Page 169 [169]
OCR
SUMMARY (ANGOL NYELVŰ ÖSSZEFOGLALÓ) 167 izes the dynamics of skills formation and skills utilization in the education sector considering the challenges posed by DT (RQ1)? In this regard, the first, explorative phase of the project focused on the analysis of the system-environment of the education sector utilizing a mixed-method design. After having a broad understanding of the main issues, the research set out in an interpretative approach to answer a narrower research question: How do institutions and individuals adapt to the changing world of work and learning in the context of the skills ecosystem of the teaching profession (RQ2)? Utilizing a quantitative approach, the research project focused on teachers/schools and teacher educators/universities to explore their perceptions of digital transformation, their digital readiness, and other individual and organizational characteristics. Switching to an explorative approach again, the research focused on a specific case that were identified in the previous phase in a qualitative design. Finally, the research project is closed in an interpretative approach, summarizing the results of the previous phases. Our results show differences between sub-systems and regions in terms of the ability to develop 21st century competences supported by digital tools (by validating the TPACK21 scale developed by Valtonen et al., 2017) from several angles, as a competence through which we can capture how the teaching profession (from the perspective of skills utilisation and skills formation) is adapting to the challenges of digital transformation. The respondents felt basically under-skilled in this area, although positive areas could be identified. They also see communication within the ecosystem as important, but implementation is lagging. While the change in practice in response to feedback is primarily a feature of higher education, it is lacking in the public education system, suggesting rather that the skills-formation function of the employer side is less exploited. In the implementation of digital education, there are some forward-looking solutions used by teachers, but the traditional model of knowledge transfer remains dominant, which tends to mean that the different opportunities offered by digital education are less exploited by teachers. These are mainly due to systemic (lack of time, financial resources), infrastructural and competence deficiencies. The second research question investigated the complexity of individual and organisational factors influencing pedagogical reactions, adaptation, and frequency of using digital tools, as well as the factors influencing the use of specific tools for pedagogical purposes. Our iterative design allowed to gauge immediate responses to emergency remote teaching, which highlighted the role of a collaborative organizational culture and learning organizational behaviour (Marsick & Watkins, 2003) on successful digital transformation, while strengthened the role of contextual factors (competency and infrastructure of families and schools). The follow-up model, focusing on the lessons learnt from the pandemic showed a more nuanced picture regarding the role of organizational culture including inno
