Scientific Papers Series Management, Economic Engineering in Agriculture and Rural Development Vol. 23, Issue 4, 2023 PRINT ISSN 2284-7995, E-ISSN 2285-3952 785 THE ADAPTATION TO TECHNOLOGY OF TEACHERS AND STUDENTS IN THE PERIOD 2020-2022: A NON-PARAMETRIC ANALYSIS Simona Ionela SIPICĂ (ALDEA) 1,2 , Elena TOMA 1,2 , Alexandru SIPICĂ 3 1 University of Agricultural Sciences and Veterinary Medicine Bucharest, 59 Marasti, District 1, 11464, Bucharest, Romania, Phone: +40213182564, Fax: +40213182888, E-mails: simona.sipica@yahoo.com, elenatoma2001@yahoo.com 2 Academy of Romanian Scientists, 54, Splaiul Independentei, 050094, Bucharest, Romania; E-mails: simona.sipica@yahoo.com, elenatoma2001@yahoo.com 3 National Institute of Research and Development in Informatics ICI Bucharest, 8-10, Maresal Averescu Avenue, District 1, 011455, Bucharest, Romania, Phone: +40 21 316 52 62, E-mail: alexandru.sipica@ici.ro Corresponding author: alexandru.sipica@ici.ro Abstract The adjustment of educators and pupils to the technological modifications enforced on the educational process during the epidemic is a crucial factor for forthcoming educational reforms. So, the primary objective of this study was to assess the perception of teachers and students in the pre-university setting regarding their adaption to technology during the period of 2020-2022. The data was collected in 2022 by administering questionnaires to a sample of 100 teachers and 100 students. It is important to note that 53% of the teachers and 59% of the students surveyed come from rural areas. The results revealed significant disparities between the participants (teachers and students) in terms of their utilization of IT resources and their level of engagement in online coursework (7 out of 11 items). Disparities were also identified between the instructors and the students originating from urban and rural regions. The findings illustrate the impact of respondents' IT skill and engagement in the learning process on their technological response patterns from 2020 to 2022. Key words: IT technology, non-parametric test, professors, pupils, COVID-19 pandemic, adaptability INTRODUCTION The COVID-19 pandemic has had far- reaching consequences on our society, impacting the educational system. During the pandemic, advancements in technology have facilitated the development of flexible learning environments that are readily available. Professors utilized computer-based educational technology to communicate with pupils, exchange text and video resources, participate in online training and meetings, and manage job-related tasks [3]. Nevertheless, educators faced obstacles in immediately adjusting their instructional strategies [5]. Teachers lacking extensive training in educational technology had to quickly adapt their instructional plans to incorporate a variety of technological tools. Their goal was to facilitate student learning through the use of technology, particularly digital platforms. This rapid integration of technology was necessary to address the challenges posed by the pandemic within the school community [1]. O the other hand, students and pupils encountered issues in adapting to the online learning environment and in achieving their learning goals, especially those who lack self-accountability [4]. Nevertheless, research conducted during the epidemic has shown that students who display a readiness to use online learning technologies are more likely to continue using them [10]. Actually, individuals are more likely to adopt instructional technology when it is seen as straightforward to comprehend and use. Different studies have investigated the substantial influence of perceived usefulness and perceived simplicity of use on consumers' desire to adopt technology [6].