Digital Transformation Of Education Research Articles

Digital Transformation in Education to Foster Personalized Learning

This article is to explain the principles of digital transformation practices that can effectively enhance personalized learning. The article is written using a literature review method to identify various concepts, approaches, and findings from previous studies that support or challenge the role of digital technology in promoting personalized learning. The findings of this article indicate that there are four key principles to understand in digital transformation: digital innovation must specifically address students' needs, collaboration between teachers and technology must be well-established, strong student engagement must be fostered—beyond mere compliance, and continuous evaluation must be conducted to identify challenges in technology implementation. By adhering to these principles, education can become more responsive and inclusive in meeting the unique needs of everyone, thereby enabling the effective realization of personalized learning.

Digital Transformation of Physical Education in Colleges and Universities: Theoretical Logic, Practical Dilemma and Practical Approach

With the rapid development of information technology, the digital transformation of education has provided new ideas, new resources and new methods for the practice of physical education in colleges and universities, and has become an important support and power source for the high-quality development of physical education in colleges and universities in the new era. By using the methods of literature and logical analysis, this paper analyzes the theoretical logic, practical dilemma and practical path of educational digitization in the practice of physical education curriculum in colleges and universities. The research holds that the theoretical logic includes conforming to the concept of education modernization, adapting to the individual needs of students, helping to improve the quality of physical education and promoting the fairness of physical education. This paper analyzes the practical difficulties faced in the process of transformation, such as uneven digital literacy of teachers, insufficient integration of digital resources, imperfect teaching evaluation system and weak infrastructure construction. It also puts forward the corresponding practical approaches, including improving teachers’ digital ability, optimizing the construction of digital resources, and constructing a scientific evaluation system, aiming to provide a useful reference for promoting the digital transformation of physical education in colleges and universities.

Enhancing educational efficiency: Generative AI chatbots and DevOps in Education 4.0

AbstractThe emergence of new technologies has developed a new industrial need for engineering graduate students. This modern industry needs a modern educational framework to support further development. This research revolves around developing the learning methodological approach for university courses that aligns with Education 4.0 and can fulfill the essential knowledge requirements for future engineers in Industry 4.0. We used a constructive approach as a baseline methodology already proven in the field of engineering education. On the other hand, we modified this approach by implementing Industry 4.0 standards, such as Agile methodology, DevOps tools, and Artificial intelligence chatbots. In this way, we managed to establish one more step in the digital transformation of education as one of the paramount cornerstones of Industry 4.0. As a result, during the course, Agile methodology and DevOps tools created a learning environment very similar to the real software development environment in companies. The efficiency of the delivery of the learning material also increased by implementation and integration of AI chatbots. This was tracked by the number of projects developed during course implementation. The study showed that in the field of education, the implementation of novel approaches developed in the industry to increase efficiency can be implemented in the educational environment. It also showed that the implementation of those methodologies does not hinder but improves the efficiency of the educational cycle.

Breast Cancer Detection System Using Machine Learning

This study, titled "Students' Attitudes in the Post-COVID Era: A Study on the Impact of Online Learning during the COVID-19 Pandemic," explores the effects of the rapid shift to online learning on students' attitudes, experiences, and future expectations in education. The COVID-19 pandemic forced educational institutions worldwide to adopt online learning models, which significantly altered the traditional dynamics of teaching and learning. This research investigates how students from diverse educational levels and backgrounds responded to these changes, examining both the positive and negative aspects of online learning. A mixed-methods approach was used, combining quantitative data from 400 students through surveys. Key findings reveal that while students appreciated the flexibility and convenience of online learning, many struggled with engagement, technical difficulties, and feelings of isolation. The study also highlights how socioeconomic factors and access to technology influenced students’ experiences, with those from underprivileged backgrounds facing greater challenges. A significant portion of students expressed a preference for blended learning models, which integrate both online and in-person elements. The research concludes that online learning has the potential to enhance education if critical challenges such as the digital divide, mental health support, and hands-on learning deficiencies are addressed. The study’s recommendations focus on adopting flexible learning approaches, improving digital infrastructure, and providing better support for both students and educators in the evolving educational landscape. This study provides valuable insights into the future of education post-pandemic and suggests that, with the right interventions, the digital transformation in education can lead to more inclusive and effective learning environments.

