USING ONLINE LEARNING TO DEVELOP STUDENTS’ SKILLS IN A KNOWLEDGE-BASED ECONOMY FROM THE TEACHERS’ PERSPECTIVE WITHIN THE GREEN LINE: AN ECONOMIC FUTURE VISION

Abstract

The study seeks to find, as seen by Green Line teachers, the part online learning plays in acquiring fundamental skills needed for a knowledge-based economy. It especially looks at how technologies and internet platforms help kids develop critical thinking, problem-solving, teamwork, and creativity. Using surveys and semi-structured interviews as tools, the study took a mixed-methods approach. 390 teachers from different Green Line campuses made up the sample, reflecting a range of teaching backgrounds and approaches. While qualitative data from interviews gave in-depth understanding of the difficulties and possibilities faced by teachers, quantitative data from the polls gauged the perceived usefulness of online learning tools. Key traits for prospering in a knowledge-based economy—adaptability, inventiveness, and engagement—are shown by the results to be much improved by online learning. Teachers said that interactive materials and tailored learning opportunities were especially successful in raising students' competency. Still, issues including poor digital infrastructure, inadequate teacher preparation, and the continuation of a digital divide among children were brought under attention. These results lead the study to provide useful suggestions to teachers and legislators on how best to include online learning into their respective systems. These comprise better access to digital resources, professional development for educators, and infrastructural repairs to guarantee fair learning chances. The study emphasises how online learning could be a transforming tool helping students get ready for upcoming social and economic difficulties.