Transformation Of Education Research Articles

Developing Digital Competencies for Primary School Students through Teaching History and Geography

Digital competence of students is understood as the ability to effectively use information and communication technologies to access, manage, and create information in a digital environment. This competence not only enables students to perform learning tasks efficiently but also equips them with essential skills to adapt to an increasingly technology-dependent society, allowing them to contribute positively to their communities and develop personally in the digital age. The purpose of this paper is to explore measures for developing digital competence among elementary school students through the subjects of History and Geography. A qualitative research methodology was employed to examine relevant literature. Based on this analysis, several measures have been proposed to enhance digital competence for students, including: 1) establishing learning objectives that promote digital competence; 2) selecting instructional content that provides opportunities for developing digital skills; and 3) utilizing teaching methods and techniques that foster digital competence through the teaching process in History and Geography. This document serves as a valuable reference for researchers and elementary educators in the context of digital transformation in education.

Embracing digital transformation in animal science education: Exploring students’ digital self-efficacy, technological literacy, and perspectives of curriculum updates

Embracing digital transformation in animal science education: Exploring students’ digital self-efficacy, technological literacy, and perspectives of curriculum updates

A review of STEM education research in BRICS countries: an analysis of research trends

Research has emphasized the importance of STEM for countries. Many studies have been conducted on STEM education research in countries worldwide. However, there is a lack of research on reviewing the research on STEM education in BRICS countries. Based on this rationale, this paper analyzes research patterns and trends related to STEM education in BRICS countries. The study examined 3,580 journal articles from 2014 to 2023 on STEM education in BRICS countries using the bibliometric analysis method, revealing a significant increase in research. The results showed that the number of published articles increased annually, and 85% were published after 2017. The top three journals publishing STEM studies were the Journal of Engineering Education Transformations, Sustainability, and the International Journal of Emerging Technologies in Learning. China had the highest number of articles on STEM education based on country affiliation, followed by South Africa, India, Brazil, and Russia. The authors’ authorship collaborations revealed that China had the most prominent connections compared to other countries. The keywords analysis revealed four research trends: (i) the effects of STEM education on learning outcomes, (ii) the impacts of instructional strategies in engineering education, (iii) gender differences in STEM education, and (iv) the use of artificial intelligence, project-based learning, and active learning. Based on the analyses, researchers suggest recommendations for future research.

Neuroeducation and Cognitive Behavioral Interventions: A Narrative Review

This paper provides a comprehensive narrative review at the intersection of neuroeducation and cognitive behavioral interventions (CBI), exploring how insights from cognitive neuroscience can enhance educational practices. It traces the historical progression of neuroeducation, proposes theoretical frameworks linking reading disabilities with comorbid conditions, and details the methodology underpinning the review. Key themes include the role of neuroplasticity in learning, memory, and cognitive development, and the application of CBIs in managing anxiety and other psychological factors in students. The review emphasizes the need for integrating neuroscientific theories into education, the potential of gamified programs and specialized platforms, and the importance of teachers' emotional involvement in student learning. Furthermore, it highlights significant gaps in current research and offers practical recommendations for incorporating neuroeducational principles into teacher training and educational policies. The findings underscore the impact of narrative reviews in advancing neuroeducation, pinpoint key interdisciplinary collaborations, and advocate for ongoing research to support innovation and transformation in education.

Mastery Level of Interpersonal and Intrapersonal Skills Among Prospective FPTV Teachers

Education transformation certainly makes the role and duties of teachers larger, more challenging and more complex. Effective interpersonal and intrapersonal communication skills are extremely important for a teacher in the delivery of education, classroom management and student interaction. This study aimed to examine the level of mastery of interpersonal and intrapersonal skills of future teachers on FPTV. The respondents to this study were 175 final year teachers and they covered all the courses offered in FPTV. The questionnaire was used as a research instrument. Data were analyzed using statistics in terms of frequency, percentage, mean score, standard deviation, Independent T-Test and Pearson correlation. The findings of the study have shown that the highest level of mastery of interpersonal skills is teamwork and the highest level of mastery of intrapersonal skills is the domain of personality. However, presentation skills, listening skills, emotional intelligence and spiritual intelligence are at a moderate level. The study also reported that there was no significant difference in the level of interpersonal and intrapersonal skills based on gender. Finally, a few proposals for future studies were made, including making comparisons for skills between teachers teaching at the secondary school level and vocational colleges. It aims to find out the level of skill difference that teachers have in the two kinds of schools. Besides, it is recommended to focus on increasing the number of studies on technical instructors, as the search results indicate a scarcity of research on the level of engineering abilities among technical teachers. Given that BPLTV is a prominent aspect of education in Malaysia, it is imperative to undertake more regular studies on BPLTV teachers.

