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The COVID-19 pandemic has left significant consequences at every level of education, including adult education. In order to adapt to the restriction caused by the pandemic, adult education institutions all around the world were forced to transform the way how the educational process was being organized. By introducing various web-related technologies, the physical place of teaching and learning processes has become a less significant factor, thereby, potentially, contributing to the inclusiveness of education and, as a result, to sustainable development. The paper aims to analyze how the recent transformation of adult education caused by the pandemic between 2020 and 2022 contributed to the sustainable development of Latvia. To achieve the aim, the following research methods are used: a scientific literature review to investigate the concepts of sustainable development and online adult education as well as their potential correlation, a survey of adult education institutions in Latvia, as well as statistical data analysis of adult education indicators. The main findings of the article: during the pandemic when the in-person teaching process was restricted, the Latvian adult education sector experienced unprecedented digital transformation. The transformation positively contributed to the improvement of not only the digital skills of teachers and learners but also to the sustainable development of Latvia by facilitating access to potential learners living in rural areas and regions.

Numerous and ingenious ICT devices and systems are being applied at various locations across the educational landscape, often with interesting consequences. Such piecemeal, add-on approaches are, however, increasingly inadequate and progressively inappropriate. Given that digitisation has profoundly transformed both the objectives of education and the means of their achievement, the requirement from now onwards is for an all-embracing and visionary strategy matching and embodying our entirely altered environment. Essentially, humanely-inspired and digitally-comfortable educational planners should creatively ponder upon how best entirely to re-structure the whole of education in order to serve and help shape our utterly-transformed and ever-evolving world. Education planning should no longer focus on formal education only, but also on informal learning. By such means may much more equitable, ethical, enjoyable (and far less economics-bound, test-oriented, world-of-work-dominated) systems be created. Specifically, educational planning now means 'educational planning founded upon digitisation for the Digital Age'. This paper explores the implications of this ground-breaking reality.

This paper presents the findings from a program evaluation of an ICT in education project within the USAID-funded Girls Improved Learning Outcomes (GILO) program. The evaluation uses a framework of four dimensions of ICT sustainability to examine the appropriateness of the design and implementation of the project, which provided simple, relevant technology to 166 schools in Upper Egypt. Project implementation, as described in this article, was carried out with a view towards both rapid and efficient rollout and long-term sustainability. The evaluation study aimed to determine the extent to which the ICT component inputs were still in place and being used by the school and community one year after direct project support had ended. The findings suggest that ICT in education projects must favor neither the hardware nor the pedagogical aspects of the technology. Instead they layer the pedagogical use of technology on top of a deliberate technology infrastructure. The technical and pedagogical aspects of the program should be treated as two distinct efforts with separate, but complementary goals. Paying attention to social, political, economic, and technological dimensions during the process can make a difference in sustainability and, ultimately, success of the initiative.

How to plan an open and distance learning (ODL) unit in higher education is not clearly described in the literature. A number of ODL facilities at residential universities have not been successful because of a lack of planning or because of failure to ensure that all the different systems for ODL delivery were in place and functioning. This paper sheds light on how to plan strategically and how to implement an ODL unit at an existing university. A template analysis was used to construct a road map for ODL planners. We used this analytical tool to organise data from a large collection of articles, books, and documents from 1980-2010. We purposefully chose template analysis as a document analysis process to foster the recurring themes found in published articles on planning and implementing ODL facilities in higher education. The results indicate four main strategies for successful implementation of an ODL unit. The template consists of strategic planning, policies, systems, and challenges. It was concluded that the template for ODL planning offers new insight into distance education. It could be used as a foundation for ODL planning, implementation, monitoring, and evaluation. We recommend further research on the template with the aim of theory construction for ODL planning and implementation.

Accounting educators continuously seek ways to effectively integrate instructional technology into accounting coursework as a means to facilitate active learning environments and address the technology-driven learning preferences of the current generation of students. Most accounting textbook publishers now provide interactive, web-based learning systems as a supplement to their textbooks. However, there are critical differences across publishers with respect to the system's interface, functions, content, features, and support. These differences directly impact the effectiveness of a web-based learning system as an instructional tool and as a corollary, may impact the ultimate utility of the associated textbook as a pedagogical resource. As such, an evaluation of available web-based learning systems is an essential component of the textbook review process and should consist of a meticulous evaluation of the system's functionality and features in light of instructor and student needs and preferences. Unfortunately, given the functional intricacies and disparity in features across web-based learning systems, this can be a daunting task. The purpose of this paper is to offer accounting educators some practical guidance on evaluating web-based learning systems prior to adoption. This guidance is presented in the form of a framework based on key processes underlying the systems development life cycle (SDLC), a logical process model used by systems professionals to guide the acquisition and/or development of information systems.

