Development Of Technological Skills Research Articles

Behavior guidelines of university academics during the pandemic

The objective of this descriptive study aimed to identify the behavioral patterns of academics from a research institute in Mexico during the COVID-19 pandemic. The instrument used was a questionnaire validated before its application, and once corrections were made to the instrument, it was applied by digital means to a convenience sample made up of 22 academics from a research institute of the Universidad Veracruzana in Mexico. Some of the results found were: the academics highlighted some positive situations of their academic activity in the digital channel such as time savings, remote work, and the development of technological teaching-learning skills. Significant portion of academics felt sufficiently trained for digital interaction with their students, despite the fact that the majority of them did not receive emerging training to be able to face the needs of digital teaching. On the other hand, it was found that there were difficulties with online work, more time was spent at work and there was a greater workload, technological and interaction problems. Furthermore, the teachers identified that the students' decline in student performance.

Factors Influencing E-learning Adoption when Teaching Science, Technology, Engineering, and Mathematics (STEM) Disciplines at a Science and Technology University in Ethiopia

eLearning technology in Science, Technology, Engineering, and Mathematics (STEM) instruction may positively impact the quality of education in preparing a competent 21st-century workforce in developing countries. Adopting eLearning technology in higher education institutions' STEM departments in developing countries is critical in allowing its graduates to compete in the global workforce. Information technology integration into STEM disciplines in higher education in developing countries may have two purposes: course access and technology skill development. Training this labor force with skills to use eLearning integrated into STEM disciplines increases their technical competencies. However, using eLearning to teach STEM disciplines in higher education institutes in developing countries still needs improvement. Understanding the factors influencing eLearning adoption and use is critical to understanding this phenomenon. This case study explored factors influencing eLearning adoption when teaching STEM disciplines. The study occurred at a mid-sized science and technology university in Ethiopia. A qualitative research approach examined how faculty members describe factors influencing eLearning technology adoption and use in the STEM departments on campus: the data collection method combined semi-structured individual interviews, focused group interviews, and document reviews. Seven faculty members and department heads participated in the personal interviews, and three participated in focus group interviews. An inductive method was used to analyze data collected from participants. Five themes emerged from qualitative data analysis: nature of the course, technology, institution, user's attitude, and environment. Challenges related to technology infrastructure, lack of training and technical support, the course nature, and lack of eCurriculum design were significant factors in adopting and using eLearning. The concerted effort of stakeholders, specifically faculty members, institutional leaders, and technical support teams, to adopt and use eLearning in STEM instruction positively impacts the quality of education in preparing a competent 21st-century workforce in developing countries.

Cultural Influences on Students' Information Technology Skills Development

This qualitative study examines the cultural influences on developing information technology (IT) skills among secondary school students in Vietnam. The research uncovers how cultural values, educational practices, and socio-economic conditions influence IT education by conducting in-depth interviews, focus groups, and classroom observations across urban and rural settings. Key findings reveal significant disparities in the perception of IT's importance between urban and rural areas, with cultural norms and economic realities influencing these attitudes. Traditional Confucian values inhibit active and exploratory learning methods in IT education. Additionally, English language barriers limit the effective use of global IT resources, while gender norms and socioeconomic status create uneven student opportunities. The study suggests policy interventions aimed at enhancing IT infrastructure, promoting gender inclusivity, and adjusting curricula to accommodate language and cultural nuances. Recommendations include the development of more inclusive, culturally sensitive educational practices to ensure equitable IT skill development. This research contributes to understanding the multifaceted impact of cultural factors on IT education and proposes strategies for crafting more effective and inclusive IT educational policies.

