Educational Ecosystem Research Articles

Education transformation in Indonesia requires the implementation of differentiated learning

This study describes teachers’ perceptions of implementing education transformation after the Corona Virus Disease 2019 (COVID-19) pandemic. The research method uses a mixed-method approach: quantitative and qualitative. Quantitative data collection using questionnaires. Analysis of quantitative data using the Rasch model. Qualitative data analysis through the collection, reduction, and presentation. The respondents of this research are 389 teachers in Indonesia. The questionnaire instrument contains 21 items of statements. Before being sent to teachers via the Google form, the questionnaire had met the readability test by 10 teachers. This research found that the most effortless education transformation is related to the education ecosystem. However, implementations still challenging to implement are related to pedagogy, especially the implementation of differentiated learning. Therefore, this study implies that the educational ecosystem needs to be maintained. Meanwhile, pedagogics, especially those related to differentiated learning, must be improved with various training to recognize student learning styles, multiple intelligences, learning readiness, teacher socio-emotional, and student socio-cultural.

Performance Evaluation in Higher Education – A Comparative Approach

Abstract Higher education stands as an essential base point in the current knowledge societies, shaping the way to sustainable growth and enhanced life quality. Literature recognizes higher education institutions as powerhouses which, through their own capabilities and partnerships, can champion innovation in a transformative way. Being widely praised for the transformative output they generate through the conducted operations, literature notes that when the educational process is defined by an outstanding quality and performance, multiple benefits arise for all the stakeholders involved. However, since quality and performance are very nuanced and volatile concepts, ensuring them in higher education necessitates a good understanding of the educational ecosystem as well as its ongoing monitoring. To encourage this aim, the selection of proper key performance indicators and the consistent implementation of performance appraisal actions have to be enacted so the end beneficiaries of the educational process and other stakeholders are provided maximal quality. As performance evaluation can be deployed by considering various indicators, higher education institutions need to carefully design, apply its steps and run follow-up actions to determine what is still to be improved.

Staffi ng of St. Petersburg industry through modernization of the vocational education system

A brief description of the state of industry in St. Petersburg is given on the basis of data from open statistical sources. The problem of personnel shortage of enterprises has been fixed, since a significant part of graduates of institutions of higher and secondary vocational education are employed in the service sector. The causes of the problem of staffing the industry of St. Petersburg with young specialists are identified, existing support measures at the city level are analyzed, and an idea is proposed aimed at overcoming the dysfunction between the ecosystem of vocational education and the demands of employers. The essence of the idea is the modernization of the vocational education system in industry, the results of its implementation and the roadmap up to 2030 are described.

COLLABORATIVE EFFORTS IN SCIENCE AND TECHNOLOGY WITHIN HIGHER EDUCATION INSTITUTIONS INSIGHTS AND REFLECTIONS

In today's era of extensive international integration, collaboration in the realm of education and science and technology is undeniably essential within higher education establishments. Specifically, both bilateral and multilateral cooperative efforts in science and technology are being increasingly highlighted and encouraged in various forms. This article delves into the landscape of scientific and technological collaboration within higher education institutions, exploring the frameworks, experiences, and lessons learned from various perspectives. The development of science and technology stands as a cornerstone in the global integration agenda, with nations around the world emphasizing the importance of diversified and multilateral cooperation. Vietnam, in its pursuit of scientific excellence and technological prowess, has embraced international integration schemes and policies aimed at enhancing cooperation and investment in the realm of science and technology. This commitment is reflected in governmental decisions, policies, and strategic plans that underscore the significance of collaboration in research, development, and knowledge dissemination. Furthermore, international experiences, particularly from countries like Germany, the Czech Republic, Sweden, and China, offer valuable insights into different models of collaboration between higher education institutions, businesses, and research entities. These models encompass a spectrum of activities ranging from institutional exchanges, student programs, and scientific workshops to in-depth research partnerships and technology transfer initiatives. The article also delves into regional collaboration experiences, highlighting exemplary institutions such as Hanoi National University and the University of Labor and Social Affairs, showcasing their achievements, policies, and strategic initiatives in fostering collaborative endeavors in science and technology. Through case studies and analysis, we aim to extract lessons, best practices, and recommendations that can further enhance collaborative frameworks, communication channels, and resource utilization in the pursuit of scientific advancements and technological innovations. By examining the intersection of academia, industry, and international partnerships, this article aims to contribute to the ongoing discourse on effective strategies for promoting collaboration, knowledge exchange, and technology transfer within higher education ecosystems.