Sistema de Recomendación de Cursos en Línea basado en el Perfil de Competencias TIC del Docente

Digital transformation in education has created the need to train teachers and improve their digital competencies. However, training processes are often ineffective due to the lack of personalization in the proposals and the variety in teacher profiles. Given this, this article addresses the development of a web tool designed to diagnose teachers’ digital competencies and provide personalized recommendations for MOOCs to support the development of their skills. To achieve this, a system that uses Natural Language Processing (NLP) techniques and a content-based recommendation model is proposed. Course data is obtained through web scraping and processed with NLP techniques, using an advanced language model (BERT) to generate vector representations of the courses and competencies. The web system allows teachers to self-assess their competencies, visualize the results, and receive personalized recommendations for MOOCs. The implementation of this system has proven effective in identifying teachers’ areas for improvement and suggesting relevant courses for their professional development. The results suggest that the use of this system can be an effective solution for training teachers in digital competencies.

Creating Capacity for Digital Transformation of Education:

Educational institutions and training programs have faced an accelerated transformation toward the integration of technology. However, it is unclear whether the capacity to train qualified personnel to support this digital transformation in education. In this session, we review university websites across Canada looking at the availability of online PhD programs in Education Technology. Findings indicate only one is offered online only (5% or 1 out of 20) and two provide students with the possibility to study in a blended format for their PhD program, which is 10% (2 out of 20) of all Canadian universities that have PhD programs. Only 5% (1 out of 20) of Canadian institutions provide a PhD program in educational technology; however, this is offered on campus only. While this review excludes the EdD pathway, we did find two EdD programs in educational technology that could be accessed entirely online and one blended program. As technological and conceptual shifts of entire sectors that prioritize digital learning and digital literacy (e.g., B.C. Digital Learning Strategy), there is significant demand for PhD qualified individuals to lead or execute these initiatives. As such, there needs to be more discussion about how to make PhD study more accessible, specifically in educational technology.

Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schools

Implementing technology-enhanced learning and teaching in schools causes major changes for both teachers and students. Research in other fields shows that individuals’ regulatory orientation (i.e., promotion and prevention focus) predicts how people deal with such fundamental changes. Our research ties in with a school trial where classes were equipped with tablets, yielding a shift from predominantly analog to technology-enhanced learning and teaching. In this context, we investigated whether the regulatory orientation of teachers (N = 109) and students (N = 1,127) related to how they dealt with this change. As expected, teachers with a stronger promotion focus were more likely to perceive the changing teaching situation as a (positively connotated) challenge and to intend to use the tablets in class. Further, students with a strong promotion focus when tablet-based teaching was introduced showed higher technology-related self-efficacy and higher motivation to use digital devices after a few months of using tablets in class. Prevention focus was unrelated to teachers’ and students’ attitudes, behavioral intentions, or motivation. Thus, the concept of regulatory orientation helps explain how teachers and students respond to changes in school, whereby particularly promotion focus appears to be relevant for change processes due to digital transformation in education.

Digital Transformation for Educational Development in Sub-Saharan Africa

Digital transformation holds significant promise for revolutionizing education in Sub-Saharan Africa (SSA). This paper examines the challenges of digital transformation in education in the SSA region. We observed that the challenges are multifaced, including infrastructure deficits, access and equity barriers, digital literacy gaps, financial constraints, policy challenges, and regulatory barriers. To overcome these challenges, the paper offers some recommendations that can help the SSA countries to unlock the transformative power of digital technologies to advance education, empower learners, and build a brighter future. Amongst other, the paper suggests that stakeholders must adopt an integrated approach to infrastructure development, promote equitable access and inclusion, invest in capacity building and skills development, localize educational content, mobilize financial resources, enact policy and regulatory reforms, and foster collaborative partnerships.

