Collaborative Environment Research Articles

A real-time fatigue detection framework based on non-intrusive physiological sensing for human-AI collaboration in socio-technical work environments

A real-time fatigue detection framework based on non-intrusive physiological sensing for human-AI collaboration in socio-technical work environments

Self-Motivation and Personalized Strategies for Enhancing English Language Proficiency in Professional Contexts

English proficiency is fundamental in the modern-day globalized workplace for professionals. This study examines the impact self-motivation and personalized learning strategies on professional English language skills. Twenty-five professionals were purposively selected for interviews to discuss their perceptions and experiences with the use of the English language in professional contexts. The primary data were narrative accounts from one-on-one interviews. The findings revealed that participants were primarily motivated to improve their English proficiency due to its perceived value in enhancing professional advancement, building confidence, and improving workplace efficiency. Career development emerged as a significant factor, as participants associated strong English skills with increased promotional opportunities and enhanced professional visibility. Many individuals overcame psychological barriers, such as shyness and low confidence, through purposeful self-improvement. Participants also viewed English proficiency as crucial for building confidence, contributing more meaningfully in collaborative environments, and feeling empowered in professional settings. The drive to be effective at work was further motivated by the fact that language competence enhanced task management, team communication, and overall job satisfaction. Personalized learning strategies included engaging in informal language exchanges with colleagues, adopting a growth mindset to embrace mistakes, and utilizing interactive tools such as apps and audiovisual content. These strategies enabled them to integrate English into real-life contexts, making language development both practical and sustainable. This matters because it highlights how intrinsic motivation and personalized, context-driven strategies can significantly support adult language learners in professional environments, suggesting that autonomy and relevance are key components in effective language acquisition.

Role of Social Media in Da'wah and Teaching Activities at Insan Mulia Boarding School Pringsewu

In the contemporary era, marked by rapid technological advancements and digital disruption, educational institutions such as Islamic boarding schools (pondok pesantren) face unique challenges and opportunities. Social media has emerged as a highly influential platform for disseminating da’wah messages, building religious communities, and enhancing educational activities. This study identifies several challenges associated with the use of social media in da’wah and teaching activities at pondok pesantren. This research is a field study, employing a descriptive approach through qualitative methods, focusing on data derived from observations and interviews. The data sources include the leadership of the pondok pesantren, teachers (ustadz), and students. The study aims to provide a clear depiction of the field situation and analyze it. The findings reveal that social media serves as a crucial medium for expanding the reach of da’wah activities, allowing for broader audience engagement and more interactive religious discussions. In the educational domain, social media facilitates innovative teaching methods, supports remote learning, and promotes a collaborative learning environment. As a result, pondok pesantren can disseminate information about religious activities, such as sermons, religious studies, and other events. While social media offers significant opportunities to enhance da’wah and teaching activities, careful implementation is necessary to maximize its benefits and mitigate potential drawbacks.

Beyond Books: Student Perspectives on Emerging Technologies, Usability, and Ethics in the Library of the Future

This research aims to understand the evolving role of academic libraries, focusing on student perceptions of current services and their vision for the future. Data was collected using a survey at a midwestern research university in the United States. The survey contained both quantitative and qualitative questions. The objective of the survey was to understand the current utilization of library services and students’ future visions for academic libraries. Qualitative and quantitative analysis techniques were utilized as part of the study. Thematic analysis was employed as part of the qualitative analysis, while descriptive and inferential analysis techniques were utilized in the quantitative analysis. The findings reveal that many students use libraries for traditional functions such as studying and accessing resources. There is also an inclination toward digitalization due to convenience, accessibility, and environmental sustainability; however, print materials remain relevant as well. Another finding was a lack of awareness among some students regarding available library services, indicating a need for better marketing and communication strategies. Students envision future libraries as technology-driven spaces integrating artificial intelligence (AI), augmented reality (AR), virtual reality (VR), and innovative collaborative environments. Ethical considerations surrounding AI, including privacy, bias, and transparency, are crucial factors that must be addressed. Some of the actionable recommendations include integrating ethical AI, implementing digital literacy initiatives, conducting ongoing usability and user experience (UX) research within the library, and fostering cross-functional collaboration to enhance library services and student learning.