Mapping of school teachers’ digital competency in the context of digital infrastructure: a systematic review and empirical study of India

PurposeThis research paper investigates the theoretical frameworks encompassing a nuanced analysis of the digital divide in the Indian educational context, recognising that it is not merely a matter of technology access but also the ability to effectively use the resource for enhancing learning outcomes. This research provides valuable insights for fostering a more equitable and digitally inclusive learning environment by integrating conceptual insights with empirical evidence. The New Education Policy (NEP), India 2020 firmly emphasises the appropriate integration of technology into the teaching-learning process to develop relevant competencies. The pertinent question is, for India to conquer the second digital divide challenge, is the pace of technology accessibility and skill development sufficient?Design/methodology/approachThe paper is a desk research, using secondary data from the Unified District Information System for Education (UDISE+), the Indian Government database of schools. A structured dataset has been created for all years, where states are grouped in descending ranking order of availability of infrastructure and teachers trained. A colour key segregates the States into three zones demonstrating their different levels of performance – high (green), moderate (blue) and low (yellow). The purpose is to identify state/s that have moved from one zone to another and, thereafter, analyse the reasons behind the movement.FindingsAlmost all states remained in the same digital resource availability zone for the four years studied, except for a limited few. Despite government interventions through higher budget allocation and targeted policies, growth rates of teacher training in computer usage slowed down post-COVID-19. A high positive correlation between Teachers' training in computer usage and the availability of computer and Internet facilities in schools indicates that an increase in digital infrastructure in schools is highly linked to teachers' training in computer usage and would ultimately translate into better use of digital resources to impart equitable education opportunities.Research limitations/implicationsPrimary data collection through interviews might have added to the critical findings. Therefore, researchers are encouraged to test the proposed propositions further on a case-by-case basis for any state under consideration.Practical implicationsEnhancing digital infrastructure in schools and building digital competence in teachers must be understood in the context of the learning organisation and the beneficiaries' attitudes at the meso-level to expand stakeholder motivation towards digital internalisation. This requires continuous engagement with education institutions as professional learning organisations, which will thereby help develop a decentralised context for teacher competency building. Collaboration, continuous monitoring of the outcomes of professional development programs, and sharing best practices are crucial in improving teacher readiness for digital education.Social implicationsAccess to tangible resources, such as computers, Internet connectivity and educational software, and developing intangible resources, such as teacher digital competencies, will play a pivotal role in shaping students' learning experiences. By studying the discrepancies in digital resource accessibility and teacher technology adoption, this research endeavours to add to the efforts towards enhancing the educational landscape.Originality/valueThis paper seeks to address a critical issue in the Indian education system and contribute to the ongoing effort to prevent the widening of the second and third digital divide in schools, and help achieve UN SDG Goals 4 and 10.

Misi Kontemporer: Utilitas Teknologi Dalam Misi Kristen Masa Kini

This research aims to describe the importance of using or exploiting technology in carrying out the mission of today's church. Contemporary Christian mission cannot be accomplished by itself, even ignoring the importance of technology in it. Based on an investigation using the library research method, this research found that the role of technology in today's Christian Mission is vital and cannot be ignored. However, the use of technology in the context of Christian Missions must also pay attention to Christian ethical principles and consider the consequences of unethical use of technology. With the right strategy and adequate development of technological skills, technology can be an effective tool to assist Christian Missions in sharing the message of God's truth and love.

Approaches for sustainable professional skill development for vocational education students in Thailand.

This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

Development, implementation, and evaluation of the virtual platform Quimieduca as a didactic strategy for the teaching of Chemistry in high school

The evolution of teaching-learning processes and technologies has driven the use of computer tools to support education. Their use in science teaching promotes the development of scientific and technological skills. In the present research work, a virtual platform called Quimieduca was designed, implemented, and evaluated, with resources and didactic activities as an alternative teaching strategy for the secondary school teaching of Chemistry in Costa Rica. An initial diagnosis was carried out to determine the need and feasibility of implementing the platform. Four key topics from the Chemistry Program of the Ministry of Public Education were selected to develop the resources and didactic activities on the platform. It was designed and programmed using the Edmodo virtual platform. The platform was implemented with tenth-year students from Colegio Gravilias during the 2022 school year. Two classes (10-3 and 10-4) utilized the Quimieduca platform, while the other two classes (10-1 and 10-2) formed the control group without access to the tool. The effectiveness of Quimieduca was evaluated both from the perspective of teachers and through the indicators of students’ academic achievements. Teachers rated the platform positively in terms of its form, substance, and design aspects. Furthermore, the results demonstrated that the group of students who used the platform obtained higher performance indices, suggesting that the use of the platform facilitated a more significant advancement in the learning of the assessed indicators.