Innovations in the methodological approach to quantifying and evaluating the supported effects of forests for recreational and educational ecosystem services

Innovations in the methodological approach to quantifying and evaluating the supported effects of forests for recreational and educational ecosystem services

Revolutionizing AI-Assisted Education with Federated Learning: A Pathway to Distributed, Privacy-Preserving, and Debiased Learning Ecosystems

The majority of current research on the application of artificial intelligence (AI) and machine learning (ML) in science, technology, engineering, and mathematics (STEM) education relies on centralized model training architectures. Typically, this involves pooling data at a centralized location alongside an ML model training module, such as a cloud server. However, this approach necessitates transferring student data across the network, leading to privacy concerns. In this paper, we explore the application of federated learning (FL), a highly recognized distributed ML technique, within the educational ecosystem. We highlight the potential benefits FL offers to students, classrooms, and institutions. Also, we identify a range of technical, logistical, and ethical challenges that impede the sustainable implementation of FL in the education sector. Finally, we discuss a series of open research directions, focusing on nuanced aspects of FL implementation in educational contexts. These directions aim to explore and address the complexities of applying FL in varied educational settings, ensuring its deployment is technologically sound, beneficial, and equitable for all stakeholders involved.

Thriving in scarcity: Harnessing intellectual capital for open frugal innovation

Private higher education institutions (PHEIs) are struggling to invest in the facilities, tools, and staff required to build a complete IR4.0 education ecosystem due to a lack of funding and technological resources. This research investigates the role of intellectual capital elements (Human, Relational, and Structural Capital) in promoting frugal innovation in Malaysian private universities utilizing knowledge-based theory. Using a quantitative research approach, we collected survey data from 308 respondents affiliated with Private Higher Education Institutions (PHEIs) in Malaysia. The study found that human capital is not statistically significant in its relationship with frugal innovation in higher education, while structural capital and relational capital do show significant relationships. These findings contribute to our understanding of intellectual capital's role in frugal innovation in Malaysian PHEIs.

Implementing CLIL Innovation in a Collaborative Teacher Education Ecosystem

AbstractThis paper reports on the implementation of a 6‐month collaborative teacher education project (CTEP) in China, designed to help teachers adopt CLIL in response to new primary school curriculum requirements. A multi‐site case study was conducted to track two focal teachers' changes in CLIL implementation and its sustainability. Adopting ecological theory, the study investigated how teachers' interactions with university‐based, district‐based, and school‐based teacher educators in the project contributed to their professional development. Our research focused on an innovative dimension of the project, namely, close collaboration among university researchers, teacher educators, and primary teachers who all contributed to the CTEP ecosystem. Data collection involved semi‐structured interviews at the pre‐stage, while‐stage, post‐stage, and delayed post‐stages of the project, classroom observation notes, lesson study minutes, field notes, informal exchanges, and project documents. Our data analysis revealed that although both teachers had a positive attitude towards CLIL, they exhibited different trajectories of changes in their pedagogical practices. The teachers' interactions with teacher educators within and across the four sub‐contexts in the CTEP ecosystem played a significant role in their professional development. Notably, the school‐based teacher educators contributed by establishing a collaborative teaching study group (TSG) that ensured sustainable professional development for the teachers. The findings of this study have important implications for educational policymaking and for designing and implementing collaborative teacher education programmes that offer an alternative to traditional top‐down modes of language teacher professional development.

The 4Rs Framework: Creating A Synergy to Support the Implementation of English Education for Sustainable Development in Rwanda

Rwanda started teaching English to support sustainable development and deliver the five key pillars that will help Rwandans transition from their existing way of life to the society they all desire and are happy to be a part of. As a follow-up to the Sustainable Development Goals and the Berlin Declaration on Education for Sustainable Development, the government ensured the standardisation and teaching of English. In order to assist the implementation of English teaching nationally, the theoretical paper explains how the 4Rs Framework—relationship-building, recognition, responsibilities, and reciprocity—combine to generate synergy among many stakeholders and cross-sectoral collaboration. The study presents literature on Rwanda's Vision 2050, education for sustainable development, and teaching using English as a medium of communication. It is founded on a critical literature review. The article discusses options for national transformation while emphasising the importance of locally rooted collaboration. The 4Rs technique is intended to foster discussion among important players about the issues and problems facing the area of education in emergencies rather than serving as a rigid theoretical framework. The study shows the connections between and tensions among the various "Rs," as well as the efficiency of the 4R dimensions in encouraging the teaching of English. The study considered ways to get beyond the approach's drawbacks and difficulties to support sustainable schooling in Rwanda. This framework encourages the creation of a synergistic educational ecosystem that equips students with the information, skills, and attitudes required to actively participate in Rwanda's path to sustainable development.

