologies, Tallinn University, 10120 Tallinn, Estonia)

Abstract

This paper stems from the need to identify the sustainability bottlenecks in schools’ digital transformation. We developed the conceptual model of the smart, digitally enhanced learning ecosystem to map transformation processes. We posit that the notion of sustainability is central to conceptualize learning ecosystems’ smartness. The paper presents the mapping results of Georgian public schools’ data using the interviews from 62 schoolteachers, ICT managers, and school principles. The qualitative content analysis revealed that even the schools with comparative digital maturity level could not be considered as smart learning ecosystems that are transforming sustainably. The findings call for the design of technology integration in the school as a dynamic transformation that balances two sustainability intentions—to stabilize the current learning ecosystem with its present needs, while not compromising its pursuit to test out possible future states and development towards them. We suggest schools build on the inclusion of different stakeholders in digital transformation; nourishing their resilience to ruptured situations; widening the development, testing, and uptake of digitally enhanced learning activities; weaving internal networks for sharing new practices; conducting outreach to change the socio-technical landscape; and developing feedback loops from learning, data, and information flows to manage the changes.

Suggested Citation

  • Eka Jeladze & Kai Pata, 2018. "Smart, Digitally Enhanced Learning Ecosystems: Bottlenecks to Sustainability in Georgia," Sustainability, MDPI, vol. 10(8), pages 1-19, July.
  • Handle: RePEc:gam:jsusta:v:10:y:2018:i:8:p:2672-:d:160832
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    References listed on IDEAS

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    2. Panagiotis Kampylis & Yves Punie & Jim Devine, 2015. "Promoting Effective Digital-Age Learning - A European Framework for Digitally-Competent Educational Organisations," JRC Research Reports JRC98209, Joint Research Centre.
    3. Geels, Frank W., 2002. "Technological transitions as evolutionary reconfiguration processes: a multi-level perspective and a case-study," Research Policy, Elsevier, vol. 31(8-9), pages 1257-1274, December.
    4. Stefana Broadbent & Francesco Cara, 2018. "Seeking Control in a Precarious Environment: Sustainable Practices as an Adaptive Strategy to Living under Uncertainty," Sustainability, MDPI, vol. 10(5), pages 1-13, April.
    5. Panagiotis Kampylis & Nancy Law & Yves Punie & Stefania Bocconi & Barbara Brecko & Seungyeon Han & Chee-Kit Looi & Naomi Miyake, 2013. "ICT-enabled innovation for learning in Europe and Asia. Exploring conditions for sustainability, scalability and impact at system level," JRC Research Reports JRC83503, Joint Research Centre.
    6. Michael Fullan, 2011. "Choosing the wrong drivers for whole system reform," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 79-105.
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    Cited by:

    1. Ana María Pinto-Llorente & Vanessa Izquierdo-Álvarez, 2024. "Digital Learning Ecosystem to Enhance Formative Assessment in Second Language Acquisition in Higher Education," Sustainability, MDPI, vol. 16(11), pages 1-17, May.
    2. Pilar Gómez-Rey & Francisco Fernández-Navarro & María José Vázquez-De Francisco, 2021. "Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique," Sustainability, MDPI, vol. 13(11), pages 1-20, May.

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