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This literature review examines the implementation of e-Portfolios in higher education, with a focus on the implementation process, potential barriers, and strategies for overcoming challenges. This review seeks to provide instructional designers and higher education instructors with design strategies to effectively implement e-Portfolios. Through an analysis of seventeen studies, we identified six common steps in the implementation process, including identifying a purpose, stakeholders, platform, conducting workshops, creating e-Portfolios, and evaluating the project. The implementation process also raised eight concerns, including concerns related to technology, policy, pedagogy, artifact quality, privacy, student motivation, academic integrity, and teacher workload. To address these concerns, existing strategies suggest that successful implementation requires training and policy support, student-centered pedagogy, criteria for assessing artifacts, privacy and data protection, feedback, anti-plagiarism measures, and shared successful models.

India's growing economy and population proves its significant stake in the Artificial Intelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of COVID-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of AI in India's education sector through various policy measures. According to the findings, AI increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

This paper explores recent advancements and implications of artificial intelligence (AI) technology, with a specific focus on Large Language Models (LLMs) like ChatGPT 3.5, within the realm of higher education. Through a comprehensive review of the academic literature, this paper highlights the unprecedented growth of these models and their widereaching impact across various sectors. The discussion sheds light on the complex issues and potential benefits presented by LLMs, providing a comprehensive overview of the field's current state. In the context of higher education, the paper explores the challenges and opportunities posed by LLMs. These include issues related to educational assessment, potential threats to academic integrity, privacy concerns, the propagation of misinformation, Equity, Diversity, and Inclusion (EDI) aspects, copyright concerns and inherent biases within the models. While these challenges are multifaceted and significant, the paper emphasises the availability of strategies to address them effectively and facilitate the successful adoption of LLMs in educational settings. Furthermore, the paper recognises the potential opportunities to transform higher education. It emphasises the need to update assessment policies, develop guidelines for staff and students, scaffold AI skills development, and find ways to leverage technology in the classroom. By proactively pursuing these steps, higher education institutions (HEIs) can harness the full potential of LLMs while managing their adoption responsibly. In conclusion, the paper urges HEIs to allocate appropriate resources to handle the adoption of LLMs effectively. This includes ensuring staff AI readiness and taking steps to modify their study programmes to align with the evolving educational landscape influenced by emerging technologies.

The numerous stressors and strains of the COVID-19 pandemic contributed to growing numbers of college students experiencing disabilities and needing support. This practice brief explores the challenges faced by disability resource professionals (DRPs) during the pandemic in reaching and supporting students potentially needing accommodations, but who had not formally disclosed a disability with the disability resource office (DRO). Findings highlight the challenges and areas for improvement to better engage students considered within the "pre-disclosure" status--students potentially needing accommodations and disability-based support who have yet to formally disclose to their institution's DRO. Study participants echoed previous findings that there are more students experiencing a disability who have yet to disclose.

This study reports on the experiences students registered for a first-year, undergraduate English Studies module and English Studies lecturers had with the Invigilator app during an online examination in the first semester of 2023. Current research indicates that e-proctoring induces anxiety and uncertainty in students when they write online examinations. However, there is a paucity of research on the VUCA elements that the Invigilator app triggers in students and in lecturers during online examinations. The study was informed by a critical data surveillance framing, and it used convenience sampling to collect data through semi-structured interviews with seven lecturers (n = 7) for various undergraduate English Studies modules. Additionally, it employed purposive sampling to collect data from five (n = 5) email queries sent by five first-year, undergraduate English Studies module students to their lecturers when they experienced problems with the Invigilator app during their online examination. The findings indicate that lecturers and students struggled with the Invigilator app as an e-proctoring tool. Future research should focus on other less-invasive and better AI-proof assessment methods of maintaining academic integrity in online assessments.

