Equity and Technology Use in Education

Background: Digital transformation refers to applying digital technology in various fields of society. In the last 5 years, digital transformation has spread to most areas of social life, including education. However, research on digital transformation in education is still fragmented. Objectives: The aim of the study was to present a comprehensive review of studies on digital transformation in education using bibliometric analysis. Methods: We searched the Scopus database from inception to 1 January 2023 using the search terms ‘digital transformation’ AND ‘education’ within abstracts, keywords, or titles of journal articles or conference papers written in English. The retrieved articles were analysed using VOSviewer and Biblioshiny tools. Results: A total of 1329 relevant studies were retrieved. Although the first paper in this field was published in 1999, the number of publications has increased rapidly only in the past 4 years. The most influential countries in this field are the developed countries (Russian Federation, Germany, and the United States), but scholars from the developing countries (Indonesia and Thailand) are among the most productive. Papers on digital transformation are frequently published in journals with lower rankings within the Scopus database. Using VOSviewer for keyword co-occurrence analysis, we classified the research topics related to digital transformation in educa-tion into four main groups: digital transformation in higher education under the impact of the coronavirus disease pandemic 2019 pandemic, applying the technolo-gies of the Fourth Industrial Revolution to education, digitization and digital compe-tence in education in the context of digital transformation, and learning forms using technology (for example, e-learning, m-learning, and blended learning) in higher-education institutions. Conclusions: Four research trends related to digital transformation in education were identified. These trends may also change as digital transformation continues to develop.

History teaches us that crises reshape society. While it is still uncertain how COVID-19 will reshape our society, the global pandemic is encouraging and accelerating innovation and advancement, especially in the digital sphere. This chapter focuses on the impact of the COVID-19 pandemic on the education service, which is typically classified as a service industry in industrial classifications. Digital transformation in the education sector has attracted significant attention recently. The current education system in Japan is based on a structure that was institutionalized in the industrial age. Although education has seen innovation since then, it is one of the sectors wherein innovation occurs at a slow pace, and therefore, it does not meet the sector’s expectations and demands. The COVID-19 pandemic is, however, accelerating digital transformation in education: Not only in Japan, but globally too, educators, students, policymakers, and other role players are now actively undertaking efforts to bring about digital transformation in this sector. This chapter reviews the rapid expansion of digital transformation in the education service and explores, in detail, the two main trends in digital transformation in the education service in Japan. These trends are the expanding of distance education and increasing innovation in educational technologies. The discussion further reflects on prior studies questioning the impact of digital transformation on education; it also anticipates and explores the effects of and concerns about the digital transformation in the education service. Finally, the chapter includes a discussion on how to address these concerns and maximize the digital impact. It indicates three concerns of the digital transformation in the education service: (1) poor motivation management, (2) negative effect of IT devices usage in education, (3) educational inequality by digital divide. They can be overcome by changing roles of instructors and further investment in ICT infrastructure in the education service. The discussions in this chapter give insight into how the education service might evolve after the COVID-19 pandemic. The distance education is becoming a new normal in the education service. However, the education community in general is not ready to maximize the merits of distance learning. We need to change the role of instructors from a knowledge teacher to a learning motivator and progress manager. In addition, we need more investment in ICT infrastructure in the education service to enhance educational effects.

The COVID-19 pandemic significantly accelerated digital transformation in education. Traditional face-to-face learning was rapidly replaced by e-learning, highlighting the urgent need for digital competence among educators and students. The present study examines how the pandemic acted as a catalyst for the development of digital competencies within the educational sectors in post-Yugoslav states. It explores the challenges and opportunities presented by e-learning during the pandemic period and considers its long-term implications. Online surveys with 424 educators and 1,549 students were conducted in Bosnia and Herzegovina, Croatia, North Macedonia, Montenegro and Slovenia to assess their experiences with digital learning tools and platforms. In addition, statistical data on e-learning adoption rates and technological advancements in education were analysed. The findings indicate a notable increase in digital competence among both educators and students, while also revealing persistent gaps in digital readiness. The most significant improvements were observed in digitally less-developed countries, where reliance on free-of-charge software played a crucial role. Looking ahead, it is essential to integrate digital competency training into educational curricula to ensure sustainable and effective use of technology in education. The study underscores the importance of institutional investment in digital training and infrastructure to support long-term digital learning strategies. It also offers insights into how a crisis can accelerate digital transformation in education, highlighting both the benefits and challenges of e-learning adoption.

