The role of digital technology in the innovation process on education in Belarus

Abstract

Using a qualitative document analysis method, the research adopts a capability-based perspective with the view of identifying the patterns of actions that educational institutions in Belarus can deploy to utilize and implement a combination of digital technologies in innovation processes in the education sector. Accordingly, it examines the significance of using digital technologies to improve institutional innovation capacities, students' shifting expectations regarding the education sector and the role of digital technology, as well as the impact of digital technology on students' innovative capacity. Policymakers in Belarus have mainly emphasized post-graduation success determined by rates of employment and levels of salary on entering the workforce. However, there is little appreciation of the potential of digital technologies, as students and their family members expect instant financial returns for their investment in education. In contrast, students are found to be particularly concerned about the educational experience that can be obtained at the institutions. They expect a reduction in budgets along with a growing need to cut the costs of investment in education, as there is a growing emphasis on investing in digital technologies to make the technologies more affordable to students. Policymakers in Belarus should be made increasingly aware of the significance of technology in improving learners' experiences. They should encourage innovation in education with the view of maximizing the value of public investment. Learning institutions should encourage connected learning. The process of innovation in education needs to take advantage of digital platforms and forums, which are designed to encourage collaboration and communication.