Digital Transformation in Education: Multidimensional Effects of Artificial Intelligence Supported Learning Management Systems

Digital Transformation in Education: Multidimensional Effects of Artificial Intelligence Supported Learning Management Systems

Multimedia electronic manual "Thermometry"

Relevance. The education system plays a crucial role in the formation of professional orientation in the learning process. The digital transformation of education has become an integral part of the development of our society. One of the effective tools in the context of the activation of digital didactics to improve the quality of educational services is the introduction of modern distance learning technologies.Aim. Creation of a multimedia electronic manual dedicated to teaching the discipline "Propaedeutics of internal diseases" on the topic "Thermometry".Materials and methods. The multimedia electronic manual "Thermometry" developed at the Propaedeutic Therapy Department in Samara State Medical University contains theoretical material on the methodology and technique of measuring body temperature. The manual provides illustrative material with illustrations and description of the main types of fevers, describes the grades of fever, provides a detailed description of the rules for the registration of a temperature chart and provides an example of a filled temperature chart. The presented multimedia electronic manual contains a set of tests and clinical cases for self-monitoring of students' knowledge with references.Conclusion. The multimedia electronic manual "Thermometry" developed at Samara State Medical University can increase the efficiency of learning the material, which will help to improve the formation of professional competencies among students, while examining patients of various profiles, making correct diagnosis and management strategy.

Navigating the Digital Shift: The State of Junior High Schools' Technological Readiness in Indonesia

The digital shift in education requires readiness among school members to manage the challenges of organizational change. This study investigates the technological readiness of junior high schools in Indonesia from teachers' perspective, using Weiner's (2009) theory of organizational readiness for change, and examines students' readiness for digital learning. Participants included teachers and students from four junior high schools in Boyolali, Central Java, selected through convenience sampling with a 95% confidence level (0.05). Descriptive statistical analysis indicated a positive readiness for digital transformation (mean = 3.74). The study found that only the Valence of Change factor had a statistically significant correlation with schools' readiness for digital shift. Furthermore, respondents showed a positive attitude toward digital learning, with no significant gender differences in students' perceptions and use of digital tools. These findings offer valuable insights for educators, researchers, and school administrators in driving digital transformation in education. The study recommends integrating digital learning into the curriculum to boost student engagement and interest.

Factors Influencing the Willingness of Chinese Ideological and Political Teachers to Use Digital Technology

The digital transformation of education is closely related to the future competitiveness of countries worldwide. The thriving digital environment has brought opportunities and challenges to ideological and political educators, and there is a need to thoroughly explore the determinants that drive technology adoption in the educational context. Based on the integration of various theoretical studies, this research explores the influencing factors of teachers' willingness to use digital technology in ideological and political education in Chinese universities. Such a study not only informs educators' strategic decisions, but also guides policymakers and scholars to deal with the complexity of technology integration in ideological and political educators.

DETERMINING THE LEVEL OF DIGITAL COMPETENCE OF A UNIVERSITY FOREIGN LANGUAGE TEACHER

Background. The relevance of the article is due to the tasks of digitalization of education and the focus on the development of all types of digital activities of a university teacher and is determined by the state policy of the Russian Federation in the field of digital transformation of society in general and digital transformation of education in particular. The article examines the conditions of education that are changing in connection with digitalization, and defines digital competence. The purpose of the article is to determine the level of digital competence of a modern university foreign language teacher and take this competence into account in the educational process. Materials and methods. The material of the work was the scientific works of domestic and foreign authors on the topic of research, legislative acts, electronic resources, materials of web conferences, etc. The research methods were interviewing, methods of description, observation and analysis. As a result of the conducted research, the levels of digital competence of foreign language teachers (basic, high, advanced) were identified and the level of digital competence of foreign language teachers in scientific and educational activities of Samara State University of Economics (SGEU) was determined; the skills and abilities of the selected levels were described; possible digital services for use in writing scientific papers, textbooks were highlighted and content creation, as well as for classroom work and distance learning; pedagogical options for using digital technologies both in education and in scientific research of a modern teacher are proposed.