Exploring the Effects of China's Double Reduction Policy on Students Within the Framework of Educational Ecological System Theory

This essay mainly discussed the impact of China's "Double Reduction" policy on students from the perspective of educational ecosystem theory. The "Double Reduction" policy aims to reduce students' excessive homework burden and the burden of out-of-school training, so as to alleviate students' pressure. This paper first introduces the concepts of educational ecosystem theory, such as microsystem, mesosystem and exosystem. It then discusses how the "Double Reduction" policy has changed the educational ecosystem, especially at the macrosystem level. The paper also discusses how the implementation of the "double-decrease" policy affects students through various system levels. In general, the "double-decrease" policy has helped to reduce the pressure on students' development, but it has also brought uncertainty to academic performance and career development. This paper adopts a qualitative research methodology by interviewing students and parents to explore their attitudes towards the "double-decrease" policy and its perceived impacts. It also concludes that if China's unique education system does not change accordingly, the effects of the double-minus policy will be greatly weakened by society, and the long-term impact will be more uncertain.

Higher education in a changing world: Strategic, diversified, fair, efficient, and sustainable

Subject. The article considers the public policy in the field of higher education, in the context of profound changes in the world. Objectives. The study aims to analyze processes of forming the educational ecosystem at the national and international level. Methods. The study employs general scientific research methods. Results. The key strategic areas for improving the efficiency of higher education are related to targeted funding, quality of teaching, and human resource (talent) management. Conclusions. The effectiveness of national higher education systems is determined by the ability to use available resources to achieve the development goals of the society.

Investment in tertiary education in OECD countries: Student spending and public support, allocation of education funding by resource category

Subject. This article discusses the issues of financing and ensuring the accessibility of higher education, and getting the balance between higher education spending and other public spending. Objectives. The article aims to analyze the major economic indicators of the higher education system's development in some countries and regions. Methods. For the study, I used the general scientific research methods. Results. The article describes different combinations of students' tuition costs and ways to find the optimal balance between different forms of learning support undertaken by governments of different countries. Conclusions. The high quality of higher education is recognized as an absolute priority. In the coming decade, higher education ecosystems will change in many countries, driven by changes in demand for higher education. More flexible and diverse financing modalities are needed, taking into account the practices of different countries.

Enhancing educational evaluation through predictive student assessment modeling

This study evaluates several machine learning models used in predicting student performance. The data utilized in this study was collected from 253 undergraduate students participating in five classes within one of three courses offered by VnCodelab, an interactive learning management system, to provide insights into student performance. Leveraging the data-rich environment of the interactive learning management system proposed earlier, this study focuses on training a predictive model that forecasts student grades based on the comprehensive data collected during the teaching process. The proposed model capitalizes on the data obtained from students' engagement patterns, time spent on exercises, and progress tracking across learning activities. This study compared five different base classifiers— Random Forest (RF), Logistic Regression (LR), Support Vector Machine (SVM), Naïve Bayes (NB), and k-nearest Neighbor (k-NN), and an ensemble learning method Stacking Classifier —utilizing a dataset comprising 13 features. The research assesses the model's accuracy, reliability, and implications, contributing to the evolution of educational evaluation by introducing predictive assessment as a transformative tool. The results indicate that the Stacking Classifier accurately predicts students' grade ranges, surpassing individual base classification models by effectively combining their predictive capabilities. Integrating data-driven forecasting into the educational ecosystem can transform teaching methodologies and foster an informed, engaged, and empowered learning environment. This approach cultivates a proactive learning community by empowering students with real-time academic progress forecasts. Educators benefit from data-informed insights that facilitate more effective and objective performance evaluation.

Цифровая экосистема образовательно-профессионального пространства вуза: теоретико-методические аспекты военного образования

At the level of creating ecosystems of the educational and professional space of the university, the integration of the interests of the educational and professional communities can be realised. The purpose of the article is to identify the key factors and driving forces that explain the advantage of organizing an educational and professional space according to the type of digital educational ecosystems and ensure the transformation of the main elements of the pedagogical system of training a future specialist. A model of the digital ecosystem of the educational and professional space and a special case of its implementation are presented on the example of a unified information educational environment for environmental training of military personnel.

