Using digital tools to solve pedagogical problems

The first and most important step in using digital tools is to clearly identify pedagogical problems. For the chosen tool to have a meaningful and beneficial impact, it is necessary to first understand the causes of the challenges that students and teachers face. Pedagogical problems are not just momentary difficulties or behaviors that interfere with teaching, but deeper obstacles that affect the quality of teaching and learning.

For example, using a mobile phone during a lecture or being inactive in a discussion do not in themselves constitute a pedagogical problem.

Such behaviors are often signs of deeper challenges, such as low motivation, a sense of disconnection from the content, lack of interaction, or unclear expectations. Therefore, it is important not to stop at the observed behavior, but to thoughtfully analyze what lies behind it.

In the higher education context, we most often identify three areas of challenge: motivation, active participation, and presence. Students' motivation can decline if the teaching is monotonous, too theoretical, or lacks a clear connection to their future professional experience. In large groups, students can easily feel passive and anonymous.

Furthermore, the disruption of classes can be a consequence of the lack of a clear structure, the absence of agreed communication rules or ineffective work methods. Such circumstances make it difficult to concentrate and reduce student engagement. A frequent challenge is the frequent absence of students, which may be related to their work obligations, time constraints or the accessibility of teaching materials.