Research on Reform and Innovation of Training Mode of Civil and Hydraulic Engineering Graduate Students under the Background of “Dual Carbon” Goals

As an important part of the overall layout of ecological civilization construction, carbon peaking and carbon neutrality provide strategic opportunities for low-carbon energy transformation and innovative development of higher education. Based on the training of civil and water conservancy professional postgraduate students, this paper builds an interdisciplinary teaching system centering on the concept of “dual carbon”, and explores the relationship between energy transformation and energy conservation and emission reduction, engineering technology and green development, practical cases and analysis and other course systems through the establishment of a composite innovative teaching team of civil and water conservancy and innovative personnel training mode. In order to achieve the “dual carbon” goals of the society, this paper puts forward the model of university-enterprise cooperation and the integration of science, production and education.

Shaping a sustainable future: Bibliometric analysis of vocational education curricula aligned with the SDGs

The preparation of SDGs-based vocational education curriculum needs to be prepared. The first step is how this context is discussed globally. This study aims to see how research trends related to vocational education curriculum are in line with the achievement of SDGs. Bibliometric analysis is used to explore information related to these trends. The scope of the research is reviewed based on the year of publication, the most productive countries, documents with the most citations and co-occurrence analysis. This analysis uses the Scopus database as a data source then uses VosViewer to analyze co-citations and co-occurrence. The results obtained were 1041 relevant documents with a period spanning 2015 to February 2024. Based on the year of publication, the topics that examine this theme have significantly increased, then the countries that contribute the most are mostly developed countries such as the United States, England and Spain which are concerned with discussing this theme. Then from the average most citations are in journals published in 2020 which dominate. The co-occurrence results obtained 4 interrelated thematic clusters, namely the relationship between SDGs and education, curriculum, learning models, competencies, technology, educational transformation of the industrial revolution 4.0 and green industry. The implications of this study as a reference for curriculum developers, especially in vocational education which must develop in accordance with the demands of the development of the world of work. This study contributes to increasing insight for researchers who pay attention to themes related to the SDGs-based vocational education curriculum. In addition, it can be used by stakeholders as a reference in preparing the integration of sustainable education in vocational education.

Penerapan Pendekatan Sistem Terbuka ( Open System Approach ) dalam Meningkatkan Kualitas Pembelajaran di Era Digital

This research explores the application of an Open Systems Approach to improve the quality of learning in the digital era. The background of the research is based on the significant transformation in education due to the advancement of digital technology, which presents challenges in effective technology integration and equitable access. The research method used is library research, analysing literature related to the Open System Approach and learning quality in the digital era. The findings show three important aspects of implementing the Open Systems Approach: first, Collaborative Project-Based Learning (PBPK). Second, the flexibility of learning methods. Third, digital portfolio-based evaluation that facilitates documentation of work, encourages self-reflection, and enables more personalised feedback. The findings suggest that the Open Systems Approach, through the implementation of these strategies, can effectively improve the quality of learning in the digital era.

A systematic literature review and case study on the social impact of the other women’s contributions to education and dialogic feminism

Feminism has been one of the most important social movements of the last centuries. Current societies have widely recognized their contributions. However, whereas ethnic diversity has been included in the movement, diversity in terms of academic background has not. Therefore, the contributions made by the “other women” from their daily lives, those with no university education (who belong to cultural minorities or not), remain on the margins of public debate. In the face of this reality, the plurality of all women has been building contributions to education and dialogic feminism. Based on Lidia Puigvert’s previous study on dialogic feminism and the “other women” movement, this article aimed to trace the social impact of “other women’s” contributions to education and dialogic feminism in their lives and communities. A qualitative case study has been developed that collects a systematic literature review, in-depth interviews with educators, focus groups, and communicative daily life stories with women who have participated in Schools as Learning Communities and democratic adult education associations in Spain over the last 20 years. The results provided evidence about the contributions of the “other women” in the development and expansion of successful educational actions that have generated social and educational transformations in themselves, their families, and their communities, such as Dialogic Gatherings and the prevention of gender violence, among others.

Perceptions of a Digital Dental Technology Curriculum: A Qualitative Study of Dental Technology Students.

Integrating digital dental technology into undergraduate curricula can better prepare dental technology students for a digitally driven workplace. However, students' perspectives on this education are sparse in the literature. This qualitative study explored dental technology students' perceptions of a digital dental technology curriculum. An online questionnaire was administered to third-year and fourth-year students, as well as recent graduates from the West China School of Stomatology. It comprised three sections: (1) demographic data, (2) perceptions of learning effectiveness and its impact, and (3) suggestions for curriculum improvements. Data were analysed using descriptive statistics and a chi-squared test. Sixty-nine valid responses were collected, yielding an effective response rate of 90.79%. Over 80% of respondents thought the courses beneficial for professional learning, career selection and practical work. However, 35% of third-year students reported being unable to complete digital design independently upon finishing the courses, and 62.50% of fourth-year students also lacked confidence in this area. While 95% of third-year students and 87.5% of fourth-year students intended to pursue digital-related positions, only 33.33% of employed graduates were engaged in relevant professions, indicating that the demands for digital competence in the workplace significantly exceeded the curriculum content. This study found that most students had a positive perception of the digital dental technology curriculum. However, a gap remains between curriculum content and professional practice demands. Further research and curriculum shifts driven by skill application and work scenarios are required to support the digital transformation of dental technology education and dentistry.

