Search

Modern digital technologies are advancing rapidly, driving transformative changes. For Information Systems (IS) educators, maintaining curricula that prepare graduates for the digital economy is imperative. This study developed a knowledge pool of 121 common keywords in digital transformation through literature review and investigated their application in the titles and descriptions of 4,093 IS courses across 315 undergraduate programs in the United States. The findings illustrate how IS educators conceptualize the digital transformation within the IS discipline and incorporate it into curricula. Additionally, the results offer insights for educators aiming to develop course content on digital transformation and update IS undergraduate curricula to align with the demands of modern enterprises in the era of digital transformation.

Still rebounding from the impact of the global pandemic, the higher education sector is being challenged even further by the next wave of Artificial Intelligence (AI) technologies. These technologies have the power to generate in a matter of seconds, quality text, images, music and coding responses to questions or prompts entered into an online chat box. Currently, one of the most accessible and popular text generators is OpenAI's ChatGPT which was released in November 2022. Early evaluation indicates that the quality of the responses exceed standard pass rates for comparable university assessments. Even if academic protocols mandate that text cited from AI sources should be acknowledged and referenced as any other source material, the speed, accessibility and high quality of the AI material justifies a rethink of the purpose of higher education and a redesign of curriculum, pedagogy and assessment. An initial suggestion being promoted in the sector is that learning outcomes and assessments should move away from a focus on content memorisation and recall, to development of higher order thinking skills such as critical analysis, evaluation, resilience, creativity, problem solving, appraising and mastery of verbal communication and computer literacy. This preliminary paper examines some of the literature to date, which discusses potential risks and threats, as well as the opportunities to enhance learning, embedded in this new wave of emerging AI technologies in higher education.

Online Arabic learning presents several challenges, one of which is the ineffective utilization of learning media. This study aims to describe the tendency of Arabic learners through the Dars Arabi YouTube channel video media and the relationship between the learner's propensity and the variables of gender, age, and educational background of Dars Arabi channel users. This study uses a descriptive statistical method. The sample selection was taken randomly from as many as 160 people from a population of around 17,800 YouTube channel subscribers. This study's findings indicate that the tendency of online Arabic learners is at a moderately average level. This study also shows no statistically significant difference between trends in YouTube channel users and the variables of gender, educational background, and users' age. This study's conclusion shows the importance of using YouTube media to learn Arabic with content that is fun and can be enjoyed by all groups of society in a relaxed manner.

Implementing ICT education in elementary schools in the industrial era 4.0 is urgent. Several studies have explored ICT education in elementary schools, but few studies with systematic literature reviews remain. This article presents a literature review for 2019-2023 regarding ICT education in elementary schools. The Systematic Review Literature method and PRISMA protocol use Publish or Perish 7, VOSviewer, and NVIVO 12 Plus. The search results for Scopus articles contained 812, which were then filtered according to the theme to 61 for the study. The 61 articles were analyzed according to topic via NVIVO 12 Plus, and the results were described according to the research questions. ICT education in elementary school is a form of technology in learning to send, process, create, share, display, store, and exchange information. The characteristics of ICT education in elementary schools are ICT for online learning, communication interaction, digital media, software, inclusive, real-time, TPACK-based, and making students independent. The implementation of ICT education in elementary schools is carried out in learning, digital-based projects, curriculum, tools, and learning materials for Mathematics and language in elementary schools, which are supported by teachers' digital competence. Future researchers must study ICT education in elementary schools according to technological developments.

This research investigates how a mobile-based archive application and digital literacy impact pre-service administrators' understanding of the smart village concept in rural governance. It uses a quantitative approach with a questionnaire given to 100 pre-service administrators to evaluate their attitudes towards these factors. Validity and reliability tests were conducted as part of the data analysis, and the data were assessed for normality assumption. The data were then analyzed using a multiple linear regression model. The coefficient of determination, which is 99.3%, suggests that nearly all variables related to the smart village concept can be explained through the archive application and digital literacy variables. Furthermore, the mobile-based archive application and digital literacy have a positive and significant impact on understanding the smart village concept, both simultaneously (0.000<0.05) and partially (0.000<0.05). We found a negative t value (-5.739) for the understanding of the smart village concept, which can be improved through the mobile-based archive application (9.299) and digital literacy (6.538) variables. The implications from these findings indicate that pre-service administrators in rural governance recognize the need for improvement in their understanding of the smart village concept.

