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Virtual Reality technology (VRT) has rapidly evolved in recent years, revolutionizing various industries by providing immersive and interactive experiences. VRT is making a significant impact in the realm of dance teaching (DT). This study explores the innovative application of VRT in the realm of DT, aiming to revolutionize traditional instructional methods. The study data were gathered from 420 college students. The data collected underwent analysis through SPSS software. The results indicate a notable direct relationship between the integration of VRT and enhanced learning outcomes in dance education. This study offers a unique contribution to the field by demonstrating the potential of VRT to develop engaging and dynamic learning settings that surpass the confines of traditional dance teaching methods. The investigation result indicates participants engaged in dance instruction through virtual reality (VR) will exhibit superior retention of dance techniques and choreography in comparison to those instructed through traditional teaching approaches. This study adds to the intersection of technology and dance instruction, highlighting how VR can profoundly transform the arts. It highlights how VR can revolutionize educational paradigms, particularly within the artistic domain. The study demonstrates that integration of VRT into dance instruction correlates positively with heightened levels of student engagement and motivation. [ABSTRACT FROM AUTHOR]

Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short‐term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (n = 92). Academic content significantly affected self‐reported student use (p < 0.001) as well as student perceived usefulness of the model (p = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools. [ABSTRACT FROM AUTHOR]

Despite known inequalities of digital access in rural Canada, we know little about the foundational digital literacies learning needs of students attending rural elementary schools. This exploratory case study, conducted in Ontario, presents 13 rural-serving Grade 4-6 teachers' insights on the access needs and digital literacies learning needs of their students. Results point to a set of mixed digital materialities and opportunities across home and school that raise concerns of digital marginalization for children who are least connected. Teachers named 14 unique digital literacies learning needs in relation to online reading, digital writing, and participation. Their insights also reflect an understanding of digital literacies learning as situated in a complex assemblage of structural, social, emotional, cultural, cognitive, developmental, technological, and material considerations. Implications for policy and the design of uniquely rural solutions to digital literacies instruction are discussed. Keywords: digital literacies learning, rural teacher insights, elementary education, digital inequalities, rural digital divides Meme si les inegalites en matiere d'acces au numerique dans les regions rurales du Canada sont connues, notre comprehension des besoins fondamentaux des eleves des milieux ruraux en matiere d'apprentissage des litteraties numeriques est tres limitee. Cette etude de cas exploratoire, menee en Ontario, presente les perceptions de 13 enseignant[e]s de 4e a 6e annee en milieu rural sur les besoins de leurs eleves en matiere d'acces au numerique et d'apprentissage des litteraties numeriques. Dans l'ensemble, les participantes ont decrit une variete de conditions d'acces au numerique a la maison et a l'ecole pour leurs eleves. Tout en considerant le lien entre l'acces au numerique et le developpement des litteraties numeriques, les analyses soulevent des inquietudes quant a la marginalisation numerique des enfants les moins branches. Les participantes identifient 14 besoins d'apprentissage uniques quant a la lecture en ligne, l'ecriture numerique et la participation. La synthese de leurs perceptions reflete une comprehension complexe et situee de l'apprentissage des litteraties numeriques, car les dimensions structurelles, sociales, emotionnelles, culturelles, cognitives, developpementales, technologiques et materielles figuraient dans les observations partagees. La discussion fait etat de l'importance de ces donnees pour le developpement de la politique et pour la conception de solutions specifiques a l'enseignement des litteraties numeriques en milieu rural. Mots cles : l'apprentissage des litteraties numeriques, les perceptions du personnel enseignant en milieu rural, education primaire, les inegalites numeriques, les fractures numeriques en milieu rural, Introduction For students, the development of digital skills and digital literacies practices (Lankshear & Knobel, 2008) depends on access to computers and the Internet (Haight et al., 2014; Hargittai & [...]

