Ça o, Eldi a (Kola); Has ama, O nela; Sinja i, Sonila (Xha a)
A icle
Readiness o Albanian S uden s o engage in Digi al
Lea ning: Pe cep ions, Challenges and Oppo uni ies
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ENTRENOVA - ENTe p ise REsea ch InNOVA ion, ISSN 2706-4735, IRENET - Socie y o Ad ancing
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Readiness o Albanian S uden s o engage in
Digi al Lea ning: Pe cep ions, Challenges
and Oppo uni ies
Edli a Ça o (Kola)
Depa men o Geog aphy, Uni e si y o Ti ana, Albania
O nela Has ama
Depa men o Geog aphy, Uni e si y o Ti ana, Albania
Sonila Sinja i (Xha a)
Depa men o Geog aphy, Uni e si y o Ti ana, Albania
Abs ac
Digi al echnologies play a c ucial ole in ans o ming oday’s lea ning landscape. The
in eg a ion o online pla o ms, digi al lea ning ma e ials, and collabo a i e ools has
become commonplace in many coun ies, o e ing s uden s access o a ious
esou ces and oppo uni ies o engagemen bo h inside and ou side he class oom.
This shi owa ds digi al lea ning os e s a mo e dynamic and mo i a ing lea ning
en i onmen and equips s uden s wi h employabili y skills, enhancing hei p ospec s
in oday's labou ma ke . Recognizing he signi icance o digi aliza ion in educa ion,
Albania has p io i ized his ini ia i e as pa o i s e o s o align wi h EU s anda ds.
Despi e ongoing p ojec s and in es men s aimed a p omo ing digi aliza ion o
eaching and lea ning, he pace o adop ing inno a i e app oaches emains
sluggish, la gely due o he complex in e play o ac o s and he eadiness o key
s akeholde s such as eache s, school leade s, and s uden s. To explo e he challenges
and iden i y po en ial solu ions, a esea ch s udy was conduc ed among s uden s a
he Uni e si y o Ti ana. By combining su ey da a wi h in-dep h in e iews, he
esea ch aims o unco e s uden s' pe cep ions owa d digi al lea ning. The esea ch
shows ha Albanian s uden s a e awa e on he impo ance o digi al lea ning, bu a e
s ill acing psychological and in as uc u al challenges ha hinde hei pe cei ed
eadiness and willingness.
Keywo ds: digi al lea ning, echnology, educa ion, s uden , lea ning expe ience,
in as uc u e
JEL classi ica ion: I23
Pape ype: Resea ch a icle
Recei ed: 10 Ma ch 2024
Accep ed: 1 Sep embe 2024
DOI: 10.54820/en eno a-2024-0014
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In oduc ion
The educa ion is cons an ly e ol ing, and echnology is a majo con ibu o in his
ans o ma ion (Raja e al., 2018; Face , 2011; Glenn, 2008; Bu bules e al., 2020).
Technology is eshaping he way we access and deli e educa ion, p o iding
eache s and s uden s wi h a highly engaging lea ning expe ience. Thanks o
in eg a ion o echnology in educa ion, digi al lea ning, a e m o en used
in e changeably wi h e-lea ning, has now become a wo ldwide end, as i is p o en
o inc ease he e ec i eness o eaching and lea ning (Ba olli e al., 2009). Se e al
s udies ha e emphasized he posi i e impac o digi al lea ning on shi ing om an
educa o -cen ed o a lea ne -cen ed lea ning (Rasouli e al., 2016), boos ing
s uden s’ pa icipa ion in he lea ning p ocess (Kashada, 2020), and inc easing
lexibili y in e ms o ime and space (Miyoshi e al., 2012; Lapi an, 2021). Today,
s uden s can use a ious digi al ools and esou ces, engage in online collabo a ion,
and comple e assignmen s in i ual en i onmen s. Teache s, on he o he hand, can
c ea e and sha e digi al ma e ials wi h hei s uden s, ack hei p og ess, assess hem
h ough online ools, and p o ide meaning ul eedback. Going digi al in educa ion
has now become a mus . I na u ally co esponds o he way oday’s youngs e s ( he
digi al na i es, as i s ly e e ed o by P ensky, 2001) ind and abso b in o ma ion, while
s imula ing hei lea ning mo i a ion and engagemen .