Exploring the Transformation of Education for Children with Disabilities in China: Implementation and Challenges of Inclusive Education Policies

This paper examines China's significant shift in the education of disabled children from segregated special education to the inclusive "Learning in Regular Classroom" (LRC) model, in alignment with international trends. The elitist structure in the educational system, geographic concerns, and teacher resources are the three main obstacles both inside and outside of China's educational system that are the subject of this paper. The paper analyses the theoretical and practical challenges encountered in implementing inclusive education (IE). Additionally, it analyzes the factors contributing to the inability of Chinese society to accept children with disabilities.The paper evaluates the effectiveness and reasonableness of the Chinese government's approaches to resolving these issues and emphasizes that, in reality, it is doubtful if children with disabilities are actually granted their full right to an education. The paper suggests that the Chinese government could consider using technology to promote IE and try to change people's prejudices against children with disabilities.

Cloud Computing: Evolution, Challenges, and Future Prospects

Cloud computing has redefined how individuals and organizations interact with computational resources. Providing scalable, flexible, and cost-efficient solutions has become a cornerstone of digital transformation in various sectors, including healthcare, education, finance, and artificial Intelligence. This paper examines the evolution of cloud computing, its architecture, service delivery models, benefits, challenges, and emerging trends. It also highlights critical aspects of cloud adoption and the implications of recent technological advancements. The study utilizes authentic sources to offer a holistic view of cloud computing's current and future trajectory.

Digital Pedagogy for Sustainable Education Transformation: Enhancing Learner-Centred Learning in the Digital Era

Digital Pedagogy for Sustainable Education Transformation: Enhancing Learner-Centred Learning in the Digital Era

Developing soft infrastructure for economic growth: The role of intercultural competence and STEM on educational transformation

Developing soft infrastructure for economic growth: The role of intercultural competence and STEM on educational transformation

Дилеммы цифровизации в культурной парадигме образования: аксиологический контекст

The digitalization of education is generating a series of difficult dilemmas related to the axiological and ethical contradictions of the new cultural paradigm of education. The article aims to provide an axiological interpretation of these dilemmas. The work analyzes current philosophical research on the problem of digitalization in education, identifying characteristic dilemmas. It is emphasized that these dilemmas can be considered within an axiological context helping to reveal values relevant to the current process of cultural transformations in education within the digital space. The scientific novelty of the study lies in identifying and conducting an axiological analysis of the dilemmas of digitalization in education. The results highlight potential value conflicts in the field of digital education and identify perspectives for resolving these dilemmas.

Using MOOCs to organise problem-based learning in the professional training of IT students

Introduction. The digital transformation of education plays a key role in the formation of in-demand IT specialists. In modern conditions, the method of problem-oriented learning is actively being introduced into the educational process of higher education and contributes to the formation of professional, communicative and digital competencies of IT students.Aim. The present research aimed to validate the incorporation of massive open online course (MOOC) components in the organisation of problem-oriented training for IT students to enhance their professional competencies.Methodology and research methods. The study was conducted over two academic years, beginning in 2022, at Academician E. A. Buketov Karaganda University. A total of 24 teachers participated in the specialised training of IT students, along with 86 students participated. At the first stage, a model was developed to integrate MOOCs into the structure of a specialised IT discipline within the framework of a specialised IT discipline, utilising problem-oriented learning. Additionally, the baseline level of students’ readiness to engage with MOOC courses was assessed. At the second stage, the effectiveness of utilising MOOC courses for implementing problem-oriented learning in the study of IT disciplines was assessed. At the third stage, the results were summarised and conclusions were drawn.Results and scientific novelty. The approaches to the organisation of problem-based learning in the preparation of IT students were defined. The use of Coursera MOOCs as the most convenient platform for studying IT courses was justified. A model of MOOC integration into the structure of an academic discipline in the organisation of problem-oriented learning was developed and experimentally tested.Practical significance. The results of an empirical study of student involvement in the use of MOOCs in problem-based learning prove the functionality of Coursera MOOC courses and their positive impact on the learning process. The feasibility of utilising MOOCs for implementing problem-oriented training aimed at developing students’ professional IT competencies is well-supported.

