Technologies In Higher Education Institutions Research Articles

Exploring the Effects of Using AI Technologies in Higher Education Institutions in UAE

This study aimed to explore the effects of using artificial intelligence (AI) technologies in higher education institutions in UAE on students and faculty members. Through designing a survey on Google Form and adopting a descriptive analytical approach, the intended goals were met. This survey employs the five point Likert scale and includes two main parts. The first part collects data about (gender, name of the university, and academic rank). The second part targets two areas. The first area is the effects of using AI technologies in higher education institutions in UAE on students and the second area is the effects of using AI technologies on faculty members. The researchers shared the survey link on several WhatsApp groups that target faculty members in eight universities in UAE. The survey was filled by 244 faculty members. Thus, the purposive sampling method was used. SPSS program was used for conducting an analysis for the collected data. It was found that using AI technologies in higher education institutions in UAE has positive effects on students and faculty members. In terms of students using AI technologies develops the critical thinking, research, critical thinking and time management skills of students.

Big Data Analytics in Gaza's Higher Education: Identifying and Addressing Key Implementation Barriers

This research provides an in-depth investigation into the adoption of Big Data Analytics (BDA) technology in higher education institutions (HEIs) in the Gaza Strip, along with a detailed analysis of the barriers to its implementation. Using a quantitative research methodology, data was collected from 305 participants. Principal Component Analysis (PCA) was employed to identify key barriers to BDA, including challenges related to infrastructure, security, resources, knowledge, and data characteristics. The study found that financial constraints, access pricing and conditions, significant investment costs, lack of BDA expertise, operational expenses, experience sharing, and resource development are the main barriers to BDA adoption. Additionally, the study shows that 65.3% of HEIs are using BDA technology, with a BDA readiness score of 66.68%. Regression analysis indicates that barriers related to security, finances, data characteristics, skills, and infrastructure negatively impact BDA practice and readiness. Based on these findings, proactive measures are recommended to address these barriers in the Gaza Strip. These measures include developing government initiatives, upgrading IT infrastructure, enhancing BDA skills, and promoting BDA technology awareness. The research advocates for further exploration of the specific challenges and opportunities faced by local universities and a deeper investigation into the potential benefits of BDA adoption. Overcoming these obstacles and fostering BDA integration could enhance data analysis capabilities, contributing to the growth and competitive strength of the Gaza Strip.

The role of technology in the development of higher education in Ukraine in the context of global challenges

The article examines the role of technology in the evolution of higher education in Ukraine, with a particular focus on the challenges posed by global change. The author analyses the impact of digitalisation on the learning process, the organisation of educational activities and the interaction between students and teachers. The article discusses both the positive aspects of the introduction of digital tools, such as increased student engagement, curriculum flexibility and effective management of educational resources, and potential problems, such as technical difficulties, the need to improve the digital literacy of teachers and students, and the possible decline in the quality of education due to the use of low-quality teaching materials. The article is based on an empirical study of the introduction of digital technologies in higher education institutions, as well as on the results obtained in EU countries in 2022. The practical and theoretical implications of the study are discussed separately. This includes the development of recommendations for the integration of digital technologies into the educational process, as well as the development of educational theory in the context of digitalisation.

Artificial intelligence-powered decision support system for operational decision-making in the ICT department of a selected African university

This paper aims to explore the effect of an artificial intelligence-enabled decision support system (AIDSS) on decision-making processes within a university setting, focusing on the ICT department of a selected South African university. The research objectives revolve around the effectiveness of AIDSS in enhancing decision-making in higher education institutions. Convenience sampling was employed in this study and a questionnaire administered to 28 participants. These methods were chosen to gather insights into the practical application of AI technology in the context of IT operational decision-making. The major findings of this research reveal that AIDSS has the potential to significantly improve decision-making processes in higher education. Despite these advancements, the research acknowledges the ethical and societal implications arising from AI integration, underscoring the importance of achieving a balance between technical advancement and the upholding of human values. As a major policy implication, this study underscores the importance of embracing AI technologies in higher education institutions to enhance decision-making processes, thus improving the efficiency and effectiveness of IT operations. The original contribution of this research lies in its exploration of the practical use of AIDSS in South African higher education, offering insights into how AI can be harnessed to advance decision-making.

