WebEx and Socio-Technical Imaginaries in Greek Education: Between Infrastructural Continuity and Pedagogical Degradation
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WEBEX, GREECE, EDUCATIONAL IMAGINARIES
Abstract
The aim of this paper is to study the WebEx platform in the context of digital pedagogy in the Greek educational system. Greece also followed the international imperatives for teaching through digital platforms. The WebEx platform was adopted, and the aim is to highlight not the problems faced by all those who used it, but how it is still used in emergency situations and crises today. Through the analysis, questions related to the digital initiative that was taken and is being taken will be answered. Its role in shaping the Imagined future will be determined, as well as the contribution of this Imaginary to shaping expectations for the future and how these expectations direct government policy in Greece. WebEx should not be understood merely as a technical instrument ensuring the continuity of education, but as a socio-technical mechanism that contributes to the formation of a particular educational future in which uninterrupted operation takes precedence over pedagogical experience. Through the normalization of continuous access, education is increasingly reframed as a system that must remain functional under all circumstances, shifting attention from learning quality towards institutional and technical continuity. In this context, alternative pedagogical possibilities become more difficult to imagine, as technological solutions are positioned as the default response to crisis situations. As a result, an educational future is being constructed that is continuous and stable in technical terms, yet increasingly dependent on platform infrastructures and progressively detached from meaningful pedagogical relations.
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