Invisible barriers in engineering and technology higher education in Utah county: social safety

In July 1995 the Scottish Higher Education Funding Council (SHEFC) announced an initiative aimed at redressing the underrepresentation of women in science, engineering, and technology in higher education in Scotland. The first step in the initiative was to support a research and development project that would investigate good practice in women's access to, participation in, and progression through courses and careers in science, engineering, and technology (SET) in higher education. The initiative had its roots in the growing awareness of the problem of the underrepresentation of women in these disciplines that had been communicated through such pressure groups as "Women Scientists and Engineers in Scotland" (WSES) and "Women into Science and Engineering" (WISE) among others. The recruitment problem in SET is not confined to women; it is much more general and a cause of concern across the United Kingdom, but it is clear that women experience particular obstacles and barriers in their pursuit of studies and employment in SET. In this paper, arising out of the first stage of a research project entitled "Winning Women in Science, Engineering, and Technology in Higher Education in Scotland," and funded by SHEFC,1 we consider the extent of the problem of women's underrepresentation in SET in higher education and speculatively ask whether there are epistemological and pedagogical questions that need to be addressed in order to ameliorate women's position. We set the scene by considering the nature of the problem of women's underrepresentation in SET in higher education at three stages: access to higher education, participation in courses in higher education, and progression through careers in higher education for women staff.

Background: The use of digital technology in higher education is overwhelmingly positively assessed in most recent research literature. While some literature indicates certain challenges in this regard, in general, the emphasis is on an encouragement and promotion of digital technology in higher education. While we recognised the positive potential of the use of digital technology in higher education, we were cautious of an instrumentalist and disembodied understanding of (digital) technology and its potential impact on higher education – as a sector of education and as a body of students. Aim: To re-conceptualise the way in which technology is understood for its use in the higher education sector, as is argued, would be of benefit for transformation in higher education. Setting: South African Higher Education sector. Methods: Phenomenology of embodiment. Results: An embodied understanding of technology through the embodied phenomenology of Merleau-Ponty and an explication of its potential for transformation in higher education via the working concept of the Embodied Screen leads to a full understanding of the student as embodied and socially-embedded individual. Conclusion: A more holistic and embodied understanding of digital technology serves to supplement transformation in higher education, especially if transformation is itself understood in concrete social and bodily terms as is the case in the South African context.

Background: The use of digital technology in higher education is overwhelmingly positively assessed in most recent research literature. While some literature indicates certain challenges in this regard, in general, the emphasis is on an encouragement and promotion of digital technology in higher education. While we recognised the positive potential of the use of digital technology in higher education, we were cautious of an instrumentalist and disembodied understanding of (digital) technology and its potential impact on higher education – as a sector of education and as a body of students.Aim: To re-conceptualise the way in which technology is understood for its use in the higher education sector, as is argued, would be of benefit for transformation in higher education.Setting: South African Higher Education sector.Methods: Phenomenology of embodiment.Results: An embodied understanding of technology through the embodied phenomenology of Merleau-Ponty and an explication of its potential for transformation in higher education via the working concept of the Embodied Screen leads to a full understanding of the student as embodied and socially-embedded individual.Conclusion: A more holistic and embodied understanding of digital technology serves to supplement transformation in higher education, especially if transformation is itself understood in concrete social and bodily terms as is the case in the South African context.

Central concerns within the field of learning technology in higher education have been the promotion of institutional change and staff awareness and development. This focus on the need to bring about a 'culture shift' and the importance of 'change agents' is reflected in the Dearing Report (DfEE, 1997) and in Funding Council initiatives such as TLTP and TLTSN (Davies, 1995). It is common for many of us who work in this area to feel that although we see clearly the task ahead, we have little at our disposal by way of evidence about how far we have come. Much of the evidence which does exist, and which has been incorporated into lectures and reports, is anecdotal, local and small scale, although there have been some larger studies, notably the Information Technology Assisted Teaching and Learning project (ITATL, 1997), and a 1999 study of C&IT materials funded by the Funding Councils (HEFCE, 1999a), and in the United States the national survey of desktop computing and IT in higher education (Green, 1989-99). These showed a rapidly increasing use of learning technology in higher education, and some of the limitations and restrictions which staff feel, such as technical support. However, there had been no indepth study of the subject and institution-specific influences on academic staff use of, and attitudes to, learning technology.DOI:10.1080/0968776000080202