The paper presents the findings of the first year of a nationally funded Australian Learning and Teaching Council (ALTC) project on the quality management of online learning environments by and through distributed leadership. The project is being undertaken by five Australian universities with major commitments to online and distance education. Each university, however, has a distinctive location, history and profile in the sector. The first year of the project has seen the development of a quality management framework with six interrelated elements. The framework is being applied, refined and validated in the second year of the project. Allied with the development of the framework, was the conduct of focus groups at each of the five partner institutions in the middle of the first year. These focus groups composed a range of staff involved collectively in the leadership of the organisation's online learning environment. Prominence was given to the nature and value of strategic planning, due diligence conducted in selecting and mainstreaming technologies, evaluation approaches informing decision making, and the various relationships between different leadership levels and domains. A number of key issues which emerged relating to the elements identified in the framework are examined.

This paper analyses the change and innovation strategies that Charles Sturt University (CSU) used from 2007 to 2009 during the implementation and mainstreaming of an open source learning management system (LMS), Sakai, named locally as "CSU Interact". CSU was in January 2008 the first Australian University to implement an open source learning management system institution wide. The unique characteristics of implementing change and innovation in higher education are discussed as well as CSU's change model, which comprises eight dimensions that can occur in any order and also in parallel, and is based on the work of Kotter, Cohen and Synnot. Two key strategies have emerged to support change, namely the building of learning communities and the sharing of best practice in implementing educational technology. Other findings were that the change was largely driven from the bottom up and with top management support and through the writer's role, from middle management in terms of top down strategies. Technological innovations in the context of an open source learning management system have wider, external implications than the local institution given the free flow of information and intellectual property within the community. (Contains 6 figures.)

Providing feedback to students is one of the most effective ways to enhance their learning. With the advancement of technology, many tools have been developed to provide personalized feedback. However, these systems are only beneficial when interactions are done on digital platforms. As paper-based assessment is still a dominantly preferred evaluation method, particularly in large blended-instruction classes, the sole use of electronic educational systems presents a gap between how students learn the subject from the physical and digital world. This has motivated the design and the development of a new educational technology that facilitates the digitization, grading, and distribution of paper-based assessments to support blended-instruction classes. With the aid of this technology, different learning analytics can be readily captured. A retrospective analysis was conducted to understand the students' behaviors in an Object-Oriented Programming and Data Structures class from a public university. Their behavioral differences and the associated learning impacts were analyzed by leveraging their digital footprints. Results showed that students made significant efforts in reviewing their examinations. Notably, the high-achieving and the improving students spent more time reviewing their mistakes and started doing so as soon as the assessment became available. Finally, when students were guided in the reviewing process, they were able to identify items where they had misconceptions. [ABSTRACT FROM AUTHOR]

The aim of this paper is to transform the necessity for "integrated ICT training" in study courses within universities into a possible action plan which indicates both the pros and cons of the use of IT in the strategies, services and products to be used from a cost point of view. This will enable an evaluation of the Return On Investment (ROI) using the new concept of Yield Index "e-lYI" (e-learning Yield Index), introduced in this study. The Yield Index "e-lYI" suggests an original way to evaluate the implementation of e-learning methodologies into campus based environments; still, the new index will help professionals involved in the management of the transition from the "classical" university structure to the innovative structure needed by the e-learning implementation. These results should interest any Faculty or University which is planning to introduce e-learning methodology to its didactic organization. In this study, a Pilot Course, delivered in "Blended" learning model, will be taken into consideration to estimate the costs. In the subsequent phase the ROI will be assessed for the Pilot course and compared to the ROI of a classical course by the use of "e-lYI". Furthermore, it would therefore be extremely interesting to consider the "e-lYI" in a University administration that decided to adopt an Open Source Learning Management Systems. Open Source, therefore, will be the final element of innovation and experimentation in the evaluation process. (Contains 4 tables.)

If American colleges and universities are to become contemporary and effective organizations, their strategic academic-technology agenda should be focused on production of intelligence rather than on storage and recall of random and quickly outmoded information. Institutions must articulate a new mythology based on new connections between contemporary notions of organizations, global issues, and technologies. (Author/MSE)

Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students' communication and interaction. In this study, we investigated how tangible technologies can enhance students' multimodal communication and interaction during equation-solving pair work compared to working without such technologies. A tangible app for learning equation solving was developed and tested in fourth- and fifth-grade classrooms with two class teachers and 24 students. Video data of the interventions were analysed using deductive and inductive content analysis. Coded data were also quantified for quantitative analysis. Additionally, teacher interview data were used to compare and contrast the findings. The findings showed that the tangible app better promoted students' multimodal communication and peer interaction than working only with paper and pencil. When working in pairs, tangible-app students interacted with one another much more often and in more ways than their paper-and-pencil peers. The implications of this study are discussed in terms of its contributions to research on tangible technologies for learning, educational technology development, and the use of tangibles in classrooms to support students' multimodal communication and peer interaction. [ABSTRACT FROM AUTHOR]

