Effectiveness of a Cloud Learning Management System in Developing the Digital Transformation Skills of Blind Graduate Students

Citizens of the twenty-first century use specific skills to solve real-life problem situations, propose interdisciplinary solutions, and sustainably solve their communities’ socio-scientific and technological problems, locally and globally. Science, technology, engineering, and mathematics (STEM) education is an integrated and interdisciplinary teaching-learning space. STEM careers are subject to gender gaps in terms of access to higher education, and only a quarter of female students follow a STEM career. Moreover, later in their professional careers, women often obtain lower salaries and income in the STEM professions. STEM education seeks to actively engage students by incorporating technologies into teaching-learning processes since, favoring searching, analysis, solution, and simulation of socio-scientific problems. The latter has become highly visible during the pandemic caused by COVID-19, particularly in emergency remote education measures. Information and communication technologies (ICT) plays a role in online education, either via the knowledge involved in school curricula or an understanding of how the pandemic has evolved. This is a triple task for professors since they must have the right skills to train citizens of the twenty-first century, build new stimulating learning spaces for their highly technologized students, and develop these skills in their students. This article reviews the concepts associated with digital and STEM skills by analyzing a case study, exploring the perception of students in terms of their development of these competencies, and the commitments required in the study plans made by a Professor of Chemistry in a Chilean state university. A mixed investigation was undertaken, considering three phases with different methodologies. The first phase consisted of a bibliographic study, comparing both the digital and STEM skills of several organizations in Chilean education (UNESCO, MINEDUC, and ISTE). ISTE was used as the basis of the applied questionnaire to establish coherence in the dimensions coming from different reference frames. A second phase refers to the analysis of the study plan programs associated with STEM, ICT, and chemistry teaching, through an Analysis Matrix of Aprioristic Categories. In a third phase, the development of digital skills in undergraduate Chemistry students and professors were evaluated through the Digital Competence Questionnaire of Higher Education Students. Based on UNESCO information, the STEM competencies address both the content and its application to problems related to STEM careers in a manner consistent with the training model for science and chemistry teachers. In the case of digital skills, UNESCO integrates international reference frameworks respecting each country’s laws, enabling them to adapt them. In Chile, MINEDUC focuses on teachers’ use of digital tools to improve the teaching-learning processes of students; and ISTE is focused on the skills of higher education. The analysis of the study programs shows that students’ digital skills do not meet the requirements of the Chilean Ministry of Education (MINEDUC). However, the programs enhance more complex cognitive levels when the curricula advance, promoting STEM skills. The digital competence questionnaire for higher education students (CDAES) survey showed a development proportional to the curricular pursuit of the students where, in the first year of the degree, the students declare positive answers in 60.5% of the items consulted. This trend increases in the second and third years (90.7% of positive answers) and the fourth and fifth years (93.0 and 95.4% of positive answers). It remains a challenge to develop skills to design, create or modify technological educational media that promote the use of digital and STEM skills. In conclusion, this research proposes digital and STEM skills for teacher training, discussing the relevance of their integration in STEM teaching and learning. The teacher training curriculum does not have an explicit association with digital and STEM skills, although it addresses the skills required by national and international benchmarks. However, the students indicate positive attitudes toward the digital skills developed progressively during their training as teachers. As future Chemistry teachers, they value the development of digital teaching skills that allow them to address the challenges that arise in the classroom and thus promote the appreciation of STEM careers, which helps form citizens with more sustainable intentions.

In our digital age, the effects of digital transformation, the scope and speed of current changes, and the emergence of digital technologies have led to a radical transformation of workplaces, resulting in a reduction of demand for employees carrying out routine, manual tasks, while evokes a need for digitally-skilled employees emphasising the importance of digital and soft skills for business growth. Organisations need to equip their employees with different types of skills to achieve organisational goals in order to benefit from investments in digital technologies. While practitioners and academics are increasingly focusing on the importance of the human factor of digital transformation processes, there is limited knowledge about the impacts of digital transformation on the digital skills of the employee and how organisations can guide employees through the digital transformation journey, yet. This study provides an important insight into a specific country's context, which has not been sufficiently examined. This paper aims 1) to investigate how the digital transformation has changed the demand for human workforce (Q1a) and the challenge in the lack of digital skills (Q1b) and 2) to examine the importance of soft skills as an impact of digital transformation (Q2). The target group of the research is the managers and white collar workers of Hungarian manufacturing companies. The data collection was in spring 2021. Descriptive statistics and relationship analyses (Cramer's V and Kendall's Tau) were used to analyse the collected data (n=489). The research investigates an important social-digital phenomena determining how digital transformation arises significant demands on digital and soft skills. Results indicate that digital and soft skills such as critical thinking, complex problem solving, adaptability, resilience and creativity are essential to successfully exploit the digital transformation. The result can add value and stimulate new research on digital and soft skills and provide a useful benchmark for other countries.

