ICT In Education Research Articles

DIGITAL TRANSFORMATION OF THE GLOBAL EDUCATION MARKET

The global education market is undergoing significant changes due to modern digitalisation. The latest technologies are significantly changing learning technologies, the structure of education, international flows and their volume in general. The subject of the study is to assess the impact of digital transformation on the global world market. The aim of this article is to analyse the development processes of the global market for educational services in the context of modern challenges, in particular digital transformation, and its consequences for the higher education market. The methodology of the study included research, a review of scientific literature, graphic visualisation of digitalisation. The methods of system analysis and generalisation have made it possible to identify the main directions of transformation of the global and regional educational markets, to characterise the dynamics of the spread of the latest forms of education and the growth of their profitability, to confirm the turbulence and instability of internationalisation trends and the intensification of competition between traditional and new providers of educational services. Research has shown that the online education sector is developing and expanding rapidly. The amount of capital raised and its profitability are increasing, confirming the prospects of these investments. There is a growing variety of online education providers, which generally creates significant competition for traditional institutions such as universities. Educational products are becoming more diversified and there is a growing trend towards personalised and adaptive learning on online educational platforms using artificial intelligence and machine learning technologies. In recent years, there has been a significant increase in the number of students enrolled in various online courses, and there is a growing demand for distance learning and flexible, personalised learning options. The global education market is characterised by unstable dynamics of internationalisation due to various external factors such as the COVID-19 pandemic, military aggression, demographic factors, political and economic instability. Competition between traditional and new providers for students, market share and financial resources is intensifying. In general, despite the negative factors, the number of foreign students tends to increase, albeit rather unevenly across countries. The widespread use of ICT in education and other activities can pose potential threats and challenges: increased competition and lower quality of education, spread of unwanted and anti-social information.

Linking Global Industrial Revolutions to Advancements of African Educational Systems: What We Learn from the Literature

The present article explored and discussed the literature in line with the advancements and achievements of African educations systems vis-à-vis the global industrial revolutions. Specifically, the aspects of streamlining the teaching and learning processes that make ease the work of both teachers and students have been discussed. In addition, the search of the literature talked elements related to the progress made by African schools in relation to the electrification of schools, ICT in education, internet connectivity as well as the learning content digitization. Even though progress is remarkable, however, there is a need to prioritize rural areas by aligning the requirements of the fourth industrial revolution and the fulfilment of sustainable development goals. Keywords: Teachers, students, wellbeing, mental health, electricity, internet connectivity, education, digitization, quality teaching & learning, communication, computers, artificial intelligence, robotics, innovation, interconnectedness.

NEP 2020 and the Infrastructure for ICT-based Teaching Learning

The globe now is attempting to recover from the devastating effects of the Novel Coronavirus Disease pandemic (COVID-19). The propagation of this rare disease across the world has altered every aspect of existence. It completely changed the paradigm of education, converting traditional classroom settings to virtual ones. One of the foremost important laws of the twenty-first century is the National Education Policy (NEP), which was written in 2019 and endorsed by the Indian Union Cabinet on the 29th of July in 2020. The policy is ground-breaking and comprehensive in every way, with a focus on several elements of education, including the incorporation of ICT. The NEP 2020 places a lot of emphasis on integrating technology because it can be a key element in fostering all-encompassing development. The creation of virtual labs is also given considerable attention in NEP 2020. It is important to note here that a National Educational Technology Forum (NETF) is likewise in the process of being founded. Despite widespread support for using ICT in teaching and learning, there were still some issues with classroom integration. Several crippling problems emerged, among them are inadequate ICT infrastructure, institutional discouragement, slack policies, and—above all—, insufficient technological, pedagogical, and integrative abilities among teachers at all levels. In addition to highlighting NEP 2020's key points and different ICT-related provisions for teaching and learning, this paper also discusses several implementation issues and infrastructural requirements for ICT. Finally, several recommendations are made for the optimum utilization of ICT.

