Reflective Approaches to the Digitization of Teaching, Learning and Assessment

The educational system has faced and still faces external challenges such as COVID 19 pandemics which can be considered a continual challenge due to its re-emergence in different medical variants. The digitalization of the educational system opened opportunities to follow up education which enabled school to ensure the necessary value of systems coexistence. The efficiency of the instruction process depends on the construction of the educational intervention centered on pupils’ real needs based on stringent conceptual analyses adapted to current theories of education; these are wholly assimilated to the digitalization phenomenon or to technological insertion within schools.The teacher’s role needs to be redefined by the operationalization of teaching, learning and assessment in the online or hybrid educational context; these have been a reality of the pandemic years and tend to become a legalised framework in many educational systems. For that purpose, we propose a possible operationalization model of didactic processes adapted to online/hybrid educational process, based on the analysis of teachers’ reflections about the three didactic processes, as they had been defined during the development of online/hybrid didactic activities.