The impact of the pandemic on digital education: what has changed 5 years later?

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A longitudinal study conducted in Spain reveals that, 5 years after the pandemic, the use of digital technologies in classrooms has evolved, although challenges remain. The research, published in the journal PLOS ONEpublished in the journal PLOS ONE, examined how the pandemic transformed educational practices in primary and secondary schools, highlighting both progress and limitations.

The researchers, from the Department of Basic Psychology at the Autonomous University of Madrid (UAM) and the Department of Psychology at the Rey Juan Carlos University (URJC), found that the use of digital tools has advanced towards more constructive and cooperative methodologies. However, traditional, teacher-centred approaches remain prevalent, especially among teachers with less experience in using technologies.

“Before the pandemic, these tools were mainly used for content transmission, a pattern that continued during lockdown. Today, although constructive activities have gained ground, reproductive practices still predominate in many classrooms,” the authors state.

A crucial factor identified by the study is the level of training of teachers in the use of digital technologies. Teachers with more experience tend to adopt more innovative and student-centred strategies, while those with limited training face greater barriers.

Methodology and main findings

The study compared data collected during the lockdown (2020) with a new survey applied in 2023 to 144 teachers from the original sample. The analysis included 36 items to assess the frequency of digital activities and the types of learning promoted: verbal, procedural and attitudinal. Notable findings include, firstly, the frequency of use, which remains higher than before the pandemic (although it has decreased compared to the lockdown). It has also been observed that reproductive practices have reduced their presence, while constructive activities, especially cooperative ones, have increased. Finally, the study reveals that verbal and procedural approaches are the most frequent, while attitudinal learning and digital assessment have lost relevance.

In addition, three profiles of technological use were identified among teachers: passive, active and interpretive. The active and interpretive profiles, more closely linked to innovative practices, are associated with teachers who have greater technological experience.

Challenges and future of digital education

The study concludes that, although the pandemic has boosted the use of digital technologies in the classroom, their full integration still faces barriers. These include insufficient teacher training and the prevalence of traditional pedagogical approaches. “To maximize the impact of these tools, it is essential to strengthen teachers’ digital skills and promote student-centered activities,” the researchers say.

In short, the work underlines the importance of continuing to investigate the role of technologies in education, not only as an emergency resource, but as a catalyst for more effective and innovative pedagogical practices. “The pandemic left a key lesson: digitalization in teaching must go beyond its superficial implementation, orienting itself towards a true transformative change in the classrooms,” the authors conclude.