In the article, we focus on the stimulation of pupils' experimental activity using escape rooms. The text includes a division of escape rooms into six genres. In one of the genres, we also included the activity of the escape room created by us. By using the escape room we created, we tried to find out whether escape rooms are a suitable tool for stimulating pupils to do experimental activities in physics classes. We conducted a survey with pupils in the third year of an eight-year high school (13-14 years old). The number of pupils varied (18-19) as the survey was conducted over two weeks. We created a questionnaire consisting of seven questions. The questions were about pupil emotional engagement while doing experiments. We determined the suitability of the teaching tool for stimulating pupils using the answers to the questions from the questionnaire, which are related to the stimulation of experimental activity. We also compared the activities - Escape Room and Experiments given by a question using a comparative questionnaire. From the pilot survey, we found that escape rooms stimulate pupils to experiment more than the commonly used experiments given by a question in physics classes. [ABSTRACT FROM AUTHOR]

The big data (BD) era and pertinent computer science, pedagogy, and educational psychology knowledge are the foundations of this essay, based on the idea of the holistic development of human beings, the IPE (Ideological and Political Education) carrier theory, the new idea of educational development, and the strategy of strengthening the nation through education; the challenges IPECU (Ideological and political education in Colleges and Universities) faces and its path toward optimization are discussed relatively in detail in this paper, which conforms to the context of mega data thinking. The influence of IPECU's subject, object, and educational effect is discussed in this paper, along with tips for how to improve and innovate IPECU in the context of big data. In addition, it is noted that in the age of mega data, we must not only bravely take on challenges, but also actively seize opportunities if we are to realize the innovative and optimized development of IPECU. Moreover, the definitions of mega data and big data prediction function are provided in this paper. IPE can be used with the big data prediction function, which is further explored in this article. In order to realize the innovation of IPE mode in universities, this paper aims to encourage the integration and development of IPE and big data in academic settings. [ABSTRACT FROM AUTHOR]

Information technology plays an increasingly prominent role in our personal and professional lives. It also plays an important role in schools, and especially in mathematics education. To realise their full potential in education, technologies should be designed in a way that addresses the characteristics of the target students. In the context of learning mathematics, students often experience anxiety with regard to the content that needs to be learnt; therefore, this work considers mathematics anxiety as a characteristic that should be particularly relevant when designing technologies that assist with teaching and learning mathematics. The development of personas, i.e., prototypical and simplified user descriptions, is a widely used tool in user experience (UX) research that supports design processes. In this methodological paper, we combine this UX methodology with a grounded theory approach. This combination of methodologies could facilitate the establishment of guidelines for developing personas representing secondary school mathematics students, which constitutes the goal of this paper. We review existing persona development techniques in other fields and adapt them to the context of secondary mathematics education using qualitative secondary data. Our aim is to provide a research approach that produces a better understanding of students' characteristics, needs, and fears. Despite limitations in terms of the amount of data included in developing and piloting this methodology, this work forms the basis for increasing the usability of educational technologies and for adapting them to individual learning styles to reduce mathematics anxiety. [ABSTRACT FROM AUTHOR]

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Notably, the authors of this study do not contextualise the focus of micro-credential development in regional terms, where there is an emphasis on micro-credentials to support the transition from secondary schooling to further and higher education. References 1 Brown M, Mhichil MNC, Beirne E, Mac Lchlainn C. The global microcredential landscape: Charting a new credential ecology for lifelong learning. At the Micro-Credential Summit, held in Barcelona, Spain in March 2023, a representative from the European Commission borrowed the tagline of a global sports brand in his presentation on micro-credentials, urging those present to "Just do it".[1] In this Special Issue of the ETHE, we sought to uncover what was both being done and why in order to unpack micro-credentials in the so-called next "new normal" in higher education ecosystems. [Extracted from the article]

The paper presents the analysis of strategies and challenges of technology-enhanced personalized language learning at technical universities. The authors specify the meaning of the “personalization” concept in terms of language learning and characteristics of technologyenhanced learning. Skills of personalized learning contribute to the development of learner autonomy and equip students with flexibility and adaptability to the changing demands of today’s labor market. The empirical study was carried out among 101 students from two universities. The questionnaire was aimed at measuring the level of personalized learning skills and digital resources that promote the personalized learning. Students were suggested three questionnaires: one survey on personalized learning skills was performed before and after the experiment, reflection questionnaire and on digital resources ranking were suggested after the experiment. After the introduction of technology-enhanced personalized learning strategies into the educational process, the level of personalized learning skills increased as well as students’ perception of this educational phenomena. There was no significant difference between the results of students from different universities in terms of personalized learning skills. It means that the problem of personalized learning is relevant to the majority of students and requires solutions. The paper provides examples of digital resources’ practical application that intensify the personalization with a promising transition to selfimprovement and successful professional self-realization. [ABSTRACT FROM AUTHOR]

