Abstract
The digital transformation of teaching processes is guided and supported by the use of technological, human, organizational and pedagogical drivers in a holistic way. Education 4.0 aims to equip students with cognitive, social, interpersonal, technical skills, among others, in the face of the needs of the Fourth Industrial Revolution and global challenges, such as mitigating the causes and effects of climate change based on people's awareness. This work presents the development and experimentation of a method, called TADEO - acronym in Portuguese language to Transformação Digital na Educação (digital transformation in education), to guide the design and application of teaching and learning experiences from groups of drivers of the digital transformation in education, aiming to achieve Education 4.0 objectives. The TADEO method was applied in the context of classes of basic subjects of elementary and higher education to increase students' understanding of climate change through the development of projects to mitigate environmental problems caused by anthropogenic action and, at the same time, exercise students the soft and hard skills required by 21st century learning and work. The results of the evaluations of students and educators participating in the teaching and learning experiences guided by the TADEO method point to the achievement of the expected purposes.
Highlights
According to Norton et al (2020), digital transformation consists of a change in the organization of work motivated by emerging digital technologies and innovative business models
The TADEO method is based on human, technologic, pedagogic, and organizational drivers used in a holistic way
The research method that guided the development and application of the TADEO Method consisted of the following activities: specification of drivers for digital transformation in education, grouped into the technological, organizational, digital teaching competence, students' soft and hard skills, and pedagogy; specification of a conceptual model; implementation of a software tool for technological support; planning and execution of teaching and learning experiences guided by the method; and analysis of the results obtained
Summary
According to Norton et al (2020), digital transformation consists of a change in the organization of work motivated by emerging digital technologies and innovative business models. It involves more than the implementation of a technological solution, it is an alignment between digital technologies, human and organizational factors. Among the expected results of education facing the requirements of the Fourth Industrial Revolution are: citizens' proficiency in digital technologies, seen in a more interconnected and multifaceted world, where everyday improvements based on digital technologies increasingly emerge (WEF, 2020); the school must adjust to equip students with the skills needed to create a more inclusive, cohesive and productive society (OECD, 2018b); digital skills for faculty and students to promote human, problem/ project-based learning (OECD, 2018b); and innovative pedagogies to encourage the student to take an active role in promoting and exercising the skills and attitudes necessary for the journey towards learning (Peterson et al, 2018)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
