Transformation Of Education Research Articles

Assessing Academic Perspectives on Infodemic Management and Health Security: A Needs-Based Approach

Abstract Background The information environment significantly impacts public health decisions, behaviors, and health security. Misinformation and disinformation can compromise health interventions and undermine public trust, and this phenomenon, known as the infodemic, is increasingly challenging to address and requires innovation and transformation of public health and education of the health workforce. This study aimed to assess the relevance of infodemic management (IM) to different academic fields and training needs to create a competent workforce. Methods As part of the US Federal Assistance Award within the University Partnership Program between Emory University and the University of Belgrade, a mixed-methods study was conducted to evaluate the curricula of all 31 faculties at the University of Belgrade. An online survey was distributed to faculty deans to assess the current educational framework and opinions on IM in various academic fields. This approach provided a multidimensional view of how IM is perceived and integrated across diverse disciplines. Results The survey received 33 responses from different departments at the University of Belgrade. Over 75% of participants identified misinformation as prevalent in their respective fields. More than half of the respondents believe that students are not sufficiently familiar with the concept of the infodemic and its potential consequences, only 9% believe these topics are well covered in the current curriculum, and over 90% agree that additional content on IM is required to update study programs, indicating a gap in our current educational approach. Conclusions Academic circles have acknowledged the issue of misinformation and its negative impact on public health. Current gaps in academic curricula indicate the critical necessity of integrating IM into educational programs. This innovative approach will provide future specialists with the necessary skills to navigate the complexities of the modern information ecosystem. Key messages • Over 75% of surveyed professors identify misinformation and disinformation as prevalent in their professional fields, indicating a widespread impact. • Over half of professors feel academic programs do not sufficiently equip students to navigate the information ecosystem, with over 90% calling for additional infodemiology content.

A framework for curriculum transformation in quantum information science and technology education

The field of Quantum Information Science and Technology (QIST) is booming. Due to this, many new educational courses and university programs are needed in order to prepare a workforce for the developing industry. Owing to its specialist nature, teaching approaches in this field can easily become disconnected from the substantial degree of science education research which aims to support the best approaches to teaching in Science, Technology, Engineering and Mathematics fields. In order to connect these two communities with a pragmatic and repeatable methodology, we have synthesised this educational research into a decision-tree based theoretical model for the transformation of QIST curricula, intended to provide a didactical perspective for practitioners. The Quantum Curriculum Transformation Framework consists of four steps: (1) choose a topic, (2) choose one or more targeted skills, (3) choose a learning goal and (4) choose a teaching approach that achieves this goal. We show how this can be done using an example curriculum and more specifically quantum teleportation as a basic concept of quantum communication within this curriculum. By approaching curriculum creation and transformation in this way, educational goals and outcomes are more clearly defined which is in the interest of the individual and the industry alike. The framework is intended to structure the narrative of QIST teaching, and with future testing and refinement it will form a basis for further research in the didactics of QIST.

Adopting Digital Tools in Higher Education: Opportunities, Challenges and Theoretical Insights

ABSTRACTThe digital transformation of higher education, driven by technological advancements and evolving societal needs, presents both significant opportunities and critical challenges. This study integrates the technology acceptance model (TAM), diffusion of innovations (DOI), comprehensive literature review, in‐depth case studies and empirical survey data to explore these dynamics. The findings reveal the potential of digital technologies—such as online platforms, adaptive learning tools and immersive technologies—to expand access, personalise learning and foster collaboration. However, the research also identifies major barriers, including the digital divide, faculty resistance and data privacy concerns. By combining qualitative thematic analysis and quantitative statistical analysis, this study underscores the importance of strategic planning, inclusive policies and ongoing professional development in maximising the benefits of digital education. The paper contributes to the field by offering actionable insights, theoretical implications and practical recommendations for institutions to implement adaptive pedagogical strategies, ensure equitable access to technology and build robust, secure digital learning environments.

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.