Introduction.Globalisation, openness to innovation, implementation of digital content, realisation of competency-based approach in modern education generate a consistent tendency towards strengthening of the role of educational technologies (ET) in different types of professional pedagogical activity, reinforcing pertinence of their application at all levels of education. Mastery and efficient use of a wide range of educational technologies have expanded the opportunities for educators to use productively traditional pedagogical and digital information technologies in order to obtain the guaranteed intended (expected) educational outcome. The interest of researchers and practitioners in selection, design, implementation and evaluation of effectiveness of educational technologies in higher educational institutions is evidenced by the increase in the number of publications suggesting various points of view on the use of such technologies within the educational process, in educational communications and in professional and personal development of students. The search for the most effective means of training of the new generation of specialists to achieve academic and technological breakthrough in Russia has increased the significance of systematic scientific information on modern educational technologies used in higher education institutions.Theaimof the current research is to present the results of review and systematisation of research information on theoretical foundations of development and application of educational technologies in Russian and foreign higher educational institutions.Methodology and research methods.Analytical review has been prepared based on systematisation and generalisation of foreign and Russian scientific publications dedicated to the issues of design and use of educational technologies in the higher educational practice. 319 sources published since 2010 and included in Web of Science and Scopus research and citation databases as well as in the Russian Science Citation Index have been analysed. In order to achieve the set objective, authors have used such methods as content analysis, systems analysis, comparative analysis and benchmarking, terminological analysis, context analysis, generalisation and systematisation, analytical grouping, as well as methods of mathematical statistics.Results and scientific novelty.The article contains the results of analysis of Russian and foreign publications based on the following: 1) levels of presentation of research information (theoretical, theoretical and experimental, empirical); 2) attributes and properties of educational technologies; 3) approaches to selection of classification principles of educational technologies; 4) capabilities of educational technologies to shape academic, communicative and professional competency of a specialist; 5) criteria for evaluation of effectiveness of application of ET in the higher educational practice; 6) preparedness of teacher of higher educational institutions to develop and apply educational technologies. It has been established that Russian authors are still more oriented towards describing the characteristics and algorithms of predominantly traditional educational technologies and their applicability, evaluating their effectiveness through influencing students’ professional and personal development and competent communication. Foreign authors prefer to assess how widely applicable digital educational technologies are (within the boundaries of the educational organisation and beyond), measure students’ acceptance of educational technologies and their effectiveness through the impact on improvement of educational quality. Statistically significant differences were identified for all considered functional characteristics of educational technology in Russian and foreign publications, with the exception of “Student Attitude to Educational Technology”. Both Russian and foreign authors in the last 5 years have increased their interest in mixed educational technologies and in the problems of integrating traditional and digital technologies in higher education. In Russian journals there is an increase of the number of publications about the digital technologies, and in foreign publications there is an increase in the number of publications on traditional technologies, resources and conditions for improvement of effectiveness of educational technologies.Practical significance.The materials of the article can be used in the higher educational practice and in further research on development and application of educational technologies in Russian and foreign higher education.

Our paper focuses on the issues of social health and psychological safety of university students involved in digital sustainable education during the COVID-19 pandemic. Currently, modern education is becoming inclusive due to the advancements in information and communication technologies (ICT), and it is important not only to stress the relevance of sustainable development and the use of digital technologies, but also their impact on students at schools and universities worldwide. Digital literacy is a newly emerging feature that results from the attitude of team members in the field of digital technologies. This paper explores the impacts of the COVID-19 pandemic on students' learning and well-being and outlines the potential considerations for educational systems as they support students through the recovery period and beyond. Our study is based on the results of our own survey that was administered using a snowball and convenient sample of 1524 respondents (aged 19-26 years; 56.2% females and 43.8% males) from the Czech Republic (N = 804) and Russia (N = 720). We employed the ANOVA and Dirichlet Process mixtures of Generalized Linear Models (DP-GLM) in order to explain the causes of stress and anxiety after grouping variables represented by gender and the study specializations. Our results demonstrate that more than 87% of the students in the sample expressed a medium to high vulnerability to stress, while 58% of the respondents were affected by severe anxiety during their online education engagement. The most important factors that emerged as significant were the fear of getting infected and social distancing, while the best strategy to cope with the stress was self-control. These results allow us to provide practical recommendations for effectively coping with and controlling stress and anxiety among students in the post-pandemic era. In addition, our findings might contribute considerably to the study of the overall long-term effect of the COVID-19 pandemic on the university students, in general, and the use of digital technologies in higher education, as well as on the public health.

