Engineering A Resilient Education System: Challenges of Technological Dependency
Year: 2026
Type: conference-paper
Abstract: Here in the 21 st century during the last two decades technological advances have reached to the education sector in various thrilling ways where we have experienced an entirely new lodging of the pedagogical practices that have been planned and engineered towards the realization of holistic learning in a more individualized more inclusive flexible and scalable model of teaching and learning. Nevertheless, it is also through this digital revolution that education systems throughout the world are facing vulnerabilities of their own. What is desired is a purposeful design of education system that will change according to the needs of the students (nearly) without putting them at risk, a technology that offers the benefit and least the harm to our society. From Learning Management System to digital classrooms, AI integrated content platforms and remote learning system, the use of technology has become the new reality of education. In the case of the global disruption like the COVID-19 pandemic, the technology was used to ease the process of learning beyond the bounds of time, space and socio-economic conditions of the world. But this dependency is now coming out as major faulty fault-lines, mostly of haves versus have-nots, and in that case, there are momentous digital fault-lines. While digital education can remain an experience of privilege, persistent access barriers such as access to a reliable internet, inexpensive digital devices and basic digital literacy of teachers and students pose a threat to equity and inclusivity. The paradox of the situation at this point is that as much as technology can help us to be more efficient, when not used wisely, it can actually cause more separation and not resolution. Additionally, the overreliance on technology fuels the insecurities in the education industry because the education sector is at risk of cyberattacks, data breaches, and student privacy and online fatigue. The move to online learning systems has caused concerns to most people over the deterioration of the quality of education, the loss of human touch and failure to practice emotional and social skills, catastrophic to younger students in particular. Conversely, excessive reliance on pursuit based algorithmic content would tend to add less value to the development of critical cognitive processes and creativity, and thus human-focused pedagogies is the reasoning that would best fit with algorithmic content generation and tests. It is only then through such four basic queries that the policymakers along with other stakeholders can create an in fact healthy education system.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7203666601