REIMAGINING LEARNING IN THE POST-DIGITAL ERA: STUDENT PERCEPTIONS OF SCREEN-MEDIATED TEACHING

This study explores student perceptions of screen-mediated teaching in higher education, focusing on the opportunities and challenges of hybrid learning ecosystems in the post-digital era. Drawing on data from 274 undergraduate students enrolled in educational and pedagogical programs, the research employs a Structural Topic Model (STM) to analyze 1,354 open-ended responses, identifying key themes in their experiences. Findings reveal three macro-themes: the reconfiguration of physical and digital learning spaces, the dynamics of virtual relationships and community-building, and the role of feedback in fostering engagement. Students highlighted the benefits of flexibility and accessibility afforded by remote learning, such as the ability to revisit recorded lessons and participate more comfortably. However, they also noted significant challenges, including the lack of face-to-face interaction and the emotional and relational barriers imposed by digital mediation. Notably, students leveraged informal tools to recreate a sense of community, underscoring the transformative and hybrid nature of contemporary learning environments. The study advocates for the design of flexible, inclusive, and ecosystemic approaches to higher education, integrating both digital and analog dimensions to support meaningful learning experiences. These insights contribute to ongoing discussions about reimagining pedagogical practices in a post-digital world.