Educational Technologies (EdTech) are based on the use of Information and Communication Technologies (ICT) to improve the quality of teaching and learning. EdTech is experiencing great development at different educational levels worldwide, especially since the appearance of Covid-19. The recent publication of a study by the ICT Sectorial of CRUE Universidades Españolas, the Spanish University Association, is the first report on the implementation of such technologies within Spain's University System. This paper presents two different maps based on the data from that report. Together, they illustrate the penetration of different types of EdTech in our university system and shed light on the strategic interest behind their adoption. Our goal is to produce self-explanatory maps that can be easily and directly interpreted. The first map reflects wide granularity in terms of the global importance of technologies, while the second points to relevant conclusions given the spatial position of Spain's universities, and the size of the nodes that represent them (directly related with their strategic interests on EdTech), as well as with the local relationships existing among them (identifying similarities on those strategic interests). [ABSTRACT FROM AUTHOR]

With the continuous advancement of educational technology, interactive mobile and adaptive learning platforms are playing an increasingly important role in the field of education. This is particularly evident in the development of educational design skills among education students, as these platforms showcase their unique value. Educational design capability is a crucial skill for education students, directly related to the quality of designing and implementing future teaching activities. Traditional methods of education often fail to fully consider individual student differences, resulting in inadequate cultivation of personalized capabilities. This study aims to explore and achieve precise cultivation of educational design capabilities in education students through interactive, mobile, and adaptive learning platforms. This paper first reviews the current application of interactive mobile and adaptive learning platforms to cultivate educational design capabilities. It highlights deficiencies in existing research methods related to personalized matching and recommendation system design. To address these deficiencies, this study proposes a new set of adaptive matching methods. These methods include capability characteristic recognition based on competitive advantage thinking, the construction of individual strength models, as well as matching calculation, and decision-making scheme optimization using the projection decision method and the Hungarian method. Additionally, the study designs a learning project recommendation algorithm based on explicit ratings to enhance the accuracy and personalization of learning project recommendations. The application of these methods not only enhances the educational design capabilities of education students but also provides new theoretical support and practical guidance for the development of interactive, mobile, and adaptive learning platforms. [ABSTRACT FROM AUTHOR]

The use of web-based education and e-learning environments has increased with the developments in educational technology. Schools, universities, public institutions, and other private sector companies started deploying these systems to train their students, members, and employees. Exams are carried out during the evaluation process of these trainings. Web-based tests are sometimes used for these exams. When there are so many questions about the same topic, it is a time-consuming and difficult problem to prepare these exams in terms of the best quality, quickly and effectively. In order to overcome this issue, artificial intelligence techniques are utilized as well as conventional methods for producing test papers. In this study, an Intelligent Question Evaluation and Selection Software (I-QUESS), that enables the selection of questions according to desired preferences by using Fuzzy Analytic Hierarchy Process (FAHP) and genetic algorithm (GA) as hybrid, was developed. This proposed hybrid system was used in a case study to create test sheet for web-based environments. [ABSTRACT FROM AUTHOR]

Copyright of Working Papers on Culture, Education & Human Development / Papeles de Trabajo Sobre Cultura, Educacion y Desarrollo Humano is the property of Papeles de Trabajo Sobre Cultura, Educacion y Desarrollo Humano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the rapid development of educational information technology, "online and offline" hybrid teaching has become the main trend of foreign language teaching reform in colleges and universities. The blended teaching mode integrates the traditional teaching mode with modern educational technology and reconstructs the traditional college English teaching mode in the aspects of teaching object, teaching content, teaching method, teaching environment, and teaching evaluation. Based on the multisource data such as students' learning situation, learning duration, and academic performance, this paper builds a student English learning analysis system that realizes the integration of multisource data, completes the unified processing and analysis of multisource data, and then displays it through the interface. The system helps English teachers to guide students in different degrees according to the students' English learning situation and academic performance, so that English teachers have a clearer and more comprehensive understanding of students' learning and living conditions and timely guide students with incorrect learning attitudes, so as to avoid students' detours. [ABSTRACT FROM AUTHOR]

This paper considers the perspective of using the concept of Homo economicus as a cultural ideal. According to the authors, modern educational technologies must be directed to achieve this cultural ideal. The concept of education is understood by the authors in the classical interpretation, as deliberately molding human character. The authors use the historical method, formalization method and others in this paper. It has been proved that all constructive criticism of old interpretations of the concept of Homo economicus does not deny the possibility of using this term in the foreseeable future. On the contrary, criticism gives new interpretations of Homo economicus, which open up new prospects for using this concept, in particular, as a cultural ideal for educational technologies when creating the "Asgardia" nation state in space. [ABSTRACT FROM AUTHOR]

