Use Of ICT Research Articles

Leveraging AI for a Greener Future: Exploring the Economic and Financial Impacts on Sustainable Environment in the United States

In response to increasing environmental challenges, the United States has deliberately adopted technical advancements to promote sustainable development. This includes efforts to decrease pollution, improve energy efficiency, and encourage the use of environmentally friendly technology in different industries. This study investigates the role of Artificial Intelligence (AI) technology in promoting environmental sustainability in the United States from 1990 to 2019. It also examines the impacts of financial development, ICT use, and economic growth on the Load Capacity Factor (LCF). Various unit root tests revealed no unit root issues and mixed integration orders among variables. The Autoregressive Distributive Lag (ARDL) model explored cointegration, indicating long-run relationships among the variables. The ARDL findings confirm the Load Capacity Curve hypothesis for the United States, with AI technology and ICT use positively correlating with LCF in both the short and long run. Conversely, financial development and population growth significantly reduce LCF. Robustness checks using FMOLS, DOLS, and CCR estimation approaches align with the ARDL results. Granger causality tests reveal unidirectional causality from economic growth, AI, financial development, and ICT use to LCF and bidirectional causality between population and LCF. Diagnostic tests confirm the results are free from heterogeneity, serial correlation, and specification errors. This study underscores the importance of AI and ICT in enhancing environmental sustainability while highlighting the adverse impacts of financial development and population growth on LCF.

ICT Enabled Education: An Analysis in View of the National Education Policy, 2020, India.

In the 21st century, the demand for the use of ICT in education has increased rapidly as it has improved the way to be effective. The Indian Cabinet approved the new National Education Act and the sustainable development goals of the 21st century on July 29, 2020, after 34 years. The policy recognizes the need for and importance of information and communication technology across education to support research and innovation and to improve multilingual teaching, assessment, educational planning and management. The policy focuses on the creation of digital libraries, the creation of a virtual learning center with lending in financial institutions, and the creation of the National Technical Education Forum (NETF) to ensure effective use of technology and transparency of school management. This article discusses various aspects of NEP 2020, namely, use of ICT in Education with special focus on Higher Education.

Pedagogic Competence of Lecturers with Non-Educational Backgrounds in the Challenges of 21st Century Learning

Learning in the 21st century requires lecturers and students to think critically, creatively innovatively, have communication skills, collaborate and use of ICT. The pedagogical competence of lecturers is the key to educational efficiency in improving the quality of learning and the quality of graduates. The background of lecturers from non-education increasingly casts doubt on the quality of lecturer teaching in challenging 21st-century learning activities. This study aims to identify, describe, and analyze how the application and efforts to develop the pedagogical competence of non-educational lecturers in learning in 4 public and private universities in Banyumas Regency. This descriptive qualitative research uses observation and interview methods on 20 respondents taken purposively at four universities in Banyumas Regency. The process of collecting and analyzing information data uses qualitative research data analysis steps developed by Miles & Huberman (1992), namely (1) data reduction, (2) data presentation and (3) conclusions. The results showed how pedagogic competence possessed by lecturers with non-educational backgrounds, how it is applied in learning, how lecturers' efforts in developing their pedagogic competence, how universities facilitate pedagogic development, and the challenges faced by lecturers with non-educational backgrounds in developing pedagogic competence in supporting 21st-century learning.

Competency and Barriers in Using ICT among Public School Teachers in Tagoloan District

Technology integration in education transforms teaching and learning by improving efficiency, accessibility, and student participation in the classroom. This study examines the teachers' profile, competency, and barriers that influence the use of ICT between public school teachers in Tagoloan East and West Districts during the School Year 2023–2024. Specifically, the study sought to determine the respondents’ level of competency in the ICT domain and the barriers to using ICT. This study involved two hundred thirty-six (236) respondents from the public elementary and secondary schools of Tagoloan District using the Slovins formula. It used the descriptive research design and an adapted and modified survey questionnaire to collect data. The descriptive correlational method was used to evaluate the samples with statistical analysis including standard deviation, frequency, percentage, mean scores, and Pearson r correlation. The findings showed that teachers' ICT ability is significantly influenced by age, teaching experience, and attitude, and there is a notable relationship between ICT skills and barriers related to manpower, policy, and facilities. Further, enhancing teachers' ICT competence through advanced technology training and effective integration methods aims to provide proficient educational experiences for 21st-century learners and improve teaching professionalism and efficacy. It is concluded that teachers face challenges in implementing ICT policies, including limited resources, reluctance to change, technological issues, and inadequate training. Factors like age, experience, and attitude influence these barriers. Additionally, it is recommended that schools should train proficient teachers as ICT experts to assist in incorporating technology into classroom teaching. This expert should provide ongoing support and training through mentoring programs. Teachers with limited technology experience are encouraged to improve their ICT integration skills, ensuring they can adapt to current trends and provide advanced educational experiences in the 21st century.

