Transformative digital technology for disruptive teaching and learning

This Community Service Activity was carried out between the Digital Business Study Program Service Team, Makassar State University in partnership with the Yapti Makassar Special School (SLB-A Yapti Makassar). The problem faced by service partners is the lack of digital skills possessed by blind students at SLB-A Yapti Makassar in carrying out the learning process. The activities carried out aim to increase the enthusiasm for learning and digital abilities of blind students at SLB-A Yapti Makassar. The training participants were eight students who were representatives of all students at SLB-A Yapti Makassar. Training methods include lectures, discussions, and practice in using digital platforms for learning. The results obtained from this activity include (a) Partners have enthusiasm and competence in learning using digital technology, (b) Partners gain literacy in using digital technology in learning, (c) Partners gain experience in practicing using digital technology in learning.

Higher education for health care professionals faces numerous challenges. It is important to develop and apply methods supporting education, especially the practical skills. This scoping review aimed to explore the activities and learning outcomes of digital technology in practical skills teaching and learning in higher education for the social and health professions. Scoping review recommendations and the PRISMA-ScR checklist were applied. Randomized controlled trials published between 2016 and 2021 involving students in higher education who were taking courses in the social sciences and health care and reported interventions with digital technology activities and practices in practical teaching and learning were included. The CINAHL Plus, PubMed, Scopus, ERIC, and Sociological s/Social Services s databases were searched. Teaching methods were blended, e-learning or other online-based, and digital simulation-based activities. Teaching and learning environments, methods, resources, and activity characteristics varied, making a summary difficult. Interventions were developed in a face-to-face format prior to digitalization. The outcomes were measured at the knowledge level, not at the performance level. One-third of the studies showed a significant improvement in practical skills in the intervention group in comparison to the control conditions. The use of digital technology in the learning and teaching process have potential to develop of students' skills, knowledge, motivation, and attitudes. The pedagogy of technology use is decisive. The development of new digital methods for teaching and learning practical skills requires the engagement of students and teachers, in addition the researchers.

The role of principals of schools facing digital transformation in and for the 21st century is to assure and promote effective use of digital technologies in all aspects of school functioning.Within the project "e-Schools: Development of the System of Digitally Mature Schools" (e-Schools project), which is in the second phase of its implementation in the Republic of Croatia, the Framework for Digital Competencies of School Principals has been developed. Within the Framework there are five areas of digital competencies expected from and needed by each school principal in their everyday job: (1) Planning, management and leadership, (2) Digital technologies in learning and teaching, (3) Development of digital competencies, (4) Digital culture and (5) Digital infrastructure. For each of these areas, a set of digital competencies and related key school principal tasks were identified based upon a review and analysis of the relevant literature and strategic documents and with the help and involvement of experts and the school principals themselves.In this paper, the digital competencies of school principals related to the area (2) Digital technologies in learning and teaching have been presented and elaborated. The role of school principals in promoting the use of digital technologies in schools and some related challenges has been emphasized.

Using digital technologies (DT) in learning is expected to foster students' school engagement. International surveys, however, show that using of technologies for learning in Finnish schools is still far from optimal. This study was conducted as a part of Mind the Gap project. The aim was to examine how frequently students use technologies for learning, what kinds of attitudes they hold towards using technologies, and how these, compared to the students’ overall school experiences, explain academic well-being. Gender differences were also examined. The data was collected with a questionnaire in 2013 from 36 schools in Helsinki (n=735, 56% female, ~12-13 years) which assessed the students’ use of and attitudes to digital technologies in learning, perceptions of school, school value, school engagement and burnout. Gender differences were analysed with t-tests. Relationships between technology, school-perception measures and academic well-being were analysed with linear regression. DTs were reportedly used in school mostly for knowledge acquisition and mechanical tasks. However, most students reported wanting to use technology more and experienced it to foster school engagement. Regarding technology-related indicators, fear-of-failing and digital learning engagement were related to lower school value and also burnout symptoms. As DTs were used in learning infrequently, their contribution to school well-being was expectedly low. However, students’ attitudes for DTs were related to problems in school well-being. Thus, we propose a need for novel pedagogical practices for using DTs, while maintaining good student-teacher relationships and conditions. To conclude, how technologies are used, instead of how much, should be the key question.

