Revolution In Education Research Articles

Dark side of digital transformation in online teaching-learning process considering COVID-19

In the educational sector, the COVID-19 pandemic sparked a slow but significant digital transformation that became especially evident in the spring of 2020. This article examines the growing trend of virtual learning environments and how it affects both educators and learners. With an emphasis on the experiences, feelings, and perceptions of the students, the research explores the complexities and difficulties resulting from the swift shift to online learning. This article highlights the significance of incorporating student feedback to improve virtual learning environments, even in the face of technological advancements. The idea that educational institutions have successfully transitioned to online instructional methodologies is challenged by examining the sudden and somewhat haphazard shift to online classrooms and assessments. In order to prepare in a better way for upcoming academic opportunities and the long-term evolution of higher education, it is imperative to reflect and gain insights as this momentous educational transformation, especially in university settings, comes to an end. The article critically analyzes the differences in technological access and instructional competencies in addition to highlighting the benefits of the pandemic-induced digital transformation in industries other than education. This article offers a fair analysis of the COVID-19-related digital revolution in education, recognizing both its positive and negative aspects.

La Pedagogia di Aldo Braibanti nei prolegomeni acratici

The article aims to analyse the pedagogical contribution of Impresa dei prolegomeni acratici written by Aldo Braibanti. Against the power’ policies of his time, Braibanti emphasise the necessity of a “decentralisation” by forms of social and cultural influence. In this regard, the braibantian instance moves towards a “pedagogical revolution”, substantiated by an education to acracy and supported by an authentic ideal of freedom.

Artificial Intelligence Alone Will Not Democratise Education: On Educational Inequality, Techno-Solutionism and Inclusive Tools

Artificial Intelligence (AI) in Education claims to have the potential for building personalised curricula, as well as bringing opportunities for democratising education and creating a renaissance of new ways of teaching and learning. Millions of students are starting to benefit from the use of these technologies, but millions more around the world are not, due to the digital divide and deep pre-existing social and educational inequalities. If this trend continues, the first large-scale delivery of AI in Education could lead to greater educational inequality, along with a global misallocation of educational resources motivated by the current techno-solutionist narrative, which proposes technological solutions as a quick and flawless way to solve complex real-world problems. This work focuses on posing questions about the future of AI in Education, intending to initiate the pressing conversation that could set the right foundations (e.g., inclusion and diversity) for a new generation of education that is permeated with AI technology. The main goal of our opinion piece is to conceptualise a sustainable, large-scale and inclusive AI for the education ecosystem that facilitates equitable, high-quality lifelong learning opportunities for all. The contribution starts by synthesising how AI might change how we learn and teach, focusing on the case of personalised learning companions and assistive technology for disability. Then, we move on to discuss some socio-technical features that will be crucial to avoiding the perils of these AI systems worldwide (and perhaps ensuring their success by leveraging more inclusive education). This work also discusses the potential of using AI together with free, participatory and democratic resources, such as Wikipedia, Open Educational Resources and open-source tools. We emphasise the need for collectively designing human-centred, transparent, interactive and collaborative AI-based algorithms that empower and give complete agency to stakeholders, as well as supporting new emerging pedagogies. Finally, we ask what it would take for this educational revolution to provide egalitarian and empowering access to education that transcends any political, cultural, language, geographical and learning-ability barriers, so that educational systems can be responsive to all learners’ needs.

Science teachers’ perceptions of the importance of employing the applications ‎of the fourth industrial revolution in education and ‎‏ ‏‎ it’s employment obstacles (a qualitative study) ‎

The current study aimed to reveal the science teachers' perceptions of the importance of ‎applying the Fourth Industrial Revolution applications in education and the obstacles to their ‎employment.‎ Where the interview was conducted on a sample of (12) male and female teachers and ‎supervisors from various scientific disciplines. The results of the study showed the importance of ‎applying the applications of the industrial revolution in developing learners’ motivation and ‎raising the level of achievement. In addition, they help in forming positive attitudes towards ‎learning science through interaction with the technological environment. Attractive. On the other ‎hand, the research confirmed that teachers face a set of challenges in applying such applications, ‎which have been categorized into physical challenges, technical challenges, and psychological ‎challenges.‎ The study recommended the need to reconsider and enrich the curricula in line with the ‎requirements of the Fourth Industrial Revolution, and to provide training courses for teachers ‎and learners as well as to provide them with basic skills.‎

An education revolution: The privatisation of schooling in capital city conurbations in Sub-Saharan Africa

This article focuses on one of the most significant and yet generally unreported developments in schooling provision in Sub-Saharan Africa during the last two decades, namely the rapid privatisation of primary and secondary schooling in capital city conurbations across the continent. In a majority of countries, this has led to the emergence of a spatially segmented education system with, on the one hand, increasingly privatised schooling provision in these conurbations and, to a lesser extent, other urban areas and, on the other hand, the predominance of generaly very poorly resourced public schooling in rural areas.