Social media is one of the platforms that is popular and familiar to various circles. This technology has penetrated multiple fields, especially education. Many studies have shown the use of social media in the learning process. This study aims to explore the use of social media in science learning environments and their impacts. The method used is a Systematic Literature Review with several stages: Identification, Screening, and Inclusion. This systematic literature review used several databases, including Springer, Wiley, and ERIC. The study was limited to the last eight years, from 2016 to 2023. After screening using the PRISMA method, 30 articles were obtained and used as literature material. The study results show that social media can be one of the media used in learning science. Social media, which are often used in learning, include Facebook, Instagram, YouTube, Twitter, and WhatsApp. Science learning that requires visualization is suitable if learned using social media. The use of social media in this learning also needs to be adjusted to the characteristics and features owned. The findings in the article report that social media positively affects collaboration skills, knowledge, motivation, and student-centered learning. However, there are negative impacts of using social media that disrupt privacy. In addition, there is a need for training at each institution so that the use of social media is more optimal.

Recently, ChatGPT, a cutting-edge large language model, has emerged as a powerful Generative Artificial Intelligence (GenAI) tool with the capacity to influence education. ChatGPT provides ample opportunities for learners, researchers, educators, and practitioners to achieve the intended learning outcomes in various disciplines. This special issue examines the diverse applications and implications of GenAI tools including ChatGPT in education, highlighting their potential to enhance teaching and learning across various contexts. Key findings from seventeen studies collected in this special issue demonstrate that GenAI tools can significantly improve educational outcomes by providing personalized feedback, facilitating language learning, and supporting both qualitative and quantitative research methodologies. The findings emphasize GenAI's capacity to increase learner engagement and motivation, yet also underscore the need for robust ethical guidelines and human oversight due to potential issues with privacy, bias, and accuracy. This special issue also highlights the challenges GenAI faces, such as limitations in contextual understanding and its impact on critical thinking skills. In addition, it provides a foundational framework for exploring effective and responsible GenAI integration, aiming to enrich educational experiences. We conclude that future research should focus on the longitudinal effects of GenAI tools on learning outcomes, developing ethical frameworks for their use, and ensuring their adaptability to diverse learner populations to promote inclusive educational practices.

Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training.

Artificial Intelligence (AI) has emerged as a prominent area of investigation in the field of education. Also, perceptions, challenges and threats of AI among university professors show notable variations. This study explores university professors' perspectives regarding AI, including their familiarity with AI, its educational impacts, challenges associated with its implementation, and perceived threats. To achieve this, a survey was administered to 65 university professors from diverse Egyptian institutions, both state and private. Subsequent statistical analyses were conducted to treat the collected data. The outcomes of these analyses reveal that university professors possess varying degrees of familiarity with AI. Despite this, they view AI as a valuable educational tool. The study identifies several challenges hindering AI adoption, encompassing difficulties in comprehending and interpreting AI algorithmic outcomes, the intricate autonomy of AI systems, financial implications of implementation, and concerns regarding data privacy. Additionally, the study identifies apprehensions pertaining to AI''s influence on professors' skills, potential dehumanization of pedagogy, adverse effects on students, and the potential obsolescence of professors. These findings bear implications for the integration of AI in educational contexts, highlighting the necessity for further exploration in this evolving field.

This review explores the integration and effects of the Internet of Things (IoT) in education, highlighting its importance in transforming traditional teaching and learning techniques. It examines the early uses and historical growth of IoT, its development, and the turning points in its adoption. It explores IoT platforms, tools, and technologies in education, including wearables, smart devices, augmented and virtual reality, gamification, and collaborative learning. It discusses the role of IoT in improving campus management, including intelligent campuses with IoT-enabled infrastructure, energy-saving technologies, and safety and security improvements. The study discusses data security and privacy issues in IoT installations and the ethical and legal implications of data collection in the classroom. The study also discusses upcoming trends and prospects for IoT usage in education, including AI and machine learning integration. Finally, the review provides insights for educators, decision-makers, and stakeholders, identifying research gaps and recommending areas for future IoT implementation.

Artificial intelligence in education (AIEd) is a fast-growing field of research. In previous work, we described efforts to explore the possible futures of AIEd by identifying key variables and their future prospects. This paper re-examines our discussions on the governance of data and the role of students and teachers by considering the implications of (1) a recent case related to the General Data Protection Regulation (GDPR) and (2) the release of ChatGPT, a generative AI model capable to producing 'human-like' text. These events raise questions for the future of AIEd and the underlying function of assessment, and highlight the importance of active student participation in the integration of AI in education. [This article has been presented in the 5th International Open & Distance Learning Conference-IODL 2022.]