This study aims to analyze the application of digital technology in learning in the digital era with a focus on challenges and opportunities for teachers. Digital transformation in education has changed the traditional learning paradigm, demanding the adaptation of the teacher's role from instructor to digital facilitator. The study used a qualitative approach with a systematic literature study method, analyzing academic publications from 2020-2025 related to the implementation of digital technology in education. Data sources were obtained from scientific journal articles, books, and relevant academic publications, then analyzed using thematic content analysis techniques to identify key themes. The results of the study show three main findings: first, the transformation of the teacher's role requires the development of integrative digital competencies covering technical, pedagogical, and social aspects; second, the implementation of digital technology has succeeded in increasing student engagement (82%) and digital literacy (76%), but faces obstacles in infrastructure, teacher training, and resistance to change; third, strategies for developing teachers' digital competencies require a holistic and adaptive approach with systematic support. The study concludes that the successful implementation of digital technology in learning requires the integration of teacher competency development, technological infrastructure, and a sustainable digital learning culture to create an effective learning ecosystem.

The digital transformation in education has driven significant changes in learning approaches in elementary schools. This study aims to critically examine the use of digital technology in elementary school learning through a literature review of the challenges and opportunities faced by teachers. The method used is a qualitative study with a literature review approach, which collects and analyzes various scientific sources from journals, proceedings, and academic books published in the last five years. The results of the study indicate that digital technology can improve learning effectiveness, facilitate more interactive and contextual learning, and encourage the development of 21st-century competencies in students. However, its implementation still faces significant challenges, particularly in aspects of teacher readiness, infrastructure gaps, and limited professional training. This study also highlights the importance of a TPACK-based pedagogical approach, supportive school leadership, and educational policies that are responsive to technological developments. Thus, the results of this study provide a conceptual contribution to the development of digital learning practices in elementary schools and can serve as a reference in formulating adaptive and sustainable educational strategies in the digital era.

Digital distance education technologies are a relevant issue today. For the training of crew members, it is necessary to comply with the requirements of the Federal State Educational Standards, the International Convention on the Training and Certification of Seafarers and Watchkeeping, and several other legislative documents. The article provides individual digital educational trajectories and an individual profile of students’ competencies using the Data Mining methods and the Moodle system.Purpose of the study:To study the issue of application of digital distance learning technologies complying with the requirements for ship crew members. Solving the problem of forming an individual digital educational trajectory and an individual competency profile of a student.Materials and methods:The concepts of distance learning technologies and e-learning, approved at the legislative level as the Federal Law dated December 29, 2012 No. 273-ФЗ «Education in the Russian Federation». According to the Decree of the Government of the Russian Federation on May 23, 2015 No. 497 «On the Federal Targeted Program for the Development of Education for 2016-2020», within the framework of Target 5 «Formation of a high-demand system for assessing the quality of education and educational outcomes», the following activities are planned: Typical models of constant evaluation of students’ learning achievements, allowing to form trajectories of individual development of students in secondary professional educational organizations and organizations of higher education». Individual educational trajectory is a personal way to realize the personal potential of each student in education. The individual educational trajectory in the period of digitalization of education and using of e-learning methods, distance learning technologies is an individual digital educational trajectory. An important element of an individual digital educational trajectory is the individual competence profile of students. The formation with the using Data Mining technology based on the Moodle e-learning system is considered.Results:The construction of an individual digital educational trajectory, including individual profiles of students’ competencies and the trajectories of their development, can be implemented using data mining, proper configuration, construction of matrices of various levels of connectivity using the modules of Competence and Curriculum of the Moodle system. The article presents the formation of the student’s competencies based on the construction, as well as the analytical unit of an individual digital educational trajectory and an example of an individual competency profile in the Moodle system.Conclusion:Training of crew members using digital distance education technologies is possible, but at the same time it has many limitations on the part of requirements. It is important to correctly combine the traditional form of education and digital learning technologies.