Development of Learning Tools Assisted by Lumio By Smart to Improve Mathematical Problem Solving Ability

This study aims to describe the process and results of the development of learning tools assisted by Lumio by SMART on flat building material to improve the mathematical problem solving skills of junior high school students in grade VII. At Sunan Kalijogo Junior High School, students’ ability to solve varied geometry problems is still low. Students tend to focus on the end result without understanding the solution strategy, so they are only able to solve the problems that are modelled by the teacher. This research uses the 4D development model. The validation results showed the device was very valid (score 3.71). The learning was well implemented, student activeness reached 93.6%, and student response was 90.71%. Classical completeness reached 89.4% with ability improvement in the moderate to high category. The independent sample t-test resulted in a significance of 0.000 (<0.05), showing a significant difference between the experimental and control classes. Thus, the device developed was declared valid, practical, and effective. The implementation of the device also increased the involvement and motivation of seventh grade students of Sunan Klijogo Junior High School, as well as creating a collaborative learning environment and supporting a significant increase in mathematical problem solving ability. This research can be a reference for the development of innovative learning, and is recommended to be applied to other materials to improve mathematical problem solving skills.

Adapting Language Curriculum for Diverse Learners: Strategy for Inclusive Education

In an era of globalization, classrooms are becoming increasingly diverse, necessitating the adaptation of language curricula to meet the varied needs of learners. This paper investigates effective strategies for designing inclusive language education that acknowledges and leverages students' diverse linguistic and cultural backgrounds. Through a comprehensive literature review, qualitative interviews with educators and quantitative surveys using ex-post-facto or causal comparative research design. The target population consisted of selected primary schools in Calabar Municipality. The estimated primary school population was 108,074 based on the school register. It is assumed that all these members of the population are in one way or another involved in both the diverse language learning process and also not involved vis-à-vis. The sample consisted of 506 individuals drawn from the study population. Stratified random sampling techniques were used in selecting the subjects Questionnaire items was deployed using the theoretical frameworks such as constructivism, culturally responsive teaching, universal design for learning UDL, Socio-cultural theory, differentiated instruction, critical pedagogy, and second language acquisition SLA were adapted as a paradigm to justify the results of the findings and it provided a comprehensive foundation for adapting language curricula for diverse learners. This study identifies key practices that enhance engagement and learning outcomes. Findings suggest that curricula that incorporate culturally relevant materials, differentiated instruction, and collaborative learning environments significantly benefit diverse learners. The findings underscore the necessity of flexible curricula that accommodate different learning styles and abilities, ultimately enhancing language acquisition and fostering an inclusive atmosphere. The paper concludes with actionable recommendations for educators and policymakers aimed at fostering inclusive language education.

A PEDAGOGICAL MODEL FOR THE CONSTRUCTION OF KNOWLEDGE THROUGH COLLABORATIVE LEARNING IN THE ERA OF CONNECTIVITY

In the digital age, the integration of social networks into pedagogical practices presents an opportunity to transform traditional educational models. This study addresses the need to design a pedagogical model that facilitates collaborative learning mediated by technology in Colombian secondary education.To develop a pedagogical model that incorporates social networks into classroom practices, fostering collaborative learning environments and promoting the active construction of knowledge.The research follows a qualitative, interpretative paradigm with an ethnographic and phenomenological approach. Data were collected through semi-structured interviews and participant observation within the Presbítero Álvaro Suárez Educational Institution, Villa del Rosario, Colombia. Categorization and hermeneutic analysis were applied to derive key insights.The findings reveal a lack of integration of social networks in current pedagogical practices, due in part to rigid institutional structures and insufficient teacher training in digital tools. However, students demonstrate high potential for collaborative engagement when digital media are meaningfully incorporated.A pedagogical model based on the responsible use of social networks can enhance motivation, creativity, critical thinking, and the construction of collective knowledge. For such transformation to be effective, institutional commitment and comprehensive teacher training are essential.

