PEDAGOGY-LED DIGITAL TRANSFORMATION: A STRATEGIC FRAMEWORK FOR AZERBAIJAN’S EDUCATIONAL EVOLUTION

Monsum Adil oglu Alishov

Abstract


The digital transformation of education represents a paradigm shift from traditional instructional models to dynamic, technology-enhanced learning ecosystems. This study moves beyond theoretical discourse to present a mixed-methods investigation of digital integration, with a specific focus on the context of Azerbaijan. It examines the application of learning management systems, adaptive technologies, and immersive tools while critically analyzing the concomitant opportunities and systemic barriers. The methodology combines a systematic review of global literature (2010-2024) with targeted empirical data collection, including expert interviews and teacher surveys within Azerbaijan (Abasova, S. H., 2025). The findings confirm that digital tools can personalize learning, expand access, and streamline administration. Crucially, the research identifies context-specific challenges in the Azerbaijani setting, such as infrastructural disparities, a shortage of localized digital content, and varying levels of digital pedagogical competence. The study’s primary contribution is the formulation of an evidence-based, Four-Phase Digital Transformation Model tailored for Azerbaijan’s education system. The model provides a structured roadmap encompassing infrastructure development, capacity building, pedagogical integration, and sustainable innovation. The conclusion posits that for developing nations, the strategic, phased, and pedagogy-led implementation of technology is essential to harness its transformative potential while mitigating risks of inequality and superficial adoption.

 

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Keywords


digital education, information and communication technologies (ICT), Azerbaijan education system, phased transformation model, mixed-methods research, digital divide

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i1.6487

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