The debate around digital education has long focused on tools, platforms, and technical competences. More recently, attention has shifted toward moving from a structural to a functional approach in teaching informatics—prioritising meaning, problem-solving, and real-life application over syntax and rigid content delivery. Yet, one essential element risks remaining in the background: the human, psycho-pedagogical role of the teacher. Without this dimension, even the most innovative functional approach risks becoming ineffective.
This matter has been addressed during the online webinar which the project has organised on October 30th 2025 and this article wants to elaborate what has been discussed then, and in particular by Aimilia Markouizou Gkika, a clinical psychologist and therapist, with a sound educational expertise with adolescent and teachers.
In the Digital First era, teachers are asked to operate in classrooms where students appear digitally confident, yet often lack critical thinking, emotional regulation, and a sense of purpose in their interaction with technology. This paradox places teachers in a delicate position. Their task is no longer simply to teach ICT concepts, but to mediate students’ relationship with technology—emotionally, cognitively, and socially. To do so, teachers must develop strong humanistic competences that go beyond digital skills.
At the core of this transformation lies the teacher’s desire to learn. In psycho-pedagogical terms, learning is not transmitted mechanically; it is sparked. A teacher who remains curious, reflective, and open about their own limits creates a learning environment where students feel safe to experiment, fail, and try again. This attitude is crucial in functional ICT education, where problem-solving and iteration are central. Students do not need perfect answers; they need models of thinking, questioning, and adapting.
Another key humanistic competence is the ability to see the learner before teaching the content. Functional informatics requires teachers to understand students’ existing competences, emotional states, and learning rhythms. A child overwhelmed by digital stimuli will not benefit from complex tools, while another may thrive when given creative autonomy. Teachers who develop listening skills, observational sensitivity, and reflective dialogue can adapt ICT activities, so they support growth rather than generate anxiety or disengagement.
The functional approach also demands that teachers redefine their authority—not as control, but as pedagogical presence. Maintaining a clear role while embracing co-learning is a delicate balance. When teachers position themselves as facilitators of meaning rather than sole holders of knowledge, students are encouraged to take responsibility for their learning. This is particularly relevant in ICT education, where students may sometimes possess technical skills that surpass those of their teachers. What students need, however, is guidance in making sense of those skills.
Emotional intelligence plays a decisive role here. Teachers must be able to manage classroom dynamics, frustration, motivation, and collaboration—especially when working with digital projects that involve uncertainty and trial-and-error. Practices such as reflective check-ins, collaborative problem-solving, and constructive feedback help humanise digital learning and align it with students’ emotional development.
Ultimately, making the functional approach effective is not primarily a technical challenge, but a relational one. Technology becomes meaningful when embedded in trust, recognition, and shared purpose. Teachers who cultivate psycho-pedagogical competences—empathy, reflexivity, ethical awareness, and the capacity to inspire—transform ICT education into a space for personal and collective growth.
Re-centering teachers in this way means acknowledging their irreplaceable role as human mediators in a digital world. If we want students to grow into critical, creative, and responsible digital citizens, we must first support teachers in developing the humanistic skills that allow technology to serve learning—not the other way around.
References and bibliography
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- Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
- Meirieu, P. (1998). Frankenstein Educator. La Table Ronde.
- Illeris, K. (2018). Contemporary Theories of Learning. Routledge.
- Hattie, J. (2012). Visible Learning for Teachers. Routledge.
- Damasio, A. (1994). Descartes’ Error: Emotion, Reason, and the Human Brain. Putnam.
- Selwyn, N. (2016). Education and Technology: Key Issues and Debates. Bloomsbury.
- Biesta, G. (2017). The Rediscovery of Teaching. Routledge.
- Bocconi, S., Chioccariello, A., & Earp, J. (2022). The Role of Digital Competence in the Future of Education. European Journal of Education, 57(1), 22–36.