The use of ICT in field classes and offline, online and online fieldwork

This work aims to discuss the use of Information and Communication Technologies – ICT as teaching strategies in classes and fieldwork in online, offline and onlife modes, as, especially after the pandemic, students are accessing each increasingly using the web during classes via their cell phones, notebooks and iPads, which is not an isolated case, but a worldwide phenomenon. Based on experiences as teachers, the article presents the concepts to be explored and the experiences lived by the authors in peculiar situations of using ICT as teaching support. It also discusses deliveries of Chromebooks by the Government of the State of Goiás to students in the state education network and its contradiction in prohibiting, by virtue of State Law and a Note of Recommendation from the State Department of Education, the use of devices electronics in the classroom. It is concluded that it is necessary to critically rethink pedagogical practice using ICT both within school units and in field work and classes.

Teaching practices and organisational aspects associated with the use of ICT

The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom.

Medical Students' Ethical Use of Information and Communication Technologies

The purpose of this study was to investigate the ethical tendencies of medical faculty students, their unethical use of information and communication technologies, and their attitudes toward digital ethics in terms of certain variables. The study was designed using a relational survey model. The research group consisted of 335 medical faculty students studying at a state university in Turkey. Data were collected using the "Personal Information Form," the "Ethical Tendencies Scale," Information and Communication Technologies Ethics Scale," and "Attitude towards Digital Ethics Scale." The data analysis revealed that medical faculty students' digital ethical attitudes and ethical tendencies were at a high level and positive, while their unethical use of information and communication technologies was at a very low level. The study's findings indicated that there were gender-related differences in medical students' unethical use of ICT. In addition, there were significant differences in the ethical tendencies of the participating students based on the variable of year of study. Lastly, medical students' unethical use of information and communication technologies were significantly affected by their ethical tendencies and attitudes towards digital ethics.

Preparing Prospective English Language Teachers for ICT Integration

This paper reports on a case study of six prospective English language teachers’ ICT training experiences and the connections between these experiences and their beliefs about how well their language teacher education program prepared them for effective technology integration in language classrooms. This study aimed at arguing the importance of the situational factors in the university coursework and fieldwork components of teacher education on future teachers’ technology-related beliefs and technology use. Data were gathered through surveys and semi-structured face-to-face interviews. The results provided some implications for curriculum updates in teacher education programs and necessary improvements in relevant policies to prepare their graduates to teach with technology-integrated classrooms. The development of a practical and integrated knowledge base of ICT use should be a visible component in teacher education programs.

Enhancing the integration of information and communication technologies in preschool education: Pedagogical training for future teachers

This research addresses the critical challenge of integrating information and communication technologies into the educational process, aiming to enhance the practical application of these technologies in preschool education. The article's aim is to develop a model for the pedagogical use of ICT with older preschool children, focusing on the professional development of teachers. The study employs A. Mehrabyan and N. Epstein's “Emotional Response Scale” to measure the responsiveness and sensitivity of future preschool educators. The article presents a comprehensive model for incorporating information and communication technologies in pedagogical activities with older preschool children. This model emphasizes creating a friendly atmosphere that fosters cognitive interest and development. Key components include natural video installations with corresponding sounds, cognitive and gaming activities displayed on screens to encourage collective problem-solving, viewing master classes and educational programs, and organizing literary hours with engaging visual and auditory elements. The proposed model aims to harmonize the psycho-emotional well-being of children and create optimal conditions for their cultural and cognitive development during their preschool years. This approach holds significant practical importance for the education system and overall societal well-being.

Planning in the age of acceleration: a perspective on digital inclusion in online urban planning meetings

In the age of technological acceleration, new digital shifts and the increased use of ICT have changed the ways we work, live, sleep, and shop. Remarkable transformations have left footprints in the planning world as well, with many urban planners harnessing technology to improve and expedite planning processes. This process accelerated further during the COVID pandemic, which forced many planning committees and local governments to conduct public meetings, hearings, and participatory processes remotely in order to allow the planning machine to continue rolling while abiding by social distancing rules. Developments such as this have been part of a broader shift toward the increasing reliance of planning on video-conferencing and other technological innovations. While this new policy has proved advantageous to many, it has also had regressive impacts and severely affected social inclusion in the planning process. This paper reviews these outcomes by focusing on the Israeli planning system post-COVID, which continues to embrace videoconferencing as a tool in planning. The findings illustrate the vulnerability of certain groups to the accelerated digitalization of urban planning. Despite planners’ awareness of these outcomes and adaptations made to existing means of e-participation, online planning meetings are not geared toward using tools and platforms to improve practice; instead, remote participation remains largely a ‘pro-developers’ process and could marginalize other participants.

