The importance of digital education to enhance intellectual security in Arab societies in light of technological challenges: a forward-looking vision.

The subject of media and digital education in the family and school has become a necessity in the new technological environment, where it has become an important requirement for social upbringing as a process of giving individuals the values, beliefs, norms and social norms that enable them to reconcile and facilitate them in dealing with the problems of their society in the future in a positive way. Among the most prominent problems facing social development now are the problems of the unconscious interaction of children and adolescents with the media, which are exposed to all the content that is destructive to values and morals and that is threatening to public belief and morality. In addition to the lack of opportunities for interaction and communication within the family, children and students today are communicating more with technology than with their families, families and teachers, so that the impact of technology on them is greater than social influences, as a generation that has developed in a rapidly accelerating world. The purpose of this intervention is to provide the right skills to these generations through their education, media and digital education, which will enable them to deal properly with these means, to make good use of them, to avoid their risks, to avoid their implicit messages that rob privacy and generate various forms of violence, crime, and to destroy values and morals. The role of the family and the school is integrated in this field.

Pembelajaran Lingkungan Bagi Siswa Rumah Baca Onomi Niphi, Kampung Yoboy, Kabupaten Jayapura, Papua

Lake Sentani is located in Jayapura, Papua. Sentani people live in 26 villages along the coast and small islands around the lake. One of those islands is Yoboy Village, where a Onomi Niphi Reading House has been operating to provide library for elementary and senior high schools. The reading house is becoming center for various programs from various parties. Lake Sentani education program for students in Onomi Niphi Reading House was conducted to increase their knowledge of characteristics and fish species of Lake Sentani, as well as to develop digital education package and distributed to students in Yoboi Village and other students through social media. The program was conducted in Onomi Niphi Reading House, Jayapura at June 26 and July 3, 2021 through seminar and answer-question methods. Pretest was conducted before the class started and posttest applied after the class. Evaluation of the program was based on tests result and categorized to be distinguished, excellent, moderate, and poor. The test results showed the improvement of students’ knowledge on Lake Sentani. The documentation of the lake knowledge in digital format was distributed to the students and through social media. This will help the students to be aware of the improtance of conserving Lake Sentani. Abstrak Danau Sentani terletak di Kabupaten Jayapura, Papua. Danau ini ditempati oleh penduduk asli Sentani di 26 kampung yang menyebar di pulau-pulau dan tepian danau. Salah satunya adalah Kampung adat Yoboy, dimana terdapat Rumah Baca Onomi Niphi yang menyediakan perpustakaan bagi pelajar. Pembelajaran lingkungan tentang Danau Sentani diberikan kepada siswa Rumah Baca Onomi Niphi di kampung ini untuk meningkatkan pengetahuan mereka tentang karakteristik dan jenis-jenis ikan Danau Sentani, membuat media pembelajaran digital (video) nya serta menyebar luaskannya ke pelajar di rumah baca ini dan melalui berbagai media sosial. Pengabdian ini dilaksanakan di Rumah Baca Onomi-Niphi, Kampung Adat Yoboy, Kabupaten Jayapura, tanggal 26 Juni dan 3 Juli 2021 dalam bentuk ceramah dan tanya jawab. Pre test diberikan sebelum pembelajaran dan post test diberikan setelah pembelajaran. Evaluasi hasil pembelajaran ditentukan berdasarkan hasil-hasil test yang dikelompokkan menjadi kategori sangat baik, baik, cukup dan kurang. Hasil pre test dan post test pada pembelajaran tentang Danau Sentani menunjukkan bahwa pengetahuan anak-anak meningkat setelah pembelajaran lingkungan tentang Danau Sentani. Dokumentasi materi pembelajaran dalam bentuk digital dan penyebar luasannya diharapkan dapat mempertahankan pengetahuan anak tentang Danau Sentani. Pengetahuan ini diharapkan dapat meningkatkan kepedulian anak terhadap Danau Sentani.

Aspects regarding Bullying, Cyberbullying in the Future Work and Digital education

Context: Digital education is the future of education? The COVID'19 pandemic has certainly affected everyone's lives. Our study started with conceptual definitions like Bullying, Workplace bullying, Cyberbullying. Methodology: Starting from the analysis of the lack of digital skills of trainers and beneficiaries with the help of the SELFIE tool, based on the Framework for digitally competent educational organizations the results are presented. In the first part we have the report with the answers of 87 teachers from Romania, Austria, Poland, Cyprus, Italy and Portugal at SELFIE Questionnaire for Teacher. In the second part we have analyses the answers of 26 leaders, 256 teachers and 1061 students at SELFIE Questionnaire-all levels from Romania and Italy. Contributions: The results of the questionnaires were analyzed and were the basis for writing a Future Work Manual, one Tool Kit and one Mobile App Future Word. How teachers and students will be prepared for the future is essential. Studies have shown that bullying and cyberbullying affect the health of victims. Future As bullying in the workplace or in the classroom is increasingly found in the virtual world in the form of cyberbullying, so are today's students, tomorrow's workers must cope with the changes in digital education.

Moving In-Frame

The researchers explored the dual experience of individuals who are both taking dance and movement classes digitally at the same time as they are also teaching dance and movement classes digitally. By focusing on this duality through a series of interviews with practitioners, the researchers explore how the learner/educators do or do not adapt one set of skills into the other area of work and the lessons learned from this reflective practice. The results are analyzed and broken down into five sections: glitches of the practice, reflective practice, active learning, engagement, and reframing communication. Through further analysis, the researchers explore possibilities for shifting the mindset around digital education methods. The researchers then offer suggestions for further development in the field and where further research can expand on the subject area.

