Methodological and curriculum development-related innovation options and challenges in education in the aftermath of the pandemic

György Molnár


In the context of digital education, internet-based digital platforms, applications and infocommunication tools and systems have advanced significantly in the educational process, moving beyond the technical solutions of teaching and learning to a technology-based approach to learning, becoming part of the methodological and technological culture (Benedek, 2016). As a result of the ever-changing economic, social and technological environment, the necessary new phenomena and innovation directions of the paradigm shift in pedagogy are clearly emerging (Lükö, 2007). The area of digital competences, which are necessary for the way of life predestined by today's information society, is of particular importance among the competences of teachers (Molnár, 2018) (Kővári, 2020). In this challenging digital world, the latest ICT-based interactive technologies, e-learning environments, digital, micro-content-based interactive curricular content (, 2019), flipped learning methods (Buda, 2017) and experiential pedagogy methodologies (Fromann, 2017) are of great help. In our study, we present some of the theoretical models (TPACK, SAMR), development trends, ICT-based teaching methods and technologies highlighted by pedagogical theorists, which have been particularly effective in digital work-based learning. Our aim was to investigate the impact of digital tools and content on learning. In addition to decades of teaching experience, our findings are supported by a quantitative large sample survey (N=141) of students conducted in spring 2021. The results obtained confirmed the prominent role of digital tools and open digital curricular content in making the learning process more effective, especially in the period of digital work-based education, in a time of pandemic.

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