THE ROLE OF TECHNOLOGICAL MEDIATIONS IN TEACHING AND ASSESSMENT IN EDUCATION: A THEORETICAL AND EMPIRICAL ANALYSIS

Abstract

This article analyses the impact of technological mediations on teaching and assessment in education, focusing on how digital innovations are reshaping pedagogical practices and evaluative processes. Employing a mixed-method approach that integrates qualitative insights and quantitative data, the study examines the extent to which digital tools contribute to transforming traditional teaching models. Technology enables greater personalization of learning, offering students opportunities to progress at their own pace and engage with adaptive content. Furthermore, digital platforms enhance the quality and immediacy of feedback, fostering continuous assessment and reflective learning.

However, the findings also reveal significant challenges associated with these transformations. Teachers often face resistance to pedagogical change, lack of institutional support, and disparities in technological access that reinforce educational inequalities. These limitations highlight that the effectiveness of technology in education depends not merely on its availability but on how it is integrated into pedagogical design. The article emphasizes the need for ongoing teacher training and critical reflection to ensure that technology serves as a means to promote equity, creativity, and meaningful learning. Ultimately, it argues that technological mediation should strengthen—not replace—the human dimension of teaching and assessment.