Using digital tools to solve pedagogical problems

When evaluating digital technologies in higher education, it is essential to involve all relevant stakeholders, including students, teachers, administrators, and institutional decision-makers. Only through such inclusive evaluation can the results have practical value and lead to meaningful change.

Students are the primary users of digital technologies, and their experiences should therefore be at the center of the evaluation process. Involving students through surveys, focus groups, or reflective assignments ensures that their perspectives are heard and their needs better understood. For example, students may report that access to recorded lectures via the Moodle learning management system is beneficial, while also expressing a preference for shorter and more clearly structured recordings.

Teachers represent another key stakeholder group. They can provide valuable insights into how digital tools support or hinder teaching practices. If instructors report, for instance, that a platform such as BigBlueButton reduces the time required to organize online discussions, this feedback becomes an important input for institutional decision-making.

Faculty administrators and governing bodies also play a crucial role, as they are responsible for strategic decisions related to funding, infrastructure, and technical support. Evaluation results enable them to determine whether further investment is needed in specific platforms or in professional development for teaching staff.

A case study illustrates the importance of incorporating multiple perspectives. When a university department evaluated the introduction of Microsoft Teams as its primary communication tool, students emphasized that it significantly facilitated group work. Teachers, however, raised concerns about functional overlap with the Moodle LMS, while administrators focused on financial implications and GDPR compliance. By considering all stakeholder perspectives, the department reached a balanced decision: Microsoft Teams was retained as a collaboration tool, while Moodle remained the primary platform for teaching and learning.