The con ex o he s udy
Digi al lea ning o ien a ion is pa icula ly impo an in uni e si ies. Jus a ew s eps away
om he labou ma ke , digi al lea ning con ibu es o s uden s’ skills de elopmen ,
such as digi al compe ences and o he employabili y skills (Singh e al., 2017).
The e o e, uni e si ies a e implemen ing a ious s a egies o accommoda e ac i e
lea ning in he physical class oom (Becke e al., 2018), by adap ing hem o suppo
engaging and in e ac i e lea ning.
In Albania, uni e si ies con inue o ely mos ly on adi ional app oaches.
Meaning ul in eg a ion o digi al echnologies is s ill de icien , being limi ed mainly o
he equipmen wi h basic in as uc u e (in e ne connec ion, ICT labs), al hough e en
his in as uc u e emains incomple e. The eaching p ocess depends hea ily on he
in as uc u al condi ions and he willingness o eaching s a , while he concep o
in eg a ing echnology in eaching is o en educed o he use o a p ojec o . The
s uden s emain mos ly passi e, wai ing o he knowledge o be ansmi ed, wi hou
bene i ing om he use o digi al ools, esou ces, and in e ac ions.
The low exposu e o digi al lea ning became e iden du ing online lea ning amid
he COVID-19 pandemic. While he i ual en i onmen was mainly used o acili a ing
communica ion, he u iliza ion o digi al ools o os e ing engagemen and
in e ac ion emained limi ed. Howe e , he expe ience du ing he pandemic
highligh ed se e al bene i s o digi al eaching and lea ning app oaches. This aised
awa eness among educa ion s akeholde s and ca alysed digi aliza ion ini ia i es.
Especially o e he las decade, educa ional au ho i ies ha e made e o s o
in eg a e digi al echnologies in o a ious p ocess ela ed o his a ea. An essen ial
ins umen cu en ly s imula ing he digi al o ien a ion o eaching and lea ning
p ocess is Albania’s Digi al Agenda 2022-2026 (Decision No. 370, da e June 1, 2022),
whe e one o i s ou objec i es is “Digi al educa ion and digi al compe ences:
ans o ma ion o lea ning and eaching” (p. 9). Acco ding o his agenda, he
digi aliza ion o educa ion should be ex ended in communica ion, documen a ion
and adminis a ion, bu also in he eaching and lea ning p ocess. Wi hin his ision,
he agenda aims o c ea e a digi al lea ning cul u e by p omo ing e ec i e use o
synch onous and asynch onous ools and pla o ms o suppo lea ning, equipping
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educa ion ins i u ions wi h he necessa y in as uc u e, and he imp o ing he
educa o s’ skills o engage in digi al eaching. Digi al inclina ion o eaching and
lea ning is also a undamen al aspec o Na ional Educa ion S a egy 2021-2026
(2021). Re e ing o Speci ic Objec i e C7 (Digi al se ices), one o he expec ed
ou comes is “Encou agemen o highe educa ion ins i u ions o conduc dis ance
and blended lea ning” (p. 102). Ce ainly, he inclusion o digi al solu ions in eaching
and lea ning, du ing lec u es and as pa o s uden s’ sel -di ec ed lea ning, ep esen s
a challenging p ocess, which equi es addi ional e o s, skills, and mo i a ion. In he
s ill emb yonic in eg a ion o digi al lea ning in o uni e si ies in Albania, i is essen ial o
unde s and how eady ins i u ions and ac o s a e o emb ace hese new app oaches
o lea ning, wi h he aim o aligning hem wi h he con ex and cu en si ua ion.
Pa icula a en ion should be gi en o s uden s in o de o es ima e hei eadiness o
u ilize digi al echnologies in hei daily lea ning p ocess.