Students have smartphones and are able to use every application they have on their smartphones such as communication applications, online games, social media and the like. The aim of this research is to measure the digital abilities or skills possessed by students and how students use them, to show an overview of the implementation of the learning process involving students' digital abilities or skills in Indonesian language subjects and to find out whether there is an influence on the digital skills of students at SMP Negeri 1 Batang Jeneponto Regency on student learning outcomes in Indonesian language subjects. This research was conducted using a quantitative approach with a type of research that used a quasi-experimental type with a method that only used one treatment group and did not use a control group. The sample from this research was 25 students from class VIII. The instruments in this research use questionnaires, tests (assignments) and documentation as support for this research. The questionnaire consists of a pretest given before the learning process is carried out and a posttest given after the learning process is carried out, while the test consists of tasks containing news text and poetry text material. Data analysis uses descriptive statistical analysis and inferential statistical analysis with hypothesis testing using the t-test. Based on the results of data analysis and t-test, the average value of students' abilities and learning outcomes after the implementation of the learning process involving students' digital skills was higher than before the implementation of the learning process involving students' digital skills. All students involve digital skills by using several methods of using search engines and social media in completing assignments with news text and story text material. The results of this research show that there is an influence on the digital skills of students at SMP Negeri 1 Batang Jeneponto Regency on student learning outcomes in Indonesian language subjects.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

This study aimed to investigate the impact of the Edmodo mobile learning environment on promoting psychological security among university students with visual impairments, at both the undergraduate and postgraduate levels. The researchers employed a combination of descriptive and quasiexperimental methodologies. The primary study sample consisted of 20 visually impaired students from Beni Suef University, divided equally between an experimental group (10 students) and a control group (10 students). To achieve the research objectives, the Psychological Security Scale was utilized and the experimental group received an intervention involving the implementation of a mobile learning environment using Edmodo. The data analysis revealed a statistically significant difference between the experimental and control groups in the postassessment, with the experimental group demonstrating an elevated sense of psychological security. Furthermore, the experimental group showed significant improvements in the pre- and postassessments, favoring the latter, with a standard score of 3.781. No significant differences were observed between the postassessment and the follow-up evaluation of the experimental group, with a standard score of 0.471, indicating the continuous effectiveness of the Edmodo mobile learning environment in enhancing the psychological security of visually impaired university students. This efficacy was sustained even one month after the student's graduation, as evidenced by the follow-up assessment.

This article discusses the digital skills of blind students in the educational process during the pandemic. The COVID-19 pandemic forced most students to adapt to a new habit which is WFH (Working from Home). Meanwhile, blind students take longer to learn online which they barely knew about. During this pandemic, students are required to develop digital competencies even though they are studying from home. The purpose of this study is to identify and understand blind students' needs when they are studying from home during the pandemic. The research method used by the researcher in this research is descriptive qualitative, in which the data collection process is carried out online. The results of the analysis found that 7 aspects of blind students' ability in digital space were quite good. Those 7 aspects are basic knowledge of screen reader applications, basic knowledge of digital landscapes, basic knowledge of finding information, basic knowledge of tracing lecture references, basic knowledge of conversational applications and social media, basic knowledge of digital media skills, and ethics in using digital media. Although they are able in accessing or browsing in digital spaces, they are still lacking at some points regarding safety in digital spaces.