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers' ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

It is imperative to use new technologies in a supportive manner to meet the learners' and teachers' demanding needs as educational environments change in the digital age. The continuous expansion of online learning and distance education opportunities responds to the demands of learners and teachers while pioneering the use of technology in education. One advancement in English language teaching and learning in online environments, which assists teachers in reducing their workload and providing students with instant digital feedback, is the automated writing evaluation (AWE) tools. To gain a deeper understanding of the potential and limitations of these digital tools, this study aims to investigate the effectiveness of AWE feedback in error reduction in writing in English and the explore views of students regarding the utility of AWE tools. For this purpose, a total of 38 students at a university in Turkiye participated in the study, and three of their essays were evaluated. Within a concurrent triangulation mixed-method design, the changes in errors of the experimental group (n=18) receiving AWE feedback, and the control group (n=20) receiving teacher feedback were analyzed quantitatively, and the written reflection reports and semi-structured interviews conducted with the students were analyzed qualitatively. The results indicated that teacher feedback and AWE feedback were both effective in reducing errors in 11 categories. AWE feedback appeared to minimize errors in mechanics and usage more efficiently and teacher feedback was required more in content and organization issues. As a result, AWE was found as a complementary and effective tool supporting the improvement of target language writing skills saving time and energy for teachers. Furthermore, students expressed positive views regarding the use of AWE despite minor limitations. The findings of this study in general sheds light on using online digital tools of ubiquitous nature such as AWE to assist language improvement outside the class.

This article examines the effects of technology in the field of education and management and focuses especially on the effects of technologies used in distance education activities on transformation processes. Based on research conducted, the article explains how technological developments affect education and management processes, according to the findings obtained as a result of the interviews. The technologies used in the digitalization processes of higher education institutions that provide distance education services and the effects of these technologies on the transformation processes were examined. How artificial intelligence, blockchain, metaverse, brain-computer interfaces and similar technologies can be used in education and organizational management processes and how this use affects management processes are discussed. Findings show that technological developments have profound effects on the processes in educational environments and transform management processes. As a result, the research emphasizes the need for further research and application to effectively use technologies such as artificial intelligence, blockchain, and metaverse in education and management processes. It is stated that advances in this field can cause significant transformations in education and management.

This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.

This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The initial three dimensions are depicted in chronological order, while the fourth dimension is pervasive throughout all preceding stages. Furthermore, we depicted how technology is present throughout the co-creation process, delineating its role in each dimension distinctly. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts, enabling student involvement in their own learning journey through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations.

This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.

This research explores university educators' perspectives on the opportunities, concerns, and considerations associated with Generative Artificial Intelligence (GenAI) in the training of professional communicators. Positioned at the early stages of ChatGPT's integration into educational settings, the study examines teachers' assignment instructions, assessments of ChatGPT's responses, and reflections on these outcomes. Employing a cross-sectional, qualitative methodology, the research involves a sample of 22 teachers from communication faculties in Mexico, Peru, and Spain. Utilizing Bloom's taxonomy and an inductive approach for data analysis, the findings unveil nuanced views on GenAI's role in teaching practice. Teachers perceive ChatGPT as a tool with varying impacts depending on its application. They articulate distinct roles for ChatGPT, viewing it as either an ally or a rival, prompting discussions on anthropomorphizing technologies and emphasizing the need to empower students in GenAI tool usage, establish ethical protocols, and reconsider assessment methods, among other key considerations.

The motivation for conducting this study is to investigate the potential of Cloud e-learning to address the high-cost and high-complexity challenges of conventional learning methods for the upgraded learning processes in higher education. The overall direction of this research is driven towards how the actual usage of Cloud e-learning module affects students' perceptions and academic performance. A Cloud e-learning module is designed and developed to promote optimised resource utilisation in the e-learning processes in higher education. A pretest-posttest method was adopted to study the impact of Cloud e-learning usage among students and whether the diffusion of Cloud e-learning has caused a change in students' perceptions. The pretest-posttest results and students' academic performance were then analysed to examine the impact from the actual usage of Cloud e-learning module. The findings reveal that the change of students' perceptions is time variant, indicating students' mixed perceptions on the usage of Cloud e-learning module. Analysis evidently reveals that the use of Cloud e-learning improved students' learning performance in theoretical subjects. This research is useful to educators and ICT practitioners in making informed decisions in adopting the right ICT infrastructures to support e-learning in higher education.

