 Overcoming Barriers to Openness: The Transformative Role of Digital Technologies in the Case of Theatre EducationVassilis Zakopoulos and Panagiota Xanthopoulou International Journal of Economics & Business Administration (IJEBA), 2024, vol. XII, issue 4, 149-169 Abstract: Purpose: The present study aims to investigate and analyze the perspectives of theatre education teachers regarding the implementation of open education and its principles in classrooms, focusing on the transformative role of digital technologies in theatre education. The purpose of the research is to identify the barriers and enablers in integrating digital tools to promote creativity, collaboration, and inclusivity in theatre education in primary schools. Design/Methodology/Approach: A quantitative research approach was employed, gathering data from 120 theatre education teachers in Greece. Data were collected using an online questionnaire consisted of closed- and open-ended questions, addressing demographic factors, theatre education teachers’ perspectives on openness, and the role of digital tools in theatre education. The findings were analyzed using descriptive and inferential statistics. Findings: The findings of the study revealed that while theatre education teachers recognize the value of open education and digital tools, the integration of such digital technologies in fostering openness remains insufficient. Specifically, findings showed that theatre education teachers in primary education face barriers, such as limited training which in turn minimizes their digital skills, inadequate infrastructure in their workplace, and traditional educational mindsets which prevent innovation. Digital tools like digital storytelling, interactive videos, digital platforms, virtual reality (VR), and augmented reality (AR) were recognized for their potential to enhance students’ engagement, creativity, and collaboration in theatre education. Participants also pointed the need for redesigned curricula, ICT-focused professional development, and strengthened teacher collaboration among peers and with others such as the wider school community. Practical Implications: The above-mentioned findings emphasize the need for systemic investment in ICT infrastructure, digital training for theatre education teachers and curriculum development to facilitate the integration of digital tools in theatre education and generally in education. The study highlights practical implications for advancing digital integration in education. Schools can use digital tools such as, interactive videos, digital storytelling, digital platforms, virtual and augmented reality to improve creativity, teamwork, and inclusiveness in theatre education. It is important to invest in infrastructure and offer specific training for teachers to fill gaps in technology knowledge and resources. Originality/Value: This research contributes to the understanding of how digital technologies can enhance open education, particularly in the context of theatre education which still remains a relatively underexplored area. The current study also offers practical insights for educators, policymakers, and administrators seeking to modernize teaching practices and foster inclusivity through innovative approaches. Keywords: Digital technologies; digital storytelling; virtual reality; interactive videos; teacher training; open education; theatre teaching; primary education. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ers:ijebaa:v:xii:y:2024:i:4:p:149-169 Access Statistics for this article More articles in International Journal of Economics & Business Administration (IJEBA) from International Journal of Economics & Business Administration (IJEBA) |
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