Reshaping Educational Interactions: The Theory of Symbolic Interactionism in the Digital Education Era

Abstract

This study examines the impact of technological transformations on the interaction between teachers and students within digital environments, utilizing symbolic interactionism as its theoretical foundation. It investigates the shift in educational processes from traditional, face-to-face methods to digital formats, where interaction now relies on symbols such as text, emojis, and videos, rather than direct personal communication. The research offers a framework for understanding how meanings are constructed through digital interactions and underscores the influence of these symbolic exchanges on the dynamics of identity formation between teachers and students. Additionally, it explores the evolution of traditional educational roles, noting that teachers have increasingly assumed the position of guides, while students have gained greater autonomy in their learning processes. Furthermore, the study addresses the challenges inherent in digital interaction, including the misinterpretation of symbols, feelings of isolation, and the critical role of social integration. It also considers the issue of technological disparities and their potential impact on educational effectiveness. The study concludes by stressing the need to reassess methods of digital interaction and evaluation to ensure the provision of high-quality education.