This article investigates technologies used for knowledge sharing among rice farmers in the Eastern Region of Ghana and suggests ways by which the use of technologies may be enhance rice farming. The research was underpinned by the pragmatic paradigm where a concurrent triangulation mixed method design was adopted. The data was drawn from 101 survey respondents and nine interview participants, consisting of rice farmers, farm managers and extension officers. The findings revealed elementary use of technologies, tools and systems for knowledge sharing among the rice farmers. The main social media platform used for knowledge sharing was WhatsApp. The platforms that were used the least were Twitter, Facebook, LinkedIn, Imo and Instagram. Findings have implications for integrating various tools, technologies and systems into knowledge sharing among rice farmers. There is a need to address the challenges in structural-level technological infrastructures, architecture and functionalities, in order to build the technological competence of rice farmers. Farmers' knowledge of technology is influenced by training, motivation, and personal experiences. Previous studies on use of technologies in knowledge sharing focused on organisation. This article examines technology within the context of rice farming.

Learning is an integral part of being human. How people learn has long been discussed, revealed in many learning theories, investigated in numerous studies, and demonstrated in extensive practices. The goal of this article is to rethink how people learn from four fundamental perspectives, that is, learning by interaction with content (C), learning by interaction with other people (O), learning by interaction with self (S), and learning by interaction with tasks or practices (T), so-called COST model. This framework offers a high-level view of human learning and the role of technology in human learning. Moreover, it serves as a guide for effective design of learning experiences, learning environments, and learning approaches, where technology has become a crucial component.

In response to the adoption of Agile practices and processes by businesses, IT/IS educators are working to add Agile content to their courses. Teaching students about Agile involves teaching them about the history, mindset, and values of Agile, along with an introduction to the practices and processes used in an Agile product. Along with this, it is essential that students gain experience using Agile in a project setting. This paper discusses an Agile practice project where students use all aspects of Agile to address a problem and build a solution using Legos. The use of Legos, along with a project that students can easily see themselves using, the practice project allows students to focus on developing their Agile skills and mindset. The project serves as a useful transition from traditional classroom instruction about Agile to a project for a real-world client.

The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School 1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.

Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.

This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of [Alpha] = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.

In the current era, the E-Government phenomenon, which describes the state's provision of public services to its stakeholders through information and communication technologies, has a global character. This study aimed to examine the big data-based e-Government portal, which has many examples in the world and was created by utilizing digital technologies, on the example of the Turkish Republic of Northern Cyprus (TRNC), and whether the portal is user-oriented or not was examined by content analysis method in the context of big data features and citizen-oriented. The absence of any other study on the examination of the TRNC E-Government Portal, which was reorganized in 2021, gives the study a unique quality. At the end of the study, although progress was observed in the information and transaction stages of the TRNC E-Government Portal in the context of e-Government models, it has been determined that success has not yet been achieved in the interaction and integration stages, as well as in the context of citizen-oriented and big data features, it has been concluded that there is not enough level for a successful government portal.

This study aims to examine the impact of technology on education and the associated challenges, particularly in the context of the Global and Innovation Gateway for All (GIGA) school concept and the COVID-19 pandemic, with a focus on social equity. It amplifies the perspectives of educators, parents, children, local school boards, schools, and initiatives aimed at educating teachers and identifies the following four points. 1) The initial implementation of the GIGA school concept contributed in identifying tangible strategies to advance social equity, with the development of a foundational environment as the starting point. 2) An essential aspect is the consensus-building procedure to determine priorities for implementation toward the elimination of social inequities, ensuring a delicate balance between educational and economic considerations to address the concerns of those perceiving this inequity. 3) The GIGA school concept, through the proactive efforts of schools, has facilitated equal participation in learning for students considered socially disadvantaged. However, the concept is at risk of losing recognition for its support of the socially disadvantaged and consequently neglecting more crucial issues. The importance of evolving perspectives and raising questions regarding social equity has become increasingly apparent. 4) For the GIGA school concept to contribute to the actualization of social equity in the movement to revise the teacher preparation curriculum related to information and communication technology, it is important for teacher educators to understand the contextual knowledge of Technological Pedagogical Content Knowledge and guide their students accordingly.

