Development Of Digital Education Research Articles

A complex perspective on digital education development: From economic impact to community advancement

Evidence shows that education prepares future generations for the future, but technological innovations are reshaping the present and the near future to such an extent that it is increasingly unpredictable what exactly future generations should be prepared for. The research was guided by Microsoft's 2018 research summary "Transforming education - Empowering the students of today to create the world of tomorrow", which provided inspiration on the most common mistakes and how to avoid them.
 The first part of the paper reviews the societal drivers and imperatives for transforming education through a complex literature review, while the second part of the paper presents a practical organisational transformation process sequence. The paper presents Hungarian examples and cases, but it can also serve as a thought-provoking tool for the wider region, where the study of the process outlined reveals a striking contrast between potential and current transformation efforts. The purchase of technological equipment and the provision of schools with new educational technology is not achieving the desired objective, as the funds are not available. It is instructive to reflect on what the system developers have tried to skip over and get away with, and why this is not a viable path.

The impact of digital education initiatives

The article summarizes the arguments and counterarguments of the scientific debate regarding the impact of digital education initiatives on human capital development in Ukraine. The study’s primary goal is to determine the effect of digital educational initiatives on human capital development. The systematization of literary sources and approaches to solving the problem indicates that the debate about the advantages and disadvantages of digital education in Ukraine continues until now. The urgency of solving this scientific problem lies in the fact that digital education is essential for the state’s educational policy and the country’s general development of human capital. The study of the topic in the article is carried out in the following logical sequence: a review of the literature to determine the advantages and disadvantages of digital education in Ukraine and an assessment of the impact of digital education on the development of skills and abilities of education seekers. An in-depth retrospective analysis of scientific works was carried out to obtain a comprehensive understanding of the subject of research. To solve the set goal, the methods of statistical analysis and questionnaires were used in the work. The object of the study is digital education initiatives in Ukraine. The effectiveness of initiatives in improving students’ knowledge, abilities, and employment prospects is analyzed. The study empirically confirms and theoretically proves that digital education initiatives positively affect the development of human capital in Ukraine. Educators who have mastered the skills of working on digital platforms demonstrate improved critical thinking and teamwork skills. The results show that these initiatives improve students’ skills, knowledge and employability. The development of digital education also requires establishing fair access to digital educational materials, especially in rural areas, and improving pedagogical workers’ qualifications in using digital products. The findings contribute to the broader academic discourse on the relationship between digital education and human capital growth, providing ideas for future research.

高校劳动教育数字化的发展途径探索

The digitization of education in China is currently centered around teaching digitization, gradually expanding to various application scenarios. The combination of theory and practice, labor ability and professional competence in labor education provides a broader space for the development of digital education. Digital platforms can provide diverse learning pathways, virtual learning communities, digital collaborative technologies, digital learning ecology, and digital education evaluation systems for labor education in universities. This article explores the development path of digitalization of labor education from these five aspects.

Mobile learning technology in the educational process of a technical university

This article discusses the importance of mobile learning compared to traditional teaching methods. Mobile technologies provide effective interaction for all participants of the educational process, allow organizing collaborative work, effectively distribute resources and provide the necessary tools for solving educational tasks. The authors of this article present their views on the organization of the learning process in a technical university. They found that the use of mobile technologies in the learning process allows focusing on the formation of an educational virtual environment, in which students develop and learn under the guidance of a teacher. The article considers mobile learning as a promising direction for the development of digital education. It describes the advantages and disadvantages of mobile learning in the organization of the educational process, and also reveals the content of mobile applications in the educational process. Examples of mobile learning in modern education are also given. Despite the fact that cell phones are widespread and accessible to students, mobile learning is used less frequently in domestic universities. The article explains the term “mobile learning” and touches on the problems of its use and research in education. To analyze the readiness of learners to use mobile technology in education, a survey of students in the “information technology” program of Zhangir Khan Agrarian and Technical University was conducted. The results of the survey were analyzed. As a result of the survey, it was concluded that the technical and psychological readiness of students to use mobile technology in the educational process of the university requires further study of new opportunities for more effective use of mobile learning technologies.

