Digital Transformation Of Education Research Articles

A New Approach for Organizing Online Examination

The “Examination Form” research paper explores the transformative potential of digital technology in reshaping the landscape of educational assessments. This paper delves into the development and implementation of an online examination system that aims to streamline the process of conducting exams, thereby enhancing efficiency and integrity in educational institutions. The online examination system provides a platform for educators to create, manage, and grade exams with ease, accommodating various question types such as multiple-choice, short-answer, and essay questions. It offers students the flexibility to take exams from any location, ensuring a user-friendly and secure examination experience. The system incorporates robust security measures to maintain the integrity of the examination process and prevent unauthorized access. The paper further discusses how real-time analytics provided by the system can aid administrators in tracking performance trends and identifying areas for improvement. These insights can contribute to refining teaching methodologies in education. The “Examination Form” research paper underscores the pivotal role of digital innovation in bridging the gap between traditional examination methods and the evolving needs of the modern educational ecosystem. It highlights how such a system can alleviate administrative burdens, promote academic integrity, and provide valuable pedagogical insights. This research contributes to the ongoing discourse on digital transformation in education, particularly in the realm of assessment systems.

Online Teaching Research in China in the Context of Educational Digitization

Against the backdrop of digital transformation in education and the implementation of the “Three Links and Two Platforms Program,” teaching research among Chinese teachers has exhibited a growing tendency towards informatization. Information technology has been increasingly leveraged by teachers not only to organize teaching research activities and analyze research data but also to demonstrate their research outcomes. This article aims to give an overview of the history of online teaching research in China and pinpoint the promotional factors underlying its development. Inadequacies in current online teaching research are also discussed.

Teaching Research under the “Internet plus” Initiative: Driving Teacher Professional Development in the Digital Era

Information technology permeates every facet of human society in the internet age. The internet has fundamentally transformed human interactions by providing unprecedented support for interpersonal and inter-organizational communication and information sharing. As the paramount technological tool in the contemporary world, it is instigating social reconstruction (Li, 2017). Currently, the comprehensive impact of the internet on education is intensifying, bringing about digital transformation of education across the globe (Zhong, 2019).

Enhancing Online Learning Through Collaborative Course Development: A Case Study at the University of Botswana

Online education has experienced remarkable expansion in recent years, driven by technological advancements and the increasing demand for flexible and accessible learning opportunities. The University of Botswana, like many institutions worldwide, has actively embraced this transformative trend, recognizing the need to adapt and innovate in the realm of higher education. The digital transformation of education has paved the way for innovative approaches to course development, and at the University of Botswana, one such approach has taken center stage: collaborative course development. To ensure that online courses meet the highest standards of quality and effectiveness, the University of Botswana has established a multidisciplinary team comprising online media developers, graphic designers, Learning Management System (LMS) administrators, instructional designers, and subject matter experts. This collaborative course development team embodies a holistic approach that leverages the unique skills and expertise of each member, ultimately enhancing the online learning experience for students. This article serves as a comprehensive case study, shedding light on the tangible impact of collaborative course development on the University of Botswana's online education ecosystem. Through an in-depth analysis of this multifaceted endeavor, we aim to not only highlight the distinct contributions made by individual team members but also emphasize the overarching benefits derived from their collaborative synergy. The pivotal role of collaborative course development in ensuring the quality of online education cannot be overstated. As the University of Botswana has embraced this innovative approach, it has positioned itself as a pioneering institution at the forefront of the digital education revolution. This case study seeks to unveil the transformative power of collaboration in course development and its ability to significantly elevate the online learning experience.

Digital Transformation of Education, Systems Approach and Applied Research

Cet article propose la construction d’une modélisation systémique du numérique en éducation dans le cadre d’une recherche appliquée aux politiques publiques (ministère de l’Éducation nationale français). Considérant le numérique dans sa pervasivité, il met en évidence l’importance d’une approche complexe pour comprendre la transformation des pratiques. Comme modalité de recherche appliquée, nous présentons les groupes thématiques numériques (GTnum). L’approche méthodologique combine une posture réflexive éclairée par les apports de la recherche, des choix conceptuels centrés sur les humanités numériques et l’approche systémique, la recherche participative et la science ouverte via le carnet Hypothèses « Éducation, numérique et recherche ». Comme résultats, notre modélisation est centrée sur un « numérique environnant » et six unités d’action, mis à l’épreuve via les thématiques des GTnum. Nous interprétons ces résultats par une comparaison avec d’autres cadres systémiques, une application aux axes de la transformation numérique en académies, une réflexion prospective avec le développement de l’IA générative et des perspectives pour la recherche participative. Enfin, l’article discute des limites et apports de cette démarche : variabilité de la compréhension des enjeux et de l’intégration des apports de la recherche, mais pistes pour l’anticipation d’une nouvelle configuration du numérique avec la place de l’IA.

