# Assessing Digital Technologies' Adoption in Romanian Secondary Schools
## 2 Literature Review
### Barriers and Enablers of Educational Innovation  
The COVID-19 pandemic acted as a catalyst, accelerating the shift to digital education and highlighting systemic gaps in digital competence across the teaching workforce. Beyond basic familiarity with digital platforms, effective teaching in a digital age requires a nuanced understanding of how technology enhances learning, promotes engagement, and supports assessment practices [16; 17; 18; 19; 20].  
Curriculum reform has become a key priority in this environment. Integrating transferable competencies--such as creativity, critical thinking, digital literacy, and problem-solving--aligns the educational process with the demands of the digital era [21]. [PERSON] et al. [22] emphasize that incorporating data analytics and learning technologies into educational systems can significantly enhance decision-making processes, streamline resource allocation, and support the ongoing tracking of student progress. These digital tools improve institutional efficiency and contribute meaningfully to better educational outcomes.  
Digital education emerges as a powerful force for democratizing access to learning. Tools such as open educational resources and mobile learning platforms, particularly when thoughtfully integrated into culturally inclusive curricula, offer a viable path toward addressing persistent disparities in educational access [23; 24; 25; 26]. These technologies create alternative networks for learning that transcend physical and social limitations in areas where conventional schooling remains inaccessible, whether due to geographic isolation, economic hardship, or displacement [27; 28].  
However, genuine digital transformation involves more than just adopting new tools. It must be rooted in pedagogical adaptability, institutional resilience, and a coherent alignment between educational goals and technological capabilities. When institutions function without a clear strategic vision or the required infrastructure to support change, digital initiatives often stumble. Sustainable transformation hinges on cultivating a culture that values innovation and invests in continuous professional development for educators [8,29].  
Despite its potential to reshape education, digitalization in secondary schools still faces significant barriers. [PERSON] et al. [2] note that many institutions struggle to balance integrating technology with maintaining meaningful human connections. Budget constraints clash with educators' reluctance to adopt new methods, and uneven policy support often hinders progress [30]. Addressing these issues requires a collaborative approach that unites policymakers, schools, and private sector partners to develop inclusive, adaptable, and forward-looking digital strategies [31].  
Empowering teachers with digital capabilities requires more than just training; it involves developing a mindset that embraces technology to create inclusive, reflective, and future-focused learning experiences. As [PERSON] [32] argues, advancing education in the digital age necessitates collaboration across sectors, bringing together researchers, policymakers, and practitioners to co-design human-centered educational models where technology enhances rather than overshadows the learning process.