Li e a u e e iew and concep ual amewo k
Se e al au ho s emphasize he impo ance o analysing s uden s’ eadiness o apply
digi al lea ning, as an indispensable s ep be o e o ien ing owa ds eaching and
lea ning s a egies ha hea ily ely on digi al echnologies (see Gay, 2016). Some
au ho s ha e a emp ed o measu e wha hey e e o as Online Lea ning Readiness
(Fa id, 2014; Wa kins e al., 2004), de ining i as a c ucial ac o in he success o i ual
lea ning (Ri e a, 2018; Ke e al., 2006). Acco ding o Luu (2022), he way s uden s look
a digi al lea ning is also ela ed o he cul u al con ex , which shapes hei sys em o
needs, alues, and belie s. Mo eo e , a i udes owa d echnology indica e how
indi iduals in e ac wi h o u ilize echnology (Sa done e al., 2010).
In Albania, esea ch on he eadiness o engage in digi al eaching and lea ning is
no abundan . A pa o he exis ing s udies aims o assess he eadiness o he coun y
and highe educa ion o in eg a e digi al lea ning by conside ing di e en li e a u e-
based c i e ia. An example o hese s udies is he one conduc ed by Ba olli e al.
(2009), which p o ides a snapsho o he si ua ion in Albania ega ding he o ien a ion
owa d digi al lea ning, based on ou c i e ia: connec i i y, capabili y, con en , and
cul u e. Mos o he cu en s udies ha e a isen om he need o acqui e a deepe
unde s anding o he online lea ning modali y applied du ing he pandemic, ocusing
on issues as he e ec i eness o online lea ning (Sho aj e al., 2022), s uden s’
pe cep ions and adap a ions (Xhelili e al., 2021;), p o iciency o s uden s’ digi al skills
(Gugu e al., 2023), and he expe iences and di icul ies encoun e ed by educa o s
unde he unusual eaching ci cums ances (Ho i e al., 2022). In essence, hese s udies
ha e ocused on analysing he esponse o he eme gen si ua ion, add essing online
eaching in he oles o a subs i u e o in-pe son eaching, a he han as a modali y
ha complemen s and upg ades adi ional eaching. Cu en ly, amids con inuous
encou agemen owa ds digi al eaching and lea ning (as ou lined in he
a o emen ioned s a egies), he assessmen o s uden s’ pe cep ions is c ucial, since
he implemen a ion o digi al lea ning is closely ela ed o he way s uden s eac o
his inno a ion. “In o de o bene i om e-lea ning, highe educa ion ins i u ions in
Albania should conduc conside able up- on analysis o assess hei eadiness.”
(Ba olli e al., 2009, p. 5). This is whe e his esea ch d aws inspi a ion, based on he
esul s om a su ey and in-dep h in e iews wi h uni e si y s uden s o Albania.