This paper explores the self-tracking information literacy practices of LGBTQ+ students, how the practices connect to LGBTQ+ identities, and whether these practices are perceived as empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of IL in self-tracking framed the design. Collaborative thematic analysis revealed participants find it useful to monitor their physical health and tracking supports mental health, which is experienced as empowering. The heteronormative assumptions of apps influenced their perceived usefulness. There was some distrust about how apps used data, but this risk was accepted, typically because the convenience of the app outweighed privacy concerns. Data sharing took place--restricted due to self-consciousness or fear of judgement--and embraced when there was a feeling of working towards a shared goal. IL in this landscape is related to developing critical awareness of when and how self-tracking can support health goals; the limitations of apps and devices, particularly for those undergoing transition; privacy implications; and the nuances of social sharing.

Cybersecurity has traditionally been perceived as a highly technical field, centered around hacking, programming, and network defense. However, this article contends that the scope of cybersecurity must transcend its technical confines to embrace a more inclusive approach. By incorporating various concepts such as privacy, data sharing, and ethics, cybersecurity can foster diversity among audiences with varying educational backgrounds, thereby cultivating a richer and more resilient security landscape. A more diverse cybersecurity workforce can provide a broader range of perspectives, experiences, and skills to address the complex and ever-evolving threats of the digital age. The research focuses on enhancing cybersecurity education to attract a diverse audience through the development and testing of a virtual platform on Haaukins (a cybersecurity training platform) designed with features resembling social media for capture-the-flag exercises. The results show that the cyber training platform effectively engages a diverse group of learners, bridging the gap between traditional technical boundaries and the urgent demand for comprehensive cybersecurity competence.

Data collection, use, leveraging, and sharing as a business practice and advantage has proliferated over the past decade. Along with this proliferation of data collection is the increase in regulatory activity which continues to morph exponentially around the globe. Adding to this complexity are the increasing business disruptions, productivity and revenue losses, settlements, fines, and penalties which can amount to over $15 million, with many penalties now being ascribed to the organization's leadership, to include the Board of Directors (BoD), the CEO and members of the senior leadership team (SLT). Thus, boards of directors can no longer ignore and in fact must embrace data privacy as a critical part of doing business in the digital world. In fact, not embracing data privacy as a critical part of their strategy, not only puts their stakeholders and stockholders at risk, but also places the future success of their organization in jeopardy. Additionally, increasingly through legal, regulatory, and normative occurrences, Boards are being pressured into taking a more active role in the data privacy activities in their organizations. Therefore, it behooves the BoD to be proactive vice reactive toward their data privacy endeavors.

In today's digitally connected world, privacy has transformed from a fundamental human right into a multifaceted challenge. As technology enables the seamless exchange of information, the need to protect personal data has grown exponentially. Privacy has emerged as a critical concern in the digital age, as technological advancements continue to reshape how personal information is collected, stored, and utilized. This paper delves into the fundamental principles of privacy and explores the potential harm that can arise from the mishandling of personal data. It emphasizes the delicate balance between safeguarding individuals' privacy rights and fostering innovation in a data-driven society. By analyzing key privacy principles and their implications, this paper explores the foundational privacy principles that define the concept of privacy while delving into the potential harms that can arise when these principles are violated.

This study aimed to assess the readiness of Jordanian science teachers for integrating Artificial Intelligence (AI) in science education, focusing on their perceptions, challenges, and training needs. A quantitative survey methodology was employed, using a 35-item questionnaire distributed to 136 science teachers in urban Jordan. The questionnaire, developed and refined through expert peer review and a pilot study, encompassed demographics, attitudes towards AI, perceived benefits and challenges of AI in science teaching, self-efficacy in using AI, and behavioural intentions regarding its use. The results indicated varying teacher readiness levels, influenced by gender, educational background, and concerns over data privacy and security. While there was a general sense of optimism about the potential of AI, significant challenges related to limited resource access and insufficient professional development were identified. These results emphasized the need for targeted policy initiatives and training programs to enhance teachers' readiness for AI adoption. The study's insights contributed to understanding the facilitators and barriers to AI integration in science education, highlighting the critical role of teacher readiness in the effective utilization of AI in educational contexts.