This literature review delves into the applications and implications of ChatGPT, an artificial intelligence-driven chatbot, in educational settings. As technology continues to permeate the field of education, ongoing debates persist regarding the potential impact on learners' critical thinking skills and the evolving role of educators. Instead of resisting such technologies, this review contends that discussions should focus on strategies to optimize their use within education. By conducting a comprehensive document analysis, this study hones in on the utilization of ChatGPT, harnessing its natural language processing technology, within the realm of foreign language acquisition. The findings of this review indicate that ChatGPT can significantly enhance foreign language writing skills and conversational capabilities, offering tailored language support. Through personalized feedback and guidance, ChatGPT has the potential to facilitate more effective knowledge acquisition and create practical and interactive learning experiences, particularly in applied sciences. It is important to note, however, that ongoing debates surrounding accuracy, currency, and reliability should be taken into account. Thus, the study emphasizes the cautious and responsible use of ChatGPT within educational contexts. To summarize, when used responsibly, AI chatbots such as ChatGPT can enrich language learning processes and provide practical and active learning experiences, ultimately fostering more effective knowledge acquisition. Therefore, this review underscores the significance of bolstering the tech-literacy of both educators and students, integrating novel technological skills into educational curricula, and investing in comprehensive training on technology usage for students. By embracing these approaches, educational institutions can harness the full potential of AI chatbots in enhancing the learning journey.

The rise of smart learning environments and the transformative potential of the Metaverse are increasingly evident across various sectors, particularly in education. While substantial attention has been directed toward student engagement within the Metaverse, the evolution of teaching methodologies enabled by this technology remains under-examined. This study investigates the influence of teachers' prior experience with technology on their willingness to adopt the Metaverse in diverse educational contexts. Utilizing a sample of 311 educators from the Brazilian Amazon, partial least squares structural equation modeling (PLS-SEM) was employed to validate the theoretical model. The findings emphasize the significant relationship between previous technological experiences, the mediating role of social influence in adoption, and performance expectations. Furthermore, the results underscore the pivotal role of technological engagement in shaping educators' perceptions and their readiness to adopt emerging innovations, such as the Metaverse. [ABSTRACT FROM AUTHOR]

This study focuses on determining the correlation between digital competencies and academic self-efficacy of students in universities in the Selva Central (Central Jungle) region of Peru to establish the significance of these factors in academic achievement. This study employs a quantitative, hypothesis-testing design and is both fundamental and co-relational in nature; 84 students from Universidad de la Selva Central were selected. Validated questionnaires were used to gather data on the participants' DCs including information literacy, communication, content creation, security, and problem-solving skills, as well as the academic self-efficacy of the participants, with all having reliability scores of 0.823 and 0.895, respectively, for the Spearman correlation coefficient. By using statistical analysis, it was established that there is a stronger positive relationship between academic self-efficacy and every dimension of the digital competencies; this was particularly the case with communication and collaboration, rho = 0.853, and digital content creation, rho = 0.863. As such, there is evidence that increasing digital literacy may help improve the learners' self-confidence in achieving academic success and address the problem of early school leaving, as well as improve competitiveness in the European Union labor market. This study suggests that appropriate curricula and/or workshops to strengthen these effectiveness- and efficiency-related competencies be disseminated to education stakeholders and the findings published in relevant outlets. This research therefore fits within the larger body of literature on the inclusion of digital literacy within tertiary education, information science, and technology. [ABSTRACT FROM AUTHOR]

Character education is a fundamental element in the education system, especially in the era of globalization, which brings cultural, social, and technological challenges. In Indonesia, character education faces various challenges, such as the influence of foreign cultures, individualism, and inequality in access to education. A values-based approach that centers on local culture is highly relevant to address these challenges. This strategy involves reinforcing traditional values through multicultural education and internalizing local cultural values at various societal levels, including families, schools, and communities. Studies have shown that integrating local values, such as tolerance, cooperation, and religiosity, can strengthen character education, making it more relevant to modern needs. Helius Sjamsuddin emphasized the importance of educational history as a foundation for building sustainable character education based on national culture. This study employs a literature review methodology as a scientific approach to collect, analyze, and synthesize information from various written sources. This study applied a descriptive approach. We collected data from multiple sources such as books, scientific journals, policy documents, articles, and research reports. The results of the analysis indicate that character education in Indonesia faces complex challenges due to globalization. These challenges impact both individuals and the education system, including the influence of foreign cultures, technology, and changes in students' mindsets. The proposed strategies include implementing local values, the positive utilization of technology, and the involvement of societal elements in the education process. Holistic-based character education can help the younger generation face global dynamics without losing their cultural and moral identity. [ABSTRACT FROM AUTHOR]

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This invited article explores the historical contributions of technology to mathematics education, focusing on the pioneering work of Bert Waits and Frank Demana. From early experiments with closed-circuit television and calculators to the development of function graphing technology, their innovations have transformed the way students learn algebra. The paper highlights key milestones in their journey and reflects on personal anecdotes that showcase the profound impact of technology on teaching and learning in mathematics. [ABSTRACT FROM AUTHOR]

