Some time ago, ESIC began to propose, through the aforementioned meeting, activities that would be effective as a complement to the educational work of teaching centres and that would serve as a reinforcement of professional performance in team management. With these, the business school tries to propose initiatives that are not only useful but also involve a key role for educators in their development.
Jesús Díaz de la Hoz, president of the PwC Foundation , presented the main conclusions of the report “What are we educating for?” prepared by the consultancy firm, a study that tries to establish the bases of a broad framework for academic success. In his opinion, “society is increasingly demanding more from the Spanish education system. Students are asking themselves if what they are learning will be useful, educational experts are asking themselves if education is constantly changing, regulators are asking themselves if it will be necessary to modernise the current education system, teachers and teaching staff are really promoting the abilities of their students, and finally families and society are asking themselves if their children will be prepared for the work of the future.”
“In our report we present proposals that help to complement the current educational model” explained the president of the PwC Foundation. The general objective of this work is to formulate a new framework for the concept of “academic success” that integrates other dimensions beyond academic results, in line with current educational demands, needs and realities.”
Thus, the study identifies the needs of social agents who demand a change in the albania phone number current educational model. And what are they demanding? Facilitating the development of students in skills such as creativity, proactivity, leadership, collaboration, which help them in their integration into the labour market; expanding the development of students in the personal and social sphere (in addition to the academic) by creating active, healthy citizens prepared for the world of work; promoting a
education that addresses student diversity, making it more flexible and encouraging active student learning through individualization; and finally, establishing more alternatives so that all students are integrated into the educational system.
For Díaz de la Hoz, “today it is necessary that we share with all the actors in the educational sector the same focus: improving education.”
For his part, Enrique Benayas, general director of ICEMD - ESIC's Institute for Digital Economy -, stated that “the digital revolution and disruptive technologies will dramatically affect, as we are already seeing, all sectors and industries, including the education sector. Therefore, it is necessary to identify the challenges and opportunities that allow us to connect with the digital ecosystem of our students.” For Benayas, “the paradigm shift is determined by the value of the different stakeholders in education: educational institutions, students and teachers.”
The general director of ICEMD explained what will be the most relevant trends in the digital transformation of Education, such as: Flipped Classroom, which transfers learning processes outside the classroom and uses time in class to enhance what has been learned with the help of the teacher; explanatory videos made by teachers; blended learning, which enhances learning that combines digital media with traditional methods; machine learning and artificial intelligence that involves students in decision-making about their curriculum, which greatly encourages their sense of autonomy and positive self-assessment; chatbots that will facilitate real-time interactivity in class, offering more personalized learning and acting as a digital assistant; Edu-tainment, which uses game dynamics to achieve attitudes and actions aimed at acquiring knowledge by students; Microlearning, an educational strategy that is being adapted by professionals and that offers a small amount of specific learning content, reducing cognitive load and increasing retention by fragmenting information; and finally blockchain, as a model for open and continuous education.