Contemporary education is being undeniably shaped by datafication, and while new algorithmic and automated decision-making processes can have educational benefits, they also raise issues about children's digital rights and education policy responses to these rights. This study mapped how children's digital right to privacy and related human rights concepts are present in education policy documents of Australia's three largest state government departments of education. A children's rights coding framework was developed from the United Nation's 'General comment No. 25 (2021) on children's rights in relation to the digital environment' and used to code the dataset. Two levels of analysis were then undertaken. Level 1 involved code and subcode frequency analyses of concepts related to children's digital rights in policy documents. Level 2 was a descriptive qualitative analysis designed to understand how digital rights were expressed in policy. The study found that although all state government departments of education reflected some elements of children's digital rights, some states had a more complex, sustained and public-facing commitment to expressing these in policy. The study concluded that Australian government departments of education should work towards providing more transparent public-facing policy on children's digital rights that can empower students and their families to make informed decisions within a rapidly shifting digital environment.

Global health emergencies often lead to a proliferation of health-related research and resultant data, which is shared across borders to help control the outbreak of disease and support decision-making regarding public health interventions. However, efforts to share data can be hindered by diverse international ethical and legal frameworks. The frameworks aim to govern coordinated processing, sharing and transfer of health data across borders thus placing burdens on researchers who are willing or obligated to share data. In this paper, we investigate ethical values and legal principles that can be applied to ensure a more streamlined approach in the governance of cross-border health data sharing during global health emergencies. A scoping review approach was used to better understand emerging evidence about issues related to the ethical and legal governance of cross-border health data sharing. We first highlight the challenges of sharing health data across borders. We then discuss how the challenges might be overcome through the application of ethical values and legal principles that have been identified in literature. This is followed by a proposal for possible ways of streamlining the governance of health data sharing from ethical and legal perspectives in a bid to better prepare for future global health emergencies and promote the responsible sharing of health data.

This paper proposes a human-centered approach to using Artificial Intelligence (AI) in higher education that promotes equitable access to knowledge while preserving privacy and ethics. Through the lens of third-generation Activity Theory we examine the interaction between three activity systems in higher education: AI teachers, human teachers, and students. Our multi-role design recognizes the role of different actors and AI-based tools and technologies, highlighting the importance of understanding how these different systems interact and influence one another in order to effectively design and implement ethical educational technology solutions. By constructing an interaction space between these systems, we gained a deeper understanding of the dynamics of teaching-learning in higher education. Based on this analysis, we frame and design our Ethical AI in Education (EAIED) multi-platform, integrating recent development in AI in education systems, pedagogical strategies, and complying with ethical guidelines recommendation. The EAIED emphasizes data privacy, ethics, and interoperability between learning systems. This approach offers interactive, personalized, and equitable teaching-learning experiences that lead to developing critical thinking, higher-order skills, improving engagement, communication, and expansive learning.

Artificial intelligence (AI) and machine learning (ML) have transformed the landscape of data management in higher education institutions, necessitating a critical evaluation of existing data privacy policies and practices. This research delves into the inadequacies of current frameworks in adapting to the swift evolution of Big Data. Student, faculty, and staff perspectives on data privacy are examined in terms of how their viewpoints influence university policies. Data privacy incidents at several universities are discussed to identify patterns and extract lessons learned. Recommendations and best practices for enhancing data privacy in the context of AI/ML implementation are discussed, with an emphasis on the need for policy reform and improved protocols to safeguard student privacy effectively. The integration of AI/ML in higher education must align with robust data privacy standards, enabling institutions to optimize teaching, learning, and administrative processes while safeguarding sensitive student information.

Many important questions in health professions education require datasets that are built from several sources, in some cases using data collected for a different purpose. In building and maintaining these datasets, project leaders will need to make decisions about the data. While such decisions are often construed as technical, there are several normative concerns, such as who should have access, how the data will be used, how products resulting from the data will be shared, and how to ensure privacy of the individuals the data is about is respected, etc. Establishing a framework for data governance can help project leaders in avoiding problems, related to such matters, that could limit what can be learned from the data or that might put the project (or future projects) at risk. In this paper, we highlight several normative challenges to be addressed when determining a data governance framework. Drawing from lessons in global health, we illustrate three kinds of normative challenges for projects that rely on data from multiple sources or involved partnerships across institutions or jurisdictions: (1) legal and regulatory requirements, (2) consent, and (3) equitable sharing and fair distribution.

