Digital Transition and Home Education: challenges and opportunities for psychological intervention
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Data
2024-03-04
Autores
Oliveira, Francisca
Castanheira, Gabriela
Oliveira, Rui
Cunha, Luís
Costa-Lobo, Cristina
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Conference INTED24
Resumo
The 21st century is being marked by a series of significant changes in educational practices that are having a profound impact on psychological intervention. These changes are driving the genesis of an innovative era of personalized, digital, and accessible education. Individualization is the tendency to adapt teaching to the individual needs of students. Artificial intelligence has the potential to transform education and can be used to personalize teaching, automate routine tasks, and assess student performance. It is true that there are obvious constraints and that it is a challenge to carry out psychological intervention in a “distance” school context, Psychologists must maintain coordinated and shared planning with the other educational actors, the emphasis on preventive and multilevel interventions and management of priorities that respect their technical and scientific autonomy. The Psychologist's support is particularly important in situations that involve (i) entry into schooling (including the analysis of requests for postponement/anticipation), (ii) cycle transition, (iii) change of educational establishment; or (iv) access and entry into Higher Education, especially if we consider that after the situation of isolation at home, the return to school/higher education institution may occur through the abrupt interruption of academic activities and attendance at an educational establishment only to, months later, return to a different space and educational establishment, often unaccompanied by their colleagues and friends. It will be important, for example, to promote literacy about transition and adaptation to change; create a dedicated space, inside or outside distance learning activities, to work on this life topic with students and families who are in this situation; build and share other digital or material resources; or intervention from the areas of action already mentioned. The guiding question of this study was: What are the challenges and what are the opportunities of the digital transition for home education? The aim of this work was to investigate how the digital transition can affect home education and identify the trends and challenges of home education in the context of the digital transition. The research was carried out in four databases with combinations of the words digital transition, home education, digital technologies, curriculum, regulation, psychological intervention. We consider 25 articles published in international scientific journals between January 2007 and September 2022, two books and two documents of a normative nature, authored by the American government. All articles met the inclusion criteria. The documents were described, and the content was systematized in a meta-synthesis. The study detailed here carries out the analysis of how the adoption of digital technologies in schools and families can have an impact on the way in which home education is carried out, identifying the challenges and opportunities of this transition, such as the need for training parents and educators, the adequacy of curricula and the regulation of home education and investigates how home education is evolving in the context of the digital transition. Implications for psychological intervention are presented.
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F. Oliveira, G. Castanheira, R. Oliveira, L. Cunha, C. Costa-Lobo (2024) Digital Transition and Home Education: challenges and opportunities for psychological intervention, INTED2024 Proceedings, pp. 1044-1052.