Evaluation of University’s Place in the Adult Education Ecosystem

The authors of the present paper conducted a comprehensive analysis of university place in the ecosystem of adult education, based on its characteristic functions, priorities of activity and emerging tensions. The participation of universities in the professional training of adults is analyzed. The research focus is projected on the assessment of the situation at the institutional (a university as a social institution) and organizational level (a university as a specific institution of higher education). A discussion of the prospects for transforming the place of higher institution in the ecosystem of adult education is presented. The study was conducted using a semiformalized interview method (n=36) with representatives of the commercial and public sector occupying key positions (heads and top management of universities, corporate universities, educational consulting organizations, providers of non-formal education services, etc.). Main results. Several points of university positioning in the structure of adult education ecosystem are identified: 1) the university is the core of the educational ecosystem and holds this status; 2) the university occupies the central place of the educational ecosystem, but can lose this status by certain actions or inaction; 3) the university is not the core of the educational ecosystem and should not be; 4) the university is not the core of the educational ecosystem, but could become it. According to most experts, universities occupy a central place in the ecosystem of adult education and have a high potential to retain leadership positions, provided that the educational material is relevant and meets the demands of the labor market. At the same time, it is important to consider that some participants of the educational ecosystem (online platforms, corporate universities and others) are rapidly increasing their influence and implementing large-scale educational programs for the population. Universities, having a high level of public trust and being mainly responsible for fundamental professional education, are interested in accumulating the advantages of other participants of the educational ecosystem. It is optimal to present the university as a central hub of educational practices for the population, accumulating the advantages of other actors of the adult education ecosystem. The article is addressed to administrative and managerial staff of universities, representatives of executive authorities and the real sector of the economy, scientific and pedagogical staff and graduate students seeking to study lifelong learning of adults.

Impact of Cobra Effect in Education

Education is dynamic in nature, serving to develop individuals in accordance with the ever-changing world. Consequently, governments often introduce new educational policies or decisions to enhance the quality of education. However, the inclusion of such policies or initiatives into the education system can sometimes lead to unintended consequences at both micro and macro levels within the educational ecosystem. Policy makers play a significant role in addressing these educational challenges. However, there are instances where their solutions exacerbate issues at the macro level of education. Conversely, at the micro level, teachers and parents wield substantial influence in resolving educational challenges among children. Therefore, they must exercise caution and remain mindful of the "cobra effect," wherein attempts to solve problems through simplistic and illogical means can inadvertently exacerbate them. Indeed, addressing educational issues is seldom as straightforward as it may initially appear. The cobra effect is not confined to the realm of education; it can manifest across various fields, including social issues, the economy, and administrative decision-making. This study aims to elucidate the concept of the cobra effect within the context of education, delineating its impact and proposing potential remedies to mitigate its effects within the educational sphere.

Improvement of Student Interaction Analysis in Online Education Platforms Through Interactive Mobile Technology and Machine Learning Integration

The emergence of online education platforms, driven by interactive mobile technology, has significantly reshaped traditional educational paradigms and underscored the critical need for advanced analysis and improvement of student interactions. Effective analysis of student interaction is crucial for enhancing teaching quality and optimizing the learning experience in these digitally enriched environments. Traditional analysis frameworks often face challenges such as inaccuracies in anomaly detection and inefficiencies in data handling, particularly when handling extensive datasets typical of online platforms. This study introduces a novel approach to enhancing student interaction analysis systems by leveraging the synergy between machine learning and advanced interactive mobile technologies. Initially, the study proposes an advanced anomaly detection method tailored for identifying irregular student interactions. This method utilizes a blend of machine learning algorithms and the real-time data processing capabilities of mobile technology. Furthermore, to address the complexities of data transmission in mobile-based online education ecosystems, a state-ofthe- art congestion control algorithm has been developed. This algorithm optimizes data flow, significantly enhancing transmission stability and efficiency. The integration of interactive mobile technology with machine learning offers a robust and dynamic framework for analyzing student interactions, thereby facilitating a more engaging and effective online educational experience. This research contributes to the advancement of online education quality and efficiency by emphasizing the role of interactive mobile technology in shaping future learning environments.

A Narrative Review of the Sociotechnical Landscape and Potential of Computer-Assisted Dynamic Assessment for Children with Communication Support Needs

This paper presents a narrative review of the current practices in assessing learners’ cognitive abilities and the limitations of traditional intelligence tests in capturing a comprehensive understanding of a child’s learning potential. Referencing prior research, it explores the concept of dynamic assessment (DA) as a promising yet underutilised alternative that focuses on a child’s responsiveness to learning opportunities. The paper highlights the potential of novel technologies, in particular tangible user interfaces (TUIs), in integrating computational science with DA to improve the access and accuracy of assessment results, especially for children with communication support needs (CSN), as a catalyst for abetting critical communicative competencies. However, existing research in this area has mainly focused on the automated mediation of DA, neglecting the human element that is crucial for effective solutions in special education. A framework is proposed to address these issues, combining pedagogical and sociocultural elements alongside adaptive information technology solutions in an assessment system informed by user-centred design principles to fully support teachers/facilitators and learners with CSN within the special education ecosystem.

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.

A Quarter Century of Appreciative Inquiry Work with Schools and Youth

The author, Dawn Dole, delves into AI Practitioner’s quarter-century of support for Appreciative Inquiry in educational realms. From classrooms to communities, Appreciative Inquiry’s transformative power is explored in numerous articles and issues. Reflecting on the pivotal role of pioneers, the text underscores the imperative of nurturing positive educational ecosystems. Through intergenerational dialogues and innovative approaches, AI continues to spark profound change worldwide.