Staff adoption of blockchain technology in higher education: insights from AHP analysis

Blockchain technology has the potential to eradicate fraud, improve institutional legitimacy, and increase efficiency, security, and transparency. Despite its potential, the adoption of blockchain technology among staff in higher education institutions (HEIs) remains limited, particularly in emerging economies like Oman, due to limited technological infrastructure, insufficient preparedness of institutions, and a lack of skilled employees. Research undertaken in developed countries has identified the advantages of blockchain for credential verification and administrative purposes, but these findings cannot be generalized in Oman due to its distinct context. To fill this research gap, the objective of this study is to identify, explore, and prioritize the critical factors that influence staff adoption of blockchain technology in HEIs in Oman. This study employed the Analytic Hierarchy Process (AHP) to prioritize the factors, and data were collected from 16 staff members employed at universities in Oman. The findings identified Leadership and Governance as the most important factors, highlighting the need for strong top management support, policies, and strategic direction. The second-most important factor, financial management, emphasizes the importance of financial investment, cost-benefit analysis, and financial audit. Technical Infrastructure ranked third, highlighting scalability and security, data security and privacy, and system interoperability. Collaboration and Partnerships ranked fourth, emphasizing collaboration and partnerships with academia, industry, and government, while Human Resources ranked lowest, indicating the need for skilled workforce training and capacity building to effectively adopt blockchain technology. This study offers insights for policymakers, HEIs, administrators, staff, and blockchain technology developers. The originality of this study lies in bridging the gap between academic theory and institutional decision-making by providing the policy-relevant prioritization model for blockchain technology adoption among staff in HEIs, grounded in the Oman context and validated through expert consensus.

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID‐19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners. Practitioner notes What is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies. However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution. There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation. What this paper adds This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs). This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs. This review paper demonstrates that bottom‐up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs. Implications for practice and/or policy Universities should create structures that enable innovation and creativity by promoting bottom‐up and opinion leadership as well as shared decision‐making processes as they are important for the successful implementation of educational technologies in HEIs. Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs. The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.

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.

The relevance of the study was due to the need to implement and develop digital tools and systems for any specialties, in particular the transport industry and logistics, professional education in labour protection, and technological education. The purpose of the article was to substantiate the planning of the development of information and digital technologies in higher education institutions. In the research process, general scientific and pedagogical research methods were used: theoretical analysis (comparative, systemic, analytical-synthetic, inductive, deductive) to substantiate the strategic plan for the development of information and digital technologies in higher education institutions; synthesis (general scientific, intersectoral, interdisciplinary) to substantiate the unity of interconnected tools and systems in higher education institutions, formulation of a conclusion; classification, systematisation, generalisation with the aim of generalising methods, electronic resources, interactive tools, platforms, etc. The article was devoted to the problem of development of information and digital technologies in higher education institutions. The relevance and necessity of developing information and digital technologies were substantiated to determine: planning, implementation and development of digital tools and systems; steps to modernise curricula; training teachers in digital skills; creation of electronic resources for learning. A graph of the development of information and digital technologies in higher education institutions was developed. The specific directions of its development were substantiated: needs analysis, improving the level of qualification of scientific and pedagogical staff, modernisation of curricula, creation of electronic resources, implementation of analytics systems, ensuring access, security and confidentiality, support and development, evaluation and optimisation. The elements of the development of information and digital technologies were substantiated. The practical significance of this work is to determine the planning of the development of information and digital technologies in higher education institutions in the relevant areas, which allowed to predict the increase in the professional development of scientific and pedagogical workers, to provide high-quality education to students and trainees in difficult conditions

The article analyzes important aspects of modernization and transformation of education. Distance learning is seen as an important individualized process of transfer and assimilation of knowledge and skills, which requires further justification of the basic principles of its implementation. The features of the structure of introducing pedagogical technologies of distance learning in the process of professional training of future teachers are revealed. The place and role of distance learning technologies in the system of higher education are determined. It is noted that with the development of technical capabilities of teaching methods and technology, the means of educational activities of the teacher change. It is now possible to use new organizational forms of the learning process using ICT. Today, education focuses on “free development”, high culture, creative initiative, independence, mobility of future professionals. It was found that the main purpose of the use of distance learning technologies in higher education institutions is to provide students with access to electronic educational resources through the use of modern information technology and social networks. Distance learning technologies in higher education reveal the possibilities of a positive impact on solving the main problems in the training of future professionals: improving the quality of education in higher education institutions; realization of needs of future specialists in educational services; increase of professional mobility and activity of future specialists; formation of a single educational space within higher education; individualization of education with a mass of higher education. The results of the study allow substantiating the expediency of introducing distance learning technologies in the training of future teachers. It is established that distance learning provides graduates with access to nontraditional sources of information, increases the efficiency of independent and individual work and creates completely new opportunities for creative selfexpression, development and improvement of various professional skills. And teachers, in turn, are allowed to implement completely new forms and methods of teaching with the use of information technology in the educational process.