Inheritance, Reference, and Innovation of Educational Technology Discipline in China

As artificial intelligence, quantum techniques, and brain neuroscience advance, the educational ecosystem is poised for transformative shifts, triggering a revolution in education. Educational technology’s emphasis is no longer confined to leveraging information technology for educational reform alone; it now actively seeks to optimize and innovate the educational ecosystem, creating a sustainable and virtuous cycle of development. Educational technology will shift from technological care to humanistic care, forming a new “cultural view of educational technology” and entering the post educational technology era. The field of educational technology must move beyond a static mindset centered on information technology application and venture into the realm of an innovative educational ecology. During the construction of this new educational ecology, unique theoretical and practical innovation models should be introduced. It is through this proactive approach that the discipline of educational technology can genuinely demonstrate its value and contribute to the “big education discipline’s” establishment and growth. Currently, at present, attention should be paid to the practice of educational informatization. This entails meticulously summarizing novel insights and experiences in educational informationization and digital transformation, discerning underlying development patterns, and elevating them into innovative theories and methodologies. Special attention should be given to breakthroughs in artificial intelligence, exploring the implications of big data models and generative artificial intelligence for education. Furthermore, there is a necessity to expand both the knowledge system and practical applications within the discipline of educational technology.

Integration of Fourth Industrial Revolution in teaching and learning during COVID-19 pandemic

Integration of Fourth Industrial Revolution in teaching and learning during COVID-19 pandemic

Integration of Fourth Industrial Revolution in teaching and learning during COVID-19 pandemic

Integration of Fourth Industrial Revolution in teaching and learning during COVID-19 pandemic

Artificial Intelligence: innovative educational revolution in Higher Education

Es una realidad que, en la universidad, la innovación educativa y las inteligencias artificiales están estrechamente relacionadas. Son múltiples los beneficios resultantes de integrar la IA en la práctica docente, así como la mejora el proceso de enseñanza-aprendizaje. Esta investigación se plantea desde una metodología cuantitativa, a través de un cuestionario formado de tres escalas diferentes (previamente validadas) sobre la práctica docente, la innovación educativa y la consideración hacia las inteligencias artificiales por parte del profesorado universitario. Se obtuvo una muestra de 159 docentes de la Universidad de Huelva; con el objetivo de explorar sus opiniones sobre la IA, sus actitudes hacia la innovación educativa y su relación con las prácticas docentes. Los resultados revelaron que factores como el género son significativos en la actitud hacia la innovación. Además, se observó que la edad del profesorado influye en la actitud hacia la IA, de forma que el profesorado más joven es el que más utiliza las IA en las aulas y también tiende a ser el que más innova. En general, el profesorado tiene una opinión más positiva sobre el uso de la IA en investigación que en docencia, donde aún se localizan ciertas reticencias.

Unveiling the educational revolution: Analyzing the roles of social media and new video technology in knowledge sharing

Unveiling the educational revolution: Analyzing the roles of social media and new video technology in knowledge sharing

Teaching the Chinese: A lived experience account of a multi-cultural voice studio

