Century Challenges Research Articles

Integration of information and communication technologies in management education: a path for success

We are in VUCA environment, a highly competitive environment, with distributed access to resources. The talented HR can give requisite which could provide the requisite cutting edge services to organizations to flourish. This calls for producing business management graduates who could efficiently handle the next century challenges. To achieve this, revolutionary pedagogical changes have to be made in terms of ICT (Information and Communications Technology) that would come in handy for improving the quality of imparting of management education in general and learning in particular. Many surveys conducted by industry associations like FICCI, CII and Aspiring Minds has pointed out that employability of business management graduates is the major issue. Hence any initiative, such as ICT as a pedagogical change will go a long way in solving this problem apart from enabling the youngsters to contribute to the Gross Domestic product (GDP). This paper aims at examining the role of ICT in improving the quality of management education. It further explores to find whether ICT enabled education enhances the learning experience and provides new skill sets to the students. Design /methodology – This study critically examines the role of ICT in Management education which is based on literature and document review. It has covered educational reports, empirical and theoretical research and various articles. Originality/Value- This is mainly an analytical study by exploring the secondary sources and reviewing documents including the experience of few institutes in the field of management education to make out a case for effective use of ICT.

Educational Innovation of Islamic Boarding Schools in Indonesia and Malaysia in Facing the 21st Century Challenges

The problem of 21st Century education is in facing the challenges to produce generations with ability to think critically and skills in solving life problems. The challenges can be responded through educational innovation in Islamic boarding schools. The purpose of the research is to analyze the forms of educational innovation made by Islamic boarding schools in Indonesia and Malaysia in facing the 21st Century. This research uses systematic literature review (SLR) type of qualitative approach. The tools used to codify the literatures are Publish and Perish, ERIC, and Google Scholar. The codification result finds 64 articles on Islamic boarding schools innovation in Malaysia and 207 articles on it in Indonesia. The articles codified are limited from 2013 -2023. The result of the research shows that there are differences between educational innovations in Indonesia and Malaysia in the period of 2013 to 2023 in the aspects of the use of technology, community involvement, collaboration with other educational institutions, combination of religious and general education, and in the aspect of project-base education. The similarities between the two are in increasing the faith of Muslims through religious education and creating generations of noble character. To face the challenges of the 21st century requires the role of a transformational and distributive leader who can form unity, partnership, cooperation, democracy, tolerance, and involvement in leadership practices.

A Review on Revolutionary Strategy for Crop Improvement: Genome Editing

Genome editing technology revolutionized crop improvement technology through sequence-specific, precise, site-directed, safe genetic manipulation and combat the major 21st century challenge such as achieving world food security meeting rising global food demand and improving food nutrition in the face of rapidly changing climate conditions. Crop improvement using conventional and molecular breeding approaches takes time, causing biosafety concerns and cannot equipoise with raising demand. Genome editing system like zinc finger nuclease (ZFN), transcription activator-like effector nucleases (TALEN), and clustered regularly interspaced short palindromic repeats (CRISPR) made a desirable targeted modification in crops for improving crop yield, nutraceutical quality and also enhance tolerance to environmental stress (biotic or abiotic) through add the desirable trait(s) and remove the undesirable. Genome manipulation tools progression creates new breakthroughs and speeds up crop improvement through site-directed mutagenesis efficiently for crop improvements to meet the ever-increasing global demand for food and produce more resilient crop with great flexibility to combat climate change.

The Campus Color Line: College Presidents and the Struggle for Black Freedom by Eddie R. Cole

