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p-Index From 2021 - 2026
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Georgios Alexandropoulos
Universitat Autònoma De Barcelona, Barcelona, Spain
Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other

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Digital Education in Greece: A Retrospective View Georgios Alexandropoulos
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 5 No. 1 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v5i1.725

Abstract

This study examines the digital transformation of the Greek education system since the early 2000s through the lens of imagined futures. ICT has shifted horizontally from being a mere computer subject to becoming a mandatory instrument integrated across the national curriculum. Using qualitative, descriptive-analytical methods, the study explores how top-down government policies reorganize pedagogical practices, transforming teachers into digital facilitators, and fueling institutional reliance on platforms such as e-class and MySchool. One concrete learning method analyzed is gamification through the "Greek toy children's revolution," which transforms formative assessments into interactive digital games and activates students' visual creativity through the creation of comics and videos. The results show that technological expectations promoted by political authorities often sideline pedagogical innovation in favor of techno-economic interests. Rather than reducing inequalities, this hasty digitalization without a space for collective dialogue reinforces the technocratic character of education, triggering new digital inequalities—particularly in rural areas—and marginalizing critical teaching approaches. However, some educators have begun to independently challenge this standardization in order to maintain the pedagogical essence of the classroom.
The Role of Data in Education: Benefits, Challenges, and Implications for Teaching and Learning Georgios Alexandropoulos
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i11.681

Abstract

In the current digital era, data science has emerged as a transformative discipline with profound potential for reshaping the educational landscape. This paper explores the multifaceted role of data science—specifically through educational data mining (EDM) and learning analytics—in enhancing teaching and learning processes across various platforms. Through a critical literature review, the study examines the dual nature of data utilization. On one hand, it highlights significant benefits such as personalized learning, early detection of student behavioral patterns, and evidence-based decision-making. On the other hand, it addresses critical risks, including privacy concerns, ethical violations, social stereotyping (labeling), and the potential commodification of education by corporate interests. The analysis further demonstrates that an overreliance on quantitative metrics risks neglecting the psychological dimensions and sociocultural contexts inherent in human learning. To mitigate these imbalances, the paper proposes the application of the DELICATE framework (determination, explain, legitimate, involve, consent, anonymize, technical aspects, and external partners) to ensure transparency and data protection. The study concludes by emphasizing a necessary shift from a purely technocratic perspective to a human-centered design approach. The authors argue that data science should serve as a pedagogical support tool rather than a substitute for teacher intuition. By integrating quantitative methods with qualitative-ethnographic approaches, a more just, innovative, and humane educational environment can be achieved.
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