Qualification and ICT Knowledge as Predictors of Technical Subject Teaching Competence of Teachers in Osun State, Nigeria

This paper examines the ability of educational qualifications and ICT knowledge to predict the teaching competence of teachers in the technical school setting in Osun State. A descriptive survey research design was adopted for the study. A sample of 40 teachers and 100 students in technical schools from two Local Government Areas (LGAs) were selected from Osun State which formed the participants for the study. Qualification and ICT knowledge were measured using assessment questionnaire and technical subject teaching competence was assessed by students’ evaluation of their teachers’ competencies in teaching with reliability coefficient of 0.85. Data were analysed using descriptive statistical tools such as mean, standard deviation, frequency counts and linear regression analysis statistic. The result revealed that teachers were proficient in using smartphones, email and internet; while they ranked disc player, film stripes, smart boards and projectors least among facilities they have proficiency in. The result revealed that students’ evaluation of teachers’ competence was low. The study also showed that teachers’ qualification had a positive correlation with their teaching competence while their knowledge of ICT had a negative correlation with their competency in technical secondary schools in Osun State. It was recommended that technical schools should ensure that their teachers upgraded themselves in terms of qualifications, certification and knowledge in ICT in order to meet the demands of technical education.

The Effects of ICT in Teaching and Learning a Foreign Language in Rwandan Schools: An Example of Kiswahili in Selected Secondary Schools of Rusizi District

The Effects of ICT in Teaching and Learning a Foreign Language in Rwandan Schools: An Example of Kiswahili in Selected Secondary Schools of Rusizi District

Integration of Artificial Intelligence and Info Communication Technologies in Health Educational Training: Advancing the Learning of Future Professionals through Clinical Simulation

The integration of Artificial Intelligence and Information and Communication Technologies in health education has the potential to revolutionize the teaching and learning process, creating dynamic and adaptive learning environments. This paper aims to explore the benefits and challenges of integrating AI and ICT in health education, the implications for teaching strategies, and student learning outcomes.

Memory Enhancer Games: A General-purpose Game-based Intelligent Tutoring System

Students of today are exposed to technologies that are either educationally effective or distractive. Most of them are having a hard time learning in a traditional classroom setup, are easily distracted, and have difficulty remembering lessons just learned and prerequisite skills needed in learning new lessons. Game-Based Intelligent Tutoring System (GB-ITS) is a technology that provides an individualized learning experience based on student’s learning needs. GB-ITS mimics a teacher doing one-on-one teaching, also known as tutoring, which is more cost-efficient than human tutors. This study developed a general-purpose Memory Enhancer Games system, in a form of a GB-ITS. This study was conducted at Calasiao Comprehensive National High School, identified the game type that best enhances memory and the game features for this proposed system through a questionnaire by (9) ICT teacher respondents. The developed system in this study has undergone validity testing by (8) ICT teachers and professors from Schools Division I of Pangasinan, and of a University in Dagupan City, and acceptability testing by (100) senior high school students of Calasiao Comprehensive National High School, 1st semester of school year 2022-2023, using Likert scale to determine its appropriateness as an intelligent learning tool. The results of the game design questionnaire confirmed the studies of which elements were ideal for a GB-ITS, and both the validity and acceptability survey questionnaires with overall weighted means of 4.57 and 4.08, show that the system is a valid and acceptable intelligent learning tool. The developed MEG can also be of use for testing game features for educational effectiveness and can also contribute to any future study which will conduct to test whether a general-purpose GBL or GB-ITS model would compare; if won’t equal the effectiveness of GBLs designed for delivering specific contents or subjects.

Eritrean teachers’ challenges of their enthusiasm for digital competency and its impact on teaching performance

The interaction of education and digital technology today is one of the key characteristics of development. Many industrialized nations place a high value on digital learning practices and have created several national strategic plans to encourage and support the use of digital practices in education. In its reform and development of education, Eritrea has also made the strategic decision to assist educational modernization using a clear digital policy. Eritrea has made significant advancements in the creation of technology infrastructure, the use of digital resources, innovative teaching methods, and technology-supported educational management to date. However, there are still issues with execution brought on by teachers' preparation, public spending, and human resources. The study collected useful information from n = 141 active student-teachers participating in post-graduate diploma (PGD) practice at Asmara College of Education utilizing both qualitative and quantitative research methodologies. Results have been reported using special and original quotes together with both descriptive and inferential statistics. The study's conclusions show that teachers' enthusiasm for using ICT in the classroom will have a favorable effect on their ability to teach, assisting them in becoming aware of the modernized world and adjusting to its expectations. The knowledge of the teachers has a big impact on digital activities. Additionally, the research has revealed that Eritrean school instructors have little knowledge of using ICT in teaching and learning to improve student performance. The perception of teachers' preparation for digital competency is positive, even though a noteworthy problem is being highlighted that prevents teaching and learning from succeeding. They have a very high and favorable opinion of how the use of technology has affected their ability to teach.