COVID-19 has significantly impacted humankind's lifestyle since its emergence. Educational institutions quickly adopted online courses to deal with its spread. Regrettably, the adoption of e-learning solutions, particularly in Africa, has not given due priority to security. However, cyberattacks and cyber incidents are leaping forward. To propose suitable solutions adapted to West African schools and universities' realities, it is essential to understand their online learning environment fully. This paper presents the status of West Africa's online learning workspace security during the COVID-19 lockdown by highlighting the tools and devices used for the courses and security risks associated, and students' cybersecurity awareness level. The research employs a quantitative methodology involving an online survey, which gathered data from a total of 1653 participants hailing from countries in West Africa. The data analysis revealed that students are concerned about privacy and personal data security, and West African online learning environment security faces many challenges and issues. Identified issues are related to students' low level of cybersecurity concepts, best practices, and applicable privacy laws and regulations. Finally, recommendations are made on needed efforts to secure West African online learning space through existing or proposed security mechanisms.

The growing adoption of online platforms for educational goals has raised concerns among learners regarding online learning contexts. These platforms have been identified as productive mediums for learning English as a second language. However, learners consistently strive for enhanced platforms, and their perspectives may change when confronted with concerns about the platform's overall quality, specifically in relation to its reliability and privacy. Therefore, this study aims to evaluate the impact of platform quality, including features such as reliability, design, and security, in combination with learners' familiarity with these platforms. A quantitative research approach was utilized to accomplish this goal, which entailed circulating an online survey by 410 Chinese North East public and private university graduate and postgraduate students, which were analyzed using SmartPLS 4 software. The study's findings indicate that certain elements of website quality, such as design and privacy, do not significantly impact platform satisfaction. Learners generally prefer criteria other than design and privacy considerations when assessing language learning applications. While platform design, familiarity and satisfaction significantly impact intrinsic motivation towards English learning. These characteristics contribute to the creation of a conducive learning environment for learners, which in turn promotes motivation, engagement, and, eventually, the development of language competency. By implementing these strategies, managers can cultivate a more immersive, gratifying, and stimulating English language acquisition encounter on online platforms, resulting in heightened satisfaction and competence. Based on the study's findings, the study suggested platform executives investigate these indicators using learner feedback and appropriately modify the platform's services.

The aim of this research was to study the aspects and conditions of physical space which favor or hinder the experience of university mentoring according to the perception of participants. During fieldwork, an ethnographic approach was used, based on direct and indirect observation reflected in research diaries, qualitative interviews, and an ad hoc questionnaire. A sample of 30 individuals was selected, including students and professor-mentors who were users of three spaces with different characteristics designed for individual and group mentoring. The data were collected analysed by identifying verbatim statements obtained from interviews and from accounts from the researchers' journals that were then coded and grouped into thematic categories. The results focus on the importance of factors such as natural light, comfort, accessibility, furnishings, and location; conditions such as privacy and silence; availability of materials and resources; and Internet connectivity. The participants preferred the closed space, with the open space in second place and the semi-open space third. As for other required characteristics, the preferred spaces are multi-functional and versatile, equipped with ICT tools and furniture that facilitates collaborative work and mentorship and close communication between mentor and student, and that provide necessary privacy and silence. Any spaces specifically created for mentorship should thus meet these specific criteria.

