Using digital tools to solve pedagogical problems

In higher education, digital tools are increasingly recognized as key resources for improving teaching and solving various pedagogical challenges. They enable teachers to respond to the complex needs of heterogeneous student groups and to shape a flexible and inclusive environment. It is important to emphasize that their effectiveness stems not from the mere existence of technology, but from thoughtful pedagogical design and integration of tools into the teaching process.

A pedagogical problem in higher education refers to a clearly identified challenge in the teaching process that hinders the achievement of educational goals. Such problems may include low student motivation, poor participation, ineffective feedback, reduced discussion activity, unclear communication channels, insufficiently structured assignments, or lack of student involvement in the teaching process.

There are only a few students in the classroom. Some are preoccupied with their own content, others are uninterested.

An example of a real pedagogical problem in the higher education context would be, for example, a continuously low rate of completion of mandatory tasks in the course, without a clear reason or without a response from the teacher. Another example can be the lack of adaptability of the material to students with different levels of prior knowledge.

These problems are not only the result of student preferences, activities and characteristics, but also signs that indicate that the materials, methods, activities or organization of teaching are not effective or do not meet their needs and need to be changed.

In this context, pedagogical intervention is a conscious and planned action by teachers that involves adapting strategies, tools or content to improve the quality of teaching and learning. Digital technology in this process plays the role of a tool that enables intervention, but is not a solution in itself. For example, if a problem of low student engagement in a discussion is identified, a teacher can implement a digital tool such as Mentimeter to anonymously collect opinions, thereby encouraging engagement without fear of exposure.

To understand this terminology, it is useful to consult relevant sources that shed light on the context and importance of pedagogical interventions in higher education:

1. Manual for the improvement of the competence of teachers in higher education
2. Theoretical foundations of interventions – socio-pedagogical perspective
3. Pedagogical competences of teachers in co-construction of teaching.