Effectiveness of an Online Pedagogy in Trainees’ Acquisition of Practical Skills: A Case of Selected TVET Institutions in Uganda

Globally, as emphasised by the Education 2030 Framework for Action, ICTs are being utilised to boost education systems so as to increase knowledge diffusion, broaden access to information, and enhance learning quality and effectiveness. Nationally, the government has committed, through Vision 2040, to mainstreaming ICTs in education so that it can benefit from ICT-enabled learning. The purpose of this study, therefore, was to compare the results of online and face-to-face pedagogies so as to determine the effectiveness of an online pedagogy in trainees’ acquisition of TVET practical skills. The study used a quasi-experimental design in which a comparison group (face-toface pedagogy) provided the baseline data that was compared with outcomes of the experimental group (online pedagogy). The population sample (N) consisted of trainees (n = 69). Observation checklists and questionnaires were the instruments used for data collection. Descriptive statistics were used to define and explain the characteristics of the data and then inferential statistics (independent-samples Mann-Whitney U test) was used to examine the significance of the identified difference(s). The findings of the study demonstrated that there was no statistically significant difference in the acquisition of practical skills between those trained in the skills face-to-face and those trained online. Based on the findings, the study concluded that the processes of delivering practical skills training online is as effective as delivery of the same face-to-face. The study then recommends the development of an online training framework and investment in online pedagogy enablers.

교사전문성 개발 활동이 교실 수업에서의 ICT 활용에 미치는 영향

Purpose: This study explored the impact of teacher professional development activities on teacher and student ICT use in the classroom as the importance of ICT use for student-customized instruction is being emphasized.
 Methods: Using data on Korean middle school students from ICILS 2018, an international data set, the researchers set teacher-centered ICT use and student-centered ICT use in the classroom as dependent variables and analyzed the impact of teacher professional development activities (classified as interactive learning and structured learning) by using multiple regression.
 Results: Both teacher professional development activities, interactive learning and structured learning, had a positive impact on ICT utilization in the classroom. The impact of structured learning was somewhat higher for both teacher-centered ICT use and student-centered ICT use.
 Conclusion: Recently, there have been policy efforts by education authorities to enhance teachers' digital competencies. It is necessary to consider both the teacher's and student's ICT utilization.

A Case Study of China Music Teachers in the Use of Assistive Technology in Teaching

In the context of the music education, many middle school music teachers are starting to use Tablets as teaching tools for teaching technology in music appreciation classes. Teachers understand that utilizing Tablets as ICT teaching tools can enhance student engagement and foster a greater interest in learning, When Tablets are distributed to students for use in teaching. However, some teachers are unable to effectively utilize teaching tools such as Tablets in music appreciation classes, thereby failing to achieve optimal teaching outcomes. The objective of this study is to interview teachers' attitudes, skills, and barriers when using Tablets in music appreciation teaching. This study was conducted in five middle schools located in KuanCheng District, Changchun City, Jilin Province, China. The sample consisted of five middle school music teachers, including two males and three females, who had varying years of teaching experience and expertise. The design of this study used qualitative approaches and interview methods to gather data. The result of the study was analysed in content analysis. This finding indicated a low level of attitude and skill towards the use of tablets as the teaching tool in music appreciation teaching, primarily due to a lack of skills, infrastructure, and resources associated with tablets.

