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168 AZ OKTATÁSI SZEKTOR ALKALMAZKODÁSA A DIGITÁLIS TRANSZFORMÁCIÓ ..,
vativeness, organizational learning, and collaborative culture. By deepening and
extending the U[TAUT model (Venkatesh et al., 2003), the research was able to
improve the explanatory power of the included elements regarding the frequency
of technology use and contrary to previous results, established effort expectancy
as one of the most important predictors of intention. In addition to technology
use we also explored pedagogical use of specific tools which highlighted the rather
replacing (or at least augmenting) effect of technology on teaching practice with
usually a passive student involvement according to the PIC-RAT model (Kimmons
és mtet al., 2020). The results have provided a comprehensive picture of these issues,
including the effects of the pandemic from a time perspective. This allowed us
to monitor how and what the system learned from the immediate responses and
what it later incorporated into its practice. Although our research did not start
out as a longitudinal follow-up study, we were able to incorporate this perspective
well with the available data.
The process of digital transformation can result in an organisational con¬
figuration that is organically linked to the education ecosystem, expanding the
possibilities for collaboration, development, and innovation, creating a flexible
and agile structure. We hypothesise that adaptation to digital transformation is
conducive to the development of learning organisation behaviour, both in terms
of individual and group learning, organisational learning, and the connection to
the external environment. Of course, digital transformation should not only be
thought of in the context of individual educational institutions, but also of the
wider educational technology industry whose products and interactions with
them have a profound impact on the ecosystem concerned. Our hypothesis is
that as the actors in the ecosystem become more advanced in adapting to digital
transformation, the more organic the collaboration between actors becomes.
However, with new opportunities come new threats that the education system
needs to consider (e.g., cyberbullying, security and privacy issues, digital divide,
and inequalities). However, there may be other co-benefits of the process that
contribute to increasing general literacy and informational awareness, enhancing
social participation, improving communication channels, and improving the quality
of life through digital citizenship.