Reviewed by: The Campus Color Line: College Presidents and the Struggle for Black Freedom by Eddie R. Cole Randal Maurice Jelks The Campus Color Line: College Presidents and the Struggle for Black Freedom. By Eddie R. Cole. (Princeton, N.J., and Oxford, U.K.: Princeton University Press, 2020. Pp. xiv, 358. Paper, $19.95, ISBN 978-0-691-20676-9; cloth, $32.00, ISBN 978-0-691-20674-5.) Benjamin E. Mays, the sainted president of Morehouse College and mentor to Martin Luther King Jr., once observed, “‘To be president of a college and white is no bed of roses . . . . To be president of a college and Black is almost a bed of thorns’” (p. 63). Eddie R. Cole deserves all the accolades he has received for confirming Mays’s statement. Cole’s research into the Black freedom struggle broadens our historical understanding by exploring the involvement of college presidents across the country from the 1940s to the 1978 Bakke v. California ruling. Cole’s contributions to the history of U.S. higher education and the Black freedom struggle in the twentieth century will be discussed for some time. This book is a reminder that the Black freedom [End Page 385] movement challenged U.S. apartheid at all institutional levels. It also reminds us that predominantly white institutions of higher education were institutional guardians of apartheid in the postemancipation era. These reminders should hardly come as a surprise since historians such as Craig Steven Wilder have detailed the bloody economic investments in the buying and selling of enslaved people by both public and private institutions during the antebellum era. What Cole thoroughly documents is that the twentieth- century challenge to the ruling order was led by presidents of historically Black colleges and universities (HBCUs) alongside the mobilization of student activists. Black college presidents did the behind-the-scenes negotiations that supported students, who used a variety of mobilizing tactics to demand social justice. Cole’s book expands the historiography on Black student activism found in Stefan M. Bradley’s Harlem vs. Columbia University: Black Power in the Late 1960s (Urbana, 2009) and Upending the Ivory Tower: Civil Rights, Black Power and the Ivy League (New York, 2018) as well as in Jelani M. Favors’s Shelter in a Time of Storm: How Black Colleges Fostered a Generation of Leadership and Activism (Chapel Hill, 2019) and Donna Jean Murch’s Living for the City: Migration, Education, and the Rise of the Black Panther Party in Oakland, California (Chapel Hill, 2010). Cole mines HBCU archives and the papers of both southern and northern university presidents. He describes how confining these jobs were, and he details the political pressures and bureaucratic limitations each president faced as they tried to open their campuses to racial integration or keep them closed after Brown v. Board of Education (1954). Cole illuminates that the presidents’ approaches varied from institution to institution, and that their priorities differed, in terms of keeping racial integration at bay or assuring that their urban locales remained class-bound white spaces. These presidents, including Black college presidents, also faced increased pressure from students as activists sought to expand democratic freedoms to benefit their communities. The Campus Color Line: College Presidents and the Struggle for Black Freedom is outstanding. My chief criticism is it does not explore the history of athletics enough. Black sports history and the history of athletics at HBCUs must be added to this research. Here Cole might have explored Derrick E. White’s Blood, Sweat, and Tears: Jake Gaither, Florida A&M, and the History of Black College Football (Chapel Hill, 2019) to tie athletics to the politics of the Black freedom movement. The period Cole covers in The Campus Color Line coincided with the rise of legendary athletes—Kareem Abdul-Jabbar (Lew Alcindor), Jim Brown, Althea Gibson, Madeline Manning-Mims, Wilma Rudolph, Cazzie Russell, Bill Russell, and Wyomia Tyus. The most significant and ironic moment in the history of sports and racial integration came in 1970, when the University of Southern California (USC) destroyed the University of Alabama in a nationally televised football game led by freshman sensation Sam “Bam” Cunningham. The irony of that win was that USC...

Exploring the Relationship Between Attitudes of Preservice Primary Science Teachers Toward Integrated STEM Teaching and Their Adaptive Expertise in Science Teaching

The call for the implementation of integrated science, technology, engineering, and mathematics (iSTEM) teaching has been on the rise. This teaching approach helps students to develop innovative skills and meet twenty-first century challenges. However, teachers need to possess positive attitudes toward iSTEM teaching to implement it. Therefore, studying factors that influence these attitudes is important. So far, investigated factors have focused on teachers’ personal and professional experiences. Predisposing and enabling factors related to iSTEM teaching are yet to be investigated. One putative construct that includes predisposing and enabling factors is adaptive expertise (AE) which allows professionals to highly perform in new tasks. Here, we argue that AE in science teaching is linked to teachers’ iSTEM attitudes through its three dimensions: perceived relevance (PR), self-efficacy (SE), and anxiety (Anx). We utilized a cross-sectional survey method to verify the proposed relationship on fourth year preservice primary science teachers (n = 91). They completed two online surveys measuring AE in science teaching and iSTEM attitudes, respectively. Results from multivariate regression modeling indicate a significant positive effect of AE in science teaching was found significantly positive on all three dimensions of iSTEM attitudes. These findings draw teacher educators’ attention to the importance of developing adaptive expertise while preparing iSTEM teaching advocates.

