scholarly journals Sustainability Enhancement Through Information Technology in Higher Education

2022 ◽  
Author(s):  
Dumitrita Iftode ◽  
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The quick evolution and development of digital technologies contribute to changes and turning points in every aspect of the modern society. Managing these the digital changes and turning them into long-term sustainable solutions for higher education could be a real challenge. Technology offers immeasurable opportunities to the learning environment and higher education is rapidly integrating information and communication technology (ICT). This paper is discussing the concept of enhanced sustainability in education through learning technologies like applications, electronic resources, and teaching methods for educational development. Technology in higher education is particularly important, therefore it is important to assess the quality that it can provide and the impact on sustainable education. The educational system has been also harshly affected by the latest pandemic situation, which brought significant consequences on the social, economic, and cultural life worldwide. This paper aims to contribute with insights to the literature in the field, by emphasizing that the latest situation around the world could be a great opportunity for further implementation and development of digital technologies for sustainable learning. The methodology used for fulfilling the study goal is a qualitative one, particularly the technique used is data analysis from secondary sources. The results of this analysis lead to the conclusion that there is need and room for improvement of digital sustainable resources in higher education, which includes the challenges that the academic environment face and need to overcome if their goal is to stay relevant on the education market.

Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.


2021 ◽  
Vol 83 (1) ◽  
pp. 44-51
Author(s):  
S. Bespalyy ◽  
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Ye. Ifutina ◽  

Computer systems and technologies are changing our society significantly. These changes are interconnected with both social and production spheres. Innovative digital technologies have a huge impact on the labor market and professional activity, contributing to their transfer to the electronic environment. Using digital technologies, modern people set new goals and solve problems with an increasing speed of problem solving, capitalizing on the possibilities of collaborative distributed actions within networks. In this regard, new competencies of specialists are in demand. Purpose: The purpose of this study was to establish the impact of the fourth industrial revolution on the education system and the development of skills and thinking for learning. Methods: When conducting scientific research, economic and statistical methods were used. These methods were also used in comparative analysis, as well as in assessing data and indicators of the higher education system, taking into account the impact of the fourth industrial revolution. The analytical method was used to consider the characteristics and factors influencing the development of skills and thinking for learning in modern conditions. The abstract-logical method is used to identify problems affecting the development of the labor market under the influence of digital technologies. Results and their value: The result of the study is that conclusions are drawn about the upcoming changes. Automation and digitalization are likely to lead to significant unemployment in most countries, so adaptation innovation policies are needed to help offset unemployment due to digitalization. Governments need to invest heavily in higher education as an economic development tool for their citizens. Lifelong learning should be identified as a critical element of success in the era of the fourth industrial revolution. Curricula should develop digital skills and address workforce disruptions due to automation.


Author(s):  
Elvira Vitaljevna Burtseva ◽  
Olga Chepak ◽  
Olga Kulikova

The subject of this research is the implementation of digital technologies in educational process of a university. The goal consists in studying the impact of digital technologies upon the students’ learning activities. The article presents the results of questionnaire-based survey among students by the three question pools. In the course of research, the author examines such aspects of the problem, as the positive and negative impact of technologies upon learning activities of the students of digital generation. Particular attention is given to consideration of students’ attitude on digitalization of higher education. The opinions of pedagogues on the results of conducted research are presented. The scientific novelty lies in mainstreaming the question on the negative impact of digital technologies upon learning activities of the modern generation of students that deserves special attention. On the background of common passion of the scholars of researchers and pedagogues for the ideas of digitalization of education, when digital technologies are viewed as virtually the key factor for modernization of educational process; second come the problems of growing pathological dependence of youth on digital technologies, undesired to switch to digitalized educational process to the disadvantage of communication in social networks and pleasant pastime online. The problem of the negative effect of digital technologies on learning activities must be recognized in order to find the ways for its solution.


Author(s):  
Monika Korzun ◽  
Corey Alexander ◽  
Lee-Jay Cluskey-Belanger ◽  
Danielle Fudger ◽  
Lisa Needham ◽  
...  