Public Sector Transformation: Increased Efficiency and Innovation in the Digital Economy

Public sector transformation is a must in responding to new challenges and taking advantage of opportunities that arise in the digital economy era. The aim of this study is to understand the role of efficiency and innovation in public sector transformation, as well as its impact on public performance and services. The research background covers the ever-evolving global dynamics, where advances in digital technology have fundamentally changed the economic landscape, encouraging the public sector to improve efficiency, responsiveness, and innovation in providing public services to society. The research methods used include literature studies, secondary data analysis, and direct surveys to stakeholders related to public sector transformation. The results show that a large number of government agencies have adopted digital technology as part of their transformation efforts. However, there are still significant challenges associated with the digital divide and lack of technological skills among bureaucracy. It also found that innovation and collaboration across sectors play an important role in designing holistic and effective solutions. The result of this study is that the transformation of the public sector towards increased efficiency and innovation has a significant impact on public performance and services. Digital technology adoption, technology skills development, innovation promotion, and cross-sector collaboration are key in achieving transformation goals. By combining these efforts, the public sector can create significant added value for society and position themselves for long-term success in the ever-changing era of the digital economy.

Development Aid 2.0: Technology transfer and skill formation

This paper explains the growing importance of knowledge-based societies in driving industrial progress. It highlights the crucial need for technological and skill advancement, particularly among the expanding young populations in developing countries who lack essential work skills. This study scrutinizes the traditional Development Aid (DA) 1.0 model, which focuses mainly on financial aid and infrastructure projects but overlooks the importance of developing a skilled workforce that meets industry needs. Introducing the concept of DA 2.0 through the lens of the Triple Helix Theory, this paper suggests a sustainable approach that integrates government, academia, and industry to promote technology transfer and skill development. Through the policy analysis and case studies, it demonstrates how China leverages its technological expertise and skill advantage to enhance DA in African countries. The study concludes by advocating for DA 2.0 approach that is a government-supported, industry-driven approach to workforce development. By fostering collaboration among these sectors, China and Africa could optimize the impact of DA initiatives in addressing local challenges.

Business intelligence tools in finance: A review of trends in the USA and Africa

This paper provides a comprehensive overview of the current trends in Business Intelligence (BI) tools within the finance sector, with a specific focus on the divergent landscapes of the USA and Africa. As the financial industry evolves, the integration of advanced BI tools has become imperative for informed decision-making and sustainable growth. This review examines key developments, challenges, and opportunities shaping the implementation of BI tools in both regions. In the USA, financial institutions are witnessing a surge in BI tool adoption, driven by the increasing need for real-time data analytics, regulatory compliance, and risk management. The integration of artificial intelligence and machine learning algorithms in BI tools is enabling predictive analytics, empowering financial professionals to make strategic decisions in a rapidly changing market environment. Additionally, the emergence of cloud-based BI solutions is enhancing scalability and accessibility, facilitating seamless collaboration and data-driven insights. Contrastingly, the African financial landscape is experiencing a gradual but promising shift towards BI tool utilization. The continent, characterized by diverse economies and regulatory frameworks, faces unique challenges such as infrastructure limitations and varying levels of technological readiness. However, the potential for BI tools to revolutionize financial operations, improve transparency, and facilitate financial inclusion is evident. Governments and financial institutions are investing in technology infrastructure and skill development to harness the transformative power of BI tools. This review underscores the importance of understanding regional nuances in the adoption of BI tools, recognizing that effective implementation requires tailored strategies. As both the USA and Africa navigate the evolving financial landscape, the convergence of technological advancements and strategic planning will undoubtedly play a pivotal role in shaping the future of BI tools in the finance sector

Using artificial intelligence platforms to support student learning in physiology.