Me hodology
Assessing he eadiness o uni e si y s uden s o pa icipa e in a highly digi alized
lea ning p ocess is a complex ask ha equi es he conside a ion o a ious ac o s
in luencing s uden s’ a i udes owa d he inco po a ion o echnology and digi al
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solu ions in o hei lea ning expe ience. To unde s and he eadiness o Albanian
s uden s o in eg a ion o digi al echnologies, he s udy is based on ga he ing and
analysing s uden s’ pe cep ions. Fo his pu pose, su eys and in-dep h in e iews
se ed as p ima y ins umen s o he s udy me hodology, d awing upon examples o
simila ins umen s p o ided in exis ing li e a u e. In his con ex , Wa kins e al. (2004)
iden i ies echnology access as an indica o ela ed o s uden s’ eadiness o engage
in i ual-based lea ning. O he au ho s ha e highligh ed he ole o compu e and
in e ne skills (e.g. Ke e al., 2006; Hung e al., 2010). Ce ainly, quali y digi al lea ning
equi es skills ha enable p o ound lea ning, as well as awa eness and in en ionali y in
using digi al esou ces and ools. The esul s o a s udy conduc ed by Lei (2009) on he
skills, a i udes, and expe iences o digi al na i es as p ese ice eache s, ad ise us o
be cau ious when eaching conclusions on he eadiness o oday’s you h o digi al
lea ning. Acco ding o his s udy, al hough oday’s youngs e s ex ensi ely and easily
u ilize digi al echnologies in hei daily communica ion and in e ac ion, he abili y o
use hese skills in a lea ning con ex should no be aken o g an ed. The e o e,
e e ing o his s udy, when measu ing s uden s’ digi al lea ning eadiness, i is
necessa y o also conside mo e complex skills ela ed o lea ning and collabo a ing
in digi al en i onmen s. McVay (2000) ela es he digi al eadiness wi h how
com o able s uden s eel when applying digi al lea ning. The same s udy, as well as
ano he one conduc ed by Be na d e al. (2004), emphasized he impac ha he
abili y o lea n in a sel -di ec ed mode has in success ully applying i ual lea ning. On
he o he hand, e e ing o echnology adop ion, al hough highe educa ion
ins i u ions a e inc easingly suppo ing s uden s o ac i ely engage in lea ning and
knowledge cons uc ion, he e a e se e al challenges impeding he pa adigm shi ,
making eaching ely on adi ional app oaches (Becke e al., 2018). The iden i ica ion
o hese challenges by he s uden s would be e add ess hei needs in he
implemen a ion o digi al lea ning and con ibu e o an easie and widely accep ed
digi al ansi ion in educa ion. Based on hese li e a u e conside a ions, as well as on
he cu en con ex o in eg a ing digi al echnologies in highe educa ion in Albania,
he ollowing esea ch axes ha e been con igu ed:
• Readiness o s uden s ega ding in as uc u e
• Readiness o s uden s ega ding lea ning- ela ed digi al skills
• Cu en u iliza ion o digi al de ices and ools o lea ning pu poses
• S uden s’ pe cep ions on bene i s, limi a ions, and di icul ies in engaging in
digi al lea ning
• S uden s’ pe cep ions on he main challenges encoun e ed by uni e si ies and
sugges ions ela ed o he ansi ion o digi al eaching and lea ning
These esea ch key poin s se ed as a basis o he elabo a ion o he ins umen s
used o da a collec ion. The su ey was conduc ed du ing Janua y 2024, based on a
ques ionnai e comp ising: 7 closed-ended ques ions, 15 s a emen s a ed on a 5-poin
Like scale, and 1 open-ended ques ion. The su ey was conduc ed anonymously,
wi h an a e age comple ion ime o 8-10 minu es. The selec ion o esponden s was
based on pu posi e sampling, wi h he condi ion ha esponden s a e cu en ly
s uden s a uni e si ies in Albania. The de e mina ion o i he sample size elied on he
widely used o mula p o ided by Yamane in 1967:
n = N / 1 + N (e)2
n - sample size; N - popula ion o he s udy; e - ma gin e o
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In his s udy, N= 121,000 (numbe o s uden s in Albanian uni e si ies du ing 2023-
2024 academic yea ) and e= 0.05.
n = 121,000 / 1 + 121,000 (0.05)2 = 399
A o al o 411 s uden s we e included in he su ey. Rele an in o ma ion was also
ob ained om 24 in-dep h in e iews. A se o explo a o y ques ions se ed as he basis
o he in e iews, supplemen ed wi h spon aneous ques ions du ing discussion. The
answe s we e inco po a ed in o he s udy’s indings.
Resul s
The esul s o he su ey and in-dep h in e iews ha e es ablished a solid ounda ion
o quali a i e and quan i a i e da a on how eady uni e si y s uden s in Albania a e
o engage in digi al lea ning, how bene icial hey conside his ans o ma ion, as well
as he pe cei ed ele an challenges.