Higher education institutions have traditionally largely ignored their role in identifying and addressing issues that their communities face. In an attempt to tackle this situation, models such as community-engaged scholarship (CES) have been developed and used to illustrate the active roles higher education institutions can play in sustainable social change. CES is guided by principles of mutually beneficial collaboration and reciprocity to address issues faced by the community. CES can guide the development of an in-depth understanding of social issues and can promote long-term and sustainable solutions. CES literature focuses largely on the impacts and benefits to students and faculty, but often ignores assessment of CES projects based on their impact on community partners and the community overall.This article illustrates the experiences of community partners in a Farm To Fork project and the impact of the project on community partners and the community at large. Developed at the University of Guelph in Ontario, Canada, the Farm To Fork project is helping increase the quantity and quality of food donated to emergency food providers, such as food banks and food pantries, via the use of online tools. Based on a survey questionnaire, the experiences of community partners are summarised under four categories: mutual benefit, resources, networking and collaborations, and raising awareness and addressing social issues. The results demonstrate that community partners greatly appreciate the effort and dedication of students and faculty. Through the project, community partners gained experience and access to university resources and formed networks with academics as well as other community organisations that will benefit them in the future. In addition, the Farm To Fork project helped to raise awareness about food insecurity, not only among students and faculty working on the project, but also in the Guelph-Wellington area.Keywords: community-engaged scholarship, food insecurity, community impacts, Farm To Fork, Guelph-Wellington


Author(s):  
V.P. Babintsev ◽  
Ya.I. Serkina

The article describes the characteristics of simulation practices in modern society, the causes of the emergence and spread of imitations in the education system. The authors identified and classified into five groups the indicators of distribution of simulation practices in higher education. Groups of indicators include the interpretation of the results of sociological studies of the spread of imitations in higher education institutions of different years, contain conclusions and assumptions about the causes and consequences of the occurrence of imitations. The results of the expert survey on the impact of simulation practices on the development of the communication environment in the educational space and the problems arising during this process are presented. Among the problems the article highlighted the tension in relations not only vertically but also horizontally, which ultimately has a negative impact on the formation of the corporate educational environment.


2020 ◽  
Vol 20 ◽  
pp. 155-169
Author(s):  
Goretti Cabaleiro-Cerviño ◽  
Carolina Vera

The formation of human capital is key to countries’ social, cultural and economic development. The current literature pays considerable attention to the ever-increasing proliferation of technology in the careers of college and graduate school. While the presence of educational technology in higher education offers multiple benefits, its implementation also presents challenges. The literature has considered multiple tools for improving learning processes. The results of such tools vary and are difficult to measure in terms of quality. In this document, we analyze the issues surrounding educational technology in higher education.


1969 ◽  
Vol 38 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Heather Kanuka ◽  
Jennifer Kelland

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.  


2021 ◽  
Vol 114 ◽  
pp. 01024
Author(s):  
Galina V. Astratova ◽  
Tatyana K. Rutkauskas ◽  
Natalya V. Parushina ◽  
Natalya A. Suchkova

The aim of the study was to analyze new trends, competition and structural changes in higher education in the context of digitalization. The main directions of higher education development in the XXI century are identified. It is shown that by 2020, new trends in the market of higher education services have appeared and fully manifested themselves, due to three key factors: 1) increased global competition; 2) the active introduction of digital technologies in higher education; 3) the impact of the global COVID pandemic on educational technologies. It is shown that the coronavirus pandemic was a powerful incentive for the transition to digital technologies in higher education. Thanks to digitalization, the structure of the market has changed, and the number of players has increased significantly, and the market consists of private and public institutions, ministries of education and government agencies, educational, consulting and test (rating) companies, etc. Moreover, the global competition of universities for quality is becoming more organized and technically equipped; it increasingly relies on impersonal methods of assessing quality using digital technologies. At the same time, the authors draw a number of conclusions about the negative consequences of distance education. It is shown that competitiveness and accessibility of educational services for different categories of citizens in the difficult conditions of global challenges and threats, the wave pandemic, is ensured through high-quality interaction of all participants in the process, the activity of scientists and practitioners around the world, and state support for teaching initiatives in all regions of the country.


2021 ◽  
Vol 7 (2) ◽  
pp. 207
Author(s):  
Riya Widayanti ◽  
Eka Purnama Harahap ◽  
Ninda Lutfiani ◽  
Fitra Putri Oganda ◽  
Ita Sari Perbina Manik

Author(s):  
Sue Greener

This chapter discusses major changes in the traditional roles of teachers in Higher Education triggered by digital transformation in learning and teaching by Web 2.0 and Web 3.0. The purpose of university teaching is explored, together with the key characteristics of digital learning technologies associated with Web 2.0 and current and prospective changes linked to the notion of Web 3.0. Role labels found in the literature are reviewed against these changes and four dimensions of role change are identified, together with suggestions for preparing teachers for these changes.


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