E-Learning Training as a Strategy for Teachers’ Professional Development in Tanzania: A Study of Selected Primary Schools in Musoma District, Tanzania

Aims: This study aimed to find out the e-learning training and its contribution towards the professional development of teachers. Teachers as key agents towards Sustainable Development Goals are required to be trained in order to acquire ICT skills to cement sustainable development in developing countries.
 Study Design: The study used descriptive research design because of its flexibility in the methods of data collection and analysis. The design was used within the framework of a mixed methods approach.
 Place and Duration of Study: The study was conducted in the Musoma district in which data were collected between July 2022 and December 2022.
 Methodology: The study used both qualitative and quantitative research approaches with a sample of 54 teachers respondents from eighteen sampled primary schools selected in each ward of Musoma District. Data collection was conducted through interview guides and questionnaires.
 Findings: The study revealedthat the conducted e-learning training programmes were useful as they provided skills and knowledge to the teachers that assured flexibility in the teaching and learning process. In addition, the training contributed to the teachers’ professional competence as they assisted teachers towards a new pedagogical model where there is a shift from a teacher-centred approach towards a learner-centred approach. In addition, teachers suggested a need to develop new curricula designed for an e-learning setting, availability of ICT teaching facilities in schools and frequent follow-ups and assessments after training in order to improve the teaching and learning process.
 Conclusion: The study concludes that e-learning training programmes positively assist teachers’ professional development as well as improve their knowledge and skills that facilitate the quality teaching and learning process.

Pelatihan Pembuatan Media Pembelajaran Berbasis Website Terintegrasi Model Pembelajaran Project Based Learning bagi Guru SMAN 2 Tondano Minahasa

This community service aims to increase knowledge and competence in creating website-based learning media integrated with the project-based learning (PjBL) learning model for teachers at SMAN 2 Tondano, Minahasa Regency. Implementing this service used training, which included lectures, discussions, simulations, and mentoring. The activity evaluation instrument used a questionnaire and was analyzed descriptively. The results of this service showed that the ability of ICT teachers at SMAN 2 Tondano increased in creating website-based learning media integrated with the PjBL model. The implementation of training and mentoring activities received a positive response from participants, as evidenced by the enthusiasm and activeness of teachers in participating in the training. The evaluation results showed that the level of satisfaction and increase in teacher knowledge after participating in the training was in the very good category. Teachers were very interested in using website-based learning media because of its advantages and integration with the PjBL learning model.

Assessment of The Integration of ICT in Teaching and Learning in Tertiary Institutions in Imo State, Nigeria, in The Era of Insecurity

The study investigated the assessment of the integration of ICT in teaching and learning in tertiary institutions in Imo state in the era of insecurity. Two research objectives, two research questions and one research hypothesis guided the study. The population of the study consisted of all the 2,722 lecturers in the seven tertiary institutions in Imo State, Nigeria. Random sampling technique was used to select 100 lecturers each from four out of the seven tertiary institutions. The instrument for data collection was a self –developed 10-item questionnaire entitled: Questionnaire for integration of ICT (QIICT). Test retest method was used to ensure the reliability of the instrument. A reliability coefficient of 0.8 was determined for the instrument using the Pearson's Product Moment Correlation. Mean was used to answer the research questions while ANOVA was used to test the hypothesis. The study found out that the extent of integration of ICT facilities for teaching and learning by lecturers in tertiary institutions in Imo State is still low even in this era of insecurity where it is necessary for lecturers interact with the students while they are at home. It also found out that the extent of application of ICT facilities did differ significantly among the institutions and that factors such as epileptic power supply and lack of ICT facilities are among the factors that militate against the application of ICT facilities by lecturers.

Factors Contributing to Resistance in the use of Information and Communications Technology: A Snapshot on Engineering Graphics and Design Teachers

The prevalent adoption of ICT in education has compelled even EGD teachers to integrate ICT in teaching and learning of EGD. However, not every teacher understands the importance of using technology in EGD lessons, even though it offers a lot of benefits for both teachers and learners. Many scholars have attributed this resistance of teachers to many factors, such as gender, age, and attitudes as well as the fact that teachers do not perceive technology as important as they believe that traditional methods are still bearing fruit. In an attempt to understand the actual reasons behind teachers’ resistance to ICT integration in EGD lessons, this study followed a qualitative approach, and semi-structured interviews were used to gather data. Purposive sampling was used to identify 11 EGD teachers to take part in this study. Furthermore, the study employed the Technology Acceptance Model (TAM) framework, which puts emphasis on the acceptance and adoption of technology. This framework assisted in pinpointing factors contributing to ICT resistance and how teachers can accept technology for the purpose of teaching and learning. The findings show that factors such as age, lack of proper skills to use technology, lack of exposure to technology at the tertiary level, attitude, and shortage of resources in schools are contributing to teachers’ resistance to using technology. The study recommends that the department of education should train teachers and provide schools with relevant ICT resources.