The goal of this paper is to explore the design and implementation of early years educational policy in England in the period 1997-2004. First to be described are the innovations in policy (i.e. the promise), followed by the 'evidence base' for new policy (i.e. the research), the delivery of new services (i.e. the achievement), and finally the tensions and gaps which remain (i.e. the shortfall). The paper will focus on evidence concerning expansion of services and on the benefit of early years education on children's development. It is argued that early years education in England has been transformed through the following: integration of education and care at local and national level, the introduction of the Foundation Stage Curriculum 3-6 years and its birth-3 years supplement, and the firm focus on families as well as children in the delivery of services. There are, however, gaps and tensions to be resolved before the overall vision can be achieved. [ABSTRACT FROM AUTHOR]

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Blockchain proposes many innovative technologies to establish credible mechanisms in an open environment and therefore, it becomes a promising solution to the problem of credibility in educational development. To better understand the role of the blockchain, we aim to provide an extensive survey focusing on its key technology, application potential, and performance evaluation. First, from the perspective of blockchain characteristics, we summarize its application architecture in educational credibility. Next, we extensively discuss application potential of the blockchain, such as data storage, data sharing, achievement certification, and activity evaluation. Moreover, we investigate the performance evaluation, including basic performance metrics and specialized metrics for credibility. Finally, we analyze the challenges and research trends of blockchain in educational credibility and provide useful insights for future research. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on constructivist principles, successfully leads to the development of student teachers' understandings of technology education and technological practice within an initial teacher education programme. The paper describes the practical activity undertaken by final year students where a collaborative 'company approach' strategy is used. The data shows that while undertaking a constructivist based activity, students gain a rich understanding of theory related to technological practice and relevant links to learning in the classroom. Examples are presented of the higher level thinking obtained by the students as they participate in this collaborative and cooperative exercise and reflect on their learning. [ABSTRACT FROM AUTHOR]

This paper explores the foundational principles of Problem- Based Learning (PBL) as an integrative teaching strategy designed deliberately to cross discipline boundaries in order to make meaningful and lasting connections. The authors suggest that while PBL has in recent times has largely manifested towards a method of inquiry within a single discipline the founding principles and key characteristics that inform PBL may be applied to solving technological inquiry where an understanding and application of scientific principles is fundamental in informing and developing the preferred solution. This paper highlights that in order to be effective classroom educators, in an ever increasing and complex world, pre-service teachers' need to develop robust mental models and metacognitive skills that are transferable. In supporting this development the rationale and the application of PBL as an integrated teaching and learning strategy in pre-service science and technology education will be examined. This paper suggests that PBL is an effective strategy in supporting inquiry of an interdisciplinary nature as well as developing dispositions that embrace collaborative inquiry and reflective practice. [ABSTRACT FROM AUTHOR]

Drawing on what researchers and professionals in the field internationally report, this paper reviews educational technology as an emergent field. The review reveals the continuum of perspectives on what the field is, and how it is bounded or fragmented. The paper describes the field from two perspectives: the professional and scholarly and considers how the forms of knowledge differ and overlap in each domain. It posits some dichotomies which may frame the field such as science/ social science and positivist/ post-modernist. Finally the paper provides conceptual frameworks for distinguishing fields from each other and suggests what the categorisation of the field might mean, especially considering its emergent status in a rapidly changing context. [ABSTRACT FROM AUTHOR]

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We are in the era where various processes need to be online. However, data from digital learning platforms are still underutilised in higher education, yet, they contain student learning patterns, whose awareness would contribute to educational development. Furthermore, the knowledge of student progress would inform educators whether they would mitigate teaching conditions for critically performing students. Less knowledge of performance patterns limits the development of adaptive teaching and learning mechanisms. In this paper, a model for data exploitation to dynamically study students progress is proposed. Variables to determine current students progress are defined and are used to group students into different clusters. A model for dynamic clustering is proposed and related cluster migration is analysed to isolate poorer or higher performing students. K-means clustering is performed on real data consisting of students from a South African tertiary institution. The proposed model for cluster migration analysis is applied and the corresponding learning patterns are revealed. [ABSTRACT FROM AUTHOR]