In the conditions of European integration the development of the Republic of Moldova will have a special connotation, namely - the adjustment of the society to the requirements of a highly digitalized European society. In the article the authors aim to emphasize the importance of integrating information and communication technologies in university education in the Republic of Moldova in order to meet the requirements of a modern society. The main objective is to assess the impact of digitization on the educational process in ASEM. The research conducted in the article is an analysis of the current state of digitization in the Republic of Moldova, with a case study focused on the implementation of the digital teaching-learning-assessment process at ASEM. This approach is based on observing how digital platforms and tools can enhance student autonomy through online collaboration and support teachers in adapting teaching methods to current requirements. The presented results conclude that the digitization of education at ASEM not only improves the academic results, but also contributes to the increase of teachers' competences by diversifying the working methods.The key contribution of the article is to highlight the importance of digital competences for the European integration of Moldova and to demonstrate how ASEM can become a model of digital transformation in education. This is an original approach that underlines the need for sustained efforts in maximizing the use of technology in education, as digitization is considered a central pillar in national development.

The aim of this work is to present the dashboard as an interactive tool to analyze and visualize the results of the literature review on digital transformation in education, including the used architecture and software used to make it. The study collected 4149 articles from Scopus, Taylor and Francis, ScienceDirect, Redalyc y Sage and were selected 126 articles after applying quality criteria. The research used a mixed approach, both qualitative and quantitative, by one side, the literature review and the other side, extraction data analysis (EDA) was carried out. The study was conducted in four phases: Search and Acquisition, Cleansing and Organization, Analysis, and Design. PowerBI Desktop was the tool used to design and deploy the interactive dashboard. The main result was to visualize the most important information about digital transformation in higher education, such as the demographic distribution of the authors, their affiliations, the most prolific authors in the topic, and the trending topics. This innovative approach contributes to a more informed and data-driven understanding of digital transformation in higher education.

The latest state of digital transformation in education has become a significant research topic due to the increasing role of technology in all aspects of life. Education is an area that has been heavily affected by technological advancements, and studies have shown that it has influenced the way students learn, and how teachers teach. The research on the state of digital transformation in education can help develop strategies and approaches that allow for the effective and efficient use of technology in education. In this chapter of the book, the findings of a study conducted in Turkey and designed in the basic qualitative research pattern are shared. This research reveals the extent to which digital transformation in textbooks, one of the fundamental elements of education, and teachers' adaptation to digital transformation through document analysis and interview methods.

Digital transformation in education has become imperative to keep abreast of accelerating developments and meet the needs of learners in the digital age. Vision 2030 aims to make education more efficient and effective by taking advantage of the potential of digital technology, but this development is not without the risks that must be made aware of and finding appropriate solutions. The current research aims to know the risks of digital transformation in the education sector and the extent to which it affects the outcomes of education in Saudi Arabia. The concept of digital transformation was highlighted and the most important features of digital transformation in public education in Saudi Arabia and its impact on education outcomes and also touched upon the definition of the concept of digital transformation risks in education, the causes of the risks, the types of digital risks, the means followed, and the solutions proposed to avoid the impact of digital hazards. The descriptive curriculum of this study was used, and statistical work was done through the digital transformation risk identification tool forms, which included teachers and teachers (104) General education sector in Medina region as well as students and students (76) And parents (72). The study was the first area of general data and the second area about digital risks, their types and the most harmful from their perspective. The study resulted in identifying the most influential digital risks at the general levels of education. Appropriate solutions were provided to address digital risks.

Digital transformation has become a prominent aspect of modern education, with emerging trends and best practices shaping educational landscapes across borders. This article explores the implications of digital transformation in education through a qualitative examination of literature and library research. By analyzing various studies and reports, this research aims to identify emerging trends and best practices in digital transformation across borders. The findings reveal several key themes, including the integration of digital technologies into teaching and learning, the use of data analytics for personalized learning experiences, the importance of digital literacy and skills development, the role of artificial intelligence and machine learning in education, and the impact of digital transformation on educational equity and access. Furthermore, this article discusses the challenges and opportunities associated with digital transformation in education, such as the digital divide, privacy concerns, and the need for professional development for educators. By synthesizing existing literature and research, this study provides insights into the current state of digital transformation in education and offers recommendations for policymakers, educators, and stakeholders to navigate and leverage the potential of digital technologies in shaping the future of education.