This chapter presents a comprehensive view of the main activities and findings of a research project entitled TRACER-Portuguese Public Higher Education Use of Communication Technologies, which focused on how the information about the use of Communication Technologies in Higher Education Institutions can be collected, systematized, processed, and deployed to stakeholders. The project was carried out between 2011 and 2014 and its main results are a consolidated proposal of an analysis model to address the use of Communication Technologies in Higher Education institutions, as well as the U-TRACER® tool. This Web-based tool provides support to the process of collecting, processing, and deployment of data related with the use of Communication Technologies in a specific Higher Education or in a group of institutions, based on institutional or geographical criteria.

Aim/Purpose: The aim of this paper is to demonstrate that PhD candidates’ social safety is a complex, systemic matter that requires a systemic solution. Background: Numerous studies and reports highlight that academia is not always a safe working environment for PhD candidates. They, in particular, face heightened vulnerability due to dependent working relationships, temporary contracts, and the often competitive and hierarchical nature of academic institutions. Although attempts are being made to address this issue, current interventions appear to be insufficiently effective. Methodology: A conceptual, multilevel framework of PhD candidates’ social safety is provided by integrating three major theoretical perspectives: Social Safety Theory, Team Psychological Safety, and Psychosocial Safety Climate. Next, through a non-systematic literature review of studies about PhD candidates’ experiences, potential risk factors for their social safety are identified. Finally, the paper outlines how this knowledge can inform universities to develop a strategy to promote social safety among PhD candidates and beyond effectively. Contribution: This paper proposes a shift in perspective – rather than treating the lack of social safety as an isolated problem, university leaders must adopt a systemic approach. This paper demonstrates the complexity of social safety, enabling a better understanding of both risk factors and the formulation of an effective strategy to foster social safety. Findings: The social safety of PhD candidates exists at three levels (individual, team, and organizational) and is influenced by risk factors within the structure, culture, and system of the academic environment. This paper proposes that a systemic approach is needed to address these issues, rather than focusing on individual interventions alone. Recommendations for Practitioners: University leaders should conduct a thorough assessment of their organizational structure, culture, and system to identify risks to PhD candidates’ social safety. This information should be used to develop a comprehensive safety strategy to promote and monitor the social safety of PhD candidates. Recommendation for Researchers: This paper recommends that researchers acknowledge and adopt a more comprehensive approach when studying social safety. Impact on Society: Improving social safety for PhD candidates can lead to improved mental health outcomes, reduced attrition rates, and higher academic performance. It will also contribute to healthier work environments across higher education. Future Research: Future studies should focus on empirical exploration of the three theoretical perspectives on social safety. Additionally, alternative measures to assess social safety could be explored, such as including neurophysiological measures, as feeling socially unsafe can impact an individual’s cognition and emotions.

This study offers a bibliometric analysis performed in R Studio to depict the growth of educational technology (EdTech) in higher education. The study uses bibliometric tools to track the evolution of EdTech research over time, finding major trends, influential articles, and emergent issues. This research sheds light on the transformational effect of technology in higher education pedagogy by analyzing academic literature, citation networks, and keyword mapping. The paper's goal is to contribute to a better understanding of integrating technology in teaching and learning activities inside higher education institutions by depicting ICT, EdTechs, online learning, and educational progress in higher education. The findings of this bibliometric analysis are useful for academics, educators, and policymakers looking to use educational technology's potential to improve teaching quality and student achievement.

E-learning is the buzz word in the field of education. Realising the advantages of using technology in education, the University of Delhi is launching its e-learning portal. Based on a survey of 240 college students from both private management institutes and colleges of University of Delhi, the paper focuses at gauging the existing state of technology in these institutes. This will provide a framework to promote Information and Communication Technology (ICT) in higher education. The study also aims at giving suggestions and recommendations to improve quality of higher education in India. The survey shows that the present state of technology in higher educational institutes is not good enough to effectively use technology in education. Thus, the merits of traditional classroom teaching and ICT tools should be integrated into a single system.

With the rapid development of technology, Virtual Reality (VR) technology has emerged as an innovative force in the field of education. This article aims to explore the current application status of VR technology in higher education and its future development prospects. Through in-depth analysis of application examples of VR technology in classroom teaching, experimental simulation, skills training, and other aspects, it reveals its significant role in improving teaching quality and enhancing students’ practical abilities. On this basis, it also provides an outlook on the potential application areas of VR technology in future higher education, such as remote collaborative learning and immersive historical experiences, with the hope of providing useful references and insights for educators.