Exploring the User Acceptance of Online Interactive Mechanisms for Live-Streamed Teaching in Higher Education Institutions

With the advancement of technology and the development of society, live-streamed teaching, characterized by real-time interaction between teachers and students, has emerged as a new form of online education and has rapidly evolved in practice. However, in online live-streamed teaching, there are still various issues, such as insufficient teacher–student interaction and interactive functionalities, that fail to meet learners’ needs. These issues impact the efficiency and user experience of online live-streamed teaching. Currently, scholars mostly examine these issues from the perspective of online teaching system design, paying less attention to exploring the interactive mechanisms from the point of view of user perception. Within the context of Chinese education, based on the technology acceptance model, this study investigated student personality traits, interactive motivations, and platform interactive functionalities, and the aim of this study was to explore the influencing factors and mechanisms of online live-streamed teaching interactions. A total of 281 university students participated in the survey, and the results indicated that the platform’s interactive functionalities significantly and positively predicted perceived usability and perceived ease of use. Moreover, the students’ personality traits significantly and positively predicted interaction motivations and usage attitudes. Furthermore, usage attitudes significantly and positively predicted interactive behavior. A mediation analysis revealed that perceived usability and perceived ease of use mediated the relationship between the platform’s interactive functionalities and usage attitudes. Additionally, interaction motivations mediated the relationship between the students’ personality traits and interactive behavior. We discuss the potential implications and practical significance of the current research findings. The results of this study offer viable strategies for enhancing current online educational practices, aiding educational designers in order to better organize and promote online educational interactions to elevate student engagement and advance the sustainable development of digital education.

The Influence of Digital Technologies on the Development of Smart Education in a Technologically Advanced Society

The purpose of the study is to conceptualize the impact of digital technologies on the development of smart education in a technologically advanced society. The model of adaptation of technologies to the education system is analyzed and the problems that arise in this process are identified. The essence and directions of digital education development as a factor in the development of smart education are revealed. The possibilities of using Facebook, Twitter, robotic platforms in the intelligent educational system, their tasks and objectives are shown. The object of the research is the development of smart education in a technologically advanced society. The subject of the study is the impact of digital technologies on the development of smart education in a technologically advanced society. The impact of digital technologies on the development of smart education in a technologically advanced society allows for cognitive mediation with students. Using digital technologies for interactive learning, students acquire new knowledge, deepen their education, develop creativity, become socially responsible citizens of the digital society, and form digital culture and thinking.

Research on the Construction and Application of Knowledge Graph of Digital Resources in Vocational Colleges

<p>With the development of digital education, colleges and universities are facing challenges in managing and utilizing digital resources. As an effective way of knowledge organization and representation, Knowledge graph can transform digital resources into structured entities, attributes and relationship forms, and provide personalized learning support and resource recommendation. By analyzing the characteristics, construction status and existing problems of digital resources in vocational colleges, this paper puts forward the overall plan and methods of digital resources knowledge graph construction, including data collection and sorting, knowledge graph construction, verification and optimization, and gives the general process design of knowledge graph construction; Then, this paper discusses the typical application scenarios of digital resources knowledge graph in vocational colleges, such as learning resource recommendation, path planning, teaching assistance and resource sharing; Finally, the challenges in this field, including data quality, knowledge graph updating and maintenance, privacy and security, are discussed, and the future trends and research directions are prospected. The research results are of great significance for promoting the informatization and intelligent development of vocational college education.</p> <p> </p>

Digitalization of Basic Education in Nigeria: Problems and Way Forward

This paper examined factors that is militating against digitalization of basic school education in Nigeria. Secondary data were used. The secondary data were gathered from print materials and online publications. The paper identified poor funding, shortage of digital facilities, power problem, poor internet connection, higher cost of digital facilities, poor digital skills and knowledge and shortage of digital experts, poor implementation problem, resistant to change and corruption as major problems that have militated against digitalization of basic education in Nigeria. The government should increase the funding of Basic education in Nigeria and more priorities should be given to the development of digital education. The government should provide adequate digital infrastructure facilities in all the Basic schools to aid accessibility and usability. Innovation Hubs/clusters should be set up in areas where they do not exist to make room for the laps that occurs in some areas in Nigeria, existing hubs should also partner with civil society groups to promote capacity building programs on digital education. The government should address the problem of power generation and distribution across the country. The government should invest more in the information communication technology to improve the connectivity level across the country etc.