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

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

Higher Education Sustainable Online Education for Institutions: A Systematic Literature Review

This systematic review article analysed and evaluated the current literature on sustainable educational technology in higher-education institutions (HEI). University stakeholders aspire to have any educational technologies employed be sustainable beyond short-term solutions. Identifying these sustainable factors requires reviews of recent studies, particularly with the insightful experience of the recent pandemic. Unfortunately, systematic reviews on sustainability were few and focused more on specific modalities. Hence, this present study reviewed past studies (published between 2015 and 2021) to identify the types of educational technology or modality being studied on the aspects of sustainability, the topic of interests that contribute to the challenges in online learning, and the themes and subthemes that are critical to the sustainable use of online education. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) to review five journal databases (Scopus, ProQuest, Web of Science (WoS), Emerald and Google Scholar), 44 articles were analysed systematically. Four themes emerged from the analysis: technology related, teaching and learning, ethical aspects, and instructional support, as well as 12 subthemes. A conceptual framework was proposed, and other recommendations were discussed at the end of the paper for future research.

DIGITAL EDUCATIONAL ENVIRONMENT IN THE PANDEMIA CONTEXT: THE STUDENT AUDIENCE INTENTIONS

The article presents the features of digitalization of the educational process of higher educational institutions in Ukraine and describes the impact of the COVID‑19 pandemic. It was revealed that modern global challenges have become a powerful impetus for effective innovations in the field of education. In particular, the COVID‑19 pandemic created a unique opportunity for the unprepared introduction of digital technologies into the educational process, and with the beginning of the war in Ukraine, the digital format of education became almost the only opportunity to obtain higher education. In the context of the digitalization of the educational process, distance education has become increasingly widespread, specializing in the provision of educational services using the use of modern information and communication technologies in education. Scientific research has identified the advantages of distance learning in higher educational institutions in Ukraine, including temporal, geographical, psychological, ergonomic, etc. Discussive issues that arise in the process of organizing distance learning are highlighted, related to the need for high internal motivation of higher education applicants, technical shortcomings, problems of identifying applicants, lack of live dialogue with the teacher, lack of digital competencies, etc. Factors that negatively affect the quality of implementation of digital learning technologies in higher education institutions have been identified. It was found that thanks to digitalization, the educational process has become more personalized, mobile, accessible, and flexible.The article substantiates the need to create a digital educational environment in the conditions of informatization and digitalization of education. Approaches to substantiating the essence of the digital educational environment are defined, and the conditions for its creation are indicated to improve the quality of educational services. The advantages of the digital educational environment include providing educational opportunities for all participants in the educational process equally; mobility of learning (variation of time and place of study); implementation of continuous education throughout life; training applicants for higher education, students of courses and professional retraining programs according to designed individual educational programs; consumption, use, and development of electronic educational resources. It has been established that the conditions of the digital educational environment make it possible to develop a certain electronic basis for the development of the cognitive and creative activity of higher education applicants and teachers, which accompanies the continuous dynamic formation of a system of knowledge and competencies, which is the basis for managing andensuring the quality of the pedagogical process and educational services. We see the prospect of further scientific research in the studio for digitalization of the educational process.

Factors Influencing E-learning Adoption when Teaching Science, Technology, Engineering, and Mathematics (STEM) Disciplines at a Science and Technology University in Ethiopia

