Year: 2026
Type: article
Abstract: The accelerated digitization of Romanian society and, implicitly, of its educational system has brought e-learning platforms to the forefront of academic and public debate. Starting from the premise that technology does not replace the teacher but reconfigures the relational and pedagogical framework within which teaching takes place, this article examines the main coordinates of e-learning in Romania, with an emphasis on its systemic implications for the future of education. Drawing on studies conducted by Romanian researchers in the fields of educational sciences, educational technology, and sociology of education, the paper argues that e-learning platforms represent not just a technical solution to the problem of physical access to education but a genuine paradigm shift in how knowledge is produced, transmitted, and assessed. The analysis identifies both the genuine opportunities offered by these platforms — flexibility, personalization, democratization of access — and the structural risks they pose: the digital divide, teacher deskilling, and the erosion of the social dimension of learning. The conclusions point to the need for a coherent and contextually sensitive national policy on educational digitization.
Source: Didactica Danubiensis
Authors: Mocanu, Lăcrămioara, Lupeș, Manuela
Institutions: Danubius University, Ion Creangă Pedagogical State University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7225022043