Existing research literature in computing and IT education shows that there has been limited work on investigating how offense based learning approaches using hacks can enhance learning of mobile security topics. In an effort to fill this research gap, we performed an experimental study with a unique, nifty user hack driven offense based learning strategy to effect mobile security awareness and interest in cybersecurity at the high school and middle school levels, as described in this work. A highlight of our novel study is our original CovertEyeOp mobile app, which was designed and developed strategically to be the driving force towards implementing our hacking based offense driven leaning technique. In this research, we carried out a comparative analysis of our app based offense driven learning approach with other relevant works on mobile security education. To conduct experiments with our user hack driven offense based learning strategy, we created a hands on experiential learning activity using our CovertEyeOp app, which educates users about security and privacy issues in mobile devices by hacking them and enabling them to self-discover issues with user permissions given to mobile apps. We offered this unique mobile app based learning activity to 90 participants (both students and teachers) primarily from the high school community across different states over multiple years and have collected quantitative plus qualitive data in the form of survey responses from these various users. Additionally, we discuss our earlier experiments of hosting an older version of our mobile app based lesson with 100 middle school students. We analyze this gathered learner data from the overall 190 participants' survey responses to determine whether our app driven offense based learning approach works and makes a difference in terms of fostering K-12 learning and engagement through acquired evidence of increased mobile security awareness and interest in cybersecurity. Overall, our study results in unique findings that show the prospects, benefits, and efficacy of including a user hack driven offense based learning strategy in K-12 teaching of mobile security topics. In the process, it advocates for the usage of this unique, non-traditional learning approach in cybersecurity education.

Background: School-based health centers (SBHCs) have the capability to overcome youth barriers to care. Virtual care programs (VCP) facilitate connection between school nurse and off-site SBHC providers and can increase the reach of SBHCs. This project aimed to examine Denver Public School nurses' perspectives of a pilot VCP. Methods: Thirteen semi-structured qualitative interviews were conducted and coded using an inductive approach to identify key themes. Results: Four major themes emerged: (1) obtaining consent, finding space, and capacity are challenges and nurses have suggestions; (2) nurses enjoy feeling like a valued member of a health care team, and providing additional resources to students; (3) nurses perceive benefits in providing free, efficient, higher level of care; (4) adopting novel technology is a facilitator and challenge; limitations included space and privacy. Conclusions: Key findings can be utilized to further inform practice.

To meet the diverse needs of school-aged children, school psychologists often must collaborate with other professionals within and outside the school setting. Despite potential benefits, challenges exist related to interprofessional collaboration, including ethical challenges. This article explores some of the most salient ethical dilemmas that school psychologists are likely to face when collaborating with other professionals. Specifically, ethical issues related to competence, multiple relationships, informed consent/assent, privacy/confidentiality, assessment, and therapy are examined. Using vignettes, recommendations for navigating common ethical issues that may arise when engaging in interprofessional collaboration are offered. Suggestions are contextualized within the ethical principles and standards outlined in the American Psychological Association's "Ethical Principles of Psychologists and Code of Conduct" (2017) and the National Association of School Psychologists Professional Standards (2020), which includes the Principles for Professional Ethics.

Today's college students increasingly rely on technology in their daily activities, and a basic awareness of data privacy is becoming essential from both a personal and professional standpoint. This article describes the design of an interdisciplinary undergraduate course focused on data privacy law. It outlines the key content areas that encompass the foundational principles of this emerging field and includes descriptions of hands-on exercises that illustrate the technical and managerial elements of a comprehensive privacy compliance program. The course framework and sample assignments can serve as a model for other faculty seeking to teach data privacy law to undergraduate students.

Public educational systems and institutions have increased their adoption of proprietary educational platforms offered by large private corporations. Platforms now critically mediate content creation and storage, interaction and communication, record-keeping and institutional memory. This platformization of education has led to significant risks to data collection and privacy, technological lock-in and dependency, and educational governance. In this article, the principles of Open Education are presented as a framework to guide the adoption of technological platforms and services in education. Data and examples are presented to demonstrate the significant scope of the integration of platforms within the context of South American higher education and show how it has negatively impacted educational governance. The article concludes with a presentation of alternative models for the adoption of platforms in education guided by public values and not solely by cost savings that reflect a disregard for their adverse impacts on educational governance, privacy, and autonomy.

While a great deal has been published about the educational value of social networking sites (SNSs) for teachers, less has focused on teachers who are arguably more dependent on these virtual platforms for informal professional learning due to financial constraints and a lack of regular in-service professional development. Situating this study in Vietnam and focusing on teachers teaching English as a foreign language, we examined how these teachers have adapted SNSs, a tool typically used in leisure and social life, into online personal learning networks. The evidence was collected from 393 teachers' responses to an online survey. The results from descriptive and non-parametric inferential tests revealed three main findings: (1) Teachers engage in a variety of professional learning activities using SNSs with high frequency, regardless of their self-perceived levels of technology competence or teaching experience; (2) Teachers make use of online groups on SNSs for professional topics and their preferences of topics are not likely to be determined by their experience, except for the topics of classroom management techniques and knowledge about learners; (3) The most decisive factors these teachers associated with effective professional learning on SNSs include time availability, reliability of information and materials, personal information privacy and desire to learn. Teachers' perceptions about these factors are influenced by the frequency of their SNS use and professional work experience. The implications of these findings for teacher professional development in Vietnam, and other countries in similar economic circumstances, are also discussed.