The article presents the main results of the analysis of the practical status of vocationally oriented chemistry training for future teachers of vocational education and technology in higher education institutions. The main tasks of the study were aimed at studying the normative documents regulating the training of teachers in the specialty 014.10 Secondary education (vocational training and technology); finding out the need for studying chemistry and its professional teaching in the process of training future teachers of vocational training and technology in higher education institutions; determining the level of formation the chemical knowledge in future teachers of labor training and technology; exploring of the level of motivation to study chemistry by students. Based on the results of the ascertainment experiment, it is concluded that the problem of vocational training of future teachers of vocational training and technology in higher education institutions is not properly solved, as in the process of research revealed contradictions between: the importance of chemical knowledge for mastering the disciplines of professional training teachers of vocational training and technology and mostly low levels of academic achievement of students in chemistry; current requirements for the professional training of future teachers of vocational training and the current practical status of vocationally oriented chemistry training; the need to improve the vocational training of chemistry of future teachers of vocational training and the lack of training and methodological support for this purpose; the need to strengthen the professional orientation of the chemistry course and the lack of methodology for the formation of future teachers of work training and technologies of chemical knowledge, taking into account their professional direction.

The essence of interactive learning, a description of the possibilities offered by interactive technologies, means of implementing interactive learning and an assessment of the difficulties of this type of tools for organizing the learning process was considered. The survey of participants’ understanding of the interactive learning components, the differences between interactive tools and other innovative tools for organizing the educational process in higher education was analyzed. Analytical and bibliographic methods were used to analyze the literature on the use of interactive technologies in higher education, followed by a questionnaire survey to explore the practical aspects of interactive technologies in higher education institutions. The directions of modern scientists' work on the use of interactive technologies in higher education were analyzed, and some issues on the effectiveness of interactive tools in teaching students were elucidated.

The adoption of blockchain technology began with the creation of several cryptocurrencies. It was initially employed as a peer-to-peer ledger for recording bitcoin cryptocurrency transactions. Researchers and professionals are becoming more and more aware of the huge potential of the technology that underpins bitcoin. This is mainly due to its unique features including decentralization, security, reliability, and data integrity. Blockchain is currently seen as a multipurpose technology with enormous potential. Applications built on the blockchain come with built-in features like authenticity, stability, and agreement. In addition, information kept on a blockchain ledger can be viewed from anywhere at any time. The management and upkeep of educational records have a lot of potential for blockchain technology. Despite this growing interest, little is known about the knowledge and practice surrounding the application of blockchain technology in education at the moment. Blockchain in education is still in its early phases of development. The adoption of blockchain technology in educational institutions is still relatively low. The majority of these institutions use it to verify and disseminate academic credentials and/or learning outcomes that their students have attained. Blockchain technology, according to experts, has a lot more to give and has the potential to change the industry. This paper does a thorough analysis of the literature on blockchain-based educational applications. It focuses on four key topics: (1) Literature review for papers based on blockchain-based education applications 2) Potential uses cases in this field (3) Some popular projects developed in education (4) Future trends in the current discussion associated with implementing blockchain technology in education.

The ways of education development are changing, which is largely determined by the introduction of digital technologies and the desire to improve the efficiency of management of educational processes at universities. Therefore, this study aimed to identify the challenges and opportunities in universities related to the use of digital technologies (social media tools, digital online platforms, digital learning platforms) in higher education institutions in Kazakhstan. A sample included respondents (N = 69) from 16 educational institutions in Kazakhstan that combined teaching (conducting training courses or working with students) and administrative management (management or planning of the educational process). The data were obtained using an offline questionnaire and processed using SWOT methodology. Representatives from 16 public and private universities responded to the questionnaire: the rector (2%) and two vice-rectors (3%), deans of faculties (23%), directors, and heads of various departments of universities (71%) were interviewed (managers are engaged in teaching). As a result, six thematic outcomes demonstrated the opportunities for technology application in education: enhancing management quality, motivation, access to electronic resources and materials, transparency and objectivity in grading, the possibility of implementing distance learning, and simplification of routine tasks. It is also noteworthy to mention five thematic outcomes as challenges, which encompassed issues with security, technical errors, reduced communication, dependency, and complexities in grading. AcknowledgmentsThe study was carried out within the framework of grant funding by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Modernization of the system of distribution relations and reduction of income inequality of the population of the Republic of Kazakhstan” BR21882165.

This study aimed to explore the effects of using artificial intelligence (AI) technologies in higher education institutions in UAE on students and faculty members. Through designing a survey on Google Form and adopting a descriptive analytical approach, the intended goals were met. This survey employs the five point Likert scale and includes two main parts. The first part collects data about (gender, name of the university, and academic rank). The second part targets two areas. The first area is the effects of using AI technologies in higher education institutions in UAE on students and the second area is the effects of using AI technologies on faculty members. The researchers shared the survey link on several WhatsApp groups that target faculty members in eight universities in UAE. The survey was filled by 244 faculty members. Thus, the purposive sampling method was used. SPSS program was used for conducting an analysis for the collected data. It was found that using AI technologies in higher education institutions in UAE has positive effects on students and faculty members. In terms of students using AI technologies develops the critical thinking, research, critical thinking and time management skills of students.