eLearning technology in Science, Technology, Engineering, and Mathematics (STEM) instruction may positively impact the quality of education in preparing a competent 21st-century workforce in developing countries. Adopting eLearning technology in higher education institutions' STEM departments in developing countries is critical in allowing its graduates to compete in the global workforce. Information technology integration into STEM disciplines in higher education in developing countries may have two purposes: course access and technology skill development. Training this labor force with skills to use eLearning integrated into STEM disciplines increases their technical competencies. However, using eLearning to teach STEM disciplines in higher education institutes in developing countries still needs improvement. Understanding the factors influencing eLearning adoption and use is critical to understanding this phenomenon. This case study explored factors influencing eLearning adoption when teaching STEM disciplines. The study occurred at a mid-sized science and technology university in Ethiopia. A qualitative research approach examined how faculty members describe factors influencing eLearning technology adoption and use in the STEM departments on campus: the data collection method combined semi-structured individual interviews, focused group interviews, and document reviews. Seven faculty members and department heads participated in the personal interviews, and three participated in focus group interviews. An inductive method was used to analyze data collected from participants. Five themes emerged from qualitative data analysis: nature of the course, technology, institution, user's attitude, and environment. Challenges related to technology infrastructure, lack of training and technical support, the course nature, and lack of eCurriculum design were significant factors in adopting and using eLearning. The concerted effort of stakeholders, specifically faculty members, institutional leaders, and technical support teams, to adopt and use eLearning in STEM instruction positively impacts the quality of education in preparing a competent 21st-century workforce in developing countries.

APPLICATION OF ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION INSTITUTIONS: FOREIGN EXPERIENCE

The purpose of this article is to study the application of artificial intelligence in higher education institutions in foreign countries. The article provides an overview of various tools for using artificial intelligence in the educational environment, reveals examples of successful implementation of digital technologies in higher education institutions, and outlines the shortcomings that should be taken into account when introducing artificial intelligence into educational practice. Methodology. The study used a set of complementary methods based on the principles of general scientific methodology: theoretical methods of analysis, synthesis and generalisation of works corresponding to the stated topic. Theoretical analysis allowed the identification of theoretical concepts, models and technologies used to support the educational process. The method of synthesis enabled the information obtained to be put into a systematic and comprehensible form. By synthesising different sources and data, a general idea of how artificial intelligence can be used in modern education was formed. The method of synthesis helped to build a system of existing knowledge and experience in this area and identify new areas of research. Results. The creation of individualised experiences using artificial intelligence and machine learning has been shown to tailor learning to the individual characteristics of the student, increasing the effectiveness of training. Personalised learning technologies are used to improve the learning process through data mining and the provision of personalised information. Personalised learning can also use methods such as games and virtual activities to make the learning process more interesting and engaging. Disadvantages include insufficient technological development, lack of personal contact, limited AI in the curriculum, limited creativity and flexibility of systems, algorithmic discrimination and loss of skills. Despite these shortcomings, it is noted that the use of intelligent learning systems and adaptive technologies allows for the personalisation of learning based on the individual characteristics of each student, which contributes to more effective training. It is important to find an optimal balance between the traditional approach to learning and the use of the latest learning technologies that will contribute to successful and productive learning. Practical implications include the importance of personalising learning with the help of intelligent systems, the need to find a balance between traditional and modern methods, taking into account the shortcomings of technology implementation, continuing research and developing partnerships for the successful implementation of artificial intelligence in educational practice. Value/Оriginality. The paper proposes specific methods and examples of artificial intelligence application in education, analyses the shortcomings of this process and provides practical recommendations for its further improvement.

Drivers of generative AI adoption in higher education through the lens of the Theory of Planned Behaviour

Drawing on the Theory of Planned Behaviour (TPB), this study investigates the relationship between the perceived benefits, strengths, weaknesses, and risks of generative AI (GenAI) tools and the fundamental factors of the TPB model (i.e., attitude, subjective norms, and perceived behavioural control). The study also investigates the structural association between the TPB variables and intention to use GenAI tools, and how the latter might affect the actual usage of GenAI tools in higher education. The paper adopts a quantitative approach, relying on an anonymous self-administered online questionnaire to gather primary data from 130 lecturers and 168 students in higher education institutions (HEIs) in several countries, and PLS-SEM for data analysis. The results indicate that although lecturers' and students' perceptions of the risks and weaknesses of GenAI tools differ, the perceived strengths and advantages of GenAI technologies have a significant and positive impact on their attitudes, subjective norms, and perceived behavioural control. The TPB core variables positively and significantly impact lecturers' and students’ intentions to use GenAI tools, which in turn significantly and positively impact their adoption of such tools. This paper advances theory by outlining the factors shaping the adoption of GenAI technologies in HEIs. It provides stakeholders with a variety of managerial and policy implications for how to formulate suitable rules and regulations to utilise the advantages of these tools while mitigating the impacts of their disadvantages. Limitations and future research opportunities are also outlined.