EFL Students’ Perceptions towards the Use of ICT in English Language Learning

In the modern educational landscape, Information and Communication Technology (ICT) has become a key tool in the field of education, especially for English language learning. Therefore incorporating ICT into English learning is gradually becoming popular among EFL students to hone their English language learning. This study aims to investigate the EFL students’ perceptions of the use of ICT in English language learning at a private university in the Mekong Delta of Vietnam. The research design is based on a sequential explanatory mixed methods design, including quantitative data through direct surveys using questionnaires and qualitative data through interviews. Quantitative data was collected through a questionnaire consisting of 22 closed-ended questions with 180 respondents. The findings indicated that the participants had positive attitudes toward the use of ICT in their English language learning.

Uses and Appropriation of Technologies in Initial Teacher Training Centers: A Comparative Study in Uruguay and Chile

Objective. This article aims to compare the use and appropriation of digital technologies (ICT) by faculty in initial teacher training centers in Uruguay and Chile. Methodology. This research employed a mixed, sequential exploratory, quantitative-qualitative approach and data analysis, including two stages: (I) an online questionnaire administered to directors of centers in Uruguay and Chile; (II) interviews and discussion groups with members of selected centers in each country. Results. Results show that Chilean teachers most frequently use laptops, followed by cell phones. In Uruguay, the order is reversed. Concerning the use of ICT for pedagogical or professional development purposes, including videoconferencing, the creation of professional learning communities, and content creation, Chile is better positioned. Nonetheless, because of the pandemic and the adoption of other techniques, Uruguay has begun to increase its use of ICT for pedagogical purposes. Likewise, teachers have been identified both as facilitators of digital inclusion, thanks to their motivation, and as obstacles, due to fears, advanced age, and training. Conclusions. These findings show the relevance to keep intervening at the level of teacher education as a key focus to improve digital inclusion for pedagogical and professional development purposes.

Bridging the theory-practice gap: a genealogical perspective on the most debated knowledge management challenges

ABSTRACT To address the theory-practice gap in knowledge management research, we identify the most persistent knowledge management challenges and proposed solutions over the past three and a half decades (1991–2023). Based on a systematic literature review combining a bibliometric and a qualitative content analysis, we conceptualise a genealogic (evolutionary) model to map the historical development path of three reappearing root challenges: (1) organisational antecedents to implement a knowledge-sharing culture (2) use of ICT for knowledge transfer and (3) knowledge conversion. We find that while topics 1 and 2 are established topics, topic 3 constantly renews itself by merging with innovation-related research streams. Further, our analysis reveals the general principle that the theory-practice gap opens at the end of the inception phase of a new challenge theme. We conclude that implementing artificial intelligence in knowledge management processes and fostering knowledge creation for sustainable development are the key topics for future research.

Student Perceptions on ICT Use in Teaching and Learning in Public Secondary Schools in Mbeya District, Tanzania

Student Perceptions on ICT Use in Teaching and Learning in Public Secondary Schools in Mbeya District, Tanzania

Investigating digital artistry of university students in a low-tech economy

This study aimed to investigate students’ digital (ICT) skills, perceived relevance (usefulness), and actual use of digital (ICTs) skills for learning. Data were obtained via Google Forms from 325 students who were conveniently sampled from two public universities in Ghana. The results from the multivariate analysis of variance showed that age and marital status had significant multivariate effects on ICT (digital) skills. Further univariate analyses showed that younger students reported significantly lower skills related to multimedia, collaborative platforms, and graphics, whereas married students reported higher skills related to engagement in collaborative platforms. Bivariate correlation analyses showed that multimedia skills, software application skills, virtual reality environment skills, collaborative platform skills, and perceived usefulness of ICT were positively correlated with the actual use of ICT. However, further analysis using multiple linear regression showed that only multimedia skills significantly predicted actual ICT use. The implications of the findings for policy are discussed.

The mediating role of government ICT use on the nexus between ICT access and public sector performance

PurposeThis study aims to explore how government ICT use influences the relationship between ICT access and public sector performance globally. Previous research has mainly focused on the impact of ICT access on private firms' performance, measured by profitability. Moreover, previous studies have mostly examined the effect of ICT access on firms' performance within a single country. This study fills a gap in the literature by investigating how government ICT use mediates the connection between ICT access and public sector performance on a global scale.Design/methodology/approachThe study develops and empirically validates a conceptual model based on the Technology, Organisation-Environment framework and archival data for 131 countries, using partial least squares-structural equation modelling.FindingsThe findings from the study shows a significant relationship between ICT access and Government ICT use. Also, there was positive relationship between ICT access and Public Sector Performance. In addition, there exist a significant relationship between Government use of ICT and Public Sector Performance. Furthermore, the mediating role of government ICT use on the impact of ICT access on public sector performance was significant.Originality/valueThis study is unique in that it explores the relationship between ICT access, government ICT use and public sector performance on a global scale. By using archival sources, this research findings can easily be replicated and applied to a larger population. Additionally, using the TOE framework, this study demonstrates how technology (ICT access) and organisation (government ICT use) impact public sector performance globally.