The advent of artificial intelligence (AI)-powered language models presents new opportunities and challenges in education. By teaching students how to craft prompts that elicit insightful responses, faculty can scaffold activities where AI acts as a supplemental resource to amplify critical thinking and support student learning. Ongoing dialogue and iteration focused on ethical usage norms can achieve the right balance between emerging technology and foundational skills development. With care and intention, AI-assisted study tactics offer students personalized support while adhering to academic standards. While AI-powered tools provide many positive opportunities, students and faculty need to learn about and use them responsibly and ethically, not as replacements for required thinking and effort. Before implementing these AI tools for studying biology, there are several key things to discuss with students. This article outlines several ways that students can employ these tools to support better learning along with a set of guidelines for all to be wary of when implementing these in an academic setting.NEW & NOTEWORTHY Utilizing of artificial intelligence tools offers a promising new technology to support student learning. This article outlines several ways that students can employ these tools to support better learning along with a set of guidelines for all to be wary of when implementing these in an academic setting.

Is FDI from China Goodfor Labour Productivity in Sub-Saharan Africa? A Panel Cointegration

China’s political and economic engagement in Africa has increased over the last two decades, resulting in a significant increase in Chinese foreign direct investment (CFDI) into the region. In this study, the link between CFDI and the productivity of labour is investigated in 22 sub-Saharan African countries from 2003 to 2020. The study utilised panel cointegration techniques that are suitable in the absence of cross-sectional dependence and take stationarity and long-run relationships into consideration. The findings from the panel dynamic ordinary least squares (OLS) and the fully modified OLS revealed that CFDI is important for driving labour productivity in the long run. In the short run, however, the study finds no significant influence of CFDI on labour productivity. Further findings reveal that CFDI Granger causes labour productivity. Additionally, the study finds that capital per labour is a necessity for boosting the productivity of labour in the region. The study recommends that African countries strengthen investment promotion agencies that actively facilitate CFDI and also negotiate favourable trade and investment agreements with China that promote technology transfer and skills development. JEL Codes: C23, F21, J24

The relationship between the practice of digital education strategies and the development of technological skills for postgraduate students in social group work

The relationship between the practice of digital education strategies and the development of technological skills for postgraduate students in social group work

Enhancing Conservation Communication: Using Digital Literacy to Address the Misunderstanding of Southern Africa’s Sustainable Use Approach in Western Settings

Effective communication and digital literacy are crucial for addressing misunderstandings about the Southern African approach to sustainable use in Western settings. This paper highlights the need to enhance conservation communication and explores the role of digital communication in bridging the gap between the Southern African approach and Western conservation paradigms. The Southern African emphasis on community-based natural resource management (CBNRM) and sustainable wildlife use for both conservation and economic purposes often faces misinterpretation and scepticism in Western societies that prioritize preservation and non-consumptive use. By analysing literature, case studies, and communication strategies, this study identifies the challenges stemming from cultural biases, differing conservation ideologies, and limited understanding of the Southern African context. It investigates the significance of digital literacy in overcoming these challenges by promoting the development of technology skills among conservation practitioners and members of communities coexisting with wildlife, equipping them with relevant digital tools, promoting information sharing, fostering cross-cultural dialogue, and engaging diverse stakeholders through digital platforms. The paper stresses the significance of utilizing diverse communication channels (including social media, online forums, websites, campaigns, multimedia tools, and educational resources) to share accurate and culturally sensitive information about the Southern African approach. It highlights the necessity for tailored communication strategies that consider the distinct needs and values of various audiences, incorporating digital approaches involving active listening, dialogue, and the integration of local knowledge. This study promotes the development of inclusive and accessible spaces through improved digital literacy and effective communication strategies. It advocates for mutual understanding and collaboration between Western and Southern African conservation practitioners, stakeholders, and decision-makers. By leveraging digital platforms and enhancing communication competencies, the Southern African approach can be better comprehended within Western settings, fostering sustainable conservation practices and nurturing collaborative partnerships in conservation initiatives.

