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ICT Usage for Cross-Curricular Connections in Music and Visual Arts during Emergency Remote Teaching in Slovenia
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The Effects of the COVID-19 Pandemic on the Digital Competence of Educators

Telematics Department, Campus Leganés, Universidad Carlos III de Madrid, 28911 Leganés, Spain
Institut de Recherche en Informatique de Toulouse (IRIT), Université de Toulouse, 31062 Toulouse, France
Department of Computer Science, Pontificia Universidad Católica de Chile, Santiago 7810000, Chile
Galileo Educational System Department, Universidad Galileo, Ciudad de Guatemala 01010, Guatemala
Economics and Business School, Universidad de Chile, Santiago 8320000, Chile
Laspau Affiliated with Harvard University, Cambridge, MA 02138-6095, USA
Author to whom correspondence should be addressed.
Electronics 2023, 12(1), 82;
Submission received: 12 December 2022 / Accepted: 13 December 2022 / Published: 25 December 2022

1. Introduction

The COVID-19 pandemic is having an undeniable impact on all aspects of society. Regarding teaching and learning activities, most educational institutions suspended in-person instruction and moved to remote emergency teaching during the lockdown of March and April 2020. Although many countries progressively re-opened their educational systems, online and hybrid education became a common practice aimed at reducing the spread of the COVID-19 disease. This disruption has caused an unprecedented acceleration in the digitalization of teaching and learning. Teaching professionals have been forced to develop their digital competence quickly, achieving mastery in the management of information, creation of audiovisual content, and use of technology to keep their students engaged. This Special Issue (SI) presents contributions regarding adopting distance learning strategies, experiences, or lessons learned in this domain.

2. The Present Issue

A total of 15 papers are presented in this SI. Birsa et al. [1] conducted a qualitative case study by interviewing teachers from Slovene primary schools focusing on implementing cross-curricular connections in music and visual arts content during emergency remote teaching. Pilotti et al. [2] proposed machine learning algorithms to predict students’ final grades based on early performance. Wijaya and Weinhandl [3] presented a study to explain and predict the factors influencing students’ continuous intention to use micro-lectures to learn mathematics after the pandemic based on the unified theory of acceptance and use of technology (UTAUT-2). Woltran et al. [4] studied Christensen and Knezek’s theoretical Will–Skill–Tool model to examine various factors that influenced teachers’ use of digital technologies during remote emergency education due to the materialization of COVID-19 in the spring of 2020. Alghizzi and Elyas [5] conducted a study to analyze the effect of learning environments (blended and online) on the reading comprehension in English of Saudi undergraduates during the COVID-19 pandemic. Sucuoğlu and Andrew [6] presented a paper investigating the impact of adopting e-learning to fix the dilapidated Nigerian educational structure. Almaiah et al. [7] proposed an article examining the most critical drivers influencing the adoption of smart mobile learning (M-learning) using the Technology Acceptance Model (TAM). Sederevičiūtė-Pačiauskienė et al. [8] studied how students perceived the quality studies related to the use of video cameras during synchronous remote learning. Pérez-Sanagustín et al. [9] evaluated the PROF-XXI framework, which proposes a holistic set of competencies that Higher Education Institutions (HEIs) can take as a reference to develop the actions and strategies of their Teaching and Learning Centers (TLCs). Oraif and Elyas [10] investigated the learners’ acceptance of breakout groups on the Learning Management System (LMS) Blackboard in a second language (L2) English learners. Antón-Sancho et al. [11] analyzed the degree of acquisition of soft skills in Latin American university teachers using hybrid educational models. Limone et al. [12] illustrated the experimentation conducted in the initial training of teachers to observe the processes of negotiating content, making decisions, and group building through the use of Digital storytelling (DST) in an educational context. Wu et al. [13] proposed a method combined with the parsing trees of program codes and the fuzzy membership function to detect plagiarism in an online, blended programming course during the COVID-19 pandemic. Al Mulhem and Almaiah [14] presented an experimental design to examine the role of scaffolding learning strategy in students’ use of mobile educational games. Estriegana et al. [15] presented an empirical study of an online learning environment using a set of web-based resources (such as virtual laboratories, interactive activities, or educational videos) that examined the influence of the combination of such resources with active and collaborative learning.

3. Conclusions

The COVID-19 pandemic initiated a sudden and profound digital transformation. By April 2020, around half of the world’s population was under lockdown. This situation forced society to take an extraordinary digital leap. In the high education space, about 186 countries worldwide closed their institutions due to this lockdown, switching from on-site teaching to remote emergency teaching using online resources. But as happened before, a crisis also means an opportunity. This way, educators and students were forced to develop their digital competence quickly. Nowadays, online and hybrid education is still essential in the post-COVID world, and this digital transformation has changed the education landscape forever.


The authors acknowledge PROF-XXI, which is an Erasmus+ Capacity Building in the Field of Higher Education project funded by the European Commission (609767-EPP-1-2019-1-ES-EPPKA2-CBHE-JP).

