Analysis of the current situation at HEI

In the analysis, it is also important to thoroughly consider what types of teaching are carried out within the institution and to what extent they are already adapted to modern digital approaches. It is necessary not only to record the presence of different forms of teaching, but also to take a closer look at their frequency, pedagogical role and the way they fit into the curriculum. Among the most common forms are lectures, seminars, exercises, laboratory work, fieldwork and practical work, each of which carries specific requirements, but also different opportunities in the context of digitalisation, i.e. the integration of educational technologies.

For example, lectures are generally easier to transfer online because they can be organised via videoconferencing tools or as pre-recorded materials. Seminars, on the other hand, require greater emphasis on interactivity and collaboration, which require the use of group work tools, discussion forums or collaborative documents. When it comes to exercises, especially in natural and technical sciences, it is often necessary to combine online instructions with software tools or virtual environments. Laboratory work poses a particular challenge, because many practical skills cannot be fully transferred to a digital environment; therefore, simulation tools and virtual laboratories are being developed that can at least partially replace physical presence. Fieldwork requires additional creativity — for example, the use of mobile applications for recording data, digital maps or augmented reality. Finally, practical work in professional and artistic disciplines requires special forms of hybrid learning, where theoretical elements can be digitised, but practical skills remain tied to the physical environment and live mentoring.

A detailed categorisation of all forms of teaching and a good knowledge of their specificities allows for a deeper understanding of which activities can be fully digitised, which are advisable to implement in a hybrid form, and which require creative and innovative adaptations. In this way, an institution can plan realistic and sustainable digital transformation strategies, rather than simply applying a single solution to all teaching situations. Systematic mapping of teaching activities according to their digital feasibility also helps in planning investments in technology, in organising professional development for teachers, and in developing recommendations for future pedagogical practices.

Example: At the Department of Biology, lectures and seminars were quickly moved online during the pandemic, while field exercises in botany had to be held in smaller live groups, with additional online preparation and processing of data in digital form.