Navigating New Norms: Lecturers’ Insights on Digital Learning Integration in Higher Education—A Case of Israel

This study investigates the implementation of digital learning (DL) methodologies in Israeli higher education, focusing on lecturers’ perceptions and pedagogical transformations. Through in-depth interviews with fifteen lecturers from diverse disciplines, we examine the tension between DL and tradit...

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Bibliographic Details
Published inEducation sciences Vol. 14; no. 8; p. 816
Main Authors Bitar, Nizar, Davidovich, Nitza
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.08.2024
Subjects
Analysis
Collaborative learning
Computer organization
COVID-19
digital learning integration
Digital literacy
Distance learning
Education
Education, Higher
Educational Innovation
Educational Objectives
educational technology
faculty perceptions
Higher education
higher education pedagogy
Innovations
Israeli higher education
Learner Engagement
Learning Strategies
Methods
Online Courses
Online instruction
Outcomes of Education
Pandemics
Pedagogy
Professional development
Student participation
Teachers
Teaching methods
Israel
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Summary:This study investigates the implementation of digital learning (DL) methodologies in Israeli higher education, focusing on lecturers’ perceptions and pedagogical transformations. Through in-depth interviews with fifteen lecturers from diverse disciplines, we examine the tension between DL and traditional ‘hevruta’ learning—a collaborative, discussion-based approach rooted in Israeli educational traditions. Thematic analysis reveals three key findings: (1) cultural and institutional factors as primary challenges, especially the tension between ‘hevruta’ learning and digital platforms; (2) a dichotomy in lecturers’ attitudes towards DL; and (3) the evolving role of lecturers from knowledge holders to facilitators. The study proposes the Cultural–Technological Integration Framework (CTIF), extending existing theoretical models by incorporating cultural compatibility as a crucial factor in technology acceptance. Our findings underscore the need for comprehensive institutional support and culturally sensitive approaches to DL implementation, providing valuable perspectives for policymakers and educators in diverse cultural contexts.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14080816