Determining the Views of Teachers on the Transition to Digital Transformation in Education During the Pandemic Process: A Case Study

Abstract

In today’s world, where people live together with technology, digitalisation is increasingly taking its place as an indispensable part of our lives. However, rapid developments and changes in technology have led to compulsory digitalisation processes in all sectors. In addition to the pandemic process, digital transformation has now become a necessity. The pandemic threat faced by countries has affected many sectors, especially the education sector. In this context, it has become a necessity to take the necessary measures in the education sector, which affects a large audience. The first of these measures is the emergency distance education plan. Undoubtedly, it is clear that every stakeholder of education is affected by the emergency distance education plan that has come with the pandemic process. The most important of these stakeholders are undoubtedly teachers. In light of all this information, this study aimed to determine the views of teachers on the transition to digital transformation in education during the pandemic process. The research is an example of a qualitative case study. A semi-structured interview form was prepared by the researcher to determine the teachers’ views on the subject. Data were collected using the semi-structured interview form. As a result, the teachers emphasised that they see the transition to digital transformation in education as a necessity, especially during the pandemic process, but they need more in-service training to keep up with this transformation.

Labuan ESL Teachers’ Perception on the Factors Affecting Technology-Based Self-Regulated Learning in the Teaching and Learning of English

“…There seems to be a need for modules and proper guidelines on how to exactly implement such an approach in a classroom setting. Besides, teachers justified that learning online is actually a part of the TBSRL because there were not any other available choices during the pandemic (Taimur et al, 2021;Yildiz, 2021). This is also consistent with the findings by Bains et al (2022); Hanif (2020); Urbina et al (2021) where most of the T&L that happened virtually had limited teachers' direct support or guidance, so students had to depend a lot on their own ways to learn the English language.…”