The traditional educational system, in certain aspects, limits personalized learning. This is mainly evident in the fact that average students, who do not have any learning difficulties, are required to solve the same tasks from the same textbook in the same order. Artificial intelligence and other smart learning tools present great opportunities for implementing a personalized learning system. Our previous surveys and literature reviews also show that educators see the greatest potential in personalized education for the assimilation of artificial intelligence into education. In this context, we have developed educational software called "Learn with M.E. as Math Educator", which facilitates more personalized teaching of basic mathematical operations. This study presents the structure and operation of this application. We tested the usability of the software in several institutions. Our research target group consists of elementary school students, specifically those aged 11–15. This article provides a detailed overview of the accuracy and educational outcomes of the completed application. We evaluated the application and its effectiveness using both qualitative and quantitative methods. Our research design combined elements of educational technology development and effectiveness assessment. To evaluate student performance, we employed a control group methodology. Data were analyzed by comparing test results between students using the software and those receiving traditional instruction. We examined user satisfaction through survey questionnaires. Teachers' opinions were gathered through structured interviews, and their responses were categorized using a SWOT analysis. The findings indicated that the use of the software significantly improved students' mathematics performance compared to the control group. Students provided positive feedback on the software's user interface, describing it as user-friendly and motivating. Teachers regarded the software as an effective educational tool, facilitating differentiated instruction and enhancing student engagement. The results suggest that digital educational tools, such as the developed software, can provide substantial added value in education. [ABSTRACT FROM AUTHOR]

E-learning has emerged as a prominent educational method, providing accessible and flexible learning opportunities to students worldwide. This study aims to comprehensively understand and categorize learner performance on e-learning platforms, facilitating timely support and interventions for improved academic outcomes. The proposed model utilizes various classifiers (random forest (RF), neural network (NN), decision tree (DT), support vector machine (SVM), and K-nearest neighbors (KNN)) to predict learner performance and classify students into three groups: fail, pass, and withdrawn. Commencing with an analysis of two distinct learning periods based on days elapsed (=120 days and another exceeding 220 days), the study evaluates the classifiers' efficacy in predicting learner performance. NN (82% to 96%) and DT (81%-99.5%) consistently demonstrate robust performance across all metrics. The classifiers exhibit significant performance improvement with increased data size, suggesting the benefits of sustained engagement in the learning platform. The results highlight the importance of selecting suitable algorithms, such as DT, to accurately assess learner performance. This enables educational platforms to proactively identify at-risk students and offer personalized support. Additionally, the study highlights the significance of prolonged platform usage in enhancing learner outcomes. These insights contribute to advancing our understanding of e-learning effectiveness and inform strategies for personalized educational interventions. [ABSTRACT FROM AUTHOR]

Generative AI refers specifically to a class of Artificial Intelligence models that use existing data to create new content that reflects the underlying patterns of real-world data. This contribution presents a study that aims to show what the current perception of arts educators and students of arts education is with regard to generative Artificial Intelligence. It is a qualitative research study using focus groups as a data collection technique in order to obtain an overview of the participating subjects. The research design consists of two phases: (1) generation of illustrations from prompts by students, professionals and a generative AI tool; and (2) focus groups with students (N = 5) and educators (N = 5) of artistic education. In general, the perception of educators and students coincides in the usefulness of generative AI as a tool to support the generation of illustrations. However, they agree that the human factor cannot be replaced by generative AI. The results obtained allow us to conclude that generative AI can be used as a motivating educational strategy for arts education. [ABSTRACT FROM AUTHOR]

Over the last four decades, studies have investigated the incorporation of Artificial Intelligence (AI) into education. A recent prominent AI-powered technology that has impacted the education sector is ChatGPT. This article provides a systematic review of 14 empirical studies incorporating ChatGPT into various educational settings, published in 2022 and before the 10th of April 2023—the date of conducting the search process. It carefully followed the essential steps outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines, as well as Okoli's (Okoli in Commun Assoc Inf Syst, 2015) steps for conducting a rigorous and transparent systematic review. In this review, we aimed to explore how students and teachers have utilized ChatGPT in various educational settings, as well as the primary findings of those studies. By employing Creswell's (Creswell in Educational research: planning, conducting, and evaluating quantitative and qualitative research [Ebook], Pearson Education, London, 2015) coding techniques for data extraction and interpretation, we sought to gain insight into their initial attempts at ChatGPT incorporation into education. This approach also enabled us to extract insights and considerations that can facilitate its effective and responsible use in future educational contexts. The results of this review show that learners have utilized ChatGPT as a virtual intelligent assistant, where it offered instant feedback, on-demand answers, and explanations of complex topics. Additionally, learners have used it to enhance their writing and language skills by generating ideas, composing essays, summarizing, translating, paraphrasing texts, or checking grammar. Moreover, learners turned to it as an aiding tool to facilitate their directed and personalized learning by assisting in understanding concepts and homework, providing structured learning plans, and clarifying assignments and tasks. However, the results of specific studies (n = 3, 21.4%) show that overuse of ChatGPT may negatively impact innovative capacities and collaborative learning competencies among learners. Educators, on the other hand, have utilized ChatGPT to create lesson plans, generate quizzes, and provide additional resources, which helped them enhance their productivity and efficiency and promote different teaching methodologies. Despite these benefits, the majority of the reviewed studies recommend the importance of conducting structured training, support, and clear guidelines for both learners and educators to mitigate the drawbacks. This includes developing critical evaluation skills to assess the accuracy and relevance of information provided by ChatGPT, as well as strategies for integrating human interaction and collaboration into learning activities that involve AI tools. Furthermore, they also recommend ongoing research and proactive dialogue with policymakers, stakeholders, and educational practitioners to refine and enhance the use of AI in learning environments. This review could serve as an insightful resource for practitioners who seek to integrate ChatGPT into education and stimulate further research in the field. [ABSTRACT FROM AUTHOR]