Blended learning with digital didactics in higher education

The article presents blended learning organization at the university during digital transformation of education, which poses new educational challenges. The purpose of the study is to describe implementation of blended learning «Flipped classroom» with digital didactics principles at the university. The research gives the analysis of foreign and Russian researchers on the issues of blended learning. The relevance of the research is in using of blended learning technology in higher education with digital didactics, which is due to the weak organizational and didactics support of the educational process. The article presents the author’s definition of «Blended learning» concept. The scientific novelty of the research is due to the author’s definition of «Blended learning» technology and in the implementation of blended learning into the educational process with digital didactics for a teacher and for administration of an educational organization. The principles of digital didactics are analysed from the point of view of their expediency. The choice of blended learning technology «Flipped classroom» for the educational process at the university is justified. The algorithm of integration of blended learning with digital didactics at the university for a teacher and for the university administration is described.

Mechanisms for Forming Digital Literacy of College Teachers under the Digital Transformation of Education

With the rapid development of information technology, the digital transformation of education has become an important trend of global higher education reform. In this context, the digital literacy of higher education teachers is not only related to their personal career development, but also a key factor affecting the quality of teaching and the development of students' abilities. Several problems have been identified through the research study, such as unbalanced distribution of resources, limited opportunities for professional development, missing evaluation system, insufficient social interaction and cooperation, and low self-efficacy, which collectively affect the formation of digital literacy among college teachers. Based on this, this study puts forward a series of recommendations, such as exploring the digital literacy hierarchy of college teachers under the digital transformation of education, clarifying the direction of cultivating digital literacy of college teachers under the digital transformation of education, and constructing a cultivation mechanism of multi-party collaboration and cooperation, with a view to promoting the enhancement of the digital literacy of college teachers, and then promoting the digital transformation of higher education.

An Empirical Study on the Educational Application of ChatGPT

At present, the digital transformation of education has become a national strategy, and ChatGPT is of great significance to the in-depth promotion of the digital transformation of education.Chatgpt has become a hot spot at home and abroad. The application of ChatGPT in daily education and study need to be deepened, but there is still a lack of attention to the current situation and effect of ChatGPT at home and abroad. Based on expectation confirmation theory, information system success theory and TAM model, this study constructs a model of the influencing factors of ChatGPT learners' use satisfaction. The results of structural equation analysis show that perceived usefulness, expectation confirmation and information quality have significant positive direct effects on learners' satisfaction; perceived ease of use, system quality and social influence have significant positive direct effects on learners' perceived usefulness; system quality and information quality have significant positive direct effects on learners' expectation confirmation; perceived usefulness has significant positive direct effects on behavior intention; system quality has significant positive direct effects on perceived ease of use. The results of qualitative comparative analysis of fuzzy sets show that there are six schemes to promote learners' satisfaction. The overall coverage of the six configurations is 0.974215, and the consistency is 0.71898. On the basis of the above research, some countermeasures and suggestions are put forward finally.

Working at the frontier: Swiss educational information and communication technology coordinators as mediators and intermediaries of the digital transformation

This article examines Swiss educational information and communication technology (ICT) coordinators (‘Pädagogischer ICT-Support’; PICTS) in Swiss compulsory schools in their ambivalent role between active agents of change and mere facilitators for their colleagues. Using a qualitative research design, it explores the history, self-perception and current roles of PICTS in the canton of Zurich and their interaction with other actors in the education system and the cantonal authorities. This paper draws on science and technology studies to understand the unique role of educational ICT coordinators. The results show that the perceptions and self-understanding of PICTS have remained consistent since their establishment, even though the digital technologies they deal with have evolved rapidly. Their dual role allows PICTS to be both active agents of change and part of a school’s teaching staff. Working at the frontier, they are ambiguous figures, embodying the contradictions of digital transformation in education without necessarily making them explicit.

The influence of information systems on student satisfaction: A study of perceived ease of use and perceived usefulness

Digital transformation in education has created opportunities for teaching methods to evolve through the application of new technology. The purpose of the study was to identify the factors that influence the satisfaction of university students with online learning. A survey was conducted on 609 students in Ho Chi Minh City, and the collected data was analyzed using the Partial Least Square Regression model. The study found that both system quality and information quality are crucial in determining the perceived ease of use and perceived usefulness of online learning systems. The results also revealed that perceived ease of use and usefulness positively impact students' overall satisfaction with online learning. The study recommends that educational institutions take these factors into account when designing online courses to meet learning objectives and ensure that students are satisfied with their learning experience.