How COVID-19 Has Stimulated Innovation in the Chinese Education Sector

This chapter aims to investigate the impacts of COVID-19 in China's education sector. It will capture the dynamics of the interlinked changing relationships between the availability and use of education technology (EdTech) and the demand for online learning among various stakeholders in the Chinese education market. In addition, this chapter examines whether and how these relationships enhance operational efficiency via transforming the current business models in the sector, in particular due to the COVID-19 pandemic. By analyzing the current practices of the sector, this chapter will critically discuss the challenges and opportunities for technology in education and how these changes in turn drive stakeholders (including students, educators, and regulators) to respond and engage with each other, and how these stakeholder engagements impact the sustainable development of delivery modes, such as digital education and remote learning by using EdTech strategies in the sector.

Towards a Social Dramaturgy of Digital Education During the COVID-19 Pandemic in Romania

The COVID-19 pandemic, with its induced lockdowns, significantly changed the way the educational act was performed. Using both technological references in phenomenology and features on the relationship between performer and audience, encountered in social dramaturgy, this chapter follows the valences brought by the change in education in the online environment. Based on an exploratory approach made through discourse analysis with seven Romanian professors and 20 Romanian students, two major discursive repertoires can be identified: on the one hand, the one regarding the return to face-to-face courses and, on the other hand, the discourse on maintaining online courses. The discourse regarding the return to classical education is supported by all the interviewed teachers but also by the students who had connectivity problems during the pandemic. The favorable discourse for online classes was supported by most students, especially for temporal and financial reasons. This exploratory pattern confirms that even such choices have a socio-economic character, not necessarily an individual one.

Digital Education Strategy

This chapter analyzes and discusses key strategies for digital education. The chapter begins by examining and defining several key concepts, including global citizenship, digital citizenship, computational thinking, informational thinking, and systemic thinking. Next, the chapter analyzes the role of leadership in the age of digitalization and advocates for panoramic leadership. The chapter then discusses strategies and tools for teaching the digital humanities and compares STEM-based education with STEAM-based education. The virtual classroom is then analyzed, followed by a discussion of why Finnish schools excel in digital education. The chapter concludes by analyzing and discussing the architecture for digital schools and universities.

Train teachers in digital citizenship to facilitate a sustainable education system

The technological development of the last twenty years, starting in Europe from the increased availability of Internet resources to the concept of the digital citizen, has involved our society at all levels, affecting politics, businesses, families and all forms of education and teaching at each and every level. The COVID pandemic that began in 2020 has led to further acceleration, so much so that both the Digital Agenda for information technology in public administration 2020-2022 (AGID) and the Action Plan for Digital Education 2021-2027 focus on a strong digital component in everyday life. A psychoeducational protocol for digital skills in teachers is hereby provided, tested on a sample over the course of 8 weeks. In order to be able to assess initial and final competences, a questionnaire on digital competences has been developed and validated, based on DigComp 2.1. Formare gli insegnanti alla cittadinanza digitale per facilitare un sistema educativo sostenibile. Lo sviluppo tecnologico degli ultimi vent’anni, a partire in Europa dalla maggiore disponibilità di risorse Internet fino al concetto di cittadino digitale, ha coinvolto la nostra società a tutti i livelli, interessando la politica, le imprese, le famiglie e tutte le forme di istruzione e didattica ad ogni livello. La pandemia di COVID iniziata nel 2020 ha portato a un’ulteriore accelerazione, tanto che sia l’Agenda Digitale per le tecnologie dell’informazione nella pubblica amministrazione 2020-2022 (AGID) sia il Piano d’Azione per l’Educazione Digitale 2021-2027 si concentrano su una forte componente digitale nella vita di tutti i giorni. Viene fornito un protocollo psicoeducativo per le competenze digitali degli insegnanti, testato su un campione nel corso di 8 settimane. Per valutare le competenze iniziali e finali è stato sviluppato e validato un questionario sulle competenze digitali, basato su DigComp 2.1.

Hapticity in Digital Education Atmosphere

This article focuses on the effects of the decreased ability to perceive touch in distance learning for all of the actors in architectural design studios during the ongoing Covid-19 pandemic. As part of face-to-face architectural pedagogy, the tactile experience of architectural materials, models, and corporeality in the studio environment assumes great importance. However, in contrast, these aspects are diminished when it comes to digital education, generating new topics for discussion. This article asks how and to what extent distance education models can affect the process of learning, understanding, discussing, and designing architecture, amidst the prospect of continuous digital education in the post-pandemic period. Hence, it examines the awareness and experiences of haptic perception of first-year students at the Istanbul Aydın University Department of Architecture through in-depth interviews recorded on Zoom. Between 2020 and 2021, the interviews investigated haptic perception, observed construction techniques, factors affecting design materials, the way and place in which materials were perceived, the methods of sharing and transferring designs with studio instructors, questions about the obstacles encountered, and expectations for the post-pandemic period. The outcomes of these in-depth interviews showed that there is a close relationship between the students’ bodily interests and their awareness with regards to perceiving materials and that the former indicated a tendency towards making models. It was observed that students had preferred digital design tools in the pre-pandemic period, and in addition to the digital tools that students often use as a design approach, they negotiated as designing through hand-drawing in order to gain the “thinking with one’s hands” experience in this study. This emphasizes the need for haptic experiences in an architectural educational environment.