The use of technology in learning Arabic has become the main focus in efforts to increase the effectiveness and attractiveness of learning. This research discusses various approaches and technological applications that can be used to enrich the Arabic language learning experience. Online-based learning methods, use of mobile applications and interactive multimedia platforms are the main aspects explored. Evaluation of learning outcomes shows that technology integration can improve students' understanding of grammar, vocabulary and speaking competence in Arabic. The application of technology in Arabic language learning is expected to make a significant contribution to the progress of language education by utilizing the potential of modern technology. This research aims to determine the use of digital technology in Arabic language learning in class V of MIS Ikhlasiyah Tuamang. The method used is descriptive qualitative. The sample in this study was all class V students of MIS Ikhlasiyah Tuamang. Data collection techniques use observation, interviews and documentation. The data analysis technique uses theories from Milex and Huberman, namely reducing data, presenting data, and concluding data. The results of this research show that there is minimal use of digital technology in Arabic language learning in class V of MIS Ikhlasiyah Tuamang. This is shown from the results of interviews and observations that have been carried out, that in class V MIS Ikhlasiyah Tuamang, Arabic language learning very rarely uses digital technology, teachers more often use Arabic textbooks as a learning medium.

Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?

Based on different educational policies around the world, pre-service teachers are expected to use digital technology in their future teaching in school. However, to do this successfully, they need knowledge, skills and appropriate beliefs regarding utilising digital technology in learning scenarios. Thus, this study explores pre-service teachers’ beliefs regarding current digital technologies in their learning and future teaching. 232 pre-service teachers from Germany and the US participated in the comparative study and responded to the Digital Technologies Survey. The results show that overall pre-service teachers’ beliefs regarding digital technology in learning and teaching are on a moderate level. However, significant differences were seen between pre-service teachers from Germany and the US. For US pre-service teachers, digital technology seems more important and helpful for their current learning and future teaching than for German pre-service teachers. The same can be seen for self-assessed competence. The results and further implications are discussed.

Digital and simulative learning technologies have become especially popular and are being implemented in medicine. Consequently, this article aims to investigate the main digital learning and simulation technologies that are used in higher medical education. For this purpose, general scientific methods of research were used: analysis and synthesis. Based on the predictive method, the possible ways of solving some problems in digital medical education were demonstrated. Of separate importance was the use of content analysis, based on which the basic information materials concerning this problem were investigated in detail. In the results peculiarities of interpretation of digital and simulative technologies were defined, the problem of using digital technologies in modern medical education was characterized, the significance of simulative technologies in the system of training of future medics was indicated, the main stages of simulative training were investigated. It is noted that the key stage of simulation training is debriefing, where the analysis of basic errors takes place. In the conclusion, it is noted that the combination of digital and simulation technologies contributes to the improvement of the educational process as a whole.

Information and Communication Technologies over the past decades have enhanced University Teachers’ ability to provide effective and prompt teaching and learning. Therefore, this study explored University Teachers' behaviour intentions toward the use of digital technologies for teaching and learning in higher educational institutions in Ghana. We grounded our study on the Unified Theory of Acceptance and Use of Technology (UTAUT) by testing the contributions of two key variables, the Cost of Internet Data and the Cost of Smart Phones to predict Behaviour Intentions (BI) of university teachers in three higher educational institutions towards the use of Digital Technologies (DTs) for online teaching and learning. We applied Partial Least Square Structural Equation Modelling for data analysis. Hypotheses testing on how the Cost of Internet Data and the Cost of Smartphones influence university teachers' Behaviour Intentions (BI) toward the use of Digital Technologies (DTs) were supported. The findings of our study further showed that university teachers’ intentions to use DTs are influenced by determinants such as social influence, personal experience, and facilitating conditions. The study concludes that the polarity in the findings could help the university authorities to understand the factors to consider in selecting appropriate digital technologies for teaching and learning in universities. The findings from this study are a template for University teachers to get governments to change policies that affect the introduction of digital technologies in higher educational institutions.

