The Role of Digital Education in Enhancing Children's Intellectual Resilience toward Contemporary Societal Transformations: A Descriptive Study
Article Sidebar
Main Article Content
Abstract
Modern societies are undergoing profound transformations driven by unprecedented technological acceleration and the exacerbating effects of the digital revolution and the COVID-19 pandemic, necessitating the adoption of innovative solutions to keep pace with these changes. In this context, digital education is emerging as a strategic gateway to enhancing the ability to adapt to the new reality.
This study focuses on analyzing the impact of digital education on the development of children's cognitive aspects and social skills, through a survey of 80 teachers in public and private kindergartens in Baghdad. The results reveal a positive relationship between the time spent using digital screens and students' cognitive development, confirming the potential of these tools to enhance educational capabilities. In contrast, the effects on social skills, parental involvement, and overall learning outcomes appear less clear, indicating gaps that need to be addressed. The study shows that digital education, despite its effectiveness in supporting mental growth, may not achieve satisfactory results in promoting social interactions or integrated learning experiences without accompanying support. Hence, the results highlight the need to strike a balance between digital and traditional methodologies in classrooms, while strengthening the role of the family by increasing parental involvement and developing training programs that enhance teachers' proficiency in using educational technologies.
Finally, the study emphasizes the importance of adopting an integrated model for incorporating digital tools into the educational system, so that it is not limited to improving cognitive outcomes, but extends to enhancing children's life skills, preparing them to face the complexities of current societal transformations with greater resilience.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abid Haleem,et & al (2022), Understanding the role of digital technologies in education: A review, https://www.sciencedirect.com/science/article/pii/S2666412722000137 ,p3,11.
Anderson, R. E., & Kumar, T. (2020). "Digital Learning at Home: Parental Mediation and Children’s Academic Performance". Computers & Education, 150.
Bejinaru, R. (2019). Impact of digitalization on education in the knowledge economy. Management Dynamics in the Knowledge Economy 7.3 367-380.
Bibliometric Analysis. International Journal of Interactive Mobile Technologies. 15. 136-154. 10.3991/ijim.v15i08.20415.
Brennen, J. S., & Kreiss, D. (2016). Digitalization. In The International Encyclopedia of Communication Theory and Philosophy (pp. 1–11). Wiley-Blackwell.
https://doi.org/10.1002/9781118766804.wbiect111
Cloonan, M. V., & Sanett, T. (2005). The preservation of digital content. Libraries and Academy, 5(2), 213-237.
Falasteen, N. (2018). The implementation of digitalization system in education in Palestine. International Journal for Information, 11(2), 1749-1754.
Gluckman, P. (2018).“The digital economy and society: a preliminary commentary.” Policy Quarterly 14.1.
Hasan, Atik. (2023). Digital transformation in education amid of COVID-19.
Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Durham University. https://doi.org/10.13140/RG.2.2.18054.16960
Johnson, M., & Lee, S. (2021). "Virtual vs. Face-to-Face Collaboration: A Study on Social Skills Development in Children". Computers & Education, 170, 104227. https://doi.org/10.1016/j.compedu.2021.104227
Kang, Byeongwoo. (2021). How the COVID-19 Pandemic Is Reshaping the Education Service. 10.1007/978-981-33-4126-5_2.
Koedinger, K. R., McLaughlin, E. A., & Heffernan, N. T. (2015). "A Quasi-Experimental Evaluation of an On-Line Formative Assessment and Tutoring System". Journal of Educational Computing Research, 53(2), 307–342. https://doi.org/10.1177/0735633115571930
Ladd, G. W., Kochenderfer-Ladd, B., & Rydell, A. M. (2014). "Children’s social development in school settings". Handbook of Child Psychology and Developmental Science, 3(1), 1–48. https://doi.org/10.1002/9781118963418.childpsy315
Livingstone, S., Stoilova, M., & Nandagiri, R. (2023). Digital parenting and screen time: Balancing risks and opportunities in the digital age. Journal of Children and Media, 17(2), 1–20.
https://doi.org/10.1080/17482798.2023.1234567
Luaran, Johan & Jain, Jasmine. (2024). Navigating Challenges and Strategies in University Online Learning: A Post-pandemic Analysis. Chinese Science Bulletin. 69.
Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association Between Screen Time and Children’s Performance on a Developmental Screening Test. JAMA Pediatrics, 173 (3), 244–250.
DOI: 10.1001/jamapediatrics.2018.5056.
Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2023). Digital transformations in early childhood: Measuring the impact of societal changes on children's development. Early Childhood Research Quarterly, 64, 35-48. https://doi.org/10.1016/j.ecresq.2023.02.003
Mustapha, Ishamuddin & Van, N.T. & Shahverdi, Masoumeh & Qureshi, Muhammad Imran & Khan, Nohman. (2021). Effectiveness of Digital Technology in Education During COVID-19 Pandemic. A.
OECD. (2015). Students, computers, and learning: Making the connection. OECD Publishing. https://doi.org/10.1787/9789264239555-en .
Oseimi, Abdul Aziz (2015). The reality for use of modern education techniques in resources room and the difficulties faced by teachers for learning difficulty students in the Quseim area. Unpublished thesis, Um Al Qura University, Kingdom of Saudi Arabia.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). "Educational apps from the Android Google Play for Greek preschoolers: A systematic review". Computers & Education, 116, 139–160. https://doi.org/10.1016/j.compedu.2017.09.007 .
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2023). Adaptive learning technologies in early childhood: Balancing cognitive load and digital engagement. Computers & Education, 194, 213-228. https://doi.org/10.1016/j.compedu.2022.104682
Ragnedda, M., & Muschert, G. W. (2023). The Digital Divide: The Internet and Social Inequality in International Perspective (2nd ed.). Routledge. https://doi.org/10.4324/9781003323688
Selwyn, N. (2022). Education and Technological Revolutions: The Future of Schools.Routledge.https://scholar.google.com/scholar?q=Selwyn,+N.+(2022).+Education+and+Technological+Revolutions:+The+Future+of+Schools.+Routledge.&hl=en&as_sdt=0&as_vis=1&oi=scholart
Smith, J., Jones, R., & Davies, L. (2020). "Personalized Learning in Digital Environments: A Meta-Analysis". Educational Technology Research and Development, 68(3), 789–812. https://doi.org/10.1007/s11423-020-09752-x .
Susiani, Ketut & Dantes, Nyoman & Arnyana, Ida & Suarni, Ni & Suranata, Kadek & Suartama, I Kadek & Simamora, Alexander. (2024). Challenges faced by students in online English courses during theCOVID-19 pandemic. Journal of Education and Learning (EduLearn). 20. 668-680. 10.11591/edulearn.v18i3.21268.
Sweller, J. (2020). "Cognitive load theory and educational technology". Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3 .
NICEF. (2022). Education in a Digital World: From Connectivity to Learning. UNICEF Office of Global Insight and Policy. https://www.unicef.org/globalinsight/media/2356/file