Social-demog aphic cha ac e is ics o he sample
The esponden s ep esen a he e ogeneous sample o s uden s. 88.6% o he
esponden s a e emale, and 11.4% a e male. The signi ican p edominance o
emales, besides hei o e ep esen a ion a he popula ion le el (mo e han 2/3 o
cu en s uden s in Albania a e emale), can also be explained by he highe
willingness o his ca ego y o engage in comple ing he ques ionnai e. The age ange
is be ween 18 o 53 yea s old
1
, wi h an a e age age o 24. The su ey included bo h
Bachelo (54%) and Mas e s uden s (46%) om di e en uni e si ies and ields o s udy.
Wha is he s uden s’ access o digi al de ices and he in e ne ?
Access o digi al de ices is a key ac o ha de e mines s uden s' eadiness o engage
in digi al lea ning. As educa ion inc easingly elies on i ual ools and esou ces,
s uden s equi e access o digi al de ices beyond he class oom o con inue hei
engagemen in digi al lea ning. A i s glance, he su ey esul s a e p omising, as all
s uden s possess a leas one digi al de ice. Sma phones a e he mos common
de ice, owned by 88.2% o s uden s, ollowed by lap ops (65.2%), desk op compu e s
(15.6%), and able s (10.5%). Howe e , despi e each s uden ha ing access o a leas
one digi al de ice, 29.9% o hem (1 ou o 3 s uden s) only own a sma phone.
Al hough sma phones allow s uden s o access he in e ne and use online esou ces,
i is challenging o u ilize hese de ices o mo e complex asks (e.g. p esen a ions,
digi al con en c ea ion, pee collabo a ion). In e ne access appea s a sa is ac o y
le els, as 96.8% o s uden s ha e access h ough he owned de ices. Howe e , he
examina ion o he equency o in e ne access e eals a mo e nuanced si ua ion:
Table 1
F equency o In e ne Access among S uden s
F equency o in e ne access
S uden s (%)
Th oughou he day
66.1
Du ing ce ain ime slo s
33.1
Ra ely
0.8
Sou ce: Su ey esul s
1
S uden s o ad anced age mainly pu sue he Mas e s udies, whe e a po ion o s uden s ha e e u ned
o uni e si y a e aking a b eak o a ew yea s.
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While he majo i y o s uden s ha e con inuous in e ne access, a signi ican po ion
manages o access i only du ing ce ain ime slo s o a ely (1 ou o 3 s uden s). The
disad an age o his ca ego y becomes e en mo e p onounced when we examine
he a ailable de ices: whe eas 29.9% o all esponden s own only a sma phone, his
igu e inc eases o 74.1% among hose wi h limi ed in e ne access (100 s uden s ou
o 135). The g oup wi h only a sma phone and limi ed in e ne access (24.3% o he
o al numbe o esponden s) ep esen s he mos disad an aged ca ego y,
demanding g ea e a en ion in he amewo k o u u e digi al ans o ma ion o he
educa ional p ocess
How do s uden s pe cei e hei digi al skills?
The digi aliza ion o he lea ning p ocess a uni e si ies equi es s uden s o possess
adequa e digi al skills. In o de o unde s and mo e abou hei eadiness o engage
in digi al lea ning, s uden s we e asked o assess hei indi idual digi al compe encies
in e ms o inding in o ma ion on in e ne , acqui ing knowledge, collabo a ing wi h
pee s, and conduc ing sel -paced lea ning. The esul s we e as ollows:
Table 2
S uden s’ es ima ions on hei digi al skills
S a emen
“I can easily and
e ec i ely...