Young children in many parts of the world are spending more time in formal education and care settings. As children have the right to be heard on matters that affect them, their views about the early childhood environments they inhabit, need to be included in the process of placemaking. Early childhood environments have the potential to shape a child's identity, sense of belonging and inclusion. This research sought children's ideas about their early childhood setting, with the view to informing the design of a new inclusive centre. Researching with children aged three-to-five, from a low socio-economic ethnically diverse suburb, multi-modal data were generated in three phases: child-led photo-taking tours; photo elicited interviews; and interview elicited drawing. Findings showed a preference for the outdoors, along with places for hiding, safety, cleanliness and authentic rather than 'fake' resources.

Gaining ethical approval for qualitative health research and implementing all the planned research processes in a proposed study are not straightforward endeavours. The situation becomes more complex when qualitative research is conducted in a cross-national healthcare and academic context. Also, it is even exhausting when the study is student-based, as student researchers may be considered novices and inexperienced researchers, especially for field-based research. Our aim in this reflective paper is to present, reflect, and discuss the experiences of a doctoral researcher in dealing with two independent institutional review boards in Canada and Ghana during an interdisciplinary Ph.D. project and the ethical dilemmas encountered while collecting data in Ghana. Based on the researcher's experiences, it became apparent that consent and its documentation can have cultural implications in different settings; hence, institutional review boards must exercise reflexivity in their protocol review practice. Also, sharing research data with participants and institutional leaders while maintaining participant confidentiality and privacy in institutional ethnographic research requires sensitivity to bi-lateral ethical values. With the experiences shared in this paper, we advocate for a dialogic ethical review process in qualitative research where researchers and research ethics boards engage in ongoing dialogue rather than the usual prescriptive format research ethics reviews often assume.

Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.

This case study looks both backwards and forwards at real and potential incidents and risks created by the use of various levels of self-driving vehicles. The case provides background on autonomous vehicle technology, the legal and risk management frameworks involved, and a variety of scenarios for students to consider. The scenarios provide the foundation for discussion of autonomous vehicle introductions and operations, as well as considerations for how other new technologies may be launched.

The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences of using various digital applications, the fundamental digital literacy and how safely they protect data from breaches. Thus, the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to safeguard them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.

This study investigated: (a) how the task relevance of postings differed between anonymous versus identified online discussions in elementary school, and (b) how game-like conversations with story characters impacted the task relevance of postings. A total of 342 fourth graders in Slovenia participated in the study. During one and a half-hour, synchronous online sessions, students read short web-based eBooks with small group online discussions and game-like conservations with characters. We employed a mixed-method approach, combining both qualitative and quantitative research data. All discussion postings were qualitatively coded in terms of discussion relevance, and other functionalities. The frequencies of the qualitative codes were computed statistically. The results revealed that students in name-identified group discussions were significantly more on-task than those in anonymous discussions. Furthermore, students who engaged in game-like interactions with story characters were also significantly more on task than those who did not. The effective design of small-group synchronous online discussions within an interactive eBook has great potential in promoting engagement in reading, and making reading more social, in times of pandemic-caused remote education, or at any time.

This paper investigates how the COVID-19 pandemic influenced student perceptions of online learning. This study examines how did the COVID-19 pandemic and the first-time transition to online mode of instruction influence Sino-Foreign University student perceptions of online learning in terms of (1) academic dishonesty, (2) privacy and confidentiality, (3) impact of social media on online learning (4) hybrid method and (5) institutional training. In order to judge students' perception of the transition to online learning, this study employed a cross-sectional survey-based design to gauge student perceptions of online learning before, during, and after the transition to remote instruction. This study finds that Sino-foreign University students are more conscious of academic integrity. Social media has a vital role in providing teaching resources, communicating with professors and classmates, and expediting collaboration during the pandemic. A blended learning model might be the best option for a post-COVID-19 environment for higher institutions.