Extent of Workload Challenges and Multitasking Skills Among Teachers and their Performance

Teachers frequently experience excessive workloads that hinder their ability to manage time effectively, often resulting in stress, decreased productivity, and burnout. This study aimed to assess the extent of workload challenges, multitasking skills, and the performance of 200 public school teachers from Maramag District 3 during the School Year 2024–2025. The research focused on four key areas of workload: ancillary services, classroom tasks, administrative duties, and research responsibilities. Findings revealed that despite encountering significant workload demands across these areas, teachers demonstrated high levels of multitasking ability, particularly in time management, task prioritization, and adaptability. Notably, 50% of the respondents received an Outstanding rating in their Individual Performance Commitment and Review Form (IPCRF), indicating strong performance levels despite workload pressures. Statistical analyses showed significant relationships between various workload challenges and teacher performance, with p-values of 0.0071 for ancillary services, 0.0075 for classroom tasks, 0.0193 for administrative tasks, and 0.0093 for research. Likewise, significant relationships were found between multitasking skills and performance, specifically for time management (p = 0.005), task prioritization (p = 0.014), and adaptability (p = 0.067), suggesting that these skills are positively associated with teaching effectiveness. These results underscore the need for educational institutions to implement structured support systems to reduce non-instructional burdens. Recommendations include hiring additional administrative personnel, offering professional development focused on time management and task prioritization, and fostering collaborative school environments. Additionally, broadening teacher evaluation criteria to include well-being and job satisfaction may help promote a healthier, more balanced teaching experience. Ultimately, enhancing support for teachers’ multitasking capacities can sustain high performance while mitigating the adverse effects of workload-related stress.

ATUAÇÃO ESTRATÉGICA DA CÂMARA DE DIRIGENTES LOJISTAS (CDL) COMO INSTRUMENTO DE DESENVOLVIMENTO DO EMPREENDERORISMO EM CODÓ

This article presents an approach on the use of entrepreneurial strategies for qualification and training, access to credit, promotion of networking events, definition of public policies for trade and stimulation of innovation. These strategies are fundamental for the development of entrepreneurship and can be applied by the Chamber of Shopkeepers (CDL) as a way to stimulate and promote entrepreneurship in the region where it operates. The general objective of this study is to develop entrepreneurial strategies that boost local commerce and contribute to the economic development of the city of Codó - MA. To achieve this objective, the following specific objectives were defined: Understand the concept of financial crisis, its causes and how encouraging entrepreneurship by the government and other entities can help to overcome it. Learn about entrepreneurial strategies that can be adopted by CDL to encourage good efficient and innovative management practices, aiming to increase the competitiveness and sustainability of local businesses. Proporções, through CDL Codó - MA, which can encourage collaboration between local entrepreneurs, educational institutions, public authorities and other entities, with the aim of creating a more lively and collaborative entrepreneurial ecosystem in the region. The methodology adopted to achieve these objectives is explanatory, using both quantitative and qualitative approaches. For data collection, analysis techniques of articles, magazines and books published both on the internet and in printed formats will be used. The data source will be predominantly bibliographical. The satisfactory results show that entrepreneurial strategies offer valuable opportunities for the development of entrepreneurship, and CDL Codó - MA plays a key role in promoting and stimulating these strategies for the success of local entrepreneurs. In conclusion, the adoption of entrepreneurial strategies by CDL, such as qualification and training, access to credit, networking events and stimulus to innovation, is essential to support local commerce and contribute to the economic development of Codó - MA. Collaboration between local entrepreneurs, educational institutions, public authorities and other entities is essential to create a more lively and collaborative entrepreneurial environment in the region. The application of these strategies will contribute to the competitiveness, sustainability and success of local businesses.

INTEGRATING DIGITAL COMPETENCE IN ADULT EFL LEARNERS: STRATEGIES FOR EFFECTIVE TECHNOLOGY USE

The integration of digital literacy into language learning has been widely explored, yet studies focusing on adult English as a Foreign Language (EFL) learners’ digital competence in academic settings remain limited. Previous research has highlighted general digital literacy frameworks (Reddy et al., 2023; Fadilah, 2023), teacher digital competence gaps (Giannikas et al., 2022), and the positive correlation between digital literacy and language proficiency (Wahyuddin et al., 2024). However, these studies have not specifically examined how adult EFL learners navigate digital literacy challenges, particularly in critical evaluation of online resources and cybersecurity awareness. This study aims to assess the digital competence of adult EFL learners, focusing on five key dimensions: general digital competence, technology integration in language learning, digital literacy and skills, digital communication and collaboration, and online safety. Using a structured questionnaire administered to 56 university students, the findings indicate that while students demonstrate strong proficiency in basic digital tasks and language learning applications (71% overall digital competence score), they struggle with critically evaluating online resources and cybersecurity practices. These results emphasize the need for structured pedagogical strategies, including targeted digital literacy training and collaborative learning environments, to enhance EFL learners’ technological integration skills. This study contributes to the effective implementation of digital literacy in EFL education by addressing the specific challenges faced by adult learners, ultimately fostering their linguistic and digital proficiency in academic and professional contexts. The findings imply that EFL programs should include targeted digital literacy education that tackles critical thinking and online safety. Strengthening these areas will enable adult learners to effectively navigate digital settings, promoting academic achievement as well as lifetime digital involvement.