Conflicts of Interest

The authors declare no conflict of interest.


  1. Birsa, E.; Kljun, M.; Kopačin, B. ICT Usage for Cross-Curricular Connections in Music and Visual Arts during Emergency Remote Teaching in Slovenia. Electronics 2022, 11, 2090. [Google Scholar] [CrossRef]
  2. Pilotti, M.A.E.; Nazeeruddin, E.; Nazeeruddin, M.; Daqqa, I.; Abdelsalam, H.; Abdullah, M. Is Initial Performance in a Course Informative? Machine Learning Algorithms as Aids for the Early Detection of At-Risk Students. Electronics 2022, 11, 2057. [Google Scholar] [CrossRef]
  3. Wijaya, T.T.; Weinhandl, R. Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period: A Modification of the UTAUT-2 Approach. Electronics 2022, 11, 1924. [Google Scholar] [CrossRef]
  4. Woltran, F.; Lindner, K.T.; Dzojic, T.; Schwab, S. Will–Skill–Tool Components as Key Factors for Digital Media Implementation in Education: Austrian Teachers’ Experiences with Digital Forms of Instruction during the COVID-19 Pandemic. Electronics 2022, 11, 1805. [Google Scholar] [CrossRef]
  5. Alghizzi, T.M.; Elyas, T. The Effect of Graded-Reading Websites/Applications on EFL Undergraduates’ Reading Comprehension during COVID-19 Pandemic. Electronics 2022, 11, 1751. [Google Scholar] [CrossRef]
  6. Sucuoğlu, E.; Andrew, A.U. Administrators and Students on E-Learning: The Benefits and Impacts of Proper Implementation in Nigeria. Electronics 2022, 11, 1650. [Google Scholar] [CrossRef]
  7. Almaiah, M.A.; Ayouni, S.; Hajjej, F.; Lutfi, A.; Almomani, O.; Awad, A.B. Smart Mobile Learning Success Model for Higher Educational Institutions in the Context of the COVID-19 Pandemic. Electronics 2022, 11, 1278. [Google Scholar] [CrossRef]
  8. Sederevičiūtė-Pačiauskienė, Ž.; Valantinaitė, I.; Asakavičiūtė, V. ‘Should I Turn on My Video Camera?’ The Students’ Perceptions of the use of Video Cameras in Synchronous Distant Learning. Electronics 2022, 11, 813. [Google Scholar] [CrossRef]
  9. Pérez-Sanagustín, M.; Kotorov, I.; Teixeira, A.; Mansilla, F.; Broisin, J.; Alario-Hoyos, C.; Jerez, Ó.; Teixeira Pinto, M.d.C.; García, B.; Delgado Kloos, C.; et al. A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age. Electronics 2022, 11, 413. [Google Scholar] [CrossRef]
  10. Oraif, I.; Elyas, T. Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation. Electronics 2021, 10, 2846. [Google Scholar] [CrossRef]
  11. Antón-Sancho, Á.; Vergara, D.; Fernández-Arias, P. Self-Assessment of Soft Skills of University Teachers from Countries with a Low Level of Digital Competence. Electronics 2021, 10, 2532. [Google Scholar] [CrossRef]
  12. Limone, P.; Toto, G.A.; Cafarelli, B. The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology. Electronics 2021, 10, 2465. [Google Scholar] [CrossRef]
  13. Wu, J.S.; Chien, T.H.; Chien, L.R.; Yang, C.Y. Using Artificial Intelligence to Predict Class Loyalty and Plagiarism in Students in an Online Blended Programming Course during the COVID-19 Pandemic. Electronics 2021, 10, 2203. [Google Scholar] [CrossRef]
  14. Al Mulhem, A.; Almaiah, M.A. A Conceptual Model to Investigate the Role of Mobile Game Applications in Education during the COVID-19 Pandemic. Electronics 2021, 10, 2106. [Google Scholar] [CrossRef]
  15. Estriegana, R.; Medina-Merodio, J.A.; Robina-Ramírez, R.; Barchino, R. Analysis of Cooperative Skills Development through Relational Coordination in a Gamified Online Learning Environment. Electronics 2021, 10, 2032. [Google Scholar] [CrossRef]
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MDPI and ACS Style

García, B.; Alario-Hoyos, C.; Pérez-Sanagustín, M.; Morales, M.; Jerez, O. The Effects of the COVID-19 Pandemic on the Digital Competence of Educators. Electronics 2023, 12, 82.

AMA Style

García B, Alario-Hoyos C, Pérez-Sanagustín M, Morales M, Jerez O. The Effects of the COVID-19 Pandemic on the Digital Competence of Educators. Electronics. 2023; 12(1):82.

Chicago/Turabian Style

García, Boni, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Miguel Morales, and Oscar Jerez. 2023. "The Effects of the COVID-19 Pandemic on the Digital Competence of Educators" Electronics 12, no. 1: 82.

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