This study explores the role of Technology in Education (TE) and Openness in Education (OE) in contributing to Equity in Education (EE), while highlighting economic barriers that continue to constrain access, inclusion, and digital participation within Tanzanian higher education. A quantitative survey design with a sample of 115 university graduates was selected through simple random sampling to ensure representativeness. Data were collected using a structured questionnaire measuring three constructs. Analysis followed a multi-stage approach. Exploratory Factor Analysis (EFA) using Maximum Likelihood extraction established the factor structure, supported by KMO and Bartlett’s test, with items below 0.40 loadings excluded. Confirmatory Factor Analysis (CFA) assessed model fit using indices such as Chi-square/df, RMSEA, GFI, CFI, TLI, and SRMR. Finally, PLS-SEM was conducted in SmartPLS, appropriate for exploratory models and small samples. Findings reveal that TE has a strong positive direct effect on EE and OE. Moreover, OE significantly mediates the relationship between TE and EE. Despite these benefits, the persistent high cost of technology, connectivity, and digital learning resources threatens to widen inequality. This research emphasises the dual role of technology, offering pathways toward equity while simultaneously creating new forms of financial exclusion. The study recommends economic interventions to reduce digital costs, expand public investment, and promote sustainable financial models that support openness and equitable digital access.

Information and communication technologies (ICTs) are drastically changing the norm in today's society, economy and culture. The acceptance and successful adoption of new technologies is as important as their introduction. This matter is particularly relevant to the current health crisis, especially for the aspect of education. The implementation of ICTs is changing the practice of learning institutions. Thus, this study aims to review academic publications on the use of technology in the education sector in Saudi Arabia. From the review of the literature, we determine six main factors influencing the successful adoption of ICTs. Using these factors, we develop a conceptual framework on the basis of the analysis and knowledge obtained from relevant literature. The proposed conceptual model helps identify the main factors that affect the successful adoption of innovative technologies in the education sector. We also provide potential research directions concerning the use of technology in the education sector in Saudi Arabia.

Contents: Preface. S.S. Klein with C. Kramarae and B. Richardson, Examining the Achievement of Gender Equity in and Through Education. B. Richardson, Part I: Facts and Assumptions About the Nature and Value of Gender Equity. J. Hyde, S.M. Lindberg, Facts and Assumptions About the Nature of Gender Differences and the Implications for Gender Equity. N. Stromquist, Gender Equity Education Globally. B. Richardson, P. Sandoval, Impact of Education on Gender Equity in Employment and Its Outcomes. D. Grayson, Part II: Administrative Strategies for Implementing Gender Equity. M. Nash, S.S. Klein, B. Bitters, S. Hobbs, W. Howe, L. Shevitz, L. Wharton, The Role of Government in Advancing Gender Equity in Education.C. Shakeshaft, G. Brown, B.J. Irby, M. Grogan, J. Ballenger, Increasing Gender Equity in Educational Leadership. D. Sadker, K. Zittleman, P. Earley, T. McCormick, C. Strawn, J-A. Preston, The Treatment of Gender Equity in Teacher Education. L. Fox, Part III: General Educational Practices for Promoting Gender Equity. D. Reed, L. Fox, M.L. Andrews, N. Betz, J.P. Evenstad, A. Harris, C. Hightower-Parker, J. Johnson, S. Johnson, B. Polnick, P. Rosser, Gender Equity in Testing and Assessment. E. Arms, Gender Equity in Coeducational and Single Sex Educational Environments. G. Abbott, L. Bievenue, S. Damarin, C. Kramarae with G. Jepkemboi and C. Strawn, Gender Equity in the Use of Educational Technology. M.A. Paludi with L. Nydegger, J. Martin, C.A. Paludi, Jr., Sexual Harassment: The Hidden Gender Equity Problem. C. Kramarae, Part IV: Gender Equity Strategies in the Content Areas. C. Lacampagne, P. Campbell, S. Damarin, A. Herzig, C. Vogt, Gender Equity in Mathematics. C. Burger, G. Abbott, S. Tobias, J. Koch, C. Vogt, with L. Bievenue, D. Carlito, T. Sosa, and C. Strawn, Gender Equity in Science, Engineering, and Technology. A. Taylor, A. Bailey, P. Cooper, C.A. Dwyer, C. Kramarae, B. Lieb, Gender Equity in Communication Skills. C. Brantmeier, J. Wilde, J. Schueller, C. Kinginger, Gender Equity in Foreign and Second Language Learning. C.L. Hahn, J. Bernard-Powers, M. Crocco, C. Woyshner, Gender Equity in Social Studies. E. Garber, R. Sandell, M.A. Stankiewicz, D. Risner, with G. Collins, K. Congdon, M. Floyd, M. Jaksch, P. Speirs, S. Springgay, E. Zimmerman, and R. Irwin, Gender Equity in Visual Arts and Dance Education. E. Staurowsky, N. Hogshead-Makar, M.J. Kane, E. Wughalter, A. Yiamouyiannis, P. Lerner, Gender Equity in Physical Education and Athletics. J. DeLamater, Gender Equity in Formal Sexuality Education. M.E. Lufkin, M. Wiberg, C.R. Jenkins, T. Boyer, E. Eardley, J. Huss, Gender Equity in Career and Technical Education. B. Eudey, with E. Correa, S. Lukas, The Role of Women's and Gender Studies in Advancing Gender Equity. D. Pollard, Part V: Gender Equity Strategies for Diverse Populations. O.M. Welch, F.E. Patterson, K.A. Scott, D. Pollard, Gender Equity for African Americans. A. Ginorio, M. Vasquez, Y. Lapayese, Gender Equity for Latina/os. M. Spencer, Y. Inoue, G.P. McField, Gender Equity for Asian and Pacific Island Americans. A. Calhoun, M. Goeman, M. Tsethlikai, Gender Equity for American Indians. J. Kosciw, E. Byard, S.N. Fischer, C. Joslin, Gender Equity and Lesbian, Gay, Bisexual, and Transgender Issues in Education. L. Fox, J. Soller, Gender Equity for Gifted Students. D. Mertens, A. Wilson, J. Mounty, Gender Equity for People With Disabilities. C.A. Dwyer, Part VI: Gender Equity From Early Through Postsecondary Education. B. Polnick, C. Dwyer, D. Fromberg, M. Froschl, C.F. Haynie, B. Sprung, Gender Equity in Early Learning Environments. J. Cooper, P. Eddy, J. Hart, J. Lester, S. Lukas, B. Eudey, J. Glazer-Raymo, M. Madden, Improving Gender Equity in Postsecondary Education. S.S. Klein, Summary and Recommendations for Achieving Gender Equity in and Through Education.

