PurposeEmerging forms of digitalisation are placing new demands on workforce entrants around the globe. This study, catalysed by innovation programs in Ukraine and Latvia, conceptualises, measures and compares key facets of dispositional readiness of university students in two post-Soviet nations for digitalised work.Design/methodology/approachSurvey data, addressing technology attitudes and personal–cultural orientations (PCO), were collected by project teams at universities in Ukraine and Latvia and delivered to the authors for analysis. The authors defined three characteristics of digitalised work, conceptually positioned five of the measured constructs as readiness factors and generated readiness profiles for the two national student cohorts. Investigation of significant differences between the groups was conducted using an Independent Samples T-Test. A composite profile was produced for comparing the overall dispositional readiness of both groups for digitalised work.FindingsThe factor-level profiles showed similar patterns of dispositional alignment and misalignment with digitalised work. For example, technology optimism and learning interest were reported by large percentages of Ukrainians and Latvians and tolerance for unstructured work by small percentages. However, significant differences were found in group levels of technology optimism, technology anxiety, ambiguity intolerance and empowered decision-making. In each case, the Ukrainian profile appeared more strongly aligned with the target.Practical implicationsThe global digitalisation of work requires students, educators, human resource professionals and business leaders to rethink workforce readiness assessment and adapt (re)training programs. Technology enthusiasm and learning interest should be regarded as crucial measurable attitudes motivating technical skills development. Also, cultural orientations should be positioned alongside personality traits and digital skills as factors shaping successful human–computer interaction.Originality/valueThis study initiates a new sociotechnical and cross-cultural trajectory of technology readiness research from data generated in two post-Soviet contexts. Moreover, it positions several measurable dispositions as factors influencing student readiness for digitalised work.
Covid-19 pandemic has influenced all fields of life, including education, teaching and learning procedure. Initially the situation seemed vague and uncertain, but still challengeable, by moving almost all processes online and offering the digital or distance learning. The aim of the article to identify key aspects of distance learning from educator’s perspective following Covid-19 and basing on the research results to offer transformative digital learning strategy for educational institution. The authors draw attention to the procedure how to re-direct weakness and threats into strengths and opportunities, by implementing necessary changes at four indicated levels: individual, institutional, local government and state one. An important part for any strategy creation, including transformative digital learning (TDL) strategy for educational institution, is the detailed situation analyses. SWOT analysis structure has been offered by analyzing respondents’ views for the conducted online questionnaire for educators and experts’ interviews Additionally literature review has been made to create the list of key elements necessary for the TDL strategy development, including global networking providers and nowadays paradigm shift –the transformative one
Knowledge on universal values in general and common European values in particular and their influence on the process of providing university education to current and future generations may become a basis for building a cohesive world community. In that context, university education has an invaluable role to play. To live in peace and harmony for years to come, people should acknowledge and respect the diversity within the global society. This will be possible only if the content of higher education programmes in universities throughout Europe provides the next generations with insight into European and world culture and multiculturalism. This is most evident now when all the nations of the world have expressed their willingness to help each other in combating the Covid-19 pandemic placing the highest value on the person. In this regard, the article is aimed at investigating the problems Ukrainian and Latvian students face as a result of current challenges caused by the Covid-19 pandemic, providing some scientifically backgrounded ways of their overcoming and reducing their negative consequences. The problems whose essence was found out through conducting a web-based questionnaire were generalized by means of content analysis method. Research sample included 109 Latvian students and 98 Ukrainian students.
The present study discusses if the teachers who live and work in multicultural environment of Eastern Latvia and who are plurilingual themselves, are ready to use and integrate the new language awareness activities in the school curriculum. The paper reports on a survey carried out on over 30 teachers of the secondary school which is located in the rural territory called Malta, near the border with Russia. There are drawn the following conclusions: the teachers theoretically agree to the fact that the language awareness activities should be a part of the school curriculum. The activities should be integrated not only in the lessons of the foreign languages, but also in other subjects. However, the majority of the teachers are not ready to use the activities in their own lessons. In grades 5-12, the usage of the innovative activities could be prevented and often stopped by the necessity to prepare the students for passing the state examinations in Grades 9 and 12. The results of the state examinations are closely related to the teachers’ professional assessment, so many teachers have no motivation to use the activities, and possible the innovations, in the learning process.
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