The advent of digital technologies has brought about new opportunities and challenges to the education system globally. The use of digital technologies by educators in Higher Education Institutions (HEIs) is a portal for innovative teaching and learning. While there is a gradual increase in the use of these innovative technologies by HEIs in South Africa, there is still a long way to transform the educational system fully. Effective use of digital technologies in teaching and learning needs a certain level of digital literacy. Digital literacy enhances teaching and learning by helping educators integrate and use digital technologies, while equipping students with skills to access the internet effectively. The impact of digital technology has beaconed the need of educators to acquire 21st-century skills. Digital literacy skills are critical in realising the potential and benefits of digital technologies. This paper investigates the importance of digital technologies in education and the impact of digital literacy skills on the effective use of these technologies in HEIs in South Africa. Data collection was primarily based on a critical review of literature relating to the application of mobile technologies in HEIs in South Africa. The results revealed various barriers inhibiting educators from adopting mobile technologies in teaching and learning, including lack of digital literacy skills, time constraints, unwillingness to change, lack of educator confidence, poor technological infrastructure, and lack of digital or mobile devices. The study provides recommendations to enable and inspire educators in HEIs to use mobile digital technologies effectively.

The article highlights the theoretical and methodological foundations of health-saving technologies in higher education institutions in the context of developing an inclusive educational environment. The aim of the study is to provide a theoretical justification for the content and structure of health-saving technologies and to identify opportunities for their implementation in working with higher education students, particularly those with special educational needs. The methodological basis consists of the provisions of environmental, competency-based, and human-centered approaches, implemented through theoretical methods of analysis, synthesis, comparison, and generalization of scientific sources. The study clarifies the essence of the concept of «health-saving technologies in higher education», which are considered as an integral pedagogical system integrated into the goals, content, organizational forms, and assessment of learning outcomes, rather than as a set of disparate health-improving measures. It is justified that an inclusive educational environment in higher education institutions is a key space for the implementation of such technologies, where academic requirements are aligned with the individual capabilities, educational needs, and resources of students. The content and structural components of health-saving technologies are characterized, which form a multi-level system of universal and specialized (adaptive and supportive) elements for applicants with special educational needs. A set of pedagogical conditions and organizational and management mechanisms that ensure the effective implementation of health-saving technologies in inclusive academic groups is identified, and practical forms and methods of their implementation in everyday university practice are outlined. A conclusion has been made about the need to consider health-saving technologies as an integral part of the quality of an inclusive educational environment and the prospect of further research related to assessing their effectiveness.

Purpose This paper aims to investigate the influence of trust on adopting and implementing blockchain technology in higher education institutions (HEIs) in Brazil. Design/methodology/approach This study uses an exploratory qualitative approach to understand the construct of trust in the context of the educational sector. Data were collected through semistructured questionnaires and online interviews. Findings The research identified that, for most potential blockchain users, trust positively influences the HEIs, because benefits such as secure data sharing and transaction transparency could optimize the daily routine and avoid fraud in academic documents, providing a cooperative and reliable working environment. In addition, the results suggest that trust is needed to overcome challenges related to issues such as costs and privacy. Research limitations/implications This study contributes to the advances in the emerging literature on blockchain in the educational sector as a system with the potential to generate trust, as well as the literature on the technology acceptance models. Practical implications For HEI managers and practitioners, this study highlights the need for a greater understanding of the influence of trust in the relationships between HEIs and other stakeholders. Social implications This work shows that adopting blockchain technologies would allow users to build social relationships of trust in a cooperative work environment and develop trusted behavior by sharing data securely and transparently. Originality/value To the best of the authors’ knowledge, this is one of the first studies on the adoption and implementation of blockchain in the education sector in Brazil.

Organizing education for minorities: enhancing minority access and use of the new information technologies in higher education

Universities should be concerned about the emergence and development of blockchain technology, which has the potential to become a most powerful disruptive innovation in the modern world. blockchain technology is able to address the challenges that both the higher education institutions and society at large are currently facing. Due to their unique qualities, such as data integrity, security, decentralization, and dependability, blockchain technologies have drawn significant interest from academia and industry. This study explores the adoption of blockchain technology in higher education institutions (HEIs), focusing on the perceptions of administrative and IT staff. Using an interpretive qualitative approach, six key themes were identified: technical integration, data security, financial constraints, regulatory challenges, skills and training needs, and organizational culture. While participants expressed cautious optimism about blockchain's potential to improve transparency, record management, and efficiency, they also highlighted significant barriers such as outdated infrastructure, lack of funding, unclear policies, and limited internal expertise. The study proposes a comprehensive framework to guide HEIs in adopting blockchain in a way that considers both technical and human factors. It concludes that successful adoption requires strategic planning, leadership support, and capacity building, offering practical insights for policymakers, institutional leaders, and researchers aiming to advance digital innovation in education.