**10. Role of digital teachers in digital education**

Similarly to a traditional classroom, instructors and teachers have obligations to both students and administration to uphold all educational standards established by the school. Functions of teachers in digital education include [13, 23, 25]:

#### **10.1 Provide adequate support and assistance to students**

Teachers must focus on their students and assist them in any way they can because not all students may have the same aptitude for technology as others. For students to correctly complete the course assessment, teachers can help and direct them on how to access, organize and utilize the required resources for proper course evaluation.

#### **10.2 Promote learning**

Digital teachers have to use different tools to create more engaging lessons by encouraging students to use various reading materials, audiovisuals, gamification, and other hands-on activities that promote self-learning.

#### **10.3 Server as a moderator between students**

Just as it is necessary to encourage participation, it is also necessary to moderate all discussions that are generated in group debates and forums to take advantage of collaborative learning among students?

#### **10.4 Monitor students' progress**

Teachers must keep an eye on students' development in a flexible, comfortable, and respectful atmosphere while accounting for student's forum involvement, content, connection times, frequency of logins, etc., and provide support as required.

#### **10.5 Evaluate students**

A teacher of a digital class will be in charge of planning the schedule, imparting knowledge, encouraging student participation, monitoring, responding to inquiries, and evaluating all student performances. The teacher will then be responsible for providing corrections and feedback in line with the activities that the students complete.

## **11. Quality of digital education**

The quality of an individual's life is based on the non-financial aspects of their lives relating to livelihood and life fulfillment. Quality of life in an individual's professional career refers to the work and time a person spends partaking in activities which give them the highest level of fulfillment. A person's level of productivity rises in direct proportion to their quality of life, the same is true for digital education. The better the digital education provided by an institution's administration, the more productive its students can be. The role of school administrations is significant in this context because they are in charge of giving every student and teacher access to the internet, new technology, high-quality digital textbooks, and online learning platforms, all of which are essential to high-quality digital education [12].

Five main pillars need to be considered to guarantee the end-to-end, systematic delivery of high-quality digital education [12, 18, 24]:

#### **11.1 Educational operations**

Following an analysis of the courses offered and the relevant course objectives, a complete implementation feasibility assessment at the course level, as well as a more in-depth examination of the course's objectives and learning outcomes, should be done. The analysis can be used to develop appropriate course material and objectives. This will include decisions about delivery method (synchronous, asynchronous, or hybrid) as well as the best techniques to stimulate simple interaction between teachers and students (social media, forums, and discussion boards). To avoid subjecting students to text-heavy material, digital classrooms can be utilized in conjunction with a variety of resources, including webinars, videos, podcasts etc. Experiential learning, which is frequently done in labs, field visits, legal clinics, and other settings, is an area that requires specific attention.

#### **11.2 Appraisal of teachers and students**

Evaluation outcomes and assessments must be in sync. Digital submissions, oral assessments, oral assessments using technology-driven AI, and submissions of handwritten responses shared in image format are the four main delivery options for online exams. The assessment design should be revised to reflect the targeted learning *Perspective Chapter: The Impact of Digital Education on Modern Educational Institutions DOI: http://dx.doi.org/10.5772/intechopen.108058*

outcomes and the realities of online delivery, but it can still incorporate continuous assessment, open-book exams, and class participation activities.

#### **11.3 Extracurricular activities**

Digital administrations will facilitate online events like reading clubs, performing art e-collaborations, gaming get-togethers, and e-exercise classes to enable extracurricular activities and social networking. To encourage interactions between staff and students, mentorship programs and online office hours might be implemented.

#### **11.4 Digital facilities**

The digital infrastructure of an institution serves as the basis for digital education. Institutions need to provide the resources that instructors and students need in terms of technology, software, internet access, electricity, and administrative tools. When designing educational settings, factors like costs, scalability, security, flexibility, and feasibility of implementation must all be taken into account.

#### **11.5 Institutional protocols**

Effective digital education is built on a strong foundation of effective governance, which is characterized by the appropriate policies, procedures, and protocols. Grading, evaluation, attendance, code of conduct, faculty training and mentoring, mental health and emotional well-being, data protection, and class scheduling are the areas that must be covered. The administrative tasks of an institution, such as placements, internships, internationalization, student orientation, convocations, and scheduling, must be balanced with research.

## **12. Digital education and teaching mathematics**

Environments for digital mathematics education have been developed within currently available mathematical software (such as dynamic geometry, dynamic graphing, spreadsheets, or statistical software), or they may be integrated into webpages or applications. A common element of this environment is that the user (a learner or instructor) is required to alter a mathematical variant and watch the outcomes in order to create a more comprehensive grasp of how various mathematical concepts are dynamically related. It is known that individualized teaching and digital learning have increased students' overall proficiency in mathematics and their grasp of the subject [22].

#### **12.1 Rationales for using digital tools in mathematics education**