Privacy is a central issue in the digitalization of society and directly concerns all Internet users. Privacy education is part of the picture of a more just digital society: it aims at making users more aware of the importance of their data and of the technical and financial tools and processes that involve their personal data. Nonetheless, privacy education is confronted with a paradox: while people perceive the importance of privacy, they seldom take action to actually protect their personal data. iBuddy is a narrative simulation-based session inspired by research evidence about the privacy paradox and aims to (a) enhancing awareness and (b) promoting the uptake of privacy-safe behaviors for secondary and higher students (age range 11-20). The paper presents the design and development of the simulation and of the following modular debriefing, as a case study in evidence-based collaborative instructional design and in the instructional used of digital technology. The evaluation of iBuddy, which combined a post-session satisfaction and perceived learning survey (N = 978) and a follow-up survey (N = 124), provides insights in the novel domain of privacy education. Results suggests that iBuddy sessions are engaging, effective and conducive to medium-term behavioral change, thus indirectly confirming the design assumptions about how to tackle the privacy paradox through a simulation-based approach.

COVID-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such platforms range from institutionally sanctioned (and subscribed) Learning Management Systems (LMSs) to software provided by organizations beyond the institution and can pose a threat to student data and privacy. Data surveillance in educational contexts is not a new issue, nor is it only a strictly digital problem. However, the current milieu of constant and continuing public health crises has led to more frequent, uncritical, and hurried adoption of learning technologies. This article challenges professionals in higher education specifically to take a more critical look at the various EdTech platforms they are, have, and will adopt in the post-COVID-19 era, and the spectrum of surveillance such platforms enact. Through a review of common entities such as LMSs, Google Workspace for Education, and Zoom video conferencing software, this article demonstrates how these technologies place both teachers and students in a relationship to data and learning characterised by "epistemic inequality" or "unequal access to learning imposed by private commercial mechanisms''. By taking a closer look at the problematic surveillance functioning across EdTech, this article makes a case for Commons-based Peer Production communities as equitable, open educational alternatives that have resisted market-based neoliberalism and surveillance capitalism.

Randomized A/B tests within online learning platforms represent an exciting direction in learning sciences. With minimal assumptions, they allow causal effect estimation without confounding bias and exact statistical inference even in small samples. However, often experimental samples and/or treatment effects are small, A/B tests are underpowered, and effect estimates are overly imprecise. Recent methodological advances have shown that power and statistical precision can be substantially boosted by coupling design-based causal estimation to machine-learning models of rich log data from historical users who were not in the experiment. Estimates using these techniques remain unbiased and inference remains exact without any additional assumptions. This paper reviews those methods and applies them to a new dataset including over 250 randomized A/B comparisons conducted within ASSISTments, an online learning platform. We compare results across experiments using four novel deep-learning models of auxiliary data and show that incorporating auxiliary data into causal estimates is roughly equivalent to increasing the sample size by 20% on average, or as much as 50-80% in some cases, relative to t-tests, and by about 10% on average, or as much as 30-50%, compared to cutting-edge machine learning unbiased estimates that use only data from the experiments. We show that the gains can be even larger for estimating subgroup effects, hold even when the remnant is unrepresentative of the A/B test sample, and extend to post-stratification population effects estimators.

Distance and online education have required instructors to acquire new skills and competencies for language teaching. This research aimed to determine online Turkish language instructor competencies. It comprised two stages in which Fuzzy Delphi and Analytical Hierarchy Process (AHP) methods were used. In the first stage, 52 competencies under seven categories were compiled from the literature by applying the Fuzzy Delphi technique. In the second stage, the AHP method was used to determine the significance and weight of the competencies. There were five competencies in the "technical" category, three in the "individual" category, six in the "management and planning" category, three in the "material" category, nine in the "communication" category, eight in the "learner autonomy" category, and four in the "privacy and security" category. The findings suggested that "communication" was essential competence, and that "pedagogical" competence was more critical than "technical" competence. Furthermore, it was revealed that the instructors did not regard "autonomy" as competence. It also can be inferred that the instructors' "individual" competencies were not considered very important.