Reformulating Education for a digital Era: A systematic Review of Digital Literacy and Learning Transformation During the COVID -19 Pandemic
DOI:
https://doi.org/10.59175/pijed.v4i2.821Keywords:
COVID-19 Pandemic, Digital Literacy, Online Learning, Philosophy of Education, Program ReformulationAbstract
The pandemic forced a rapid and global shift to digital education, disrupting conventional pedagogical practices. This transformation exposed both structural limitations and opportunities within existing educational systems. This study aims to synthesize lessons from the pandemic and conceptualize the transformation of educational programs and learning approaches from a philosophical and foundational perspective. We conducted a systematic literature review (n = 15 studies) following PRISMA guidelines and integrated a philosophical analysis grounded in constructivism and the philosophy of praxis. The review identified four central themes: the emergence of digital literacy as a multidimensional and indispensable competency; the accelerated institutional adoption of hybrid and technology-mediated learning models; the persistence of a multi-layered digital divide that shapes access and learning outcomes; and the growing need for teacher capacity-building to sustain pedagogical innovation. The philosophical lens reveals that these shifts represent not only technical adjustments but also deeper epistemological and axiological transformations in the meaning of teaching and learning. The study concludes that the pandemic acted as a catalyst for a permanent pedagogical reorientation, emphasizing the urgency of policies that promote digital equity and embed technology within a constructivist, praxis-oriented, and humanistic philosophical framework. Its novelty lies in integrating philosophical analysis to reinterpret digital education transformation, offering conceptual guidance for developing adaptive, sustainable, and value-driven educational programs in the post-pandemic era.
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