1 REMIT, Universidade Portucalense (PORTUGAL)
2 REMIT, IJP - Universidade Portucalense & IEETA - Universidade de Aveiro (PORTUGAL)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 897-905
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.0259
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
Nowadays digital technologies are having an impact on the transformation, entitled Digital Transformation (DT), of society and economy even deeper and more widespread than any other transformation that happened/occur in history.

DT can be defined as a disruptive change of organizations supported by digital technologies. As disruptive forces transform the different sectors of activity, including higher education institutions, many institutions are moving towards DT and embodying a more innovative mindset to thrive in this new era. Organizations who do not take advantage of this moment to evolve and transform themselves, are in danger of disappearing or being absorbed by more agile organizations.

“…because digital itself is so intangible…. It’s often even harder to understand the diverse needs, perspectives, and skill gaps of the people that have to change along with the technology”. Hence, it may be assumed that continuous education/training is an imperative in the organizational context Continuous education/training may be seen as the process of identifying and implementing professional/teaching skills, enabled by new scientific and technological knowledge and implemented in a Teaching context, to address new professional needs. Teachers need new life-long learning approaches to assist them in keeping up with the rhythm of technological change that requires a continuous update of the learning contents, learning processes and delivery approaches of developing training. The learning mechanisms require an immediate update, putting people, particularly the teachers, in the centre of the flow of knowledge and, changing the traditional learning to experimental, social and data-driven learning.

In this paper, a case study will be presented in which will be applied, to High Education Teachers, the Training of Organizational Workers (ToOW) model. The advantages of foreseen for model usage are two-fold. On the one hand, the model acknowledges the crucial role that High Education organizations play in promoting a culture of continuous learning/training; on the other hand, the model provides guidance on setting up the training strategies and activities, as well as on the monitoring of training results achieved, which are measured according to the performance metrics.
Digital Transformation, digital technologies, continuous education, High Education Teachers.