Abstract
The objective of this research was to design and validate a questionnaire for teachers on the knowledge and use of smart city concepts and their usefulness in online learning during the COVID-19 pandemic based on a sustainable approach at different educational levels. It is important to analyze the use of online education based on the construction of intelligent learning environments, which favor the interaction between the environment and the student. With a quasi-experimental methodology, the psychometric properties of the questionnaire were analyzed through structural equation modeling (SEM), and the model was adjusted through a multivariate regression analysis to relate response patterns to a set of latent factors that cannot be directly observed, but exist in continuous dimensions of the people evaluated, and to create a valid and reliable instrument as a measurement tool using a sample of n = 973 subjects. The sample distribution consisted of 22.36% primary school teachers, 59.01% high school teachers, and 18.56% university teachers. The results showed a high reliability and construct validity through two models, and adjustment of the original model produced better goodness-of-fit parameters. We conclude that the designed questionnaire is a useful and valid tool for understanding how teachers have approached online teaching during the pandemic and their knowledge and use of Smart City concepts.
Highlights
Cities are constantly changing, and if we take into account the pandemic caused by the SARS-CoV-2 virus (COVID-19) [1,2,3] that is spreading worldwide, the pace of change is even faster
The third factor described the impact that information and communication technologies (ICTs) have on the teaching process, and the results show that it made up 9.623% of the total variance, including items such as I16—“they help my teaching process”, I17—“they improve the academic results of my students”, I18—”they replace traditional resources”, I19—“they encourage e-learning use”, and I20—“it means that online teaching is more dynamic and time-efficient”
The developed questionnaire met the need to study the situation of teachers and the actions to be implemented in terms of expanding the sources of information collected in our section of smart education [64], increasing individual and collaborative learning experiences of learning without barriers of space and time, as framed in our dimension of the impact that ICTs have on the teaching process [65]
Summary
If we take into account the pandemic caused by the SARS-CoV-2 virus (COVID-19) [1,2,3] that is spreading worldwide, the pace of change is even faster. As a result of this new reality, information and communication technologies (ICTs) are gaining momentum, and the concept of the Smart City is beginning to be heard more and more frequently [4,5]. This is the central focus of our research, which was carried out during a health crisis that has led the governments of almost all countries to order lockdowns of cities and schools [6,7] to prevent the spread of the infection, with significant implications for the world of education. The impact of the Smart City in education is important, since it saves costs in its management by using technological advances [28]
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