Contradictions of digital higher education in the information culture of modern society

Introduction. Digital education today is a new phenomenon for many countries of the world. In its most general form, it represents the next stage of informatization of education, but it has its own specific features. The author continues a number of previous studies on the problems of informatization of education, information socialization of personality, formation of information culture. Scientists are actively studying the problems associated with the digitalization of higher education. The range of these problems is quite wide and each of them arises on the basis of various contradictions that are studied in different areas of scientific knowledge: sociology, economics, pedagogy, philosophy, cultural studies, etc. To see the possible negative consequences of the transition to digital education and take measures to level them, it is necessary to identify and systematize these contradictions and problems. This will make it possible to develop programs and proposals to improve the quality and effectiveness of digital higher education based on an integrated system approach. The aim of the study is to analyze and systematize the main contradictions and problems of digital higher education in Russia. Materials and Methods. The methodology and methods of the study were the methods of analytical review of domestic and foreign literature on the development of digital education. Further, on the basis of methods of analysis, comparison, generalization and principles of dialectics, a systematization of the main contradictions and problems that arise in the system of modern higher education in Russia in the process of its digitalization was carried out. Results. The study showed that the main contradictions and related problems of digital higher education can be divided into three groups: within pedagogical activity between traditional and digital forms of education, training and upbringing; between digital and traditional forms of elements of education (subject, object, means, environment, conditions, goals, result); between elements of the main subsystems of culture (information, praxiological and axiological), the formation of which is the main goal of pedagogical activity. Discussion and Conclusions. The study can be used to build models of digital educational activities that enable you to learn new principles of the relationship of digital education, training, and education in a digital information culture of a modern society, a new status and role of subjects of pedagogical activity, a new paradigm of pedagogical interaction, given a system of contradictions between traditional and digital mechanisms of socialization.

Digital Capabilities of Teachers: A Comparative Case Study

Online and digital education, which was once perceived as demanding financially and academically, became the most viable option to continue teaching and learning during the COVID-19 pandemic. Despite their lack of prior experience, capabilities, or willingness, many teachers shifted their courses online in a short period to continue teaching during the pandemic. To understand the efficacy in making such a shift, the nature of digital capabilities the teachers recognize within themselves and if these capabilities correlate with their socio-cultural and geographical backgrounds are to be realized. In this study, two cases from the global North and South are compared to investigate the similarities and differences in making choices of digital tools, and, to capture their digital affordances and ability to manage technology in the teaching and learning process. A sample of 50 teachers from two higher education institutions is used to capture the perceptions. The discovered trends in the choice of tools may shed light on region-specific disparities in digital affordances in technology-enhanced learning and global digital education development.

Імперативи розвитку цифрової освіти держслужбовців у контексті забезпечення ефективності моніторингу економічного механізму державного управління продовольчою безпекою

The article examines the imperatives of the development of digital education of civil servants in the context of ensuring the effectiveness of monitoring the economic mechanism of state management of food security. It has been proven that the use of digital tools and technologies, necessary for the effective implementation of monitoring in the field of food safety, requires digital competencies of civil servants. The growth of the need for advanced training in these areas and the positive connection of digital competences with the quality of education of civil servants have been revealed. The foreign experience of the development of digital education of civil servants in the field of food safety is analyzed. The key imperatives for the development of digital education were determined and the effects of the application of digital competences in the practical activities of civil servants in the field of food safety were characterized. The problems blocking the development of digital education in Ukraine have been studied. Measures to ensure the development of digital education of civil servants are proposed and the role of private education in the development of digital education is determined. The proposed algorithms will contribute to the effective interaction of state administration bodies and educational institutions to ensure the development of digital education of civil servants in the context of ensuring the effectiveness of monitoring the economic mechanism of state management of food security.

Development of Digital Education in the Age of Digital Transformation: Citing China’s Practice in Smart Education as a Case Study

Digital education has been catalyzing educational transition, transforming the educational views and instructional techniques while also providing opportunities for high-quality educational development. This is a subject that all nations throughout the world are concerned about. The worldwide practice of integrating digital technologies in teaching has yielded positive results. The Global Digital Education Conference, which was held in Beijing, China, in 2023, called for global collaboration on digital education development. This paper sought to illustrate the significance of digital education for educational reform and to investigate ways for digital education development in this context, using China’s smart education practice as evidence.