Technology Revolution in Learning: Building the Future of Education

Background. This research explores the impact of the technological revolution on learning, with a focus on teacher and student perceptions. In this digital era, technology integration has become the main foundation in the educational process. Purpose. The research aims to analyse the extent to which technology is integrated in learning, evaluate teachers' perceptions of the role of technology, assess the influence of technology in increasing student motivation and participation, and identify the main barriers to adopting technology. Method. This research method uses a quantitative research survey model with 15 education students selected by purposive sample. The data collection process included an initial questionnaire, direct observation of the use of technology in learning, and in-depth interviews. Results. The results of the study revealed that the use of technology has become a daily habit for education students, indicating significant integration of technology in the learning experience. The majority of respondents believe that technology can increase student motivation and have positive beliefs regarding the potential to personalize learning according to student needs. Conclusion. The conclusions of this study highlight the need for ongoing support for the development of teachers' technology skills, expanded integration of technology in the curriculum, and empowerment of students through technology to increase motivation and learning experiences. By adopting a thoughtful approach to the technological revolution in education, inclusive learning experiences and greater opportunities for innovation can be created, equipping students to face a future that is dynamic and responsive to technological change.

Integración de la Trigonometría y la Tecnología en la Agricultura: Una Experiencia Educativa Significativa STEM

The present significant experience with a STEM focus comes from the pedagogical practice in the classroom in the area of mathematics and the initiative of the tenth grade students of the Los Libertadores Educational Institution of the municipality of Consacá, Nariño. Its development, results and accompaniment focus on solving challenges of teaching and learning trigonometry through the integration of technology in the sowing process using a "T" shaped tool with Microbits programmed with sensors such as the magnetometer and accelerometer simulating the functionalities of a theodolite, compass, clinometer, odometer among other useful measurement tools to improve orientation in the terrain, calculate the inclination slope and measure distances between furrows and plants, thus allowing to determine an effective planting line , optimal density and calculation of distances between crest ditches or living barriers to avoid the environmental problem of erosion. The innovation of this project consists in the relationship of the classroom with the precision agriculture processes typical of industries 4.0, optimizing agricultural processes promoting more precise and sustainable management. Results include a greater understanding of trigonometric ratios and their application, as well as the development of technological skills and critical thinking in students. This project was recognized by the Computers to Educate program of the Colombian National Government as the winner of the Pacific region in the category "Significant Experiences with a STEM focus" in the “Educa Digital Regional” call. And representative of the national Educa Digital Nacional meeting that will take place in Bogotá on November 8, 9 and 10, 2023. It is shared online for replication on the WEB page experiencestemsmartt.godaddysites.com, and its expansion is planned through training and alliances with educational and agricultural institutions.

Some aspects of adapting the educational process of Ukrainian higher education to the global challenges of the XXI Century: a forecast of the future

Globalization processes of the XXI century have a significant impact on the development of all spheres of society, including the formation and transformation of the higher education system. The purpose of the article is to analyze the aspects of adaptation of the educational process of higher education to the global challenges of the XXI century through the prism of future transformations. The paper uses general scientific (analysis, synthesis, deduction and induction) and specialized (forecasting, abstraction) methods of scientific work. The principles of objectivity, scientificity, and systematicity were fundamental. Given the theoretical nature of the study, 41 items of the latest relevant literature of 2015-2023 were processed, which highlight the main aspects of the development of modern educational processes and the prospects for these vectors in the future. The results trace the aspects of adaptation of higher education to the requirements of the modern labor market. The need for structural changes in the university education of the future is emphasized. Some changes in the field of humanities education are also traced, which will change towards multidisciplinarity and integration with digital technologies. The conclusions state that rapid digital and technological transformations complicate the training of specialists, but educational institutions in Europe and the United States are actively working to respond to these challenges, including the introduction of lifelong learning and an emphasis on digital technologies, programming, and robotics. It is also argued that humanities education is also undergoing changes, including additional emphasis on a comprehensive understanding of cultural processes and global challenges, the development of critical thinking, digital and technological skills, intercultural competence, ethical and moral values, creativity and innovation, and the ability to communicate effectively and work in a group. The development of soft skills against this background is one of the most important processes.

