Educational ecosystem is facing rapid changes due emerging technologies and their rapid penetration to daily use. When the COVID-19 pandemic emerged, it only accelerated many of these trends. Nevertheless, some education systems have been able to adapt to the changing situation and digital transformation more easily than others. Digital competence is essential for learning, work and active participation in society in digital transformation context. Given the pressure of change on existing learning institutions and learning models, ICT offers broad opportunities for developing a different view. In order for digital education actors to adapt to the digital transformation in the education sector, they also need to have the skills needed to use technology effectively. However, there is a lack of computer and technological literacy. In Latvia and Lithuania, about one in three workers has limited or no digital skills, and most STEM vacancies remain unfilled because workers do not have the necessary competencies and are not inclined to study or retrain. The aim of the study is to assess the effect of dynamic capabilities for added value educational outcomes during COVID-19 recession. The results of the study revealed that dynamic capabilities have a direct positive effect on value based education outcomes.

ICT has invaded the educational process and is providing us with many opportunities to exploit. An additional challenge faced by Physic educators has been the integration of Virtual laboratories in the teaching process. In recent years, Inquiry-Based Science Education has proved its efficacy in education by expanding on “traditional” lessons and motivating students to actively participate in science. Digital technologies support necessary educational innovations and can be the catalyst for change in educational patterns (in regard to its form, space, functions, services, tools, roles, procedures). Virtual laboratories are an essential digital tool. In fact, many Latvian schools are equipped with computer classes, tablets and high-speed internet connection while using a huge variety of web-based learning applications, simulations and visualizations. The paper evaluates necessary skills and abilities which can be developed at the secondary level, analysing and planning the interaction between the physics education process and technological development. The article also highlights the direction of future research. The paper evaluates necessary skills and abilities which can be developed at the secondary level, analysing and planning the interaction between the physics education process and technological development. The article also highlights the direction of future research

The availability of ICT has raised the issue of meaningful use of Mobile technologies (smartphones, tablets, sensors, data loggers, data collectors, as well as other devices and options) in the teaching/learning process of physics to deepen the students' knowledge and develop their research skills. Mobile technologies are constantly and rapidly evolving, and there is practically no social domain where they are not used, including education. Thus, the acquisition of mobile technology usage skills is an integral part of the learning process in a modern school. Education experts are now emphasizing not only the integration of Mobile technologies into the learning process but also the need to improve the efficiency of the learning process for both teachers and students. Success is based not only on what or how much one knows, but also on one's ability to think and act creatively. Mobile technology-based learning process is based on the Educational Technology Competency Standards for Teachers and accentuates the demand for improving teachers' technology skills and with a focus on knowledge and capacity building. This paper summarizes the research on the use of Mobile technologies in teaching physics in Latvia for the last nine years, as well as analyses the issues and suggestions for improving the process. A pedagogical experiment is conducted based on pre-planned and prepared participation in the learning process.

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