Digital education in the social investment model of Gross Domestic Product growth in the context of Industry 4.0

The motivation for this research was the desire to disclose the potential for human potential development that is created by Industry 4.0. The goal of this paper is to study the modern international experience and prospects for implementing the social investment model of economic growth under the conditions of Industry 4.0 with the help of the development of digital education. The method of regression analysis is used to model the econometric dependence of human development on digital education in 2019–2021. The paper’s contribution to the literature consists in the development of scientific provisions of the concept of the social investment model of economic growth through reconsidering the approach to human potential development with the help of education under the conditions of Industry 4.0. Unlike the existing approach, which implies the foundation on traditional (pre-digital) education, this paper offers a new approach to human potential development under the conditions of Industry 4.0, which is based on digital education. The advantage of the authors’ approach is its allowing for the fullest use of new opportunities that open under the conditions of Industry 4.0. The main conclusion of this research is that under the conditions of Industry 4.0, the social investment model of economic growth should be based on digital education. The theoretical significance of the results obtained lies in their allowing reconsidering the role of education in the implementation of the social investment model of economic growth under the conditions of Industry 4.0. It is proved that this role is performed most successfully with the help of digital education. The practical significance of the conclusions is due to the fact that implementation of the authors’ recommendations will allow balancing the level of human development in the countries of distinguished categories: countries with the highest Gross Domestic Product (GDP) growth rate; countries with the highest level of human development; countries with the most developed digital education. The social significance of the paper consists in its support for the practical implementation of SDG 4, SDG 8, and SDG 10.

КЛЮЧЕВЫЕ ПРЕИМУЩЕСТВА И ПЕРСПЕКТИВЫ ЦИФРОВОГО ОБРАЗОВАНИЯ В СОВРЕМЕННЫХ УСЛОВИЯХ

The article is a general overview of modern technological trends in education in the context of digitalization. The goals and objectives, advantages and trends in the development of digital education are considered. The article discusses innovations that have already been introduced and are being introduced into the education system on the eve of Industry 5.0. The main goal is to determine the socio-cultural impact of rapid digitalization in the field of education.

ОТЕЧЕСТВЕННЫЙ ОПЫТ В СТАНОВЛЕНИИ ЦИФРОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В 1980-1990 ГГ.

The domestic educational system is constantly undergoing various changes and innovations. In the context of the transition from an industrial to a post-industrial society, the issues of digitalization (informatization) of the educational process are becoming increasingly relevant. In this article, based on a historical retrospective, the problem of the formation of the information educational environment over the course of two decades is considered. This approach will allow us to identify not only the features of the development of informatization of education in the specified period, but also compare them. The materials presented in the article also characterize the main stages of the "information revolutions" that took place in the history of mankind. Each subsequent "revolution" simplified the preservation and transmission of information not only from person to person, but also from generation to generation. The role of these revolutions in the formation and development of digital education is also explained. Due to the fact that for the first time digital technologies began to be used in the education system of foreign countries, the article provides a brief description of foreign experience in the implementation of this issue. The materials presented in the article will be useful not only for historians, teachers, but also for a wide range of people studying the issues of digitalization of the educational system.

СТАН, ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ РОЗВИТКУ ЦИФРОВОЇ ОСВІТИ УКРАЇНИ У ВОЄННИЙ І ПІСЛЯВОЄННИЙ ПЕРІОДИ

The relevance of the study lies in the need to resolve the contradiction between the rapid pace of development of digital technologies in the world and the low level of digital skills of the Ukrainian population, which should be eliminated through education. The purpose of the study is to examine the state, problems and prospects for the development of digital education in Ukraine, as well as to develop recommendations for intensifying this process during the wartime and post-war period. The methods of analysis and synthesis, generalization, and visualization were used. The scientific novelty of the obtained results is the development of theoretical foundations and practical recommendations for solving the problem of digital education development in Ukraine. The authors consider the concept of "digital education" as providing citizens with knowledge and skills for the easy and safe use of digital technologies. The results of the analysis of the development of digital education of the population in all regions of Ukraine during 2019–2021 showed that it is at the stage of formation, as evidenced by the trends of the gradual growth of citizens' digital skills. It was emphasized that the level of digital skills is determined by age group, Internet access and digital security. A comprehensive approach to the creation of a digital education system for youth, adults and the elderly is proposed, based on the formation of skills in the use of digital technologies and services, which will contribute to the satisfaction of the vital interests of a person, society and the state. For the first time, the article highlights the expediency of forming students' digital skills while studying in higher education institutions within the framework of general and special competencies of educational and professional programs, which will increase the level of specialists’ competitiveness in the labor market.