Navigating educational transformation: Understanding learning styles’ preferences of Egyptian students in the post-pandemic era

This study investigated the Learning style preferences of Egyptian EFL learners post-COVID-19. It aims to examine differences emerging in multimodal and bimodal learning preferences based on demographic variables of age and gender and consider the cultural educational context in Egypt during and post the pandemic era. Utilizing the VARK Model, Mayor’s Multimodal Learning Theory, and the Connectivism Learning Theory a survey comprising 19 questions was disseminated to 211 Egyptian EFL students from various age groups. Findings reveal a predominant preference for multimodal learning, particularly visual and read/write styles, with significant variations between genders. Female learners exhibited a stronger inclination towards kinesthetic styles, while males preferred visual methods. Younger learners and female students showed a stronger preference toward the multimodal approach that integrates technology-mediated learning, whereas older students and male learners were in favor of the more traditional modes of learning. The study highlights the importance of integrating traditional instruction wit multimedia resources, particularly for younger learners who thrive in interactive settings. Recommendations include encouraging collaboration between public and private educational sectors, increase the community services and initiatives for community-based learning to address the diverse needs of unprivileged learners. The study advocates for an innovative and holistic teaching approach to enhance engagement and motivation, achieve quality education, and cultivate an informed, skilled generation capable of contributing to the sustainable future of Egypt 2030.

Technology of creating an innovative textbook for teacher education system

The transformation of education, caused by the constantly changing demands of society and the avalanche growth of information, necessitates the search for new means of training future teachers, focused on the formation of universal qualities of a specialist. The creation of psycho-pedagogical classes requires expanded research into ways to improve pedagogical training with continuity at all levels, starting from school. Considering the focus on professional training, it is important to model the structure and content of educational tools that allow forming not only subject knowledge but also the readiness of future teachers to “learn to teach” adequately to the cognitive characteristics of modern students and the trends in the formation of digital content.The aim of the article is to substantiate the method of creating end-to-end inversion textbooks that allow forming and developing the readiness to learn to teach in students planning their future professional activities in the educational field (by the example of studying the topic of the informatics course “Information and information processes”).The literature analysis allowed us to identify three tools for modeling the format of presentation and structuring of the textbook content: the “inverted” or inversion (question-task) format of the structural composition of educational content; the end-to-end or vertical selection of educational content according to the principle of “vertical lever”, the principle of “transparent” box” based on structural mental diagrams for visualizing all components of educational material (theory, tasks, control methods). Using the example of the topic “Information and information processes”, the article shows the technology of applying these tools in compiling of innovative teaching resources is shown.An expert assessment of the created textbook confirmed the possibility and feasibility of its use in psycho-pedagogical classes and pedagogical universities for training, self-study, and self-control of students.

Understanding the aims of education from a perspective of social ecology

Introduction. The article discusses the features of approaches to understanding issues in the philosophy of education, based on the principles and data of social ecology. Such environmentalist approaches, anticipated in E. Haeckel’s works, are actively developing today, which is reflected, in particular, in the existence of specialized periodicals and the formation of special thematic spaces for discussion.Purpose setting. The authors attempt to identify the socio- philosophical foundations of environmentalist approaches to education. At the center of the discussion presented in the article are environmentalist judgments regarding the question of the goals of education.Methodology and methods of the study. To solve this problem, the authors carry out a content-critical and comparative analysis of environmental solutions presented in domestic and foreign literature.Results. It is shown that from a socio-philosophical point of view, the environmentalist understanding of the relationship between the spheres of public life is not without interest. Many of the supporters of this direction make critical judgments regarding the influence of economic social institutions on the functioning of society and its development. Environmental problems, for which the educational transformations proposed by environmentalists are aimed at finding solutions, are determined from their point of view by social factors. In fact, environmental themes are used by environmentalists to argue for different views on education, based on differing attitudes not only of a theoretical but also of a political nature.Conclusion. The analysis carried out shows that it is advisable to consider environmentalism and social ecological philosophy of education as a thematically homogeneous complex of substantively different solutions. Such approaches are the result of reflection on the classical problems of philosophy of education with the help of «ecological» values and cognitive attitudes.