Analyzing Position, Velocity and Acceleration Graphs using Arduino

Motion graphics and their relationships within the scope of the kinematics unit are difficult topics for students to learn. In this study, an Arduino-based in-class physics activity was developed, in which students can analyze position-time, velocity-time and acceleration-time graphs practically. Within the scope of the study, Arduino UNO and HC-SR04 distance sensors, which are very low cost and easily obtainable, were used in the material development process. Data analyzes were also carried out using the Excel program. The position values and time values of a simple car moving with constant acceleration were collected with the help of Arduino and then these data were transferred to the Excel program. Instant velocity and acceleration values were determined on the Excel platform. Then, graph types and relationships between graphs were analyzed by drawing time-dependent graphs of position, velocity and acceleration with the help of Excel program. The motion acceleration was determined as 2.388 m/s2 both by taking the second derivative of the position-time equation with respect to time and by using the slope of the time-dependent graph of the instantaneous velocity values found. Furthermore, the displacement was calculated as 0.363 m using first and last position values that were directly read from the distance sensor and 0.348 m using the area under the velocity-time graph. The two values are very close to each other, with a difference of +4.1. The change in velocity was calculated as 0.845 m/s by taking the difference of the initial and final velocity and calculating the area under the acceleration-time graph. In addition to providing students with important educational gains in graphic subjects, it is expected that such a study carried out with students in the classroom will also be effective in the development of technological literacy and data analysis skills.

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic.

The COVID-19 pandemic necessitated a pivot towards digital teaching and learning. This study aims to assess the perceptions of self-identity and continuing professional development (CPD) among secondary school English teachers in Hong Kong in light of the academic paradigm shift triggered by the pandemic. A mixed methods approach is adopted. A quantitative survey (n = 1158) was complemented by qualitative thematic analysis of semi-structured interviews with English teachers in Hong Kong (n = 9). The quantitative survey offered group perspectives related to CPD and role perception in the current context. Interviews offered exemplar views on professional identity, training and development, and change and continuity. The results reveal that collaboration among educators, development of higher-order critical thinking in students, refining knowledge about teaching methods, and being a good learner and motivator were among the key traits that comprised the teacher identity during the COVID-19 pandemic. The increased workload, time pressure and stress associated with the paradigm shift during the pandemic resulted in lower voluntary involvement of teachers in CPD. However, a significant need for the development of information communications technology (ICT) skills is emphasised as educators in Hong Kong received relatively little ICT support from their schools. The results have implications for pedagogy and research. Schools are recommended to enhance technical support of educators and help them acquire more advanced digital skills to work effectively in the new environment. Reduction of the administrative workload and providing more autonomy to teachers is expected to lead to greater engagement in CPD and improvements in teaching.

Transformation of skills in the accounting field: the expectation–performance gap perceived by accounting students

ABSTRACT Addressing the discussion about accounting students’ readiness for future accounting work, this study aims to explore their perceptions of what kinds of gaps possibly exist between their expectations about the importance of various skills in professional practice and the level of skill development attained during accounting studies. The data for the study were collected using a survey of Finnish accounting students. The findings highlight the expected importance of several professional skills for future accounting work and emphasise the need for further development of technological skills in accounting education. The study’s results also show that students do experience gaps between their expectations and actual performance in various skill areas. The study extends the literature on such gaps by presenting accounting students’ perspectives concerning a comprehensive list of technical and professional skills, including skills related to emerging technologies, and offers suggestions about skill areas probably needing further emphasis in accounting education.