Teachers' self-perception of the level of competence in the use of educational technologies in the Faculty of Medicine of the Autonomous University of Guadalajara

A cross-sectional, descriptive research was carried out in 74 medical teachers of the Universidad Autónoma de Guadalajara to describe their level of experience in the use of ICT. An instrument was applied to evaluate the teacher's self-perception in the use of educational technologies. It was found that around 50% of the teachers perceived themselves as ICT teachers; a lower percentage of teachers evaluated themselves as TAC teachers and an even lower percentage of teachers evaluated themselves as TEP teachers. The above evidence a low level in the management of information and communication technologies. In this study, it was observed that the strength of association was slight between the variable age and each of the competencies studied. Continuous and progressive training is proposed from the beginning of the teacher's incursion into the educational work, with which a higher level of teaching competence can be generated and therefore, a better impact on medical training.

Determinants of poor planning in public sector construction projects in Nigeria

The study assessed the determinants of poor planning in public-sector construction projects in Nige­ria. The paper adopted a questionnaire survey. A struc­tured questionnaire was administered to 217 construc­tion professionals, out of which 156, representing 71.9%, correctly filled questionnaires were analysed. The study deployed descriptive statistics such as mean and stand­ard deviation for data analysis. Results indicated that the primary determinants of poor project planning are the need for qualified personnel, with a mean of 4.70; experience, with a mean of 4.63; and poor communica­tion among the project teams, with a mean of 4.63. The significant factors influencing the implementation of project planning in public sector construction projects include natural occurrences, the use of computers and ICT, differing approaches of those who produce the plans and those who deliver the project, the leadership of the project team, application of planning techniques, only trained project managers should plan the project, non-availability of labour, lack of experience. The criti­cal barriers to project planning implementation in pub­lic construction projects include lack of communication, performance problems, political influence, dissatisfied project teams, abandonment of the project, time over­run, absence of new technology and software for plan­ning, compromised project quality, and wrong estima­tion. The research suggests that contractors involved in public sector construction projects in Nigeria should enhance their planning and performance through various measures. These measures include conducting financial and ethical client checks, employing dedicated project managers, utilising com­puterised planning systems, and improving team communication through reliable channels.

Modelos pedagógicos para la formación docente en el uso de la tecnología para la enseñanza del inglés: Revisión sistemática

The incorporation of Information and Communication Technologies to education is a fact in the con-ception of future teaching and learning methodologies. In the field of English Teaching, this integra-tion becomes an opportunity to move students closer to the culture and authentic target language registers. Remote Learning and Teaching for Emergency during Pandemic Times has revealed the potential of students and teacher to learn and adapt to new technologies; however, it has also expo-sed the urgent necessity of designing training programs that prepare educators to incorporate digital tools into their didactics. This review revises studies that present pedagogical and methodological models to train educators in the use of ICT for teaching, specifically for English Language Teaching, and those models that intend to affect Teachers’ Digital Competence. This qualitative synthesis, which arises from publications issued from 2016 to 2022, allows the author to describe the current state of the issue, and to provide recommendations for the creation of pedagogical or didactic designs to train teachers in the use of ICT for ELT.

AI in the development of research skills in postgraduate studies

In the 1970s, technology opened horizons to the educational field, not only to problematize about it and its impact on teaching and learning, but also to expand the resources available to teachers to enhance their pedagogical mediation. However, it would be in the 21st century when the development of digital technology came to enhance the use of ICT for educational purposes, up to Artificial Intelligence, to build bridges that favor its incorporation into teaching at the higher level. Thus, in the field of disciplinary training, the strengthening of knowledge and research skills must include the effective use of technological resources in the training of college students. This article reports some results of a study whose objective was to analyze the attitudes that graduate students have about the use of AI in their education. The study had a quantitative approach with a descriptive transactional non-experimental design, in which 118 subjects participated, distributed in 10 Higher Education Institutions, 5 of them public and 5 of them private. Among its results, the uncertainties that the participants of the study have regarding the use of AI can be appreciated, while recognizing its ease and the attractiveness of a technology that requires specialized skills, responsibility in its use and cognitive processes typical of research.