While internationalization has been a strategic driver in transforming higher education in universities across the world, little research has investigated how universities in less-developed countries have implemented the internationalization process to benefit their human and institutional capacity. This article explored the perspectives of university staff on rationales, challenges, and strategies for internationalization through the analysis of survey data collected from 82 university staff (i.e., presidents, deans, directors, academics, and staff) working at four public universities in Laos. The findings showed that resource assurance and academic rationales were the main drivers for internationalization in Lao universities toward strengthening institutional and human capacity and improving the quality of educational provisions. Meanwhile, the universities had attempted to overcome a shortage of capable human resources, financial constraints, and administrative mechanisms to expand internationalization practices. This study also found that universities focused on enhancing information and communication technology (ICT) and foreign language skills of faculty members, expanding partnerships with quality cooperation, and promoting digitalization in the teaching function of the institution as an internationalization strategy for post-COVID-19. These results could bring voices from an underrepresented country into the discourse on the internationalization of higher education and have implications for other contexts with similar conditions.

Information technology (IT) is transforming the world. Therefore, exposing students to computing at an early age is important. And, although computing is being introduced into schools, students from a low socio-economic status background still do not have such an opportunity. Furthermore, existing computing programs may need to be adjusted in accordance to the specific characteristics of these students in order to help them to achieve the learning goals. Aiming at bringing computing education to all middle and high-school students, we performed a systematic literature review, in order to analyze the content, pedagogy, technology, as well as the main findings of instructional units that teach computing in this context. First results show that these students are able to learn computing, including concepts ranging from algorithms and programming languages to artificial intelligence. Difficulties are mainly linked to the lack of infrastructure and the lack of pre-existing knowledge in using IT as well as creating computing artifacts. Solutions include centralized teaching in assistive centers as well as a stronger emphasis on unplugged strategies. However, there seems to be a lack of more research on teaching computing to students from a low socio-economic status background, unlocking their potential as well to foster their participation in an increasing IT market.

This paper explores recent advancements and implications of artificial intelligence (AI) technology, with a specific focus on Large Language Models (LLMs) like ChatGPT 3.5, within the realm of higher education. Through a comprehensive review of the academic literature, this paper highlights the unprecedented growth of these models and their widereaching impact across various sectors. The discussion sheds light on the complex issues and potential benefits presented by LLMs, providing a comprehensive overview of the field's current state. In the context of higher education, the paper explores the challenges and opportunities posed by LLMs. These include issues related to educational assessment, potential threats to academic integrity, privacy concerns, the propagation of misinformation, Equity, Diversity, and Inclusion (EDI) aspects, copyright concerns and inherent biases within the models. While these challenges are multifaceted and significant, the paper emphasises the availability of strategies to address them effectively and facilitate the successful adoption of LLMs in educational settings. Furthermore, the paper recognises the potential opportunities to transform higher education. It emphasises the need to update assessment policies, develop guidelines for staff and students, scaffold AI skills development, and find ways to leverage technology in the classroom. By proactively pursuing these steps, higher education institutions (HEIs) can harness the full potential of LLMs while managing their adoption responsibly. In conclusion, the paper urges HEIs to allocate appropriate resources to handle the adoption of LLMs effectively. This includes ensuring staff AI readiness and taking steps to modify their study programmes to align with the evolving educational landscape influenced by emerging technologies.

Training in chemistry is essential for undergraduate medical students; however, at the National University of Colombia, basic chemistry courses are associated with high fail rates and low academic performance with regard to first semester students, especially in vulnerable special admission populations. A longitudinal study was carried out via program evaluation methodology using quantitative and qualitative techniques to assess an innovative pedagogical strategy founded on context-based learning and different didactic and evaluative strategies employing information and communication technologies (ICT), which was tested on students of medicine by an interdisciplinary team of teachers in a new course. With the pedagogical strategy, a statistically significant improvement was observed in the academic performance of the students, with an increase in the mean grades that went from 3.61/5.00 to 3.95/5.00, a decrease of the fail rate from 15.50% to 3.48%, and the development of useful chemistry knowledge for the students during their training and for their professional lives. Furthermore, the study became an opportunity for collaborative learning among colleagues, favoring ongoing training of teaching staff and pedagogical innovation in professional learning communities.

