Abstract:

Given the urgent need for innovation in an era when the pace of technological change is proving to be faster than people's ability to take it over and to internalize change, we propose to analyze in this article a series of specific human psycho-sociological constants that are in fact variables of the digital transformation of the society. While the objective is the modernization of society throughout all the sectors of activity, surely the vector of change is education. Clearly, worldwide the field of education has failed to adapt to the needs of the labor market and to the demands of a sustainable economy. Various analyzes try to decipher the reasons why the situation hasn't improved significantly yet. Although there are several disparate examples of successful educational approaches, such as South Korea, most states are incapable of transforming a deeply inertial pedagogical system, for reasons having macro-social, micro-social and individual sources. Based on the study of literature, we will identify the psycho-sociological factors that we consider to be responsible for accelerating / decelerating digital transformations, social innovation and attitudinal change of people. Beyond understanding the interconnections between variables such as risk taking, conservatism, flexibility and so on and acceptance of digital transformation, the entire approach of our analysis will be confined to how education can benefit from this type of understanding. The resulting conclusions will be implemented in designing a curriculum for long-life learning through which cyber security competencies of operators can be optimized.

Keywords:

Lifelong learning, digital transformation, social innovation rejection, social change.