This paper describes teacher responses to a framework designed to support teacher planning for technology. It includes a learning experience outside the classroom [LEOTC] and is designed specifically for five-year-old students. The planning framework draws together characteristics of technology education, junior primary classrooms and LEOTC to describe the role of the teacher, parent helpers and students as they work through three identified phases - preparing for a visit outside the classroom, participating in a learning experience outside the classroom, and post-visit activities in the classroom. This framework was trialled using a case study approach in two new-entrant classrooms in which students made chocolates for Mothers' Day as part of a technology unit. Students partook in a LEOTC visit to a chocolate factory in order to examine the practice of experts before designing and making their own chocolate gift. Data sources for this paper included interviews with two participating teachers. The analysis of these suggest the use of the planning framework led to the thorough preparation of parent helpers and students, clearly defined roles for both the teachers and the parents, and the use of valuable strategies which enhanced students memories of their visit and enabled them to apply aspects of the knowledge gained to their own technological practice. [ABSTRACT FROM AUTHOR]

This paper discusses the establishment of a framework for researching children's decision-making skills in design and technology education through taking a grounded theory approach. Three data sources were used: (1) analysis of available literature; (2) curriculum analysis and interviews with teachers concerning their practice in relation to their respective national curricula; and (3) a study of classroom activity in order to gather children's' perspectives. These three data sources provided triangulation, as well as supporting the validation of the data obtained. The main areas of interest for the literature search were children's decision-making strategies, the implementation of decision-making in educational contexts and the roles of teachers and curriculum materials in the development of children's decision-making skills. In this paper the key outcomes of this literature search are presented. Teachers in Cyprus, England and Iceland, were interviewed concerning their practice and the results of these interviews are presented. The exploratory study was conducted in a Cypriot classroom and the results found in this context are noted and compared with the literature sources and interview outcomes. The resulting framework illustrates the possible factors that affect children's decision-making skills within design and technology education and is designed to be used in a subsequent research investigation using these possible factors as preset codes. [ABSTRACT FROM AUTHOR]

Research (Fish, 2004) suggests that everybody should be taught how to freehand sketch and utilise it as a tool for supporting the visualising instinct. A fundamental shift in philosophy of the technology education system in Ireland towards design driven subjects brought with it a need to develop practising teacher's technological capabilities. This paper is concerned with the exploration and development of freehand sketching as a support tool for visual synthesis and creative discovery during design driven activities. The fundamental hypothesis tested was whether a set of empirically derived activities ranging from observation to imagination, improved the ability of students with novice sketching ability to develop, manipulate and synthesise graphical libraries through the medium of freehand sketching. 124 students of an Initial Technology Teacher Education programme participated in a journey through the activities as part of a third year undergraduate Design and Communication Graphics module. The study was carried out over a four week period, it involved eight hours of classroom based instruction and the sketching ability of all students was measured pre and post-instruction. Results from the study reveal a statistically significant increase in student's ability to freehand sketch with notable improvement in their fluency and ability to synthesise concepts and geometries. Overall, the novel and original activities have a notable effect on student's ability to form, manipulate and synthesise visual information and communicate this through freehand sketching. The model presented has potential to be successively implemented by other teachers in a variety of educational settings and student populations. [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reflects on the use of didactic material in mathematics classes. It focuses on the mathematical activities of students and the didactical activities of teachers. Its point of departure is a critique of technical-managerial approaches to teaching, learning, and innovation. Based on this critique, fundamental tensions between the development of new didactic material and the cognitive style and daily routines of practising teachers are identified. In the last part of the paper, the concept of mathematical literacy is introduced in order to set the crucial relationship between didactic material for mathematics instruction and the ways in which it is used in the classroom on new and fertile grounds. [ABSTRACT FROM AUTHOR]

The rapid development of computer networks has enabled information technology to penetrate many fields, providing unprecedented opportunities for all aspects of our lives. In order to allow students to acquire necessary knowledge and skills through efficient learning, this article studies the design and development of educational technology courses based on hybrid metaheuristic algorithms to optimize neural networks. This paper proposes a metaheuristic algorithm and explains the simulated annealing algorithm and microregular annealing algorithm in detail. Using these algorithms, a mathematical model of the normal scheduling problem was also constructed, and the mathematical model was applied to the design and development of educational technology courses. In addition, the neuron model in the neural network and the activation function of the neural network are discussed from various aspects. In the experiment, according to the needs of students, a learning platform for educational technology courses was designed and developed. The experimental results of this article show that there are significant differences in the starting point of the ability level of learners for different majors. Education majors have a higher level of understanding of educational technology courses; 38.20% of students know well, while art majors have a low level of understanding of education technology courses, with 36.05% of students majoring in art. [ABSTRACT FROM AUTHOR]