This study aimed to identify the effect of using adaptive AI-enabled e-learning on developing digital content creative design skills among postgraduate students. The research tools included an achievement test and an observation checklist for rating the practical performance. Research results concluded that, regardless of learning styles, the proposed adaptive e-learning environment had a positive effect on developing both cognitive achievement and practical performance of digital content creative design skills. The results also indicated that there is a significant difference at the 0.01 level between the mean scores of the first experimental group's students using the global learning style-based adaptive e-learning environment and the second experimental group's students using the sequential learning style-based adaptive AI-enabled e-learning environment in the achievement test and observation checklist after measurement of digital content creative design skills in favor of the second experimental group's students. The study provided a number of suggestions and recommendations for making the utmost use of various design layouts of adaptive AI-enabled e-learning environments in developing different cognitive and performance aspects of learning as well as taking full advantage of digital content creative design skills mastery in producing a plethora of advanced electronic educational applications in the foreseeable future.

The digital transformation of education is a key factor in professional training, as it fundamentally reshapes approaches to teacher preparation and transforms educational paradigms. The relevance of this study is driven by the need to adapt professional education to the challenges of war, national reconstruction, and European integration, necessitating the development of new digital skills. The study aimed to analyse the theoretical foundations of developing digital skills among vocational education teachers, their essence, structure, and the impact of innovative tools on the quality of teacher training in professional education. The research materials included the professional standards “Vocational Education Teacher” and “Higher Education Lecturer”, academic articles dedicated to the digitalisation of education, and interactive tools such as cloud services, immersive technologies, and automated robotic systems. The research methods encompassed a review of scientific sources, interpretation, comparison, systematisation, and content analysis. The study’s results included a comparative analysis of professional standards, the identification of common and distinct requirements for digital skills, and the determination of areas for their improvement. It was found that teachers’ digital skills integrate technological, informational-analytical, ethical, communicative, and organisational components that ensure the effective use of digital resources to achieve educational goals. The essence and structure of digital skills were systematised, distinguishing them into basic, specialised, and immersive categories. The trends in education digitalisation were analysed, covering the use of cloud services, STEM methodologies, and automated robotic systems, while the impact of interactive simulations, virtual laboratories, and learning management systems on the quality of the educational process was examined. The study proposed the integration of competency-based, educational, technological, and pedagogical approaches for the harmonious development of teachers’ digital skills and their adaptation to current challenges. The concept of innovative tools has been developed. The practical significance of the study lies in the improvement of teaching by highly digitalised vocational education teachers, the modernisation of educational programs, and the enhancement of teacher training for European-integrated professional work in the context of rapidly advancing digital transformation

A major workforce inadequacy and the change in skill demanded have been observed due to the digital transformation. This study aims to identify the digital skills demanded by employers, focusing on exploring the skills gaps among the graduates that impact graduate employability. A cross sectional online survey was conducted among the companies registered with the Malaysian Productivity Corporation (MPC). Demand for digital skills was assessed using descriptive analysis of mean scores of the employers' rating in digital skills at present and in future. A pair sample t-test was performed to explore the existence of skill gaps, by comparing the demand versus competencies of the graduates' digital skills in the workplace. Of the 393 responses collected, 376 responses were used for final analysis. The findings show that the current top three digital skills in demand are "information and data literacy", "problem-solving", and "digital content creation". Whereas the top digital skills for future demand are "problem-solving", "safety", and "communication and collaboration". In addition, the most significant (digital) skill gap is found in "communication and collaboration skills" followed by "problem-solving" and "safety" skills. These findings provide insights into the digital skills demanded by employers in IR 4.0, allowing the practitioners, education service providers and policymakers to do better planning on human capital management and training development. By focusing on identifying the current and future demand for digital skills while exploring the digital skill gaps among the graduates, this study provides insight into the employability skills required by the graduate before entering the job market.

The rapid development of technology sets its own rules for adults and children. For younger schoolchildren, acquiring digital skills from primary school will give them the confidence to apply them correctly in school, at university, and in their lives. Schools should be interested in providing the necessary conditions to develop children’s digital skills. Teachers can equip them with the basic skills needed to live successfully in the digital age by teaching them digital literacy skills. They can help children develop their digital skills and move consciously in the digital environment. The development of digital literacy in primary school students and the role of information and communication technologies (ICT) teachers in this development are considered relevant and timely in the article. The study examines the vision and experiences of Kazakhstani primary school computer science teachers in developing students’ digital skills in informatics classes. The article discusses research methods such as questionnaires, interviewing ICT teachers, observation, and participation in computer science lessons to better understand the actual situation in primary schools in the Republic of Kazakhstan. The study’s results will be helpful for schools and are suggested for improving computer science curricula.