Анализ развития цифрового образования в аграрной сфере России

The article discusses the aspects of development of digital education in the agricultural sector of Russia. The trends in the formation of the digital ecosystem of domestic education are presented and analyzed, and the problems of digital education in agricultural universities are formulated. The results obtained prove that digital education not only shapes the educational ecosystem, but also determines the vector of training for future specialists.

Educación, paz y violencia: sobre los orígenes, desarrollos y logros del Proyecto «Transición a la Educación Digital» (TED), ¡Tu escuela en casa!

per se. During the COVID-19 pandemic, formal education systems around the world were severely affected, leaving millions of children, young people, and adults without face-to-face classes, therefore, more vulnerable to present and future violence (which could arise). In this context, the Transition to Digital Education Project arises in Paraguay, to continue formal education but at a distance. The Project impacted in various interesting ways in the lives of students and their educators, for this reason, it is necessary to know their developments, problems, and main consequences; for this, in this work we analyze academic articles, Paraguayan legal regulations (during the pandemic), and related documents, as well as, through an ethnographic perspective, the authors' own experience. The main pedagogical deficiencies before the pandemic will be presented, which influence the development of digital education rapidly imposed. The conclusions show that the collaboration between the State, educational institutions, and civil society (mainly volunteers) in favor of education has served as a mechanism to curb different expressions of violence, contributing less to the deterioration of living conditions due to COVID-19 and avoiding that thousands of students did not lose their academic year or drop out of school.

Placing inclusive education in coversation with digital education

This article places inclusive education in conversation with digital education, and it does so for two reasons. The first reason is that the increased use of digital education will need to be inclusive and should not result in increasing inequalities. The second reason is that the experience within inclusive education provides valuable insights which could benefit the development of digital education. This article is conceptually based, and its aim is to show how experiences in inclusive education could benefit the development of digital education and vice versa. It argues that like inclusive education, the increased use of digital education in the future will require a redefinition and revisioning of education. While policies and legislation as well as training in digital education are important, this article recommends that digital education will need to engage with the deep-seated values, beliefs and assumptions held by teachers, students, parents, and society at large, and will require careful attention being paid to the systematic organisation of online learning in terms of curriculum, pedagogy, and assessment just as inclusive education.

Research Status, Hotspots, and Evolutionary Trends of Global Digital Education via Knowledge Graph Analysis

With the rapid development of emerging technologies such as big data, artificial intelligence, and blockchain and their wide application in education, digital education has received widespread attention in the international education field. The outbreak of COVID-19 in December 2019 further catalyzed the digitalization process in various industries, including education, and forced the education system to carry out digital reform and innovation. Digital education transformation has become a new hotspot of great interest in countries around the world and a major direction for education reform practices. Therefore, to better understand the status of global digital education research, this study uses CiteSpace (6.1.R2) visual analysis software to visualize and quantitatively analyze the literature on digital education research in the social science citation index (SSCI). First, the basic information of digital education was analyzed in terms of annual publication volume, authors, countries, and research institutions. Secondly, the main fields, basic contents, and research hotspots of digital education research were analyzed by keyword co-occurrence analysis mapping and keyword time zone mapping. Finally, the research frontiers and development trends of digital education between 2000 and 6 September 2022 were analyzed by cocitation clustering and citations. The results show that, based on the changes in annual publication volume, we can divide the development pulse of the digital education research field into three stages: the budding stage (2000–2006), the slow development stage (2007–2017), and the rapid development stage (6 September 2018–2022); there are 26 core authors in this field of research, among which Selwyn N has the highest number of publications; the USA, England, Spain, Australia, and Germany have the highest number of publications; Open Univ is the institution with the most publications; digital education’s research hotspots are mainly focused on interdisciplinary field practice research and adaptive education research based on big data support. The research frontiers are mainly related to five areas: interdisciplinary development, educational equity, digital education practice, digital education evaluation, and digital education governance. This paper systematically analyzes the latest developments in global digital education research, and objectively predicts that human–computer interdisciplinary teaching models and smart education may become a future development trend of digital education. The findings of this study are useful to readers for understanding the full picture of digital education research so that researchers can conduct more in-depth and targeted research to promote better development of digital education.