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The concept of digital transformation has been setting the pace for a while now. It represents one of the most central meta-trends and takes education to a whole new level. Inexorably, the learning environment is becoming increasingly virtual – e.g. Computer Based Training or Web Based Learning, Learning Apps, etc. In order to boost this opportunity properly, there is the need to move beyond merely adding a 'digital' component to traditional teaching. In learning contexts, the idea of ‘blending’ is not new. Blended learning, nowadays, involves the inclusion of technology-based learning, i.e. providing online or offline activities and materials in the mix, with traditional face-to-face classroom lectures. It is not a wholly new approach to learning and teaching. The practice of including technology-based training has been around since at least the 1960s, first with cassettes, then with videotapes and television, computer and, most recently, the Internet. Given the extent, inevitability and potential of digital transformation there is a clear need to rethink all aspects of learning practices. This ongoing process of digital transformation is inducing changes in the current learning paradigm at secondary colleges for agriculture and forestry, forcing a shift from an instructional system (e.g. face-to-face teaching) to learning experience paradigm. The question of how and whether this process should be shaped, i.e. designing digital learning and flexibly applying technology tools, guides the thinking in this paper. This should not only be applicable for these colleges but transferable. As a starting point his paper looks at the status quo of digitally supported learning at these colleges based on data from an online questionnaire answered by 1,963 pupils. The need for action is clear, from updating the infrastructure and technical standards through changing learning processes to training skill and competence sets for learners and teachers. Reflecting on this data shows that the digital transformation will require the courage to implement more active learning approaches as well as gather experimental experience. Research on current executive development experiences also underpins this development. It is also apparent that by considering the person as a whole any new learning paradigms or perceptions of learning will no longer be restricted to the classroom thanks to digital transformation. This paradigm should form a milestone in 'continuous education' and encompass an 'omnipresent learning environment'. The paper contributes to the ongoing discussion on digital learning (in schools) and the continuous development of a research agenda for learning and teaching in the digital age.

RETHINKING LEARNING IN THE LIGHT OF DIGITAL TRANSFORMATION AT THE AUSTRIAN SECONDARY COLLEGES FOR AGRICULTURE AND FORESTRY – WHY AND HOW?