SaaS-Based reporting systems in higher education: A digital transition framework for operational resilience

The rapid digital transformation in higher education necessitates innovative solutions to enhance operational resilience. Software as a Service (SaaS)-based reporting systems emerge as pivotal tools that facilitate data-driven decision-making and streamline institutional processes. This abstract presents a digital transition framework for integrating SaaS-based reporting systems in higher education institutions, emphasizing their role in improving efficiency, accessibility, and adaptability in an increasingly complex educational landscape. SaaS-based reporting systems provide scalable solutions that allow higher education institutions to collect, analyze, and report data in real-time, fostering transparency and accountability. By leveraging cloud technology, these systems enable users to access critical information from anywhere, thereby promoting collaborative decision-making across departments. The framework proposed in this study outlines essential components for a successful transition to SaaS-based reporting, including stakeholder engagement, data governance, and change management strategies. The implementation of SaaS reporting systems not only enhances operational efficiency but also supports institutional goals related to student success, faculty performance, and resource allocation. With robust data analytics capabilities, institutions can identify trends and make informed decisions, ultimately leading to improved academic outcomes and resource utilization. Furthermore, the adaptability of SaaS solutions allows institutions to respond effectively to changing regulatory requirements and emerging educational trends. Challenges associated with the transition to SaaS-based reporting systems include concerns regarding data security, integration with existing systems, and the need for training faculty and staff. The proposed framework addresses these challenges by emphasizing the importance of a comprehensive implementation strategy that includes risk assessment, user training, and continuous support. In conclusion, adopting SaaS-based reporting systems within a structured digital transition framework can significantly enhance operational resilience in higher education institutions. By embracing these technologies, institutions can not only improve their reporting capabilities but also foster a culture of innovation and responsiveness to the evolving educational environment. Keywords: Saas-Based Reporting Systems, Higher Education, Digital Transition Framework, Operational Resilience, Data-Driven Decision-Making, Cloud Technology, Stakeholder Engagement, Data Governance.

Этические проблемы и риски формирования цифровой модели современного университета

The relevance of the study lies in the fact that the digital transformation of higher education, being a strategic national direction, envisages universities achieving digital maturity, including through the creation of a digital model that meets the needs of modern society and the digital economy. However, the process of forming a digital university reveals numerous ethical problems, which may lead to ambiguous consequences for both educational institutions and higher education as a whole. This paper examines the concept of a “digital university” and its content, providing an author’s definition and identifying the main elements that form a unified digital educational environment. The advantages of the digital university in comparison to the traditional university are highlighted, and the importance of forming a digital model of the university is determined. Furthermore, the ethical problems that arise during the digitalization of key elements of the digital university are identified and analyzed. The risks associated with the process of forming the digital model of the modern university are indicated, and recommendations for their prevention are provided. Conclusion dwells upon the fact that the digital university model presents a dilemma that can be resolved by developing effective approaches to its creation, with a focus on ethically justified decisions in the use of digital technologies in the educational process. Recognizing the role of traditional university ethics in the digital educational environment, promoting the development of humanities knowledge, and codifying digital scientific and educational activities are essential steps in this direction.

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.

Post-pandemic impact on a private University in Malaysia: adapting strategies for sustainable education in chemistry

The emergence of the COVID-19 pandemic marked an unprecedented disruption in global education systems, affecting a vast population of approximately 1.6 billion learners across over 200 countries. Specifically, within Malaysia, where private universities hold a significant role in shaping the educational sphere, the pandemic brought about notable shifts in higher education. This research focuses on the post-pandemic impact on a private university situated in the Malaysian capital, focusing on transformations in teaching and learning approaches, student engagement, and technological integration in chemistry education. Through an in-depth analysis of diverse data sources from students and literatire review, this study aims to shed light on the challenges faced by the teaching and learning process in chemistry and the strategies employed to mitigate the adverse effects. In addition, the study also discusses the potential long-term transformations in higher education that may persist beyond the pandemic and offers recommendations to ensure the resilience and adaptability of private universities in Malaysia. Understanding the post-pandemic impact on private universities is crucial for formulating effective policies and strategies to enhance the quality and accessibility of higher education in the evolving educational landscape.