The role of digital technologies in higher education institutions: The case of Kazakhstan

The ways of education development are changing, which is largely determined by the introduction of digital technologies and the desire to improve the efficiency of management of educational processes at universities. Therefore, this study aimed to identify the challenges and opportunities in universities related to the use of digital technologies (social media tools, digital online platforms, digital learning platforms) in higher education institutions in Kazakhstan. A sample included respondents (N = 69) from 16 educational institutions in Kazakhstan that combined teaching (conducting training courses or working with students) and administrative management (management or planning of the educational process). The data were obtained using an offline questionnaire and processed using SWOT methodology. Representatives from 16 public and private universities responded to the questionnaire: the rector (2%) and two vice-rectors (3%), deans of faculties (23%), directors, and heads of various departments of universities (71%) were interviewed (managers are engaged in teaching). As a result, six thematic outcomes demonstrated the opportunities for technology application in education: enhancing management quality, motivation, access to electronic resources and materials, transparency and objectivity in grading, the possibility of implementing distance learning, and simplification of routine tasks. It is also noteworthy to mention five thematic outcomes as challenges, which encompassed issues with security, technical errors, reduced communication, dependency, and complexities in grading. AcknowledgmentsThe study was carried out within the framework of grant funding by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Modernization of the system of distribution relations and reduction of income inequality of the population of the Republic of Kazakhstan” BR21882165.

Getting ready for digital shift: the level of acceptance towards educational technology among faculty members in higher education institutions in Ethiopia

IntroductionUnderstanding the extent to which faculty members' beliefs, attitudes, and acceptance of educational technologies for learning is crucial for enhancing the effectiveness of technology and ensuring its long-term viability. However, higher education institutions have made significant investments in educational technology for learning without fully comprehending faculty members' beliefs, attitudes, and level of acceptance of these technologies. This lack of understanding has hindered the effectiveness of these investments. Therefore, this study aims to examine faculty members' beliefs, attitudes and level of acceptance towards educational technology in higher education institutions in Ethiopia.MethodsA survey was conducted at five public higher education institutions that offer priority health training programs. The survey collected data using the Unified Theory of Acceptance and Use of Technology, focusing on four key determinants. Faculty members were asked to rate these determinants on a scale of 1 to 5. Each determinant was analyzed separately, examining the mean value and standard deviation. An overall mean score was calculated by combining all the determinants. Additionally, a logistic regression analysis was performed to determine how different demographic factors influenced faculty members' acceptance of technology for student learning.ResultA total of 330 faculty members participated in the study. The majority of respondents were male lecturers who held a second degree qualification. On average, the participants were 32.9 years old and had six years of teaching experience. Interestingly, nearly three fourth (72.6%) of faculty members hold positive beliefs and exhibit a high level of acceptance of educational technology. Furthermore, the likelihood of accepting and utilizing technologies for learning was found to be 2.3 times higher for faculty members working in teaching settings at research institutions.ConclusionFaculty members have a favorable attitude towards educational technology, demonstrating a high level of acceptance. This positive belief holds significant implications and is crucial for enhancing the effectiveness of technology and ensuring its long-term viability.

Introduction of digital technologies and digitalisation in higher education institutions of Ukraine: Current state and prospects

The purpose of the article is to highlight the issues of introduction of digital technologies into the educational process of Ukrainian higher education and digitalisation of higher education institutions, to characterise the current state, and outline the prospects for their development. The research methodology employs systemic and cultural-historical approaches, as well as techniques of analysis, synthesis, generalisation, description, and comparison. This comprehensive application of methods allows for obtaining substantiated research results. The scientific novelty of this research lies in the analysis of scholarly works on the implementation of digital technologies in higher education institutions, which has enabled a detailed examination of the current state of digitalisation in education, highlighted the key tasks in this area, and identified promising directions for the development of educational technologies. Conclusions. The digitalisation of national education is critical for enhancing its quality, aligning it with modern requirements, and improving its position in global educational rankings. At the same time, there are significant gaps in leveraging the opportunities provided by modern digital technologies, including a shortage of digital tools and educational resources, as well as a low level of digital competence among teachers and students. The main challenges for higher education institutions in Ukraine include the digitalisation of internal processes and the development of digital marketing to ensure effective interaction among all participants in the educational process. The effectiveness of educational digitalisation directly depends on the level of digital literacy and competencies of the educational participants, making it a key direction in the development of digital education. Prospective development directions include systematic support for the digitalisation process, enriching educational institutions with modern technologies and resources, and focusing on the systematic development of digital skills among teachers, researchers, and students