EDITORIAL: Undecided: Artificial Intelligence and Assessments

This issue of the Transnational Education Review features several compelling articles that explore critical dimensions of education in our rapidly evolving global landscape. Helena Dedecek Gertz, Javier A. Carnicer, and Sara Fürstenau examine the influential role of migrant content creators in transnational education through social media platforms. Their research highlights how digital spaces can bridge cultural gaps and create new educational opportunities across borders. In another insightful study, Zaynab Benabdallah and Djamila Chekrouni analyze the emigration of highly qualified students from Morocco using panel data. Their findings shed light on the motivations and impacts of this talent migration, offering valuable perspectives on brain drain and global mobility. Additionally, Carlos Javier Gomez M., Pedro Longart, and María Cristina González Martínez propose a meta-abilities model for 21st-century academic leadership. This innovative framework emphasizes the cultivation of critical consciousness, underscoring the importance of holistic leadership development in higher education. Finally, Sophia Dimelis reflects on the state of digital higher education and adult learning in Greece and other Balkan countries. Her comparative analysis highlights both the challenges and opportunities faced by these regions in adapting to digital transformations in education. These articles collectively contribute to a deeper understanding of the complex forces shaping global education today. And yet, the need for more studies and debates on the AI and digitalisation are warranted. We invite you to engage with these thought-provoking studies and consider submitting your work to enrich future discussions in this evolving field.

FROM TRADITION TO TRANSFORMATION: Decontextualization of Dayah in Aceh's Millennial Context

<p><strong>Abstract</strong>: This study investigates factors contributing to the decontextualisation of <em>dayah</em> as an Islamic educational institution in Aceh. Qualitative research methods, including observation, interviews, and document review, were used to collect data and gain insights into this phenomenon. This study highlights three findings: first, an authoritarian relationship between <em>teungku</em> (Islamic scholars) and students hinders meaningful connection and engagement; second, the use of hierarchical teaching methods further reinforces this disconnection, limiting opportunities for collaboration and active learning; third, outdated facilities present challenges in modernising and adapting <em>dayah</em> institutions. By addressing these factors, <em>dayah</em> institutions can effectively restore their connection with Acehnese youth and foster a comprehensive and contemporary Islamic education. It is recommended that <em>teungku</em> in Aceh integrate technology into their teaching methods, ensuring relevance and appeal to the young generation. This study also shows the need for <em>dayah</em> institutions in Aceh to adapt to the evolving educational landscape and embrace technological advancements. This research contributes to the discourse on educational transformation in Aceh by providing insights into the challenges and potential strategies for revitalizing <em>dayah</em> institutions in the face of a changing educational milieu.</p><p><strong>Keywords</strong>: decontextualization, Islamic traditional learning, dayah, Aceh’s millineal</p>

Educational Technology for Digital Transformation of Higher Education Institutions into Entrepreneurial Universities

Digital technology is transforming higher education institutions into entrepreneurial universities, which, in turn, supports economic development and knowledge generation. The integration of education technology enhances access, equity, inclusion, and the quality of learning experiences. This research aims to uncover how educational technology promotes digital transformation in Indonesia’s higher education, fosters an entrepreneurial mindset, and contributes to social and economic growth. This study uses a quantitative approach with a survey method, with the data collected using purposive sampling. The questionnaire was designed to represent the indicators set in the variables, and the results were analyzed using the structural equation modeling (SEM) method. This study analyzes 45 universities aiming to become entrepreneurial institutions, with 155 respondents filling out the questionnaire. The integration of educational technology and digital transformation in higher education has significant implications, affecting teaching methods, administrative efficiency, and the educational environment. The entrepreneurial university model emphasizes collaboration and responsiveness to market needs, preparing graduates for a competitive job market. This shift requires a reassessment of traditional teaching methods and a shift in mission. The successful integration requires strategic planning, transformational leadership, investment in digital infrastructure, and fostering a culture of innovation.

Exploring pre-service foreign language teachers’ intention to adopt technology: an investigation from the perspective of Situated Expectancy-Value Theory

Abstract The intention of pre-service foreign language teachers to adopt technology (PIAT) reflects their willingness to integrate educational technology tools into their teaching practices, which is essential for the digital transformation of language education and the professional development of teacher candidates. Drawing upon the Situated Expectancy-Value Theory, this study utilizes a structural equation model to analyze the factors influencing the intention of pre-service foreign language teachers to adopt technology. The results reveal that: (1) four motivational factors (i.e., self-efficacy, perceived enjoyment, perceived importance, and perceived usefulness) significantly predict PIAT, while perceived anxiety negatively correlates with, but does not significantly predict PIAT; (2) mindset significantly impacts perceived enjoyment, perceived importance, perceived usefulness, and perceived anxiety; (3) social influence exerts a significant influence on self-efficacy and mindset. The study concludes with implications for enhancing the digital literacy of foreign language teacher candidates.