Background:The use of a cloud-based learning management system is the use of cloud computing technology to manage and access the online education system. By using this technology, educational institutions can provide learning materials, manage courses, and interact with students digitally via the internet. Research purposes:This research was conducted with the aim of seeing how the use of a cloud-based learning management system can improve access and quality of education by creating an online learning management system that can be accessed anytime and anywhere, as well as making it easier to manage learning materials, course management and digital interaction with students. . Method:The method used in this research is quantitative methods.This method is a way of collecting data and numbers that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. Results:From the research results, it can be seen that the impact of using a cloud-based learning management system can improve access and quality of learning. Apart from that, the use of a Cloud-Based Learning Management System can also improve the competitive performance of teachers in schools. Conclusion:From this research, researchers can conclude that the impact of using a cloud-based learning management system helps people acquire the skills needed to meet the demands of an ever-changing job market. However, LMS use must be done carefully and incorporated well into an institution's educational strategy to create an inclusive, adaptive, and sustainable learning experience.

The chapter brings a review of literature on primary and secondary data analysing the aspect of digital transformation from the point of view of human resources (HR). It describes the perspective of employees and their digital skills acquisition, as well as the perspective of employers and their readiness for digital transformation. It also introduces barriers to digital skills acquisition. The primary data used in this chapter is presented on a sample of Czech companies and employees in order to illustrate the current situation in this field. The authors concentrate on answers to the following research questions: What digital competencies were identified as those mainly needed for current employees and how they acquire them? What are the main barriers to closing digital skills gaps at work? How has the Covid-19 pandemic changed the requirements for employees' digital skills? The literature review results are supported by global secondary data analysis on demand for skills at the workplace in European countries.

This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a quantitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.

In the era of the industrial revolution 4.0, entrepreneurial activities are already digital-based. The emergence of various types of digital transaction software as a media for buying and selling online is a challenge for students. The need for digital skills for Vocational High School (SMK) students to support digital-based entrepreneurial activities. The purpose of this research is to describe the achievement of digital skills in learning entrepreneurial creative projects at Vocational High Schools in Central Java Province, Indonesia. Evaluation of digital skills based on indicators from Monggilo. To describe the research objectives, the research method used is evaluation research. The research sample is thirty vocational students who already have an independent business. The data collection technique used an online questionnaire filling survey using a Google form while the data analysis technique used was interactive analysis from Miles and Huberman. The results showed that the digital skills of SMK students in learning Creative Projects and Entrepreneurship: (1) 80.6% of students use digital mobile/smartphone devices for entrepreneurship; (2) 67.7% of students use the Google search engine application software for entrepreneurship; (3) 93.5% of students use WhatsApp social media application software for entrepreneurship; (4) 58.1% of students use the DANA digital wallet application software; and (5) 58.1% of students use the Shopee market place application software. Based on the research data, it is recommended to provide digital marketing knowledge and skills in using marketplace application software and digital payments to vocational students when learning entrepreneurial creative projects.

This paper aims to determine the impact of cloud computing digital content skills and technology acceptance among secondary school students. Using the quasi-experimental research design, the researchers succinctly measured the cloud computing effects on three variables: Cognitive achievement, digital content skills, and technology acceptance. A sample of 86 secondary school students in Jeddah was sampled using the cluster random sampling technique. The sample was divided into an experimental group and a control group; each group consisted of 43 students. Data were collected via a cognitive and performance test and a technology acceptance scale. Findings showed statistically significant differences between the mean scores of the experimental and control groups in the achievement test, the observation sheet, and the post-technology acceptance scale in favor of the experimental group (α=0.05). This indicates a positive impact of cloud computing on digital content skills and technology acceptance among secondary school students. Based on the findings, it is recommended to (a) effectively use cloud computing Apps and (b) replace the traditional paper-based method with technology to effectively store and work on available Apps embedded in cloud computing.