Scalable Knowledge Management to Meet Global 21st Century Challenges in Agriculture

Achieving global food security requires better use of natural, genetic, and importantly, human resources—knowledge. Technology must be created, and existing and new technology and knowledge deployed, and adopted by farmers and others engaged in agriculture. This requires collaboration amongst many professional communities world-wide including farmers, agribusinesses, policymakers, and multi-disciplinary scientific groups. Each community having its own knowledge-associated terminology, techniques, and types of data, collectively forms a barrier to collaboration. Knowledge management (KM) approaches are being implemented to capture knowledge from all communities and make it interoperable and accessible as a “group memory” to create a multi-professional, multidisciplinary knowledge economy. As an example, we present KM efforts at the US Department of Agriculture. Information and Communications Technology (ICT) is being developed to capture tacit and explicit knowledge assets including Big Data and transform it into curated knowledge products available, with permissions, to the agricultural community. Communities of Practice (CoP) of scientists, farmers, and others are being developed at USDA and elsewhere to foster knowledge exchange. Marrying CoPs to ICT-leveraged aspects of KM will speed development and adoption of needed agricultural solutions. Ultimately needed is a network of KM networks so that knowledge stored anywhere can be used globally in real time.

Specialty grand challenge – Building a 21st century community of bee physiologists to tackle 21st century challenges to bee thriving

Specialty grand challenge – Building a 21st century community of bee physiologists to tackle 21st century challenges to bee thriving

Positioning responsible learning analytics in the context of STEM identities of under-served students

Addressing 21st century challenges, professionals competent in science, technology, engineering, and mathematics (STEM) will be indispensable. A stronger individualisation of STEM learning environments is commonly considered a means to help more students develop the envisioned level of competence. However, research suggests that career aspirations are not only dependent on competence but also on STEM identity development. STEM identity development is relevant for all students, but particularly relevant for already under-served students. Focusing solely on the development of competence in the individualisation of STEM learning environments is not only harming the goal of educating enough professionals competent in STEM, but may also create further discrimination against those students already under-served in STEM education. One contemporary approach for individualisation of learning environments is learning analytics. Learning analytics are known to come with the threat of the reproduction of historically grown inequalities. In the research field, responsible learning analytics were introduced to navigate between potentials and threats. In this paper, we propose a theoretical framework that expands responsible learning analytics by the context of STEM identity development with a focus on under-served students. We discuss two major issues and deduce six suppositions aimed at guiding the use of as well as future research on the use of learning analytics in STEM education. Our work can inform political decision making on how to regulate learning analytics in STEM education to help providing a fair chance for the development of STEM identities for all students.

Response: Remaining Committed to Religious and Cultural Criticism

ABSTRACT Framed in the mode of an interview, this essay responds to questions surrounding the publication of Beyond Ontological Blackness: An Essay in African American Religious and Cultural Criticism (1995) in light of contemporary moves in Black studies, including Black religion and culture studies. The contemporary relevancy of the form of religious and cultural criticism presented in the book is the topic of the dialogue among contributors. My postmodern iconoclastic critique of Black essentialism—cultural, racial, or heroic—in favor of a grotesque aesthetic, which accents the comedic interplay of unresolved ambiguity and a Nietzschean robust pessimism filled with laughter, is rearticulated in light of the 21st century challenges and provocations of the religious situation discussed by the guest co-editors and contributors. Readers will discover a generous generational dialogue that models a commendable Black scholarly aesthetic.

PSYCHOLOGY OF CHILDREN’S PLAY AND STEM-EDUCATION IN THE DEVELOPMENT OF COGNITION, EMOTION, IMAGINATION, AND CREATIVITY IN CHILDHOOD

This study explores the issues related to the role of children’s play in the development of cognition, emotion, imagination, and creativity. It increases the effectiveness of preschoolers’ educational activities by improving their educational environments in order to ensure each child’s creativity and support children’s initiatives, allowing them to be independent and active. Modern experts emphasize the need to support children’s cognitive initiatives in the context of preschool education and family (Veraksa, ). Preparing children for the twenty-fi rst century challenges begins in the early years when they are naturally curious and excited learners, constantly asking questions. The STEM approach in education will make it possible to personalize educational trajectories, to take into account personality characteristics and enable the learners’ creative potential to unfold, laying the foundation for the digital transformation of their education. These activities promote creativity as children question, explore, investigate, and construct meaning through problem-solving and applying previous experiences. All these important skills are employed in the STEM learning paradigm which includes most academic subjects and promotes the development of twenty-fi rst century skills. The study is based on the theoretical foundations of sociocultural studies devoted to the role of children’s play in the development of cognition, emotion, imagination, and creativity in playworlds and educational environments (Vygotsky, ; Elkonin, ; Leontiev, ; Bronfenbrenner, ; Nilsson, Ferholt & Lecusay, ; Smirnova, , ). It presents the ANOVA results and correlation analysis, stating that the quality of preschooler’s education (ECERS-R measurement issue results in Russia) depends on certain indicators of teachers’ professional skills and affects the development of the child’s play activity. The data obtained can serve as reference points for transformation of the preschool education system.