The objective of this study is to introduce eco-literacy in early childhood and to look into the role of digital media in increasing children's awareness of eco-literacy in the era of society 5.0 on daily environmental issues. This study applied a literature review of various sources related to eco-literacy through digital media, especially YouTube as well as interviewing class teachers. The results showed that introducing eco-literacy to elementary school students can be accomplished by telling stories, watching videos, or organizing field trips. There are four important points in developing an eco-literacy attitude: developing empathy, joining the community, making observable things visible, and asking children not to cause environmental damage. In addition to digital activities, efforts to improve ecological literacy should be extended through programs and exchanges regarding the need of environmental protection the 5R (refuse, reduce, reuse, recycle, and rot) approach. Further studies in the same topic on teaching eco-literacy to elementary school students can be carried out in a more intensive way through relevant games to instill a love of the environment based on 5R strategies.

In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the "Classroom of the Future" programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one's needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of department take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates.

In this research, the opinions of visually impaired professional music education students regarding distance education were thoroughly examined. As distance education has become a prevalent model in today's educational landscape, it is crucial to assess its effectiveness and sufficiency for students with special needs. The study focused on a diverse group of visually impaired students enrolled in both undergraduate and graduate programs in music education. Data were collected through semi-structured interviews, which allowed for in-depth exploration of the students' experiences and perspectives. These interviews were then analyzed using content analysis techniques, revealing key themes related to the students' educational experiences. The findings highlighted several significant deficiencies in the distance education model, particularly regarding accessibility. Many students reported difficulties in navigating online platforms and accessing course materials, which hindered their learning experiences. In response to these challenges, the research proposed various suggestions aimed at enhancing the distance education model for visually impaired students. Recommendations included improving the accessibility of online learning environments, integrating assistive technologies, and providing tailored resources that accommodate different learning styles. By implementing these changes, educational institutions can create a more inclusive and supportive environment for visually impaired students pursuing professional music education, ultimately fostering their success and engagement.

The purpose of this study was to investigate whether taking a course online or face-to-face matters in terms of student engagement and achievement. Gender differences were also examined. The level of student engagement in an information technology course in a freshman sample from a school of education was surveyed and compared in two consecutive years where the course was taught online in the first year and face-to-face in the second year. There were a total of 129 students, 62 in the online mode and 67 in the face-to-face mode. Data were collected using a survey that included a student engagement scale, as well as midterm and final exams. Nonparametric analyses were used due to data with non-normal distributions for some of the dependent variables, with the Mann-Whitney U test being the main form of analysis for group comparisons. Regarding gender, female students who received face-to-face instruction lost interest in the course toward the final exams, as evidenced by significantly lower engagement scores for both active learning and paying attention. The results show that online versus face-to-face delivery of the computer science course can be more efficient in terms of student engagement, and a similar performance score as in the face-to-face mode can be achieved with less effort to be present at school. In addition, it is evident that female students need more support for greater engagement when the mode of delivery must be face-to-face.

Programming students need to be informed about plagiarism and collusion. Hence, we developed an assessment submission system to remind students about the matter. Each submission will be compared to others and any similarities that do not seem a result of coincidence will be reported along with their possible reasons. The system also employs gamification to promote early and unique submissions. Nevertheless, the system might put unnecessary pressure as coincidental similarities can still be reported. Further, it does not specifically cover self-plagiarism. We revisit the system and shift our focus to report simulated similarities from student own submission instead of reporting actual similarities across submissions. According to our evaluation with 390 students and five quasi-experiments, students with simulated similarities are slightly more aware of plagiarism and collusion, self-plagiarism in particular. Their awareness of the matter is somewhat acceptable (around 75%) and they see the benefits of our assessment submission system.

Communities that can speak more than one language as a daily habit are not only happening in the present era but have long existed in the "pesantren" environment. However, multilingualism in "pesantren" is often only seen as a capacity enhancement of the "santri's" knowledge. On the other hand, the multilingual ability of the "Santri" is an asset in forming an attitude of religious moderation. This article then presents the results of qualitative research using the concept of additive multilingualism which focuses on "pesantren" students in Indonesia. Through observations, interviews, and literature review, this research can describe the reality of multilingualism in "pesantren" and its impact on the religious attitudes of its "santri." It turns out that the religious moderation attitude of the students is closely related to the multilingual learning process in "pesantren" that takes place with technological restrictions. The application of additive multilingualism is aligned with the pillars of religious moderation in four ways. First, respect for locality is reflected in the "Santri's" habit of using local languages. Second, multilingualism is an expression of anti-violence, this is reflected in "Santri's" acceptance of linguistic and ethnic diversity as a brotherhood base. This is what manifests in the Third pillar by making "santri" a tolerant community as a result of learning from the reality of ethnic and linguistic diversity in their environment. Fourth, the introduction of "santri" to foreign languages is directed to reaffirm their national commitment through the use of foreign languages in flag ceremonies. The limitation of technology in multilingual learning is also intended to keep students from the bad influence of technology and to maintain the discipline of students in maintaining a "pesantren" culture that is friendly to locality and sensitive to the times.

