Analysis of the Notions of Russian School Administrators and Teachers about Factors of digital Renewal at the Educational Organization Level

Digital transformation of education is one of the priorities in Russian educational policy. Pre-pandemic research indicated deficits in school principals' understanding of the organizational and pedagogical aspects of this transformation. Given the significant investments in digital renewal, further study is needed on educational participants' perceptions of its factors. This study aims to investigate which factors of digital renewal at the level of an educational organisation are identified by administrators and teachers of Russian schools, and which ones are missed, by analyzing interviews with administrators and teachers from general education organizations reflecting on their experiences with digital technologies (DT). The research involved 21 semi-structured interviews across 5 school types, with responses analyzed against the 7 categories of DigCompOrg (2015), previously used to assess school principals' notions about digitalization. The analysis indicates that informants' notions can be matched with the descriptors of the DigCompOrg categories, reflecting the development of systemic understanding among educational participants regarding factors influencing the integration of digital humanities in schools. Factors not mentioned in the interviews were identified in 5 out of 7 categories of the theoretical framework. Based on these findings, recommendations for collaboration between administrators and teachers in Russian schools for transitioning to digital education are proposed.