This study looks at multicultural education as a transformational pedagogical paradigm in the particular setting of teaching PhD students in music performance at the Philippine Women's University - School of Music. Using a multimodal approach, the study incorporates purposeful educational tactics based on psychological theories and metacognitive practices with a variety of musical traditions. With a variety of in-depth interviews and document analysis, this study sheds light on the complex effects of this kind of approach on students' creative and intellectual paths. The results illustrate the various facets of the educational revolution by connecting with a diverse range of experiences among the students who took part. The development of a strong sense of community, varied musical abilities, and enhanced cultural awareness are all major themes. Using Maslow's Hierarchy of Needs thoughtfully and incorporating metacognitive techniques is essential to creating a welcoming and encouraging learning environment. Apart from providing valuable perspectives on the direct effects on pupils, this study makes a significant contribution to the wider discussion on multicultural music education. The program's integration of many musical traditions broadens students' auditory horizons and acts as a microcosm for developing a global perspective, readying them for the ever-changing and interconnected world of the music industry. A transformative pedagogical technique that encourages a deeper knowledge of the cultural nuances buried in musical experiences and produces a conducive atmosphere for learning is the intentional use of psychological theories and metacognitive activities. Beyond the current teaching practices, this research has important implications for future curriculum creation, instructional tactics, and field research project. This study sets the stage for future conversations, interventions, and innovations in the field of music performance by emphasizing multicultural education as a vital component of holistic student development. This will help to move the sector in the direction of greater inclusivity and cultural enrichment.

Analysis of Artistic Instruction and Emotional Expression Pathways in College Piano Performance in the Internet Era

Abstract As computer science advances, it intersects intriguingly with the realm of music acoustics, particularly in enhancing piano performance through technological means. This paper delves into an innovative approach to piano learning and creation, focusing on emotional expression’s nuances. We have devised a system capable of precise musical tone recognition and sound quality evaluation by adopting Mel Frequency Cepstral Coefficients (MFCC) for the nuanced extraction of piano sounds and integrating dynamic fuzzy neural networks. Our findings show an impressive accuracy rate, with musical tone misidentification below 2.58% and sound quality assessment errors within a 5% margin. This work not only sets a new benchmark in piano performance analysis but also paves the way for revolutionary teaching methods in music education, with profound implications for artistic instruction and emotional expression.

New normal for online education with perspectives of educators of higher education of Surat city, Gujarat

The COVID-19 pandemic has propelled an unprecedented shift inside the landscape of schooling, necessitating a transition to on line learning. This observe delves into the perspectives of better education educators in Surat, Gujarat, exploring their variation to the "new everyday" in on-line schooling. Amidst technological dependencies and the pedagogical overhaul delivered about by means of digital lecture rooms, educators encountered challenges that examined their resilience and brought about a reevaluation of teaching methodologies. Through a complete review of current literature, this paper examines the viewpoints of educators and students regarding the efficacy of on line education, emphasizing the effect of technological infrastructure on teaching and studying reports. Employing statistical analysis, the study scrutinizes the function of management support and to be had technological amenities in facilitating educators' transition to on-line teaching. Findings reveal various degrees of support and aid availability, underscoring disparities in preparedness among educators. Factor analysis identifies key determinants affecting educators' consolation in online teaching, highlighting elements consisting of pride with on-line pedagogy and the emphasis on virtual proficiency in schooling. Furthermore, the look at addresses the multifaceted nature of on-line schooling, delineating its benefits in phrases of flexibility, accessibility, and personalized studying whilst acknowledging challenges encompassing technical boundaries, self-motivation, and confined social interactions. Anticipating the destiny trajectory of virtual skill ability in schooling, the paper envisions an integration of revolutionary teaching methods, personalized mastering experiences, and a paradigm shift towards blended studying method

Reflection on Building a First Class Course in "Auditing"

"Audit" is the first core course offered by our school, relying on national first-class majors in accounting, financial management, and auditing, as well as first-class professional asset evaluation in Anhui Province. It is a provincial-level key discipline and characteristic major, and is aimed at third year students in various majors of our accounting school. On average, it covers more than a thousand students per academic year. It is a very important course in the training of accounting and management professionals. Creating a first-class course in auditing is conducive to enhancing the influence of auditing, enhancing the level of teaching staff, cultivating students' independent thinking ability, comprehensively enhancing their learning interest, strengthening the transformation and construction of professional content, innovating talent training models, promoting classroom teaching revolution, building a high-quality teacher team, promoting collaborative education, strengthening innovation and entrepreneurship education, and cultivating a strong culture of quality.