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.

Massive open online courses (MOOCs) have significantly advanced online education. Yet, MOOC instructors still grapple with the ongoing challenge of low learner engagement while striving to foster autonomous and self-directed learning (SDL). Integrating gamification into these courses could be a promising solution. However, the extent to which gamification shapes autonomous and SDL behaviors within MOOCs remains underexplored. This mixed-methods sequential explanatory study investigates the interplay between MOOC, gamification, autonomous learning, and SDL behaviors to harness the potential of online education. We address this research void by delving into the intricate relationship between gamification and learners' engagement in autonomous learning and SDL behaviors. Drawing upon self-determination theory (SDT) as a theoretical framework, we scrutinize how gamified MOOCs influence intrinsic motivation and SDL behaviors. Our study utilizes questionnaires and structured interviews to comprehensively examine the users' experiences within a gamified MOOC. The findings suggest that thoughtfully integrated gamification elements not only enhance learner engagement but also stimulate autonomous learning and SDL behaviors. However, it is crucial to approach the integration of gamification thoughtfully, ensuring a balance that promotes intrinsic motivation without undue reliance on extrinsic motivators. These findings hold significant implications for educators, course designers, and policymakers leveraging gamification to enrich online learning experiences and cultivate self-directed educational pathways. They offer valuable insights for educators, course designers, and policymakers aiming to leverage gamification for enriching online learning experiences and nurturing self-directed educational pathways in MOOCs.

This article introduces researchers in the science concerned with developing and studying research methods, measurement, and evaluation (RMME) to the educational data mining (EDM) community. It assumes that the audience is familiar with traditional priorities of statistical analyses, such as accurately estimating model parameters and inferences from those models. Instead, this article focuses on data mining's adoption of statistics and machine learning to produce cutting-edge methods in educational contexts. It answers three questions: (1) What are the primary interests of EDM and RMME researchers?; (2) What is their discipline-specific vocabulary?; and (3) What are the similarities and differences in how the EDM and RMME communities analyze similar types of data?

An interactive multimedia-based e-module is an enhanced version of conventional modules incorporating information technology. It integrates navigation buttons and user instructions, enabling independent use by those at any location and time. This phenomenon facilitates the optimal implementation of learning in the digital literacy era. This study employed a quantitative design utilizing the pre-experimental design research method. It specifically utilized a one-shot case study research form to examine the effectiveness of learning. Additionally, it employed the correlation analysis method to investigate the relationship between student responses and learning outcomes. This effort is achieved by utilizing interactive multimedia-based e-modules focused on the topic of building space in elementary school. A total of 24 fifth-grade students were included as research subjects. Moreover, the employed instruments consisted of tests of learning outcomes and questionnaires. The research data were evaluated using descriptive statistics, the N-Gain, and the correlation test. The findings indicated that using interactive multimedia-based e-modules for teaching space-related content yielded significant positive effects on learning outcomes. The research data were analyzed using descriptive statistics, N-Gain, and correlation tests. The findings revealed that: (1) the utilization of interactive multimedia-based E-Modules for teaching space-related content is quite effective, resulting in significant improvements in learning outcomes falling within the medium category; and (2) there exists a strong and close relationship between student responses to the implementation of interactive multimedia-based E-Modules and their learning outcomes in mathematics learning at the elementary school level.

