Key points are not available for this paper at this time.
It is increasingly evident to the educational community today that technology is rapidly transforming Education and learning. Ubiquitously present, the digital criterion is inevitably and surely making learning and teaching move to a next step never experienced before. Moreover, the COVID19 disruption has contributed to the acceleration of this transformation that moved the educational and learning community into new virtual environments. And while good practice is necessary for an appropriate transition to the digital transformation era, it will require time, motivation, technology tools and infrastructures. It will also need knowledge, skills, appropriate pedagogical choices, support and a real mind-set and culture. Education needs to adapt, but adaptation can only be possible if it relies on both teachers’ efforts towards learning sustainability and an adequate use of technology. Many questions come, therefore, to impose themselves in this new context as to: What challenges are facing teachers today? What competencies need to be developed by teachers and learners to be able to function appropriately and efficiently in order to thrive successfully in this era of digital learning? How can teachers manage their contents and pedagogy to respond to their learners’ needs as far as skills and knowledge development, matched to a responsible and informed use of virtual spaces for learning?
KIES et al. (2024) studied this question.