EdTech in sociological education: Challenges and opportunities, risks and solutions

The contemporary system of sociological education undergoes all processes of digital transformation; therefore, the key challenges to the teaching community and risks associated with new functions and a decrease in the quality of education require serious rethinking in the context of digital transformation. Moreover, the tasks of identifying the capabilities of EdTech and constructive ways of using them in sociological education are also updated. The article considers the trends in the development of EdTech in education and conditions, technologies and directions for its use in sociological education. The empirical basis of the article is the results of sociological research conducted by international and Russian organizations on the use and development prospects of EdTech. The introduction and use of technologies in the education system determine the task of developing a new digital infrastructure and of the corresponding training/retraining of teaching staff. On the other hand, the education system should respond to students’ requests for emotional inclusion, support, psychological well-being and pedagogy of care in the digitally mediated environment. The author argues that the key tasks to be solved under the introduction of EdTech into sociological education are as follows: formation of a meaningful approach to the use of technology by all participants of the educational process; training in new methods for the analysis of transforming social reality; identification of legitimate ways to use artificial intelligence in education and research. The article emphasizes the dynamism of digital transformation in education, which determines the need for monitoring research and for a comprehensive (infrastructural, personnel, content) digital transformation strategy taking into account the features of educational programs.

Digital Transformation in Education: Emerging Trends and Best Practices Across Borders


 
 
 Digital transformation has become a prominent aspect of modern education, with emerging trends and best practices shaping educational landscapes across borders. This article explores the implications of digital transformation in education through a qualitative examination of literature and library research. By analyzing various studies and reports, this research aims to identify emerging trends and best practices in digital transformation across borders. The findings reveal several key themes, including the integration of digital technologies into teaching and learning, the use of data analytics for personalized learning experiences, the importance of digital literacy and skills development, the role of artificial intelligence and machine learning in education, and the impact of digital transformation on educational equity and access. Furthermore, this article discusses the challenges and opportunities associated with digital transformation in education, such as the digital divide, privacy concerns, and the need for professional development for educators. By synthesizing existing literature and research, this study provides insights into the current state of digital transformation in education and offers recommendations for policymakers, educators, and stakeholders to navigate and leverage the potential of digital technologies in shaping the future of education.
 
 

Digital Transformation of Education in China: A Review Against the Backdrop of the 2024 World Digital Education Conference

The flourishing digital technologies are impacting intensively on all facets of education development. How to promote the digital transformation of education by leveraging emerging digital technologies has become a highly concerning topic among educational researchers throughout the world. The Chinese government organized the 2024 World Digital Education Conference in Shanghai on January 30-31 to advance the digital transformation in education. The conference summarized China’s achievements in digital education and laid out a vision for building an international exchange and cooperation platform for global digital education development. This article is a review of China’s explorations and experiments in the digital transformation of education.

Opportunities and Challenges in Digital Transformation of Education

The World is facing a fast and radical change due to the expedited development of digital technologies. Advances in digital technology are constantly driving the digital transformation of society as a whole. The concept of “digital transformation” first emerged in 1968 and became distinctive in the research literature after the year of 2014 (Reis et al, 2018). In its broad sense, digital transformation refers to the process that new digital technologies are integrated into all sectors of human activity, fundamentally changing all aspects of human life. This leads to a world that is increasingly experienced with, through, and by information technology (Stolterman & Fors, 2004).

Digital Transformation in Education: Using Technologies for Enhancement of Efficiency of Teaching

Digital transformation has an important role as it revolutionizes teaching and learning, offering access, engagement, and personalized instruction. The aim of the research is to evaluate the role of digital transformation within the Ukrainian educational institutions and to reveal its potentials towards enhancement of teaching efficiency. To answer the research questions the mixed methodology approach was applied that offers in-depth examining the role of digital transformation in education. The methods included literature review, content analysis, interviews, and observations, t-test, statistical analysis, modeling, and thematic analysis. Over 40 recent scientific works were chosen to study the problem from the conceptual dimension and organize accurate empirical survey. The investigation involved 48 instructors and 93 bachelor students from four Ukrainian educational institutions. The results showed that integrating digital tools within the educational environment can enhance the teaching efficiency since digitalization enables accessibility to educational materials and personalized learning. The special attention was paid towards instructors and students’ perceptions of digital transformations in education. The results found that digital educational process was described as dynamic, interactive, flexible, innovative, technology-enhanced, and motivating. The Ukrainian context create special conditions for digital transformations at the educational institutions. Also, the recommendations to implement digital transformations in education to enhance the efficiency of teaching based on instructors and students’ responses were developed during the research. It was found that the implementation of digital transformations requires a comprehensive approach that addresses the conceptual, organizational, methodical, and content levels. The findings can be applied within the educational institutions to improve the efficiency of teaching through digital tools.