Digital Transformation in Education at Thu Dau Mot University

In an era of rapid scientific and technical development, universities that want to survive and develop must always innovate and update scientific and technical advances in all activities of their units. Digital transformation is one of the practical activities to improve the quality and operations of universities. At Thu Dau Mot University, digital transformation is an issue that the school is very interested in and developing. In this article, the author focuses on understanding and analyzing the current state of digital transformation at Thu Dau Mot University campus, finding the causes and limitations that need to be overcome.

How does virtual peer presence relate to learning from video lectures and subsequent explanation generation? The moderated mediating roles of motivation and explanation characteristics

Finding effective ways to improve students’ learning from video lectures will not only improve online education efficacy, it will also play an important role in the digital transformation of education. Generating written explanations has shown some benefits for learning, and peer presence may be an implementation-related boundary condition. This study tested the impacts of virtual peer presence (presence vs. absence) and generative tasks (generating explanations vs. no generation) on students’ learning in a video-based learning context. Students’ attention, meta-comprehension accuracy, motivation, cognitive load, learning achievements, and explanation characteristics were measured. Results showed some benefits of having a virtual peer, and of generating written explanations on students’ learning. Moreover, mediating analyses revealed the mediating role of motivation between peer presence and learning achievement, and moderated mediating analyses revealed the moderating role of explanation characteristics between peer presence and motivation. Our findings not only extend the understanding of the positive effects of generating written explanations in video-based learning contexts, they also provide implications for improving students’ learning from video lectures as well as optimizing online video lectures.

Enhancing the effectiveness of digital transformation on teaching in higher education in Kuwait

IntroductionThis study investigates the digital citizenship behavior (DCB) and behavioral intention (BI) of faculty members at the Public Authority for Applied Education and Training (PAAET) colleges in Kuwait. The research aims to evaluate the effectiveness of technology in teaching and provide a case study of higher educational institutions in Kuwait. The study’s theoretical framework focuses on four key factors: performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC), examining their impact on faculty readiness (RED) through the mediation of both BI and DCB. A total of 28 hypotheses were tested, exploring direct and indirect relationships among these variables.MethodsA survey was conducted among 122 faculty members from PAAET colleges in Kuwait. The questionnaire measured the participants’ perceptions of PE, EE, SI, and FC, along with their BI and DCB. The study employed statistical methods to analyze the data and test the 28 hypotheses, aiming to identify significant paths of relationships that contribute to faculty readiness for technology use in education.ResultsThe findings confirmed eight significant paths of relationships, highlighting the importance of inputs such as effort and social influence and their impact on performance as an output in determining faculty readiness. However, the study raised empirical doubts about the remaining 20 hypotheses, providing new evidence that challenges the currently established relationships between technology acceptance and digital citizenship.DiscussionThe study offers valuable insights into the factors influencing the effective use of technology in higher education institutions in Kuwait. It suggests that while some pathways, such as effort and social influence, significantly contribute to faculty readiness, other expected relationships may not hold as previously thought. This new evidence calls for a reevaluation of the existing models of technology acceptance and digital citizenship. The results have important implications for policy and practice, offering guidance on enhancing technology use among faculty members in educational settings. The study contributes to the broader discussion on digital transformation in education, providing a comprehensive understanding of the key factors that affect faculty readiness for adopting new technologies.

Exploring the nexus of attitude, contextual factors, and AI utilization intentions: A PLS-SEM analysis among primary mathematics teachers in China

This study delves into the pivotal integration of Artificial Intelligence (AI) in primary mathematics education, examining the nuanced interplay between teachers’ attitudes toward AI, Contextual Factors (CFs), such as institutional support and resource availability, and their Intention to Use AI (IUAI) in teaching practices. With the advent of digital transformation in education, understanding the dynamics of AI adoption in primary settings becomes increasingly critical. Surveying 476 primary mathematics teachers in China, this research employs partial least squares structural equation modeling (PLS-SEM) to unravel the complexities influencing AI integration. The findings reveal that teachers’ attitudes significantly impact their IUAI, while CF, particularly institutional support and resource availability, play a crucial role in shaping these attitudes and directly influencing IUAI. This investigation not only bridges a vital research gap by offering empirical insights into the determinants of AI adoption in a primary education context but also provides a robust framework for educators, policymakers, and stakeholders to foster a conducive environment for AI integration. By aligning AI deployment with pedagogical strategies, this study contributes significantly to enhancing the quality and effectiveness of mathematics education, underscoring the transformative potential of AI in shaping future educational landscapes.