Editors’ Note: Reconceptualising ICTs in foreign language teaching and learning

This special issue intends to highlight the relevant role of ICTs in language education. In that regard, this monograph brings together contributions that take a closer look at the use of technology in the foreign language classroom in the higher education context. The articles included, written by an invited author and four fresh post-doctoral researchers, may bring some light to scholars interested in current trends taking place in educational settings. The monograph closes with one review and an interview with the Interuniversity Institute of Modern Applied Languages (IULMA-UJI) director.

A Web-Based Automated Code Assessment and Testing System for ICT Teachers

Computer programming captivates the attention of both professionals and young learners due to its multidisciplinary applications and high paid jobs. However, mastering computer programming requires critical thinking and consistent practice under the guidance of expert teachers. Consistently assessing the programming laboratories and giving detailed feedback are curial for novice learners. However, manual grading is daunting and time-consuming. Moreover, novice programmers often do not identify all the test cases and sufficient test data to test their programs thoroughly. This research introduces a sophisticated web-based system to aid instructors in grading programming assignments. Instructors can create questions and corresponding solutions, shared with students, who then write their programs. The system generates test cases for both student and correct solutions, assessing performance through comparison. A survey with 30 teachers affirmed the system's effectiveness, rating it 4.00 for simplifying assessment and 4.13 for user-friendliness on a 5-point Likert scale. Statistical analysis, yielding a p-value of 0.034, supported its positive impact. This web-based grading system not only streamlines assessment but also enhances the educational experience, fostering a user-friendly environment for both instructors and students.

Impacts of COVID-19 on Higher Education in Developing Countries and the Strategy of Using ICTs for e-Teaching from Catholic University of Mozambique

COVID-19 has tested the organizational capacity of the education system in Mozambique, including the higher education level when it became mandatory to close all face-to-face teaching activities. To respond to this challenge and continue with the noble mission of teaching, the Catholic University of Mozambique implemented a hybrid model, specifically through digital platforms, even though it was aware of the various resource limitations on the part of teachers and students. This strategy would be determinant for a successful path to the purpose of "never stop teaching and learning." This paper attempts to answer questions that arose at introducing this new teaching model during the COVID-19: (i) What skills did teachers have to respond to ICT-mediated teaching? (ii) What strategies were used to circumvent the difficulties arising from COVID-19 for Teaching and Learning? (iii) What kind of skills, difficulty, and behaviour characterized the students to correspond to a 100% online teaching system? and (iv) What platforms and instruments were used to respond to this teaching model? The paper first seeks answers from exploratory interviews with teachers about the use of ICTs in teaching and learning and subsequently presents some challenges in three dimensions (institutions, teachers, and students) of which their consideration can lead to a path in the immersion of the technologization of teaching. In methodological terms, a qualitative approach was used, where interviews were conducted with a sample of teachers from this university who were part of the frontline of the process. The results show that for the case study it was possible, to teach and learn through Moodle platforms, Google Classroom, interacting through Zoom, Google Meet, and using Skype as a communication tool with students.

Pedagogical models and ICT integration in entrepreneurship education: Literature review

Pedagogical models and ICT integration in entrepreneurship education: Literature review

Experiences of technostressors during the Covid-19 pandemic among Finnish comprehensive school teachers

The Covid-19 pandemic caused significant changes to teachers’ work, including a rapid switch to remote teaching. This increased the role of ICT in teachers’ work and made teachers susceptible to technostress. In this study, we aimed to identify ICT-related stressors (i.e., technostressors) in comprehensive school teachers’ work in Finland during the Covid-19 pandemic. The data, consisting of answers to two open-ended questions, were gathered as part of a questionnaire (n=361), and qualitative content analysis was applied. Based on the analysis, technostressors were divided into five categories: rapid ICT adoption, technological inadequacies, ICT-related pedagogical challenges, limitations in social interaction, and multichannel communication and availability pressure. The findings indicate that schools were not prepared for the pandemic-induced online teaching, which showed in inadequate resources and support for teachers. Moving forward, schools could reduce technostressors by, for example, organizing technical and pedagogical support, developing shared practices to decrease the digital communication load and availability pressure, and fostering interaction and collaboration in online environments.