Logistics decarbonization curriculum and development process

Climate change is one of the 21st Century Challenges. The need to achieve nations’ commitment at the 21st Conference of Parties to keep global emissions within 2ºC is becoming more relevant than ever. Freight transport emissions are growing. Keeping the same scenario will end in devastating consequences, while ambitious policies may reduce these impacts dramatically. However, the logistics sector's lack of knowledge may create a gap that will hinder achievement of sustainable shifts to a low carbon economy. This paper presents the methodology that, involving logistics industry practitioners and experts on logistics decarbonization, builds the first approach to a holistic education programme on decarbonizing logistics and supply chain management, based on continuous improvement and incorporating the needs of the logistics industry and updates from experts.

Single-cell transcriptomics and data analyses for prokaryotes-Past, present and future concepts.

Transcriptomics, or more specifically mRNA sequencing, is a powerful tool to study gene expression at the single-cell level (scRNA-seq) which enables new insights into a plethora of biological processes. While methods for single-cell RNA-seq in eukaryotes are well established, application to prokaryotes is still challenging. Reasons for that are rigid and diverse cell wall structures hampering lysis, the lack of polyadenylated transcripts impeding mRNA enrichment, and minute amounts of RNA requiring amplification steps before sequencing. Despite those obstacles, several promising scRNA-seq approaches for bacteria have been published recently, albeit difficulties in the experimental workflow and data processing and analysis remain. In particular, bias is often introduced by amplification which makes it difficult to distinguish between technical noise and biological variation. Future optimization of experimental procedures and data analysis algorithms are needed for the improvement of scRNA-seq but also to aid in the emergence of prokaryotic single-cell multi-omics. to help address 21st century challenges in the biotechnology and health sector.

The role of information and communication technologies in Implementing sustainable development strategy of Higher education in Ukraine

This research aims to analyze modern problematicity of examining and evaluating ICT role in implementing sustainable development strategy of higher education in Ukraine. Education for sustainable development is considered as a key instrument to achieve sustainable development goals and must respond to the 21st century challenges and aspirations as well as develop the right values and skills that will lead to sustainable and inclusive growth and peaceful coexistence; as an integral part of quality education, inherent in the lifelong learning concept. It has proved that various technology-based learning resources have become the new favorites of research and educational practice; they revolutionized the field of education. ICT integration in education is considered as having the potential to transform teaching and learning practices; it intensifies both teaching and learning processes, the quality and accessibility of education, learning environment, learning motivation, the scholastic performance; it increases the speed of perception, understanding, and the huge knowledge depth. In the research terms, it has been specified that ICT pose different challenges (lack of technical knowledge, training experience, limited ICT tools, poorer physical health, and increased vulnerability to cyberbullying, suicide, binge drinking, etc.)

Nurturing Critical Thinking from Pre-School: Lessons for Early Years Educators

Education across the globe is under increasing pressure to prepare learners who are ready to address numerous problems and challenges facing humanity in the 21st century and beyond. One of the notable factors that has been advanced is the lack of adequate and competent teachers able to nurture critical thinking and innovation skills. This paper explores the importance of critical thinking and strategies to develop them from early years. The study discusses the role of constructivism as a theory advocating active participation of learners and assuring that learning is significant. This presentation addresses many possible features and forms of critical thinking and the pedagogies that support learners in acquiring new competencies and skills to tackle 21st century challenges. The study concludes that if the world is determined to meet 2030 goals, early years educators should ensure adequate caregiving, and schools are expected to offer adequate methodologies for the development of skills of creative thinking as early as possible. Keywords: Critical Thinking, Creativity, Constructivism, Early Years Learning. Aims Research Journal Reference Format: Awopetu, A. (2022) Nurturing Critical Thinking From Pre-School: Lessons For Early Years Educators. Advances in Multidisciplinary and Scientific Research Journal Vol. 8. No. 4. Pp 24-34. www.isteams.net/aimsjournal. dx.doi.org/10.22624/AIMS/V8N4P4x

Conceptualizing the Researcher-Theory Relation

In this article, I interrogate the relation between a researcher and the theories that the researcher gets involved with. I use my own trajectory as a computing education researcher as a way to make visible how different conceptions of this relation are shaped through prior encounters with different theories in the human sciences, particularly theories of mind, language, and knowledge. While modernist theories stemming from the Enlightenment that presuppose a disengaged researcher have predominated in CS and CER, theories of mind, language, and knowledge associated with pragmatist and phenomenological philosophical perspectives from the 20th Century challenge these modernist views. Under these newer theoretical perspectives, the researcher is always already involved with theory, even if such theory has withdrawn into the unnoticed background, a background that gives every research study its intelligibility. Recognizing that all researchers are caught in the grip of theory may help in both abandoning theories that no longer serve and staying open to adopt new and emergent theories.

