Being a student, and, currently, an educator, I have been personally exposed to the alterations in the nature of the education over the last couple of years. I was in college when the pandemic turned everything upside down by prompting the transition to online learning, which had a enormous impact on my learning process. We learned to use Zoom, Google Classroom, and other online applications almost overnight instead of using the traditional classroom. It was not an easy task at first, unstable internet connectivity and the inability to communicate face-to-face made the learning process hard. It also helped me to acquire new skills, such as time-management, working on online platforms, and working in groups. Today, as an educator, I have a different perspective of the job. It is not about the delivery of lessons only (the didactic model) but rather about designing exciting, real-life experiences and assisting students to develop critical 21st-century skills. This will correspond to what Kalantzis and Cope refer to as New Learning, which is the understanding that education now needs to be responsive to the social realities of globalisation, technological transformation and new forms of learner identity https://newlearningonline.com/new-learning.

An illustration is my application of the blended learning. I begin with background material (didactic), then challenge them to practice it with group projects relating to real-world problems (authentic) and finally direct them in thinking about how their learning might be used to benefit the community or social problems (transformative). This shift demonstrates that the locations of learning (both in the classroom and online) and the role of the teacher have dramatically transformed in this century.

https://newlearningonline.com/new-learning/chapter-2/transformative-education-towards-new-learning

https://www.oecd.org/education/2030-project/