Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectives
Abstract The rapid shift to digital-based education has profoundly influenced pedagogical approaches in health sciences higher education. This transformation has prompted a critical re-evaluation of digital pedagogy to improve learning effectiveness and adapt to emerging educational realities. This...
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BMC
2025-06-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07420-3 |
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| author | Mirko Prosen Sabina Ličen |
| author_facet | Mirko Prosen Sabina Ličen |
| author_sort | Mirko Prosen |
| collection | DOAJ |
| description | Abstract The rapid shift to digital-based education has profoundly influenced pedagogical approaches in health sciences higher education. This transformation has prompted a critical re-evaluation of digital pedagogy to improve learning effectiveness and adapt to emerging educational realities. This study explored the perspectives of health sciences teachers on digital pedagogy in higher education, with a specific focus on their adaptation to and perception of integrating digital technologies in pedagogical processes. A qualitative research design utilizing thematic analysis was employed. The study involved twenty health sciences teachers in higher education institutions through four focus group sessions. Data were analysed using thematic analysis. Three main themes were identified: (1) Digital transformation in education, (2) Educational efficacy and evolution, and (3) Overcoming barriers and embracing opportunities. These themes have shown that the introduction of technology is closely linked to pedagogical innovation, as digital tools have transformed educational practise by enabling more interactive, flexible and learner-centred approaches. Additionally, they highlighted the challenges of integrating new technologies into existing educational frameworks. Digital pedagogy in health sciences education remains a dynamic field that demands continuous adaptation and development. To effectively integrate digital tools, teachers need robust support through professional development. This support is essential for creating engaging, inclusive, and effective learning environments. Addressing technological disparities and enhancing digital literacy are critical for fully harnessing the potential of digital education. |
| format | Article |
| id | doaj-art-0dcc5bce211a4831809960a877aef540 |
| institution | DOAJ |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-0dcc5bce211a4831809960a877aef5402025-08-20T03:10:32ZengBMCBMC Medical Education1472-69202025-06-0125111110.1186/s12909-025-07420-3Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectivesMirko Prosen0Sabina Ličen1Faculty of Health Sciences, University of PrimorskaFaculty of Health Sciences, University of PrimorskaAbstract The rapid shift to digital-based education has profoundly influenced pedagogical approaches in health sciences higher education. This transformation has prompted a critical re-evaluation of digital pedagogy to improve learning effectiveness and adapt to emerging educational realities. This study explored the perspectives of health sciences teachers on digital pedagogy in higher education, with a specific focus on their adaptation to and perception of integrating digital technologies in pedagogical processes. A qualitative research design utilizing thematic analysis was employed. The study involved twenty health sciences teachers in higher education institutions through four focus group sessions. Data were analysed using thematic analysis. Three main themes were identified: (1) Digital transformation in education, (2) Educational efficacy and evolution, and (3) Overcoming barriers and embracing opportunities. These themes have shown that the introduction of technology is closely linked to pedagogical innovation, as digital tools have transformed educational practise by enabling more interactive, flexible and learner-centred approaches. Additionally, they highlighted the challenges of integrating new technologies into existing educational frameworks. Digital pedagogy in health sciences education remains a dynamic field that demands continuous adaptation and development. To effectively integrate digital tools, teachers need robust support through professional development. This support is essential for creating engaging, inclusive, and effective learning environments. Addressing technological disparities and enhancing digital literacy are critical for fully harnessing the potential of digital education.https://doi.org/10.1186/s12909-025-07420-3E-learningDidacticsHealth sciences educationTechnology-enhanced learningProfessional development |
| spellingShingle | Mirko Prosen Sabina Ličen Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectives BMC Medical Education E-learning Didactics Health sciences education Technology-enhanced learning Professional development |
| title | Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectives |
| title_full | Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectives |
| title_fullStr | Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectives |
| title_full_unstemmed | Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectives |
| title_short | Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectives |
| title_sort | evaluating the digital transformation in health sciences education a thematic analysis of higher education teachers perspectives |
| topic | E-learning Didactics Health sciences education Technology-enhanced learning Professional development |
| url | https://doi.org/10.1186/s12909-025-07420-3 |
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