Harnessing digital issue in adopting metaverse technology in higher education institutions: Evidence from the United Arab Emirates

This study delves into the intricate landscape of metaverse technology adoption within higher education institutions in the UAE, investigating the multifaceted interplay of accessibility, technology adaptability, and policies and regulations. Using a cross-sectional research design, data was meticulously collected through a multistage sampling approach, combining probability and non-probability methods. A pretested questionnaire underwent rigorous evaluation, ensuring unbiased item formulation and adherence to best practices. The investigation challenges and extends the Technology Acceptance Model (TAM) by revealing unexpected findings. The absence of a significant relationship between accessibility and metaverse adoption prompts a call for an expanded TAM framework. Surprisingly, a negative correlation between technology adaptability and adoption is highlighted, emphasizing the need for a cautious assimilation approach. Moreover, the research underscores the influential role of policies and regulations in metaverse adoption, advocating for a comprehensive TAM framework that encompasses regulatory dynamics. Findings offer practical implications for stakeholders, policymakers, and institutions, emphasizing diverse adoption facets beyond accessibility. The study contributes to the discourse on metaverse adoption and advances theoretical frameworks for technology integration within educational contexts. The methodology's meticulous design underscores the study's rigor, ensuring the robustness of the insights gleaned from the investigation.

ЦИФРОВИЗАЦИЯ КАК ФАКТОР УСТОЙЧИВОГО РАЗВИТИЯ ОРГАНИЗАЦИЙ ВЫСШЕГО ОБРАЗОВАНИЯ

Innovative processes in our country, historically conditioned by the development of the national economy, are the basis for the transition from one technological mode to another. There is an active introduction and use of digital technologies in all spheres of society. It is important to note that digital technologies for the country are a kind of driver for the development of the national economy (national economy), increasing the competitiveness of economic entities, while at the same time ensuring sustainable development in general. Under these conditions, the importance and responsibility of the education system to society has significantly increased and made higher education a key factor in the transition to sustainable development. Given the role of universities in preparing new generations and society for a more sustainable future, it has become important to measure the introduction of digital technologies in higher education institutions as an indicator of sustainable development and their impacts on sustainability. The article discusses the importance of taking into account the digitalization process in reports on sustainable development in higher education institutions. The relevance of the study is related to the need to adapt sustainable development reports to increase their applicability in the context of higher education by introducing additional indicators characterizing the digitalization process into the main sections of non-financial reports.

Barriers to the Effective Use of Technology in Higher Education Institutions in Yemen: A Case Study of Engineering Colleges

Technology promises to shape new education systems with modern features that accommodate the shortcomings of traditional systems. This study aims to answer these questions: Are Higher Education Institutions (HEIs) in Yemen, Taiz state, prepared to accept technology-based education (TBE) and what are the main challenges for that? 5-point Likert scale questionnaires targeted 221 female engineering students and 87 faculty members from public and private universities in Taiz state, while the survey data were statistically analyzed using SPSS software 23. The study examined many related variables such as skills to use and availability of technology devices, having personal laptops or smartphones, social beliefs, students' self-motivation, and institutions' vision and infrastructures. The results display that students exhibit better involvement with TBE than faculty members, while students' low income and social barriers represent a solid obstruction to the employment of online and blended education technologies in Yemen. The results also indicate that about 30% of the participant in Yemen did not have personal laptops. Besides, HEIs' infrastructure, such as smart classrooms, electricity, Internet, administrative structure, and scientific research incentives suggest that universities are incompatible with TBE. Finally, this study addressed the impact of cost-free social media platforms in enhancing students’ academic attainments. implications for government, HEIs, faculty members, and students were recorded. 
 Keywords: Technology-based education; Academic Achievement; Social Media Platforms; Education Platforms.