Preparing leadership for daunting 21st Century challenges

PurposeGiven the dynamic uncertainty of markets and the painful consequences of wrong choices, we need to adopt a realistic perspective on how to develop the next generation of leaders to respond to these and other dilemmas.Design/Methodology/ApproachAt the simplest level, good leadership is determined by who we are, what we do and how we do it. I contend that practice is essential: that leadership skills and competencies improve with experimentation, applied experience, critical self-evaluation and refinement. 10;FindingsIn sum, leadership is a journey of discovery. Leaders become competent only through deliberate practice, seeking feedback, engaging in humble reflection and remaining open to change.Practical/ImplicationsLearning how to lead in radically different situations in a volatile era is not a challenge that a model can resolve.Originality/valueOur current leadership models fail to offer useful, practicable guidance. Every good leader must makes choices based on a combination of factors, including his or her perception of organizational priorities, interpretation of the landscape and composition of stakeholders

The History of Education in Nursing: The Time Is Now.

The History of Education in Nursing: The Time Is Now.

21st Century challenges in animal production and food security, additional positive and negative impacts on human health and the environment

Meat, milk and eggs are nutrient-rich products that could effectively boost nutrient-poor diets, either as part of the normal diet or if access is increased through enrichment with vitamins and minerals, among others. Scientific evidence on the role of livestock products in improving nutrition is limited, especially in low-and middle-income countries, during the first 1,000 days of a child's life. Beyond food production, the livestock sector has additional positive and negative impacts on human health, the environment, societies and economies that must be understood and managed..

Real-World and Regulatory Perspectives of Artificial Intelligence in Cardiovascular Imaging.

Recent progress in digital health data recording, advances in computing power, and methodological approaches that extract information from data as artificial intelligence are expected to have a disruptive impact on technology in medicine. One of the potential benefits is the ability to extract new and essential insights from the vast amount of data generated during health care delivery every day. Cardiovascular imaging is boosted by new intelligent automatic methods to manage, process, segment, and analyze petabytes of image data exceeding historical manual capacities. Algorithms that learn from data raise new challenges for regulatory bodies. Partially autonomous behavior and adaptive modifications and a lack of transparency in deriving evidence from complex data pose considerable problems. Controlling new technologies requires new controlling techniques and ongoing regulatory research. All stakeholders must participate in the quest to find a fair balance between innovation and regulation. The regulatory approach to artificial intelligence must be risk-based and resilient. A focus on unknown emerging risks demands continuous surveillance and clinical evaluation during the total product life cycle. Since learning algorithms are data-driven, high-quality data is fundamental for good machine learning practice. Mining, processing, validation, governance, and data control must account for bias, error, inappropriate use, drifts, and shifts, particularly in real-world data. Regulators worldwide are tackling twenty-first century challenges raised by “learning” medical devices. Ethical concerns and regulatory approaches are presented. The paper concludes with a discussion on the future of responsible artificial intelligence.

Global competence development in EFL teacher training – An interview study on the global content in EFL teacher trainers' courses in Hungary

Abstract In today's world, education needs to empower students to become active global citizens who are prepared for 21st century challenges and who can solve local and global problems, thus, who are globally competent. To affect lasting change in our education systems, it seems urgent to incorporate the global perspective as early as in initial teacher training, and nurture globally competent teacher trainees. As essentially teachers decide on what and how they teach, it is worth examining how they develop the knowledge dimension of global competence, i.e., what content they teach for global competence development (GCD). The main aim of this study, involving five university tutors involved in EFL teacher training in Hungary, is to inquire into what topics they deal with for GCD, what attitudes they have towards dealing with these topics, and how they decide on the content in their first-year language development courses. Findings suggest that they deal with a variety of global and intercultural issues in their lessons; however, they tend to avoid certain local ones. Overall, they have a reasonably positive attitude towards these issues. Finally, the participants predominantly consider the connection to the syllabus, students' language level, and personal and student interest important when deciding on what topics to deal with in class.