The Relationship between Emotional intelligence, Personal effectiveness and Team spirit of Staff in Vietnamese Higher Education Institutions

This study aims to explore and analyze the relationship between emotional intelligence, teamwork spirit, and individual effectiveness of employees working in higher education institutions in Vietnam. Based on Bar-On's (2006) theoretical model of social and emotional intelligence and group dynamics theory, the study develops a structural equation model to examine the relationships between the variables. Data were collected from 625 employees working at public and private universities through a questionnaire with validated reliability and validity. The PLS-SEM analysis results indicate that emotional intelligence has a positive and significant impact on teamwork spirit and individual effectiveness. Furthermore, teamwork spirit also plays a mediating role in the relationship between emotional intelligence and individual effectiveness. These findings highlight the importance of developing emotional competencies and building a collaborative work environment to enhance work performance in the higher education sector in Vietnam. The study proposes managerial recommendations related to emotional skills training, strengthening teamwork culture, and strategies for improving human resource effectiveness in educational organizations.

Designing a CSCL-Based Instructional Model in E-Commerce Education to Promote Academic Help-Seeking in Higher Education

The integration of Computer-Supported Collaborative Learning (CSCL) in E-Commerce education aims to address the challenges of fostering academic help-seeking behaviors, which are often hindered by traditional teaching methods. Help-seeking is essential for academic success, but factors such as fear of embarrassment and lack of peer interaction limit students' engagement. This study aims to design, implement, and evaluate a CSCL-based instructional model to encourage help-seeking behaviors and enhance collaborative competencies in E-Commerce education. A quantitative causal research design was employed, using a Likert-scale questionnaire to assess students' perceptions of academic help-seeking and collaborative competencies. The study found that behavioral, normative, and control beliefs, along with opportunity, significantly influence students' self-efficacy. However, higher self-efficacy showed a negative impact on learning outcomes, likely due to overconfidence leading to disengagement. The moderation analysis revealed that collaborative engagement negatively moderated the relationship between behavioral beliefs and learning outcomes, suggesting that excessive collaboration could weaken the positive effects of behavioral beliefs. The study concludes that while CSCL is an effective approach to enhancing engagement and learning outcomes, it requires careful structuring to prevent overconfidence and ineffective collaboration. Educators should focus on balancing self-efficacy with realistic self-appraisal and ensuring well-managed collaborative environments to maximize the benefits of CSCL in E-Commerce education. Further research should explore additional moderating factors to optimize CSCL implementation across different educational contexts.

Factors Affecting User Satisfaction on Quipper Learning Management System in a Philippine University

There has been a shift in the way educational services are delivered in Higher Education Institutions (HEIs) due to the advances in ICT and the introduction of the Internet. The resulting growth has led to learning management systems (LMS) development. LMSs are pivotal in fostering and advancing student learning. These systems have shown the ability to provide electronic and instructional resources to improve and augment student learning in a collaborative environment. Despite the extensive adoption of Learning Management Systems (LMS) like Quipper in higher education, there remains a limited understanding of how specific system characteristics drive user satisfaction in context-specific deployments. Thus, this study addresses the following gap: (1) The lack of contextualized evidence assessing system, information quality, and service (IS Success factors) on student-user satisfaction with Quipper LMS in a Philippine university context, and (2) The limited application of empirical, regression-based methods to assess the predictive strength of these IS success factors towards student-user satisfaction, especially using localized datasets from actual LMS users. Using quantitative descriptive-correlational design utilizing multiple regression, results provide compelling evidence supporting the theoretical and empirical foundations linking IS Success factor to user satisfaction. Moreover, the result shows that IS Success factors are all positively significant toward student-user satisfaction congruent with well-established D&M IS Success model, which identifies these three quality dimensions as key drivers of user satisfaction. The results can be an additional reference for future research and can be extended to other sectors or industries using Information System tools.