Virtual Reality in the Classroom: Transforming the Teaching of Electrical Circuits in the Digital Age

In response to the digital transformation in education, this study explores the efficacy of virtual reality (VR) video games in teaching direct current electrical circuits at a public university in Colombia. Using a mixed-method action research approach, this study aimed to design, implement, and evaluate a VR-based educational strategy to enhance undergraduate learning experiences. The methodology integrated VR into the curriculum, facilitating a comparison of this innovative approach with traditional teaching methods. The results indicate that the VR strategy significantly improved students’ comprehension of electrical circuits and increased engagement, demonstrating the utility of immersive technologies in educational settings. Challenges such as the need for technological integration and curriculum adaptation were also identified. This study concludes that VR video games can effectively augment electrical engineering education, offering a model for incorporating advanced digital tools into higher education curricula. This approach aligns with ongoing trends in digital transformation, suggesting significant potential for broad applications across various educational contexts.

XÂY DỰNG HỆ THỐNG BÀI GIẢNG VÀ TÀI NGUYÊN GIÁO DỤC ĐIỆN TỬ - GIẢI PHÁP GIẢI QUYẾT TÌNH TRẠNG THIẾU GIÁO VIÊN HIỆN NAY

This is scientific research on how to overcome the current shortage of high school teachers. Population growth and economic deterioration are the main causes of reduced investment in education; Schools receive little investment in additional construction to meet the learning needs of students; Investment in teacher training has not been increased. Besides the pressure at work, teachers receive low salaries, which is also the cause of teachers quitting their jobs. If this situation persists, it will affect the quality of education and the source of high-quality technical labor in the future. To conduct this research, the authors conducted many surveys on students, parents, teachers, principals, leaders of the education industry and synthesized opinions in the media and press. The research work suggests that the most effective solution to the current teacher shortage is to build shared e-learning and e-educational resources for high school students nationwide combined with opening online classes as well as tests and exams. These studies are also the premise for digital transformation in education. Keywords: E-lectures; flipped classroom; e-textbooks; e-workbooks; e-test banks.

Increasing digital awareness of pre-service teachers (an experimental research)

With the 21st century, the skills expected from people have changed. Expectations in this process have also affected the concept of the ideal human profile. Creative thinking, critical thinking and digital skills can be counted among the skills expected from an ideal person in this period. This transformation manifests itself in many areas. There is no doubt that education systems that can adapt to digital transformation, especially in the field of education, will be the education systems of the future. In this process, it is essential to increase the awareness of teachers towards digital transformation. As a matter of fact, in this study, it was aimed to increase the awareness of pre-service teachers about digital transformation. The research utilized a single group pretest-posttest model from experimental designs. In this context, 30 randomly selected 3rd and 4th grade pre-service teachers studying in the Department of Classroom Education were included in the sample. Within the scope of the research, the awareness scale for digital transformation in education developed by Yurdakal (2024) was used. Alpha value of the scale consisting of 50 items and 3 dimensions is 0.957. Within the scope of the research, an 8-week curriculum was prepared first. The curriculum was applied to the sample for 8 weeks, 4 online and 4 face-to-face. Pre-test and post-test data were collected before and after the implementation. During the process, diaries were distributed to the sample and they were asked to write their thoughts about the whole process. The collected data were analyzed with SPSS 22 and dependent groups were analyzed with T test. The qualitative data obtained within the scope of the research were analyzed by content analysis and codes were obtained and themes were reached by bringing the related codes together. The themes were presented by supporting them with quotations. Looking at the results of the research; it was determined that the participants' awareness of digital transformation post-test (134.96) scores were significantly higher than the pre-test (99.56) scores. In this context, the training process on digital transformation awareness was successful.