This study explores the role of interpersonal skills and educational technologies in higher education, specifically at Mohammed V University of Rabat in Morocco, with a focus on enhancing the employability of young graduates. A descriptive, cross-sectional design was used, involving 150 participants, including both teachers and students from various faculties. The study aimed to examine their perceptions of the impact of interpersonal skills and the use of digital tools on teaching and learning outcomes, which are essential for improving career prospects. Data were gathered via a comprehensive five-part questionnaire assessing participants' views on the importance of interpersonal skills and the integration of educational technologies in their academic experiences. The results revealed that 91% of teachers and 87% of students identified communication, teamwork, and problem-solving as the most important soft skills for academic success and future employability. Additionally, 68% of teachers and 95% of students reported the regular use of educational technologies, such as learning management systems (LMS) and multimedia tools. A positive correlation was found between the use of these technologies and the development of critical interpersonal skills, including autonomy, critical thinking, and time management. These technologies also provide an interactive and engaging environment that enhances both learning and teaching experiences. Despite limited formal training in these areas, both teachers and students acknowledge the value of educational technologies in fostering soft skills and improving learning outcomes. These findings suggest that further integration of digital tools in teaching practices could enhance students' academic ability, professional development, and employability in a competitive job market, as well as contribute to their long-term career success.

This study analyzes opportunities for using cloud technologies in higher education in Ukraine. On the basis of principles of the system approach, it examines the main task of cloud technologies, strategic and tactical goals of cloud computing at the technical universities, as well as problems that arise in their implementation in the educational process. The paper discusses the main trends in the use of cloud technologies in higher technical education, analyzes cloud services used by leading technical universities in Ukraine in management and learning. The typical structure of a Technical University is considered with public, private, and hybrid clouds. The experience of Cherkasy State Technological University in the use of cloud technologies at management and learning is presented. Considerations are particularly given to distance support,mobile, and blending learning, virtualization mechanism to support the students learning at natural, mathematical sciences and engineering through the utilization of individual desktops.

Objective: Was to analyze the scientific production on the integration of Information and Communication Technologies (ICT) in higher education between 1998 and 2025, considering its impact on the Sustainable Development Goals (SDGs) to foster innovation among university students. Theoretical Framework: The incorporation of ICT in higher education is based on digital learning, innovation and bibliometric analysis, highlighting its adoption, pedagogical impact and contribution to quality education in accordance with the SDG. Method: It was quantitative and qualitative, based on the bibliometric review of the Scopus database, applying a search equation to extract relevant documents. A total of 3362 documents were obtained, from which 1972 original and review articles were selected after excluding other types of publications. Results and Discussion: The results showed a notable increase in scientific production (2020 - 2024) with high international collaboration. The universities with the highest number of publications were the University of Granada and the University of Seville, both in Spain. The most productive countries were Spain, India and the United Kingdom. One Spanish author stood out in publications indexed in Scopus. Research Implications: The implications of the research highlight its impact on educational policies and innovative strategies in higher education. Theoretically, it broadens knowledge about ICTs and, in practice, facilitates their effective integration into teaching. Originality/Value: This research is distinguished by its bibliometric approach in the study of trends on ICT integration in higher education, providing a quantitative and qualitative analysis of its impact and evolution, aligned with SDG 4: Quality Education.

This study analyzed current uses of emerging Web 2.0 technologies in higher education with the intent to better understand which tools teachers are using in the classroom. A total of 189 faculty in higher education from three western US universities were invited to participate, with 54 completing the survey. The survey included open-ended questions as well to offer an alternative analysis approach. In this study, the respondents claimed that the intrinsic factors of a lack of time and training were the main barriers to use, and reported positive views of Web 2.0 use in class, with 75% saying that these tools would benefit students and 83% saying they would benefit teacher-student interactions. In contrast to these results only 44% of the respondents used at least 4 of the 13 listed Web 2.0 tools with students. The reported uses did not match with the reported benefits, and this would support the results that extrinsic factors (time, training, support), instead of intrinsic factors (beliefs, motivation, confidence) are the main barriers to faculty in this study using more Web 2.0 in education. The top five Web 2.0 tools used, in order of preference, follow: (a) video sharing with tools like YouTube; (b) instant messaging; (c) blogs; (d) social communities, such as Facebook; and (e) podcasts or video casts. This data was originally submitted to the Abraham S. Fischler School of Education in Partial Fulfilment of the Requirements for the Degree of Doctor of Education.