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Quo vadis, homo digitalis? Reflection on well-being in education and the covid-19 pandemic in Belgium, Croatia, Poland and Romania

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Abstract
The last few decades brought about unprecedented rapid technological change. The COVID-19 pandemic sped it up and forced digitalized citizenship, digitalized teaching and learning, and permanent engagement through the virtual bond. Many processes were moved to the virtual world and those illiterate in digital tools might have felt excluded or left behind. Technological advancements have had many benefits revealed but they have also had multiple negative effects on the educational process and the well-being of participants of the latter. As our study shows, human social nature opposes the use of the Internet as the main or only medium of human interaction. Our study shows that sole online education is not desirable and is not good for our well-being. In the article, we present empirical research findings from 4 EU countries representing different parts of Europe. A group of researchers from 4 universities joined forces to map the needs of teachers and learners and to identify key factors for well-being in education in post-pandemic educational settings. Qualitative data came from over 2000 participants (teachers and learners), as a part of a larger case study. In this article, we focus primarily on the data from an online survey in 2022, supplemented by a prior Pilot study in 2021.
Keywords
COVID-19, education system, EDUCATORE project, student, teacher, wellbeing

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MLA
Van Thomme, Sander, et al. “Quo Vadis, Homo Digitalis? Reflection on Well-Being in Education and the Covid-19 Pandemic in Belgium, Croatia, Poland and Romania.” CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, vol. 25, no. 4, 2023, pp. 1369–97, doi:10.15516/cje.v25i4.5308.
APA
Van Thomme, S., Zsögön, C. M., Visnjic-Jevtic, A., Simut, C., Bradt, L., Kiss, J., … Lejzerowicz, M. (2023). Quo vadis, homo digitalis? Reflection on well-being in education and the covid-19 pandemic in Belgium, Croatia, Poland and Romania. CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, 25(4), 1369–1397. https://doi.org/10.15516/cje.v25i4.5308
Chicago author-date
Van Thomme, Sander, Cecilia Maria Zsögön, Adrijana Visnjic-Jevtic, Ciprian Simut, Lieve Bradt, Julien Kiss, Anna Odrowaz-Coates, et al. 2023. “Quo Vadis, Homo Digitalis? Reflection on Well-Being in Education and the Covid-19 Pandemic in Belgium, Croatia, Poland and Romania.” CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE 25 (4): 1369–97. https://doi.org/10.15516/cje.v25i4.5308.
Chicago author-date (all authors)
Van Thomme, Sander, Cecilia Maria Zsögön, Adrijana Visnjic-Jevtic, Ciprian Simut, Lieve Bradt, Julien Kiss, Anna Odrowaz-Coates, Florica Ortan, Visnja Rajic, Rudi Roose, Saan Van Elsen, Monika Czyzewska, and Magda Lejzerowicz. 2023. “Quo Vadis, Homo Digitalis? Reflection on Well-Being in Education and the Covid-19 Pandemic in Belgium, Croatia, Poland and Romania.” CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE 25 (4): 1369–1397. doi:10.15516/cje.v25i4.5308.
Vancouver
1.
Van Thomme S, Zsögön CM, Visnjic-Jevtic A, Simut C, Bradt L, Kiss J, et al. Quo vadis, homo digitalis? Reflection on well-being in education and the covid-19 pandemic in Belgium, Croatia, Poland and Romania. CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE. 2023;25(4):1369–97.
IEEE
[1]
S. Van Thomme et al., “Quo vadis, homo digitalis? Reflection on well-being in education and the covid-19 pandemic in Belgium, Croatia, Poland and Romania,” CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, vol. 25, no. 4, pp. 1369–1397, 2023.
@article{01HH01CE83WKACGHGMPYKPPQ4T,
  abstract     = {{The last few decades brought about unprecedented rapid technological change. The COVID-19 pandemic sped it up and forced digitalized citizenship, digitalized teaching and learning, and permanent engagement through the virtual bond. Many processes were moved to the virtual world and those illiterate in digital tools might have felt excluded or left behind. Technological advancements have had many benefits revealed but they have also had multiple negative effects on the educational process and the well-being of participants of the latter. As our study shows, human social nature opposes the use of the Internet as the main or only medium of human interaction. Our study shows that sole online education is not desirable and is not good for our well-being. In the article, we present empirical research findings from 4 EU countries representing different parts of Europe. A group of researchers from 4 universities joined forces to map the needs of teachers and learners and to identify key factors for well-being in education in post-pandemic educational settings. Qualitative data came from over 2000 participants (teachers and learners), as a part of a larger case study. In this article, we focus primarily on the data from an online survey in 2022, supplemented by a prior Pilot study in 2021.}},
  author       = {{Van Thomme, Sander and Zsögön, Cecilia Maria and Visnjic-Jevtic, Adrijana and Simut, Ciprian and Bradt, Lieve and Kiss, Julien and Odrowaz-Coates, Anna and Ortan, Florica and Rajic, Visnja and Roose, Rudi and Van Elsen, Saan and Czyzewska, Monika and Lejzerowicz, Magda}},
  issn         = {{1848-5189}},
  journal      = {{CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE}},
  keywords     = {{COVID-19,education system,EDUCATORE project,student,teacher,wellbeing}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{1369--1397}},
  title        = {{Quo vadis, homo digitalis? Reflection on well-being in education and the covid-19 pandemic in Belgium, Croatia, Poland and Romania}},
  url          = {{http://doi.org/10.15516/cje.v25i4.5308}},
  volume       = {{25}},
  year         = {{2023}},
}

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