The study investigated the predictive effect of Emotional intelligence (EI), ICT competence, Financial Stability and Gender on academic performance of distance learners. Descriptive survey design was employed for this study. Purposive stratified sampling technique was used to select 350 participants among third year to sixth year learners. Three research instruments were used for data collection; Emotional Intelligence scale by Shuttle et. al (1998), Financial Stability Scale by CFPB (2016), ICT Competency Scale: Tzafilkou, Perifanou and Economides. Instrument reliability ranged from 0.68 to 0.86. Students' GCPA was used to measure academic performance. Data collected was analysed using Pearson correlation and regression analysis. The result revealed a significant relationship among the independent variables and the dependent variable, it further showed that emotional intelligence is a potent contributor to academic performance prediction while gender was the least predictor. The study recommended that the learner support unit should be well equipped with counselors who are saddled solely with the responsibility of training learners and other stakes holders on emotional intelligence since emotional intelligence is a life skill which is teachable.

Numerous studies have delved into the application of augmented reality (AR) in chemistry education, focusing on specific topics, equipment requirements, and advantages. However, there remains a notable dearth of research examining the evolutionary characteristics of AR in this context. This study, employing bibliometric analysis on 66 articles spanning from 2012 to 2022, reveals that research primarily revolves around pedagogical approaches and AR technology development, particularly in kindergarten to 12th grade (K-12) education. Despite the United States exhibiting the highest publication frequency, there is a significant absence of studies addressing emotions, cognition, and physiological changes. Shedding light on these research gaps, this study underscores the need for further exploration into the cognitive, emotional, and physiological aspects of AR integration in chemistry education. Ultimately, the insights gleaned from this study offer valuable guidance for researchers, educators, and practitioners alike, facilitating the advancement and effective application of augmented reality in chemistry education (ARCE).

The rapid advancement of information technology has significantly facilitated modern human life. However, despite the swift progress in digital technology, there has been limited headway in leveraging technology to support mathematics education, particularly in the domain of problem-solving. Mobile learning (M-learning) platforms offer promising avenues to address this gap, providing accessible and interactive tools that can enhance problem-solving skills in mathematics through engaging activities, real-time feedback, and personalized learning experiences. Thus, this study aimed to evaluate the implementation of a combination of M-learning and problem-based learning (M-PBL) teaching activities among mathematics teachers. The MPBL teaching activities were developed based on the M-learning model, Problem-Based Learning model, and Social Constructivism theory, resulting in 17 pertinent activities eligible for execution by mathematics teachers. The evaluation phase was conducted through interviews with three mathematics teachers. Data collection involved interview transcripts and document analysis, with subsequent content analysis based on the TUP Usability Evaluation Model's three facets: technology, usability, and pedagogy. Overall, the participating teachers expressed positive perspectives on the technological, usability, and pedagogical aspects of the M-PBL teaching activities. These activities provide teachers with a valuable resource to creatively teach problem-solving in mathematics using mobile technology, fostering the development of creative and innovative students aligned with the aspirations of the Fourth Industrial Revolution.

The aim of this research was to determine the levels of metacognitive awareness among college students in Saudi Arabia, with a focus on both academic majors and gender. There were 113 participants (58 females and 55 males) from the Information Technology (n = 68) and Human Resources (n = 45) majors. Using the Metacognitive Awareness of Writing Questionnaire (MAWQ), the study found moderate levels of metacognition awareness in writing skills, suggesting room to improve. The study found no significant differences between the academic majors, indicating the need for further research on the relationship between cognitive factors and writing skills. Similarly, the study found no significant gender differences in metacognitive awareness among applied college students. Differences in the Regulation of Cognition (RCOG) domain, however, may affect writing. Male students showed lower metacognitive awareness than female students. Instructors and policymakers can use these findings to improve students' metacognitive skills and writing strategies. In the future, researchers should explore other variables and identify effective strategies to improve college students' metacognitive awareness and writing skills.

This study focuses on developing and validating a questionnaire to assess the integration of ICT by EFL teachers in higher education settings in Vietnam. Twenty EFL teachers from three language institutes participated in semi-structured interviews, generating 20 questionnaire items. Qualitative content analysis of the interview data provided insights into EFL teachers' perspectives on ICT integration. Additionally, a document analysis and literature review informed the questionnaire development. A total of 150 EFL teachers were selected to validate the questionnaire by completing the items. Exploratory Factor Analysis identified the underlying constructs of ICT integration. Grounded in the SAMR model, the investigation explored the perceived effectiveness of ICT and identified obstacles to optimal utilization in the EFL classroom. The findings contribute to understanding ICT integration in EFL teaching, informing improvements in language education practices at Vietnamese higher education institutions.