Impact of Social Entrepreneurship on Digital Technology and Students’ Skill Set in Higher Education Institutions: A Structured Equation Model

This research paper investigates the impact of social entrepreneurial initiatives implemented by Colleges and Universities on the utilization of digital technology, examining how this utilization, in turn, affects the learning process and the development of students' skill sets. It emphasises the pivotal role of such initiatives in higher education institutions. Various societies and cells have been established within universities, providing students with opportunities for community engagement and social service. The study highlights how integrating social entrepreneurial initiatives and digital technology in higher education institutions impacts the student’s skill development. The research collects data from students affiliated with these societies through a structured questionnaire encompassing inquiries related to social entrepreneurship, digital technology usage, skill development, and their influence on students’ assimilative capacity impacting higher education institutions. Responses from 203 university students from Delhi NCR, India, participating in these cells are analysed using structural equation modelling using AMOS Graphics. The findings indicate that students actively engaged in social entrepreneurial initiatives demonstrate an increased reliance on digital technology in multifaceted ways while fulfilling their responsibilities within the respective cells. This heightened use of digital technology contributes to the enhancement of students' skill sets, fostering a greater sense of social responsibility and ultimately facilitating improved academic performance. Further, the experiential knowledge and skills acquired through these initiatives empower students to excel based on their practical experiences, thereby advancing higher education institutions as a whole.

FEATURES OF THE USE OF INNOVATIVE LEARNING TECHNOLOGIES IN INSTITUTIONS OF HIGHER EDUCATION

In the article, we aim to show the peculiarities of the use of innovative technologies in higher education institutions and the advantages of using e-learning in various forms of education and their extraordinary possibilities

DIGITAL COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF HIGHER EDUCATION INSTITUTIONS

This article addresses the l issue of digital competence of foreign language teachers of higher educational institutions. Digital competence plays an important role in the successful teaching and learning of foreign languages. The study presents findings on the digital competence of foreign language teachers before the COVID-19 pandemic and examines how crisis-induced changes have influenced their professional development. The research explores various aspects of digital competence among foreign language teachers, including knowledge of computer programs, application of Internet resources, integration of multimedia tools in the educational process, and effective use of digital tools for evaluation and student collaboration. The authors also research the existing training programs for teachers on digital technologies and suggest methods for organizing effective training courses on digital competence for foreign language educators. The article highlights the challenges encountered by teachers when incorporating digital tools into their work, such as limited resources, apprehension towards new technologies, and restricted access to educational platforms. Conclusions are drawn on the significance of digital competence for foreign language teachers and its impact on students’ foreign language proficiency, motivation, and engagement in the educational process. In conclusion, the article emphasizes the importance of continuous professional development for foreign language teachers in the realm of digital competence. It also underscores the necessity of creating a supportive environment that encourages the seamless integration of digital technologies in higher education institutions. Overall, the article contributes to the study of digital competence of foreign language teachers and the integration of digital tools into higher education.

Natural Language Processing in Teacher Training : a systematic review

In the previous decade, there has been a growing interest within the research community to apply artificial intelligence (AI), particularly natural language processing (NLP) tech-nology, across various domains such as law, medicine, and finance. More recently, the fo-cus has shifted towards exploring the potential of NLP technology in education, specifi-cally in teacher training. Thus, it becomes crucial to conduct a systematic literature review to comprehensively examine the literature on the use of NLP technology in teacher train-ing. This study concentrates on the applications and use cases of NLP technology in higher education institutions and educational research institutions. Our analysis suggests that significant NLP applications in education include Language Learning, intelligent analysis, assistive technology, automatic content analysis, and speech emotion analysis. Further examination reveals that NLP technology can be effectively utilized to improve teachers professional abilities, such as helping language teachers improve their accents, ultimately contributing to the delivery of high-quality education. Finally, this paper summarizes the critical lessons learned from the application of NLP technology in teacher training that can guide future research endeavors in this rapidly evolving field.