Maximizing the use of digital learning resources.

GD&TĐ - Closely following the development requirements of education in the digital age, the Ministry of Education and Training has been gradually perfecting the system of mechanisms and policies, creating a legal foundation to promote digital transformation and the application of technology in education.

Numerous projects and initiatives have been implemented to concretize the tasks and roadmap for digital transformation across the entire sector. Criteria and procedures for developing e-learning materials have been issued, serving as the basis for building a shared online lecture system.

Locally, most Departments of Education and Training are interested in developing a shared learning resource repository. Schools select high-quality lessons, review materials, questions, and test papers to provide on the resource repository; gradually forming an open learning resource, giving students more opportunities to access a rich and reliable source of learning materials.

Continuing the strong efforts in digital transformation, the policy of digitizing a unified set of textbooks and building a digital learning resource ecosystem is an important step, clearly demonstrating the determination to promote the digital transformation of general education . In the context of rapidly developing science and technology and the need for breakthroughs in education and training, this policy is not only necessary but also has strategic significance.

It is evident that, with the demands of competency-based teaching, students' access to knowledge solely through traditional printed textbooks reveals limitations in terms of visual appeal, interaction, and personalization. As textbooks are no longer mandatory, and with the increasing demands for innovative teaching methods, educators are required to seek and consult various learning resources to create rich and engaging lessons.

However, access to digital learning materials is currently fragmented, inconsistent, and heavily dependent on the socio -economic conditions of each locality and family. Many teachers and students have to search for materials on various platforms, resulting in uneven quality and even potential risks regarding copyright and scientific accuracy.

Digitizing textbooks and building a unified, authoritative digital learning resource repository will overcome the aforementioned shortcomings and ensure equitable access to knowledge for all learners. This is also an important accompanying solution to realize the requirement of providing free textbooks for general education students by 2030, as stipulated in Resolution No. 71-NQ/TW.

Many educators expect that the digital learning resource ecosystem will be a large, continuously updated open resource that supports personalized learning and innovative testing and assessment; creating a more connected and modern learning environment for teachers and students.

However, for this policy to be implemented effectively, many issues need to be raised and thoroughly addressed, such as technological infrastructure, the quality of digital learning materials, and the digital competence of teachers and administrators. Without a comprehensive solution, the digital divide could become a barrier, exacerbating inequality in access to education.

The school hopes that the Ministry of Education and Training will continue to improve the digital learning resource infrastructure, enhance digital skills training for teachers, standardize the quality of learning materials, and provide equipment support policies for disadvantaged schools. At the same time, it hopes to encourage the participation of organizations, businesses, and teachers in the development of open educational resources.

However, no matter how abundant digital learning resources may be, they are difficult to utilize effectively if users are not adequately equipped with the necessary skills. For schools, the requirement is not only to proactively access and exploit the digital learning resource ecosystem in a flexible, creative, and effective manner.

Schools should not merely be places for "consuming" learning materials; they need to become active participants in building, supplementing, and enriching the shared learning resource library. Simultaneously, developing a digital transformation plan linked to the goal of improving teaching quality, avoiding formalism and blindly following trends, is also a key factor.

Source: https://giaoducthoidai.vn/phat-huy-hoc-lieu-so-post763969.html