Le el o ag eemen among s uden s (%)
MS2
SD3
1 –
s ongly
disag ee
2 -
disag ee
3 –
neu al
4 –
ag ee
5 –
s ongly
ag ee
... ope a e digi al de ices o
lea ning pu poses
4.1
5.1
47.7
7.5
35.5
3.7
1.1
... na iga e on he in e ne
o lea ning pu poses
0.7
7.5
46.5
3.2
42.1
3.8
1.1
... use digi al ools o
lea ning pu poses
1.5
8.0
50.9
24.1
15.6
3.4
0.9
... collabo a e in a digi al
en i onmen
1.9
7.1
54.5
27.7
8.8
3.3
0.8
... lea n in a sel -paced
mode in a digi al
en i onmen
2.4
6.8
56.2
16.3
18.2
3.4
0.9
Sou ce: Su ey esul s
The mean sco e o each s a emen is abo e a e age, indica ing ha s uden s'
pe cep ion o hei digi al skills in he con ex o lea ning is ela i ely sa is ac o y.
Ne e heless, he pe cep ions a e nuanced. When examining s a emen s ega ding
he le el o digi al skills in he con ex o lea ning, i is no ed ha highe a ings a e
gi en o skills ha can be conside ed mo e basic o undamen al, such as ope a ing
digi al de ices (MS=3.7) and na iga ing he in e ne o lea ning pu poses (MS=3.8).
Meanwhile, a lowe mean sco e is obse ed in digi al skills ela ed o mo e complex
lea ning ac i i ies and ac ions, such as e ec i ely u ilizing digi al ools o lea ning
pu poses (MS=3.4), engaging in digi al lea ning in a sel -paced mode, wi hou he
supe ision and suppo o he pedagogical s a , and especially con ibu ing in
collabo a i e asks (MS=3.3). These a e digi al skills o which s uden s, as well as o he
s akeholde s in he uni e si y sys em, should in es mo e o imp o e hem, in o de o
be be e p epa ed o he digi aliza ion o lea ning. The s anda d de ia ion ac oss
2
Mean Sco e
3
S anda d De ia ion
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s a emen s shows a ela i ely consis en le el o ag eemen among su eyed s uden s
ega ding he way hey pe cei e hei lea ning- ela ed digi al skills.
How equen ly s uden s use digi al echnologies o lea ning
pu poses?
A digi al eaching and lea ning p ocess elies hea ily on he use o online esou ces
o in o ma ion e ie al, u iliza ion o ools and pla o ms o p esen a ions and
assignmen s, as well as in e ac ion o g oup asks. To ensu e e ec i e and e icien
digi al lea ning in e ms o esou ce and ime managemen , i is essen ial o s uden s
o be acquain ed wi h hese inno a i e aspec s o lea ning. In his con ex , s uden s
we e asked o es ima e se e al s a emen s conce ning he u iliza ion o digi al
echnologies using a Like scale based on equency:
Table 3
Usage o Digi al Technologies o Lea ning among S uden s
S a emen
Es ima ions among s uden s (%)
MS
SD
1 –
ne e
2 –
a ely
3 –
some imes
4 –
o en
5 –
e y o en
I sea ch on he in e ne o
ind new in o ma ion
1.2
3.9
37.7
10.0
47.2
4.0
1.1
I consul digi al esou ces
2.2
8.3
44.8
15.6
29.2
3.6
1.1
I use con en c ea ion
ools o my assignmen s
2.4
10.5
60.8
17.8
8.5
3.2
0.8
I use i ual lea ning
en i onmen s o
collabo a e wi h pee s
5.1
12.9
50.6
19.0
12.4
3.2
1.0
Sou ce: Su ey esul s
The esul s con e ge wi h hose ela ed o he assessmen o digi al skills by s uden s.
As indica ed by he equency o hei use, digi al echnologies a e p edominan ly
used o basic pu poses ha do no in ol e much complexi y, such as in o ma ion
sea ch (MS=4.0) and consul a ion o digi al esou ces (MS=3.6), a he han o mo e
demanding asks such as digi al con en c ea ion o assignmen comple ion (MS=3.3)
and pa icipa ing in online collabo a i e asks (MS=3.2). In gene al, he esul s indica e
ha s uden s need o become mo e amilia wi h digi al echnologies, pa icula ly
conce ning he u iliza ion o mo e “sophis ica ed” digi al unc ionali ies, which
ep esen he essence o p o ound lea ning. The less p onounced eadiness ela ed o
hese digi al lea ning componen s was also con i med by he s uden s pa icipa ing in
in-dep h in e iews. As one o he s uden s s a ed, “Today’s s uden s migh be good
a explo ing he in e ne and inding he needed in o ma ion, bu lea ning goes way
beyond ha ”. The s a is ical analysis sugges s an o e all mode a e con e gence o
s uden s’ s a emen s on he equency o using digi al echnologies in hei lea ning
p ocess, especially ega ding he use o digi al con en c ea ion ools in assignmen s.