Maths Teachers' Readiness towards Digital Transformation of Education in Nabawan

Maths Teachers' Readiness towards Digital Transformation of Education in Nabawan

Economic Perspectives on Artificial Intelligence and the Digital Transformation of Education. A Case Study on Estonia

This paper delves into the integration of artificial intelligence within Estonia’s education system, showcasing the country’s global reputation for digital innovation. Utilising the method of the case study and the method of document analysis, we explore not only the practical outcomes, challenges, and strategies related to the adoption of artificial intelligence in the Estonian education system but also its economic implications. The research highlights artificial intelligence’s potential to lead to cost efficiencies and economic benefits for the education sector. Furthermore, we address the critical issue of fostering artificial intelligence literacy among students, schools, and universities, pinpointing data privacy and ethical considerations as key areas of concern. The strategies implemented by educational institutions to mitigate these challenges and promote a comprehensive understanding of artificial intelligence are also discussed. In conclusion, the paper underscores artificial intelligence’s transformative potential in reshaping education, offering guidance for other nations and academic entities aiming to successfully integrate artificial intelligence-based technologies. Emphasis is placed on the importance of a supportive policy framework and a solid ethical foundation to navigate the complexities of artificial intelligence adoption and ensure responsible use, while also considering the economic impact on the educational ecosystem and the labour market at large.

Digital transformation of education and modern educational technologies

The article discusses the relevance of digital transformation in the learning process in higher educational institutions. The authors of the article have identified the problem of digital transformation of higher education and established contradictions between the continuous increase in the requirement for the availability of various forms of education (blended, hybrid, distance learning) and the quality of professional training of students. The authors have identified the main problems associated with transformation in the field of modern education: the phenomenon of «clip thinking», the crisis of text culture. The purpose of the research is to identify the pros and cons of digital education at a university by analyzing the use of digital technologies in the design of new educational material. The method of theoretical analysis and pedagogical modeling have been used in the research. The authors have concluded that teachers have an ambiguous attitude towards digitalization in Pedagogy: on the one hand, it negatively affects the education system, on the other, on the contrary, it has a positive effect. In conclusion, the results of the study have shown that teaching students general academic skills in the context of the digital transformation of a university environment will improve the quality of the learning process and significantly improve the professional preparation of students.

Lessons Learned: Enterprise Information System Project on Education Institution

This paper addresses the challenges posed by Industry 4.0 and the COVID-19 pandemic, which necessitate digital transformation in educational institutions. It focuses on the specific issues of integrating enterprise information systems to facilitate this transformation. The solution proposed is the development of an integrated information system to manage operational processes within educational institutions. This system targets key domains including student admissions, academics, finance, and human resources, utilizing role-based access control (RBAC) and Single Sign-On (SSO) for efficiency and security. The methodology involves a collaborative effort under the Matching Fund program by the Ministry of Education, Culture, Research, and Technology of Indonesia. This collaboration includes the Universitas Islam Indonesia and the Salman Alfarisi Yogyakarta educational institution. The approach includes defining the project, collecting, and reviewing lessons, creating a repository of these lessons, and disseminating the findings. The project successfully developed and implemented an integrated information system, addressing the initial challenges and improving organizational efficiency in the participating educational institution. The system’s deployment covered multiple key operational domains, significantly digitizing the institution’s processes. This paper contributes valuable insights and best practices from the integration project, serving as a model for other universities and educational institutions. It showcases the potential of collaborative efforts in accelerating digital transformation in education, especially in the context of Indonesia’s vast network of universities and educational institutions.

A case study of incorporating digital technologies into audio-visual-oral English teaching in the context of digital humanities

Digital humanities is an interdisciplinary field as well as a set of methods and approaches that combine computational methods with humanistic inquiry. While discussions about the digital transformation of education have become more intense due to the increasing impact of digital technologies, there is still a need to explore the practice of integrating these technologies with audio-visual-oral English teaching. This article starts from the three characteristics of digital humanities research and moves on to document a three-year-long integration of digital technologies into audio-visual-oral English teaching, with emphasis on building online education infrastructure, deepening technology integration guided by the SAMR Model, and incorporating contests into formal learning. It emphasizes that the incorporation of digital technologies not only brings about significant changes in teaching philosophy, content, methods, and evaluation but also fosters the development of a new type of teacher-student relationship as teachers’ role evolves from simply “teaching and problem-solving” to placing greater emphasis on “guiding and mentoring”.