In recent years, educational technology has advanced. Educational technology has been used in a variety of subjects with development in education tools. This paper unveils a bibliometric analysis and the historiography of the published research on education technology between 1994 and 2021. In the field of education, the representation of e-learning tools, technologies and systems also examined. Journals and affiliations, citations, keyword distribution, many cited publications, and the most significant authors and journals are among the different extracted metadata. This report examines the state of educational technology development and trends. [ABSTRACT FROM AUTHOR]

Dewey was perhaps the foremost theorist and advocate of participatory democracy as an ethical ideal based on a belief and faith in human experience as a general theory of education that would generate the requisite aims and methods for what he called ‘organized intelligence’ and what we might call today ‘collective intelligence’ – that is, as he says, ‘faith in democracy is all one with faith in experience and education’. In this paper we revisit Dewey’sDemocracy and Education. An introduction to the philosophy of education(1916/2001) in order to evaluate the growth and development of democracy against the decline of social democracy in the West. We identify the three turns which separate democracy of Dewey’s times and democracy of today – the global, the ecological, and the digital turn – and relate them to changing notions of citizenship. We analyse complex interplay between the turns, and show that they cannot be understood and / or analysed in separation. While the identified turns have indeed significantly changed circumstances in which Dewey produced his understanding of democracy, we conclude that his work still carries a lot of value and call for its reinvention in and for the age of digital reason. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the current conditions, the digitalization of education in almost all countries of the world has become a vital strategy for the total restructuring of traditional forms, tools, methods and technologies of education. At the same time, the issue of financial literacy is one of the priorities in education since the level of social welfare and the level of economic development of the country depend on the level of financial literacy. The article is devoted to a thorough scientometric review of scientific publications on the digitalization of financial education, highlighting key ideas, trends in developing scientific views, prospects, and opportunities for further research. The bibliometric analysis was carried out using specialized methods and tools, in particular, in-built Scopus and WoS databases tools, VosViewer software, and the Google Trends web application. Publications were extracted from the two scientometric databases, Scopus and WoS, in the time interval from 1990 to February 2024. A dynamic analysis of research articles showed their intensive growth since 2020, which is due to increased attention to digital education in the context of global transformations, the COVID-19 pandemic, and military conflicts. A transnational representation of the research was identified, with key geographic centres in the United States, the United Kingdom, and China. A country-by country analysis confirmed the connection between researchers due to similarities in educational strategies and geographical proximity. Using the results of the constructed bibliometric map, the thematic analysis identified 4 key clusters that confirm the central role of digitalization in financial education. Within the clusters, thematic groups of scientific publications were identified (innovations in education and digital technologies, socio-economic challenges in education, leadership and competitive advantages in education, financial and economic aspects of education, etc. The analysis identified promising research areas, including strategies to improve access to educational resources during crises, studying the impact of Industry 5.0 on financial education, studying financial innovations in education, and researching inclusive digital education. [ABSTRACT FROM AUTHOR]

This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy. [ABSTRACT FROM AUTHOR]

The article deals with the main aspects of the digital technology impact on education. The aim of the research is to collect and analyze most of digital technologies that have been implemented into educational system of Uzbekistan recently and to find out how they have influenced upon the development of the modern educational methods. The paper presents an assessment of the quality of education on the basis of system performance indicators, which makes it possible to evaluate education in the framework of management criteria based on the results of the participants' preparedness for practical activities. Analysing the foreign and domestic experience, the solution was found out to manage the educational system of the higher education organizations. At the same time, the work stipulates that such an approach should not violate the existing academic traditions and prevent commercial orientation of university management. [ABSTRACT FROM AUTHOR]

Modern technologies whose development defines the beginning of the twenty-first century information civilization create entirely new possibilities for organizing and delivering educational processes. Thanks to them an opportunity for education opens up, which is a move away from the narrowly conceived encyclopaedism in education to independent work, revealing activities, and sometimes creativity. The paper will consider the benefits that can be associated with the use of IT in teaching on the one hand understood as a set of devices, on the other as education software packages. At the same time features which entails risks for the organization of teaching and learning processes as well as for themselves educated will be indicated. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to develop an approach to assessing the requirements of students and identifying the most appropriate teaching methods and aids to support their learning needs. The model derives concepts from the medical triage system leading to the development of an educational triage approach for application in the tertiary education setting. [ABSTRACT FROM AUTHOR]