Information and Communication Technologies over the past decades have enhanced University Teachers’ ability to provide effective and prompt teaching and learning. Therefore, this study explored University Teachers' behaviour intentions toward the use of digital technologies for teaching and learning in higher educational institutions in Ghana. We grounded our study on the Unified Theory of Acceptance and Use of Technology (UTAUT) by testing the contributions of two key variables, the Cost of Internet Data and the Cost of Smart Phones to predict Behaviour Intentions (BI) of university teachers in three higher educational institutions towards the use of Digital Technologies (DTs) for online teaching and learning. We applied Partial Least Square Structural Equation Modelling for data analysis. Hypotheses testing on how the Cost of Internet Data and the Cost of Smartphones influence university teachers' Behaviour Intentions (BI) toward the use of Digital Technologies (DTs) were supported. The findings of our study further showed that university teachers’ intentions to use DTs are influenced by determinants such as social influence, personal experience, and facilitating conditions. The study concludes that the polarity in the findings could help the university authorities to understand the factors to consider in selecting appropriate digital technologies for teaching and learning in universities. The findings from this study are a template for University teachers to get governments to change policies that affect the introduction of digital technologies in higher educational institutions.

This study aims to analyze the response of Islamic Religious Education students at As'adiyah Islamic University to the use of digital technology in the learning process. With the development of technology, the integration of digital media in education is very important to increase the effectiveness and efficiency of learning. The research method used is qualitative with a phenomenological approach, which aims to understand students' experiences and views in depth. Data were collected through in-depth interviews and participatory observation with 115 purposively selected data sources. The results of the study show that students have a positive response to the use of digital technology in learning. They acknowledge that digital technologies, such as online learning platforms, learning videos, and educational apps, have helped them understand the material better and make the learning process easier. From the results of this study, it can be concluded that the use of digital technology has great potential to improve the quality of learning in the Islamic Religious Education environment, although technical support is still needed for students so that they can make maximum use of technology. This research is expected to provide input for curriculum development and learning strategies at As'adiyah Islamic University.

This study on assessing the challenges in using digital technologies in teaching and learning in state universities in Cameroon had as objective to find out the challenges faculty and students face in the use of digital technologies in teaching and learning in state universities in Cameroon. Four specific research questions guided the study – What challenges do faculty and students face in the use of LMS in state universities in Cameroon? What challenges do faculty and students face in the use of Video Conference Platforms in state universities in Cameroon? What challenges do faculty members face in the use of Microsoft PowerPoint in teaching in state universities in Cameroon? What challenges do faculty and students face in the use of smart devices in state universities in Cameroon? The study based on Rogers’ (1962) diffusion of innovation theory, supposing that the adoption of a new idea, behaviour or product does not happen simultaneous in a social system; rather it is a process whereby some people are more apt to adopt the innovation than others and Davis’ (1986) technology acceptance model, which posits that the more a technology is perceived as useful and easy to use; its actual usage increases. The researcher adopted a survey design in a qualitative study method. The accessible population consisted of 3666 teachers and final year undergraduate students of eight long existing state universities in Cameroon. Using Kothari and Garg (2014), 406 participants from professional faculties in five of the eight universities were selected to make up the sample size comprising 386 final year undergraduate students and 20 teachers. Stratified purposive sampling and purposive sampling techniques were used in the study. An online Google form alongside an interview guide were adopted as the study instruments. The qualitative data collected were analyzed thematically. The findings of the study showed that Poor internet connection, distractions, and frequent power cuts, were the dominant challenges reported by teachers and students in the use of digital technologies in teaching in state universities in Cameroon. Based on these findings, it was recommended that Government could cause telecommunications companies to improve on their quality of services rendered, as well as reduce the cost of internet. The Government can also diversify energy supply sources to include solar energy in universities Campuses to mitigate the effects of frequent power outages.