Digital transformation is the key to success in the VUCA era, including the education sector. This study aims to measure digital transformation in the education sector, particularly in higher education. This study uses a quantitative approach to address the research questions. Data collection was carried out through a survey of all employees of Universitas Terbuka via WhatsApp and email. Data analysis is carried out using SEM-PLS. The results of the study show that resources, information systems, and organizational structure and culture influence the success of digital transformation and the quality of education services. Factors that have an important role are the structure and culture of the organization. Organizational culture has a significant role in changing patterns of educational services. The implications of the study show the need to carry out similar research at several levels of education, such as digital transformation in primary, secondary, and tertiary education on face-to-face learning.

The Vietnamese education sector is accelerating the implementation of the digital transformation program according to Decision No.131/QD-TTg dated January 25, 2022, of the Prime Minister approving the Project "Strengthening the application of information technology and digital transformation in education and training in the period 2022 - 2025, with orientation to 2030", and Decision No.117/QD TTg dated January 25, 2017, of the Prime Minister approving the Project "Strengthening the application of information technology in management and support of teaching and learning activities, scientific research contributing to improving the quality of education and training in the period 2016 - 2020, with orientation to 2025". General education institutions, including primary education, are focusing on innovating teaching methods, management, and developing digital competencies for teachers and students. Primary schools are interested in experiential learning and life skills and values education for students through experiential activities. This article presents some theoretical issues of digital transformation in life values education at primary schools through experiential activities

This chapter explores the challenges and opportunities during teaching and learning in digital transformation, specifically focusing on Tanzanian teachers. To address the challenges facing the traditional model of delivering education, this book chapter explains how the infrastructure and resources and their accessibility during the digital transformation in teaching and learning are most important. The chapter highlights some opportunities and skills resulting from digital transformation in education, and those opportunities can be personalized learning, global accessibility, and innovation of teaching methods. Also, despite these opportunities, this chapter illuminates challenges that can arise during the digital transformation in teaching and learning. Document analysis and semi-structured interviews helped us collect many opinions and suggestions. Therefore, the chapter aims to contribute valuable insights to educators and policymakers since they can understand the complexities involved and guide future efforts toward an effective digital transformation in Tanzanian education.

The objective of this paper is to identify the key challenges of digital transformation in higher education, based on the practice of the University of Ruse “Angel Kanchev”. The issues are to present the experience of the Faculty of Business and Management (FBM) in distance learning and conduct a comparative analysis of students' opinions. Overall, the students perceive the educational process organization in the Faculty as striving for optimal quality at minimal costs. However, it is observed that some respondents are not familiar with basic academic terms, despite the University of Ruse's efforts in providing resources such as “First-year Students Guide” and support from the academic staff. The identified key challenges of digital transformation in higher education, particularly within the Faculty of Business and Management at the University of Ruse, are primarily due to human factors rather than technical, technological, or other ones.