AI and Digital Transformation in Higher Education: Vision and Approach of a Specific University in Vietnam

Quy, Vu Khanh; Thanh, Bui Trung; Chehri, Abdellah; Linh, Dao Manh; Tuan, Do Anh

doi:10.3390/su151411093

Cited by 24 publications

(15 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In educational management, schools and universities worldwide need informed advice on how to interact with AI, as argued by (Quy et al, 2023) when referring to this inevitable trend in higher education, which requires an effort by institutions to overcome legal, technological and organizational challenges. One of the most recent references is the Beijing Consensus on AI and Education (UNESCO, 2019), which puts forward 44 recommendations, grouped into different topics: AI planning in educational policies; AI for educational management and delivery; AI to support teaching and teachers, among other topics.…”

Section: )mentioning

confidence: 99%

Artificial intelligence in university education: Systematic review

López-Regalado,

Núñez-Rojas,

López-Gil

et al. 2024

Preprint

View full text Add to dashboard Cite

Frequent changes in university education have been structurally disrupted by the incorporation of artificial intelligence (AI), through the use of the latest tools and applications by students and teachers in the teaching-learning process. The objective of this study was to analyze and interpret the bibliometric results of biblioshiny on artificial intelligence in university education, as well as to assess its contributions in the period from 2019 to 2023. The method applied is the systematic and bibliometric review with the purpose of answering the specific research questions, by means of clear, systematic, and replicable search methods; for which a universe of 917 publications indexed in Scopus, WoS and PubMed was accessed and a sample of 59 scientific articles was selected. The results indicate that the majority of publications have been made in China, followed by Spain and the United States, and there is also little evidence of collaboration among researchers, dispersion in specific topics and isolation in small networks. In the universities, the application of artificial intelligence tools is being reported, but with the demand to educate in their correct use for the development of deep learning with the activation of higher cognitive processes in students, for which the pedagogical orientation of teachers trained in this subject is required.

show abstract

Section: )mentioning

confidence: 99%

Artificial intelligence in university education: Systematic review

López-Regalado,

Núñez-Rojas,

López-Gil

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Current literature accentuates AI's potential to revolutionize conventional teaching methods [8] . Innovations in AI-driven data analysis, pattern recognition, and predictive modeling have led to more interactive and engaging educational environments [9] . Furthermore, AIenhanced analytics empower educators to decipher student learning behaviors, allowing for the customization of teaching methodologies to suit individual learner profiles [10] .…”

Section: Literature Reviewmentioning

confidence: 99%

Artificial Intelligence-Enhanced Learning: A New Paradigm in the “Business Data Analysis and Application” Course

2024

JCER

View full text Add to dashboard Cite

This paper explores the transformative impact of generative artificial intelligence (AI) on the “Business DataAnalysis and Application” course in the post-2023 era, marking a significant paradigm shift in educational methodologies. It investigates how generative AI reshapes teaching and learning dynamics, enhancing the processing of complex data sets and nurturing critical thinking skills. The study highlights the role of AI in fostering dynamic, personalized, and adaptive learning experiences, addressing the evolving pedagogical needs of the business sector. Key challenges, including equitable access, academic integrity, and ethical considerations such as data privacy and algorithmic bias, are thoroughly examined. The research reveals that the integration of generative AI aligns with current professional demands, equipping students with cutting-edge AI tools, and tailoring learning to individual needs through real-time feedback mechanisms. The study concludes that the incorporation of generative AI into this course signifies a substantial evolution in educationalapproaches, offering profound implications for student learning and professional development.

show abstract

“…The integration of AI with robotic technology enables the development of autonomous robots capable of independent thinking and learning. This advancement impacts several aspects of life, including the educational learning process [3][4][5][6].…”

Section: Introductionmentioning

confidence: 99%

“…This educational program aims to offer students valuable insights and practical information pertaining to the essential skills and expertise required in the professional realm. The rapid advancement of technology in vocational schools is closely tied to the industry's utilization of technology in manufacturing processes [6][7][8]. Hence, this study will primarily focus on the efficacy of employing robotic technology in the educational process to foster digital transformation.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

2024

IJIET

View full text Add to dashboard Cite

In the current era of technological development, robotic technology is widely used in educational institutions, especially in vocational high schools. Thus, the purpose of this meta-analysis is to experimentally test how effective robotic technology is when used in the overall learning process to improve the learning ability of vocational school students. The methodology of this study is a meta-analysis using a random effects hedging model with the number of studies used is 56 studies and taken from Google Scholar, ScienceDirect, and Proquest databases from 2014 to 2023. The effect size data analysis technique was used to find the impact on each study, and the JASP application was used to conduct meta-analyses on all studies. The study’s conclusions showed that there was no publication bias and that, at a 95% confidence level, the average effect size of incorporating robotic technology into the learning process was 0.993 (high category). According to this study, introducing robotic technology into the classroom significantly affects students’ learning outcomes. The findings indicate that the utilization of robotic technology in vocational schools can serve as an effective pedagogical instrument, fostering the development of computational thinking, creativity, innovation, communication, and teamwork skills among students. Proficiency in these skills is vital for students to acquire in light of the technological progressions in the 21st century.

show abstract

AI and Digital Transformation in Higher Education: Vision and Approach of a Specific University in Vietnam

Cited by 24 publications

References 57 publications

Artificial intelligence in university education: Systematic review

Artificial intelligence in university education: Systematic review

Artificial Intelligence-Enhanced Learning: A New Paradigm in the “Business Data Analysis and Application” Course

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

Contact Info

Product

Resources

About