INTEGRATING DIGITAL COMPETENCE IN ADULT EFL LEARNERS: STRATEGIES FOR EFFECTIVE TECHNOLOGY USE

The integration of digital literacy into language learning has been widely explored, yet studies focusing on adult English as a Foreign Language (EFL) learners’ digital competence in academic settings remain limited. Previous research has highlighted general digital literacy frameworks (Reddy et al., 2023; Fadilah, 2023), teacher digital competence gaps (Giannikas et al., 2022), and the positive correlation between digital literacy and language proficiency (Wahyuddin et al., 2024). However, these studies have not specifically examined how adult EFL learners navigate digital literacy challenges, particularly in critical evaluation of online resources and cybersecurity awareness. This study aims to assess the digital competence of adult EFL learners, focusing on five key dimensions: general digital competence, technology integration in language learning, digital literacy and skills, digital communication and collaboration, and online safety. Using a structured questionnaire administered to 56 university students, the findings indicate that while students demonstrate strong proficiency in basic digital tasks and language learning applications (71% overall digital competence score), they struggle with critically evaluating online resources and cybersecurity practices. These results emphasize the need for structured pedagogical strategies, including targeted digital literacy training and collaborative learning environments, to enhance EFL learners’ technological integration skills. This study contributes to the effective implementation of digital literacy in EFL education by addressing the specific challenges faced by adult learners, ultimately fostering their linguistic and digital proficiency in academic and professional contexts. The findings imply that EFL programs should include targeted digital literacy education that tackles critical thinking and online safety. Strengthening these areas will enable adult learners to effectively navigate digital settings, promoting academic achievement as well as lifetime digital involvement.

Personality Traits and Conflict Management Styles, mediating role of Emotional Intelligence and Servant Leadership

This study aims to examine how personality traits influence conflict management styles, and the mediating roles of emotional intelligence and servant leadership. Drawing on the Ability-Motivation-Opportunity (AMO) theory, the research proposes a model that explains how individual dispositions, emotional competencies and leadership behaviors make conflict management style. The study conducted in the Pakistani telecommunications sector, a context marked by hierarchical structures, high emotional labor, and frequent interpersonal interactions. A quantitative, cross-sectional survey design was employed, targeting employees from major telecom companies in Punjab, Pakistan. A structured 376 questionnaires were analyzed using stratified random sampling, and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test both direct and indirect relationships among the variables. The findings reveal that personality traits significantly predict conflict management styles. Both emotional intelligence and servant leadership partially mediate this relationship. Emotional intelligence enables individuals to regulate emotions and manage social dynamics during conflict, while servant leadership fosters a trusting and collaborative environment that supports healthy conflict resolution. These results provide empirical support for the AMO framework and highlight the importance of integrating personal attributes with behavioral and contextual factors.

VIII Международный Золотоордынский Форум, Болгар–Казань, 9–11 июня 2025 г.

The VIII International Golden Horde Forum “Pax Tatarica: Medieval Sources and Historical Context” emerged as a landmark academic event in 2025, bringing together 151 researchers from 16 countries. The Forum served as a platform for in-depth discussions on current issues in the study of the Golden Horde, its role within the Eurasian historical landscape, military affairs, socio-political problems, and new approaches to analyzing written, archaeological, and numismatic sources. A notable extension of the Forum was the I International Summer School on the Golden Horde History, which provided a dynamic space for communication and education. This project successfully connected experienced scholars and early-career researchers in Turkic studies, medieval history, and source criticism, fostering a productive environment for scholarly exchange and collaboration. A significant politico-academic event held in parallel was the session of the Joint Working Group of Historians of Russia and Kazakhstan, which included participants from universities and research institutions, as well as representatives of executive and legislative authorities and diplomatic services. The newly presented research materials at the Forum offer promising prospects for a comprehensive study of various facets of the Golden Horde and Tatar khanates – from political and social developments to cultural and religious traditions. The Forum reaffirmed that the Golden Horde legacy remains a fertile ground for new discoveries, interdisciplinary research, and academic dialogue, both in the Russian Federation and near abroad.