How s uden s pe cei e he bene i s o digi al lea ning?
To gain mo e insigh in o s uden s' eadiness o enhanced digi al lea ning, he su ey
included se e al s a emen s abou he bene i s o using digi al ools and lea ning
ma e ials, ocused on h ee elemen s: acili a ion o he lea ning p ocess, p oduc i i y,
and engagemen . The es ima ions a e p esen ed in he able below:
155
ENTRENOVA - ENTe p ise REsea ch InNOVA ion
Vol. 10 No. 1
Table 4
S uden s’ Pe cep ions on Digi al Lea ning Bene i s
S a emen
“Using digi al ools and
making digi al lea ning
ma e ials a ailable would…
Le el o ag eemen among s uden s (%)
MS
SD
1 –
s ongly
disag ee
2 -
disag ee
3 –
neu al
4 –
ag ee
5 –
s ongly
ag ee
… acili a e my lea ning
p ocess
2.2
7.8
50.4
6.8
32.8
3.6
1.1
… make me engage mo e
in lea ning
2.2
10.2
62.0
8.3
17.3
3.3
0.9
… help me become mo e
p oduc i e
1.0
5.6
59.1
8.3
26.0
3.5
1.0
Sou ce: Su ey esul s
S uden s’ es ima ions ega ding he an icipa ed impac o inc eased use o digi al
ools and a ailabili y o digi al lea ning ma e ials a e abo e a e age. The highes
a ing is gi en o he in luence o hese digi al app oaches on acili a ing he lea ning
p ocess (MS=3.6), while he lowes co esponds o he ole o in eg a ing digi al ools
and lea ning ma e ials in s uden s’ engagemen (M=3.3). The s anda d de ia ion o
each s a emen is app oxima ely 1, which sugges s a mode a e alignmen o s uden s’
answe s on each componen e e ing o he used scale. Al hough he es ima ions
lean mo e owa d ag eemen , hey s ill sugges ha s uden s need o be mo e
in o med and awa e o he bene i s o digi al lea ning be o e ully engaging in his new
app oach. This could be explained by he cu en p edominance o adi ional
eaching, allowing s uden s li le oppo uni y o e ec i ely apply digi al lea ning and
see i s impac on enhancing lea ning e iciency and academic pe o mance. The
opinions sha ed du ing he in-dep h in e iews suppo he a gumen abo e (e.g. “Yes,
I guess digi al ools and ma e ials would help me lea n be e , bu I canno gi e an
exac answe because we (s uden s) ha en’ expe ienced digi al lea ning ye ”). A
highe exposu e o s uden s o digi al lea ning ools and ma e ials would aise hei
awa eness on hese bene i s and po en ially enhance hei mo i a ion o digi al
lea ning, hus be e p epa ing hem o a digi alized educa ion.
How com o able a e s uden s wi h he apid ad ancemen o
echnology?
Since ou decades ago, Rosen e al. (1987) ound ou ha s uden s wi h nega i e
a i udes owa ds echnology and who expe ience anxie y om compu e de ices
( e e ed o by he au ho s as “compu e phobia”) showed a lowe le el o compu e
skills, li e acy, and in e es in compu e - ela ed ac i i ies. Today, as s udies indica e
(e.g. Ulzheime e al., 2020), ea emains a signi ican accompanying componen o
digi izing lea ning, po en ially c ea ing ba ie s o inno a i e educa ional modali ies.