This paper examines the accessibility of digital learning tools in Norwegian schools, highlighting significant deficiencies that hinder equitable participation, especially for students with disabilities. Through inspections, surveys, and stakeholder consultations, critical gaps in compliance and competence are identified. Recommendations are provided to strengthen regulatory enforcement, enhance teacher training, and support the procurement of accessible learning resources, aiming to ensure all students can equally benefit from digital advancements in education. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education and technology have increasingly converged, especially in the context of teaching languages. Arabic, as one of the most significant global languages, has witnessed an array of technological advancements in its teaching methodologies. This study explores various online platforms and tools used to teach Arabic in Islamic and global universities. It highlights the increasing reliance on technology in modern educational systems, focusing on how these innovations have simplified teaching methodologies and expanded access to Arabic language learning. The study begins by outlining the transformative role of the internet in disseminating knowledge globally. It categorizes the types of online platforms offering Arabic language instruction, including personal websites, institutional platforms, and subscription-based or free resources. A detailed analysis is provided on the distinctive methods used by Islamic and global universities to incorporate technology into their Arabic language programs, noting the disparity in the availability of free and paid resources. Moreover, the research identifies key online resources, such as video tutorials, interactive games, and downloadable content, which make learning Arabic accessible and engaging. The study also discusses the challenges of integrating these resources into traditional curricula and emphasizes the importance of well-equipped educators and institutional support to maximize the use of these platforms. The findings reveal that while global universities often provide free access to high-quality Arabic language programs, Islamic universities tend to rely more on subscription-based models. This disparity calls for a strategic approach to leverage technology for wider dissemination of Arabic language instruction. The study concludes with practical recommendations for integrating online tools into Arabic language curricula to benefit learners across diverse contexts. Keywords: Arabic language teaching, technology in education, online language platforms, Islamic universities, distance education, Arabic learning resources.

This research aims to explore the implementation of the policy of prohibiting the use of gadgets at SMK Negeri 1 Sigumpar and its impact on the learning process and students' ethical views in the context of Christian education. The increasingly widespread use of gadgets among students has both positive and negative impacts, including dependence on technology and potential disruption in the learning process. Using qualitative methods, data was collected through interviews with teachers, students and parents, as well as observations of the implementation of these policies in schools. The results of the research show that the policy of banning gadgets at SMK Negeri 1 Sigumpar has had a positive impact, such as increasing student concentration, reducing distractions, and increasing social interaction in the classroom. From an ethical perspective, this policy provides important lessons about managing technology in an educational context, taking into account the balance between the use of technology and the need for healthy interpersonal relationships in the school environment. Therefore, although banning gadgets provides benefits in reducing disruption to learning, schools need to consider improving facilities and teaching methods that support education without ignoring technological developments. This policy should be supported by training for teachers and students as well as parental involvement in the process of monitoring the wise use of technology.

For many years, technological developments and innovations such as artificial intelligence (AI) has forced the education system to adapt and modernise. This new reality requires people to develop critical thinking (CT) skills to promote sustainable development and provide solutions to contemporary problems. However, traditional learning and teaching methods do not stimulate students’ participation and motivation to develop and apply CT in the learning process. Given the situation in universities and the emergence of widely available AI tools, this study examines the progress of students’ CT through field visits, seminars and workshops and determines the relationships between AI, education and CT. Two online and asynchronous questionnaires were administered before and after these activities, measuring 200 students’ CT skills. The questions were related to students’ perceived knowledge and reflections on the current economic, social and environmental landscape. The literature on the effects of AI on education was then reviewed. The results show that field visits, seminars and workshops positively affect CT development. In the post-questionnaire, students showed higher performance by reflecting on new items and justifying their personal stance in their answers, even though the questions entailed more complexity. These results suggest that teaching methodologies that place students at the centre of the learning process can stimulate active student behaviour. AI tools can complement CT, as long as governments and other economic agents direct their use towards ethical and transparent purposes.