A Review of Human-Centric AI in Industry 5.0: Integrating Data Science with Mechanical Automation

The shift towards Industry 5.0 from Industry 4.0 represents the paradigm shift in industry, not only highlighting automation and efficiency but also human-centered innovation, resilience, and sustainability. Central to this transformation is the synergy between Artificial Intelligence (AI) and Data Science with mechanical automation to produce intelligent, adaptive, and collaborative industrial environments. This review identifies the new frontier of human-centered AI in Industry 5.0 as the intersection of data-driven intelligence, mechanical engineering, and human-robot collaboration (HRC). It methodically examines how models of AI/Machine Learning (ML), such as explainable AI (XAI), prediction analytics, and systems of human-in-the-loop are redefining mechanical automation into cognitive, user-oriented settings. A systematic methodology based on major scientific databases was employed in order to choose more than 150 high-impact articles published between the years 2015 and 2025. Fundamental enabling technologies like collaborative robots (cobots), digital twins, cyber-physical systems, and edge AI are discussed in detail, with special emphasis on how they facilitate ergonomic, transparent, and secure interaction between humans and machines. In addition, the review discusses how data science frameworks are implemented to maximize the performance, trust, and well-being of humans in automated machinery systems. The paper also identifies some key missing gaps, such as the absence of scalable explainability of industrial AI, poor integration of ergonomic models with robotics, and difficulty in implementing real-time feedback systems from humans. In overcoming these challenges, this review provides a research and development pathway towards ethically oriented, resilient, and inclusive production. The research is expected to be used as a basis of reference by academics, engineers, and policy-makers who are leading the humanity-oriented shift of smart production systems.

Communication and collaboration in digital learning environments in elementary schools: findings from a videographic research project

Abstract Drawing on recent insights from collaborative learning theories, this study explores collaborative learning among primary school students in digitally inclusive classrooms. Collaborative learning, which can be facilitated by digital media, is seen as important not only for supporting learning processes in general, but also for making diversity productive. With this potential in mind, a special learning environment has been developed and videotaped that addresses active media work among students and enables a heterogeneity-sensitive, integrative approach that is tailored to the different needs of the students. Under the guidance of specially trained prospective teachers, students were asked to work in groups to create a green screen film on the theme of “Christmas around the world”. The results, which are based on a mixed methods approach, show predominantly cooperative behaviour in the groups. The students are highly motivated, actively create media content, and support each other by exchanging organisational tips, informing each other, or sharing different points of view. The results are discussed, also in relation to the learning environment, and can be a starting point for further research.

Price-aware resource management for multi-modal DNN inference in collaborative heterogeneous edge environments

Price-aware resource management for multi-modal DNN inference in collaborative heterogeneous edge environments

Role of Digital Technology in Transforming Chalk and Talk Classroom Teaching into Constructive and Inclusive Learning Environment

The teaching-learning process has undergone a transformative shift, revolutionizing education to become more inclusive and accessible for students from varied cultural socio-economic backgrounds, and individual differences. This paradigm shift has brought about significant changes, ensuring that education is tailored to meet the diverse needs of students, promoting equity, and fostering a more inclusive learning environment. The present classrooms are being transformed from conventional mode with the revolutionary technological settings that results in creating adequate opportunities for equitable and inclusive education to all. This paper investigates how educational technology can revolutionize traditional classroom teaching, creating a more inclusive and constructive Learning Environment supporting with various teaching methods, including blended learning, flipped classrooms, and virtual classrooms, fostering collaborative and interactive learning environments. Educational technologies act as bridging elements in identifying and catering the learning gaps to bring inclusive transformational changes. In the present era edtech tools, personalized learning platforms, adaptive technologies and AI-powered applications can be seamlessly integrated into educational content to enhance learning experiences and cater to diverse student needs. Learners with special need and marginalized communities facilitated with required assistive technologies to enhance the quality of education should cater to individual needs while promoting an inclusive culture and global citizenship, empowering students to thrive in a diverse world. The national education policy 2020 seeks to provide high quality education that is inclusive, equitable, and accessible to everyone. Furthermore, this paper is a brief attempt to address and judge the suitability and accessibility of various educational- technological interventions that can boost student engagement, academic performance, and personalized learning through targeted interventions, including interactive tools, adaptive software, and data driven insights. The findings of the paper highlights that integrating required educational technology within instructional models inclusively create a holistic approach in education helping in adapting the skills needed for the 21st-century era. Shifting the conventional classroom model which is characterized by face-to face instruction and minimal technology use into learner centred and constructive environment with active involvement of learners. However, it majorly emphasizes the potential of ICT to bring revolutionary enhancement in education which prepare learners for the future endeavours with adequate skills, competencies over technology and attainment of digital literacy. Digital technologies empower learners to prevail over various challenges by fostering self- learning and motivation to construct their own knowledge by strengthening the prior knowledge of learners.