Promoting the Digital Revolution in Primary School Education by Overcoming the Digital Divide and the Crisis of Platform Imperialism

Promoting the Digital Revolution in Primary School Education by Overcoming the Digital Divide and the Crisis of Platform Imperialism

Connexion canadienne : L’AERO et les éducateurs canadiens

This paper investigates the relationship between the Alternative Education Resources Organization (AERO), considered to be the “primary hub of communications and support for educational alternatives around the world,” and Canadian educators. As it turns out, Canadians, particularly Indigenous groups in Canada, were instrumental in shaping AERO. Educators from Ontario’s alternative education sector, as well as the free schools of British Columbia developed deep connections with AERO over the course of its rise from 1989 to 2003. These relationships helped reinforce AERO’s values surrounding self-directed learning and learner autonomy. An historical analysis was used to understand the influence Canadians had on AERO during the rise of the organization in the 1990’s and early 2000’s. This form of analysis works to reconstruct the past through the examination of primary source material, so that we may learn from the past and better understand the forces that shaped it. For its source material, this inquiry drew from the primary source documents released on AERO’s online archive. This archive contains copies of AERO’s publications from 1989 to 2011, such as The AERO-Gramme Newsletter and The Education Revolution Magazine. The chronological scope of this work encapsulates AERO rise, from 1989 to 2003.

Technology Revolution in Learning: Building the Future of Education

Background. This research explores the impact of the technological revolution on learning, with a focus on teacher and student perceptions. In this digital era, technology integration has become the main foundation in the educational process. Purpose. The research aims to analyse the extent to which technology is integrated in learning, evaluate teachers' perceptions of the role of technology, assess the influence of technology in increasing student motivation and participation, and identify the main barriers to adopting technology. Method. This research method uses a quantitative research survey model with 15 education students selected by purposive sample. The data collection process included an initial questionnaire, direct observation of the use of technology in learning, and in-depth interviews. Results. The results of the study revealed that the use of technology has become a daily habit for education students, indicating significant integration of technology in the learning experience. The majority of respondents believe that technology can increase student motivation and have positive beliefs regarding the potential to personalize learning according to student needs. Conclusion. The conclusions of this study highlight the need for ongoing support for the development of teachers' technology skills, expanded integration of technology in the curriculum, and empowerment of students through technology to increase motivation and learning experiences. By adopting a thoughtful approach to the technological revolution in education, inclusive learning experiences and greater opportunities for innovation can be created, equipping students to face a future that is dynamic and responsive to technological change.

Scaling Greater Heights in Higher Education Through Boundary-Spanning-Based University-Industry Collaboration: the ‘Four New’ Project in China

Abstract China’s ‘Four New Project’ initiative has been a major attempt to achieve quality revolution in higher education since 2017. Underpinning it are comprehensive strategies coordinating multiple stakeholders to span boundaries and develop a synergistic approach for collaborative education. This paper teases out China’s national policies and measures to develop a leadership-oriented innovation ecosystem for higher education, drawing upon boundary-spanning perspectives of various practices in engineering education, medical education, agriculture education, and liberal arts education. It unravels how stakeholders with different interest pursuits have been coordinated to jointly fuel the reform to China’s higher education talent cultivation patterns in response to the demands of Industry 4.0 and Biomedicine 3.0. The findings render visible the macro changes in higher education institutions across tiers, types and fields, and also unravel the project’s robust effects on teaching and learning at micro level. Challenges are also discussed to shed light upon space of improvement.

Study on Online Formative Learning Assessment for Effective Measurement of Student Achievement

The influence of COVID-19 has caused an explosion of digital transformation not only in the business sector but also in education. As a result, the digital revolution of education has advanced and we are currently in the era of everyday use of various learning assistance systems and educational support systems that utilize digital technologies, especially in the Master's Degree program in Business Administration at the National University of Laos. This study examines the effectiveness of formative learning assessment in learning support systems that use digital technologies. Digitization of educational support systems has realized not only restrictions related to place and time but also the provision of learning content with high-quality visuals and sound quality compared to conventional web-based training. Formative learning assessment is becoming increasingly important in digitalized learning support systems, as it is essential to measure the learning achievement of students more accurately and in a timely manner. In this research paper, we focus on scoring methods for 4-cmultiple-choice questions and propose a formative learning assessment using an online questionnaire platform. Include a description of the nature of the newly proposed 4-choice multiple-choice scoring method, the implementation of this new scoring approach is expected to considerably improve online learning in the Master's Degree programs in Business Administration at the National University of Laos and other comparable programs. Furthermore, this study contributes to the future evolving digital revolution in education by proposing a new method of scoring the assessment with 4-choice questions for the formative learning assessment process.

Axel Berg and the Digital Revolution in Science, Education, and Society of the Russian Federation

Axel Berg and the Digital Revolution in Science, Education, and Society of the Russian Federation