The purpose of this study was to examine the technostress levels of science field faculty members in the Kyrgyz Republic. The relational survey model was used to investigate whether there was a significant difference and a relationship between demographic variables such as gender, age, field of science, seniority, technological education level, and availability of a personal computer in terms of technostress and its sub-dimensions. The sample of the study consisted of 274 science faculty members, with 156 females and 118 males working at different universities in the Kyrgyz Republic. “Personal Data Form” and “Defining Teachers’ Technostress Levels Scale” were used as data collection tools in the study. The results showed that the general technostress levels of the participants were at a medium level. General technostress levels and technostress sub-dimensions scores of science faculty members did not differ by their genders, ages, seniorities, technology educations, and availability of their computers. There was a low level of positive correlation between age and the scores of the occupational and personal sub-dimensions of technostress; It was determined that there was a low-level, positive, statistically significant relationship between the seniority variable and the personal-oriented sub-dimension. It can be concluded that as the year of seniority progresses, academicians' technostress scores also increase. These findings reveal that seniority has certain effects on the technostress levels of academicians, but these effects vary based on sub-dimensions.

AbstractThe researchers developed an Integrated Constructive Robotics in Education (ICRE) model that represents a pioneering framework designed to revolutionize educational landscapes by integrating robotics into pedagogical settings. This research introduces the ICRE model, elucidating its multifaceted dimensions and envisioning its profound impact on educational paradigms. The ICRE model emerges as a comprehensive framework that amalgamates constructivist principles with robotics technology, fostering an environment conducive to active, experiential learning. Anchored in constructivist pedagogy, the model accentuates hands-on, immersive experiences where students engage in designing, programming, and manipulating robots. This tactile engagement not only stimulates curiosity but also empowers students to witness direct outcomes, cultivating a profound sense of agency and ownership in their learning journey. Central to the ICRE model is its versatility, catering to interdisciplinary activities that transcend conventional disciplinary boundaries. By nurturing a deeper conceptual understanding and honing higher-order cognitive skills within Science, Technology, Engineering, and Mathematics (STEM) subjects, the model serves as a catalyst for holistic development. The transformative potential of the ICRE model extends beyond technical skill acquisition, encapsulating motivational, cooperative, and creative dimensions. It addresses gender disparities within STEM education, endeavoring to mitigate gaps in interest and skills. Furthermore, the ICRE model emphasizes the importance of teacher training, equity in access, and collaboration between educators, researchers, and industry professionals. This paper unfolds a detailed conceptual framework of the ICRE model, articulating its core principles, applications, and implications. It navigates through its developmental journey, positing future trajectories and recommendations for its sustained evolution.

AbstractThis study explores the potential benefits of integrating Industry 4.0 technologies into educational settings, focusing on Artificial Intelligence/Machine Learning, Augmented Reality, Big Data, Blockchain, Cloud Computing, Internet of Things, Metaverse, Robotics, and Virtual Reality. The aim is to develop learning environments that are more responsive to the diverse needs of students and better equipped to meet those requirements. In today’s educational system, diversity manifests in various forms, including differences in learning styles, talents, interests, and cultural backgrounds. To effectively accommodate students with diverse profiles, educators must adapt and adjust their learning and teaching approaches accordingly. This study proposes that the incorporation of Industry 4.0 technologies into educational settings may offer adaptable solutions to meet the varying needs of students. It highlights the potential advantages of these technologies in fostering inclusive learning environments for modern education. By utilizing the power of technology, educators can create personalized learning experiences that cater to the unique needs of each student, thereby promoting inclusivity and equity in education. In conclusion, this study underscores the importance of embracing a more inclusive model of education that harnesses the potential of technology to enhance learning outcomes and support the diverse needs of students in today’s educational landscape.

Introduction Kenya's higher education system is expanding at a very rapid rate. This is reflected in the increasing number of public and private universities, the expansion of existing universities, and [...]

The study analyzed the impact of professional standards on quality teaching and learning strategies among mathematics teachers in Ghana. 365 teachers from selected secondary schools in Greater Kumasi of the Ashanti Region were evaluated using structural equation modelling. The research found that teachers' professional values and attitudes significantly influence their instructional delivery. However, teacher-professional mathematics knowledge and pedagogical practices do not directly impact quality teaching and learning. Technology in education does not mediate between these factors. The study recommends that mathematics teachers be trained in accordance with professional standards through professional learning community workshops on integrating technology into their knowledge and pedagogical practices. The National Teaching Council should emphasize the importance of flexible knowledge acquisition methodologies, embracing instructional risks, and using current intervention tools to improve attitudes towards technology integration and engage in 21st-century teaching with professional standards.