DIGITALIZATION OF LEARNING AND TEACHER CHALLENGES IN THE CONTEXT OF 21ST-CENTURY GLOBAL EDUCATION

Abstract

This study aims to analyze the concept of learning digitalization and identify the challenges faced by teachers in the context of 21st-century global education. Digital transformation has shifted the learning paradigm from conventional methods to technology-based approaches, requiring new teacher competencies. Using a literature review of scholarly articles, books, and international education policy reports published in the last ten years, the study thematically identifies patterns, challenges, and teacher adaptation strategies in digitalized learning. Findings indicate that learning digitalization enhances access, flexibility, and global collaboration, but teachers encounter obstacles such as digital literacy gaps, limited infrastructure, increased workload, and the need for continuous professional development. Digital pedagogical competence and critical thinking skills are key to successful implementation. Although limited to available literature and without empirical field data, the study highlights the importance of ongoing training and policy support to strengthen teachers’ digital competencies.