Student Teachers’ Resilience During The COVID-19 Pandemic: Navigating Remote Teaching Practice

This article explores student teachers’ resilience during the COVID-19 pandemic and their ability to thrive in online teaching practice. Amid the pandemic’s unprecedented challenges, student teachers exhibited remarkable adaptability in navigating the shift to remote teaching. Through qualitative research and thematic analysis, this article delves into student teachers’ experiences, highlighting their positive encounters with online teaching methodologies and tools. The findings underscore the importance of resilience and adaptability in the dynamic field of education, emphasising the valuable skills student teachers attained through their engagement with online teaching. Furthermore, the article explores the advantages of online practical assessments, shedding light on innovative evaluation methods that may shape future educational practices. Overall, the insights gleaned from this research contribute to a deeper understanding of student teachers’ experiences during times of educational transformation. Recommendations are also offered to integrate online teaching methods into teacher training programmes to enhance these students’ resilience and adaptability in the face of adversity.

Engagement of stakeholders in action-oriented education for sustainability: a study of motivations and benefits and development of a process model

ABSTRACT Purpose Engagement of non-academic stakeholders is an important element of education for sustainability, but is rarely mentioned in contemporary agricultural education literature. This article investigates the process of engagement of non-academic stakeholders into higher education programs on agriculture. Non-academic stakeholders refer to private firms that are focused on the acquisition of knowledge with the objective of achieving a competitive advantage. Design/methodology/approach Eleven cases of agricultural education at the undergraduate (Bachelor’s degree) and graduate (Master’s degree) levels in three different countries (Italy, Greece, Norway) were analysed through interviews with teachers and stakeholders and in-situ observations. Findings Qualitative analysis revealed three categories of motivation (inspiration, marketing, sharing experience), two benefits (energy, problem-solving) and four combined categories (exchange, new knowledge, new workers, practical contribution). A conceptual model, developed in the study, provides guidelines for the engagement process, enabling more collaborative education approaches in agriculture and food. Practical implications The proposed model provides educational institutions with a tool for assessing stakeholder engagement process in new/existing education initiatives, enabling transformation of education from narrow individual disciplines to integration of knowledge sources and a variety of learning arenas in education. Theoretical implications Within the framework of university-industry collaboration in combination with action-oriented education for sustainability, findings provide unique insights into the engagement of stakeholders in education. Originality/value This study contributes to knowledge by applying principles of action learning and focusing on the education side of engagement. The results demonstrated that engagement in action-oriented collaborative education offers several benefits to non-academic stakeholders. This was found to have real effects on farm businesses, manifested as changes in production processes and discovery of new marketing opportunities.

Identifying challenges in implementing digital transformation in UK higher education

Purpose The purpose of this study is to systematically dissect strategies against the challenges stalling digital transformation (DT) in the UK higher education (HE) sector. It addresses the challenges impeding DT’s incorporation and offers a blueprint for fostering innovation and efficiency within academic institutions. Design/methodology/approach Using a systematic literature review, the research integrates a nuanced literature review with interpretive structural modelling (ISM). Through meticulous ISM analysis, including sensitivity analysis and level partitioning, a robust framework is developed to pinpoint and interrelate DT challenges. Findings This investigation delineates a spectrum of impediments to DT in HE, most notably the need for more digital understanding among educators, intensified by inadequate support and resources. The findings reveal that the effective integration of DT is hindered by factors such as insufficient educator digital skills, resistance to technology and the continuous evolution of digital infrastructure. Practical implications The study’s findings and the developed level partitioning diagram offer invaluable insight into how DT must be integrated into the curriculum to enhance HE. Additionally, it could further lead to research within digital infrastructure and how learning needs to be facilitated for students in HE. Originality/value This study breaks new ground by systematically illuminating the centrality of the educator skill gap. By contributing insights into the educator skill gap, it proposes a unique analytical model that underscores actionable pathways for advancing DT initiatives in HE institutions.

Massive Open Online Courses (MOOCs) as Catalysts of Educational Transformation in the Higher Education Sector of Sri Lanka: A Systematic Literature Review

This systematic literature review evaluates the transformative effects of Massive Open Online Courses (MOOCs) in Sri Lanka’s higher education and library services. It explores how MOOCs democratize education by broadening access to previously costly and limited educational infrastructure and integrating them into library practices for enhanced access and professional development. The review synthesizes various sources to assess MOOC utilization, challenges like low completion rates, inconsistent quality, and digital divides. Strategic improvements are proposed to align MOOCs with educational and socio-economic goals in Sri Lanka. The findings highlight MOOCs’ current uses, barriers, and potential as supplements to traditional education, aiming to optimize learning outcomes and support educational transformation in both academic and library environments.