To unde s and he p e alence o hese eelings, s uden s we e asked o exp ess hei
opinion on he s a emen "I am a aid o he apid p og ess o echnology". The
answe s a e syn he ized in he able below:
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Vol. 10 No. 1
29. Sa done, N. B., & De lin-Sche e , R. (2010). Teache candida e esponses o digi al games:
21s -cen u y skills de elopmen . Jou nal o Resea ch on Technology in Educa ion, 42(4),
409–425.
30. Sho aj, D., & Kadiu, E. (2022). E iciency o Online Lea ning and Di icul ies Encoun e ed:
Case o Albanian S uden s. Eu opean Jou nal o Social Science Educa ion and Resea ch,
9, 94. h ps://doi.o g/10.26417/548ypg53
31. Singh, A., & Singh, L. (2017). E-Lea ning o Employabili y Skills: S uden s Pe spec i e.
P ocedia Compu e Science, 122, 400–406. h ps://doi.o g/10.1016/j.p ocs.2017.11.386
32. Ulzheime , L., Kanzinge , A., Ziegle , A., Ma in, B., Zende , J., Römhild, A., & Leyhe, C. (2021).
Ba ie s in Times o Digi al Teaching and Lea ning – a Ge man Case S udy: Challenges and
Recommenda ions o Ac ion. Jou nal o In e ac i e Media in Educa ion, 2021(1): 13, pp.
1–14. h ps://doi.o g/10.5334/jime.638
33. Wa kins, R., Leigh, D., & T ine , D. (2004). Assessing eadiness o online lea ning. Pe o mance
Imp o emen Qua e ly, 17(4), 66–79.
34. Xhelili, P., Ib ahimi, E., R uci, E., & Sheme, K. (2021). Adap a ion and pe cep ion o online
lea ning du ing COVID-19 pandemic by Albanian uni e si y s uden s. In e na ional Jou nal
on S udies in Educa ion (IJonSE), 3(2), 103–111.
35. Yamane, T. (1967). S a is ics: An In oduc o y Analysis (2nd ed.). Ha pe and Row.
Abou he au ho s
Edli a Ça o (Kola) g adua ed in Geog aphy om he Uni e si y o Ti ana. She pu sued
he Mas e 's s udies a he Uni e si y o Thessaly in G eece and de ended he doc o al
hesis in Human Geog aphy a Cle mon Au e gne Uni e si y in F ance in 2016.
Cu en ly, she se es as a lec u e a he Depa men o Geog aphy a he Uni e si y
o Ti ana. He main a eas o expe ise include u al geog aphy, and con empo a y
eaching and lea ning me hods. She has pa icipa ed in se e al con e ences and has
published nume ous a icles. The au ho can be con ac ed a edli [email protected]
O nela Has ama is pa o he academic s a a he Uni e si y o Ti ana, Facul y o
His o y and Philology, Depa men o Geog aphy. She is a ending he PhD p og am
in Social and Human Sciences a “UMR Te i oi e” Resea ch Cen e, a he Uni e si y o
Cle mon -Au e gne, F ance. He scien i ic esea ch is mos ly ela ed o human
geog aphy. She has published se e al a icles in na ional and in e na ional scien i ic
jou nals. Thanks o he pa icipa ion in di e en p ojec s, she has gained expe ise in
new eaching me hods and pedagogy- ela ed ainings. The au ho can be
con ac ed a o nela.has ama@ h .edu.al
Sonila Sinja i (Xha a), is an Associa ed P o esso a he Uni e si y o Ti ana, Facul y o
His o y and Philology, Depa men o Geog aphy. She ecei ed PhD in Geog aphic
In o ma ion Sys ems and U ban Planning a His o y and Philology, Uni e si y o Ti ana.
He main esea ch in e es s a e GIS/RS o U ban Planning. She is ac i ely engaged in
numbe o science p ojec s and published se e al scien i ic pape s in in e na ional
and na ional jou nals and pa icipa ed in many scien i ic in e na ional con e ences.
The au ho can be con ac ed a sonilaxha [email protected]