Formation of students’ subject skills in mathematics in the process of digital didactic game

The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of students’ mathematical skills, while meeting the needs of students of the digital generation for the form of information presentation. Digital didactic games can be used as an effective means of teaching mathematics at school. The potential of such games in the formation of students’ mathematical and logical skills, cognitive motivation is indicated. In the mathematical content of the game, it is proposed to provide for a change of types of educational activities. This will expand the range of skills formed through digital play, make it more dynamic and interesting for students, which will contribute to their involuntary learning. To develop the skills to perform various graphical constructions using the tools of modern graphical calculators, it is proposed to include tasks at certain stages of the game, for which digital tools can be used (online calculators, electronic programs, mobile applications, etc.). The conclusion is made about the expediency of using digital didactic games in the process of teaching mathematics to schoolchildren.

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.

Transformation and development of simulation-based education and child first aid skills training

Background: Simulation-based medical education is a complex learning methodology in different fields. Exposing children to this teaching method is uncommon as it is designed for adult learning. This study aimed to develop and implement simulation-based education in first aid training of children and investigate the emotions of children in post-simulation scenarios that replicate emergency situations. Methods: This was a phenomenological qualitative research study. The participants attended the modified “Little Doctor” course that aims to train children in first aid and, subsequently, completed simulation scenarios. The children attended focus groups and were asked about their experiences of the course and how they felt during the simulation scenarios. Results: 12 children (Age 8–11 years old) attended the course, and 10 completed the simulation scenarios and focus groups. The major theme derived from was the simulation experience’s effect, which was divided into two subthemes: the emotion caused by—and the behavioral response to—the simulation. The analysis revealed shock and surprise toward the environment of the simulation event and the victim. The behaviors expressed during the simulation scenarios ranged from skill application and empathy to recall and teamwork. Conclusions: Simulation scenarios were successfully implemented during the first-aid training course. Although participants reported mixed feelings regarding the experience, they expressed confidence in their ability to perform real-life skills.

Navigating the new normal: Exploring the evolution of entrepreneurship education in the aftermath of COVID-19

The COVID-19 pandemic has significantly impacted business schools worldwide, prompting the urgent adoption of innovative teaching methods and digital transformation. This study employs an exploratory case study approach, conducting 18 semi-structured interviews to examine the benefits and risks associated with novel teaching modalities in entrepreneurship education. Specifically, the research highlights the effects of COVID-19 on students' social dynamics, their learning experiences and engagement, as well as the digital transformation of teaching within entrepreneurship education. The findings reveal substantial changes in various components of entrepreneurship education during the pandemic, including the emergence of new teaching forms and modalities. Drawing from these insights, the study provides valuable recommendations for future developments in entrepreneurship education. It emphasises the importance of adopting a balanced approach to teaching that leverages the advantages of face-to-face instruction while harnessing digitalisation and innovative teaching methods. By embracing successful elements of digital transformation in entrepreneurship education, higher education institutions can enhance the resilience and adaptability of their entrepreneurship programmes, equipping students for the entrepreneurial journey ahead. This longitudinal study highlights the evolving nature of entrepreneurship education in response to unprecedented challenges.

Post-pandemic impact on a private university in Malaysia: adapting strategies for sustainable education in chemistry

The emergence of the COVID-19 pandemic marked an unprecedented disruption in global education systems, affecting a vast population of approximately 1.6 billion learners across over 200 countries. Specifically, within Malaysia, where private universities hold a significant role in shaping the educational sphere, the pandemic brought about notable shifts in higher education. This research focuses on the post-pandemic impact on a private university situated in the Malaysian capital, focusing on transformations in teaching and learning approaches, student engagement, and technological integration in chemistry education. Through an in-depth analysis of diverse data sources from students and literatire review, this study aims to shed light on the challenges faced by the teaching and learning process in chemistry and the strategies employed to mitigate the adverse effects. In addition, the study also discusses the potential long-term transformations in higher education that may persist beyond the pandemic and offers recommendations to ensure the resilience and adaptability of private universities in Malaysia. Understanding the post-pandemic impact on private universities is crucial for formulating effective policies and strategies to enhance the quality and accessibility of higher education in the evolving educational landscape.