Digitalization, knowledge sharing and higher education for sustainable development

Li, Ming; Jotikasthira, Nuttapong; Pu, Ruihui

doi:10.18844/wjet.v14i5.7713

Cited by 2 publications

(1 citation statement)

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“…In an era marked by rapid technological advancements and growing environmental concerns, the intersection of digitalization and sustainability has emerged as a pivotal focal point in several sectors [1,2], including the realm of education. Educational institutions worldwide are grappling with the challenge of integrating digital technologies into their curricula while simultaneously addressing the imperative of fostering environmental consciousness [3].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experience and Perceptions of Sustainable Digitalization in School Education: An Existential Phenomenological Study of Teachers in Romania, Greece, Cyprus, Iceland, and The Netherlands

Vlachopoulos,

Thorkelsdóttir,

Schina

et al. 2023

Sustainability

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The purpose of this paper is to explore teachers’ awareness, experiences, and perceptions regarding the environmental impact of digitalization in school education across five European countries. Using an existential phenomenological approach, the study uncovers the lived experiences of 29 teachers, who participated in group semi-structured interviews. The findings highlight that teachers share a strong awareness of contemporary environmental challenges, such as climate change and pollution, and that environmental education is integrated into most school curricula, especially topics like recycling, composting, and pollution. Teachers express a genuine concern for educating students about global warming and its consequences, recognizing that today’s students will shape the future. Despite acknowledging the benefits of technology in education, teachers are not fully informed about the environmental impact of digitalization. The paper reveals teachers’ concerns about the energy consumption, carbon emissions, and electronic waste associated with digital technologies. Teachers propose strategies to address the environmental impact of digitalization, including prolonging device lifespans, responsible e-waste recycling, and promoting energy-efficient practices. They emphasize the need for proper teacher training in incorporating digitalization’s environmental impact into the curriculum. The study underscores the importance of engaging students through research activities, discussions, multimedia resources, and hands-on experiences to raise awareness about digitalization’s ecological footprint. Implications of a more informed and proactive approach to addressing the ecological footprint of digital technologies in school education are discussed.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Experience and Perceptions of Sustainable Digitalization in School Education: An Existential Phenomenological Study of Teachers in Romania, Greece, Cyprus, Iceland, and The Netherlands

Vlachopoulos,

Thorkelsdóttir,

Schina

et al. 2023

Sustainability

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Digital transformation of quality management of educational business processes

Shevchuk¹,

Shpak²

2023

Vestn. Ross. univ. družby nar., Ser. Informatiz. obraz.

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Problem statement. Educational institutions are actively moving towards digitalization processes. These processes have to be implemented not from scratch, but taking into account the databases, information systems and technologies already applied at the informatization stage and used. Therefore, issues related to the concept of digital transformation of educational organizations become relevant. The study aimed to present the general principles and approaches to the implementation of the digital transformation of educational business processes, formed on the basis of studying domestic and foreign experience, as well as on the basis of the author's experience of participating in the informatization and digitalization of educational institutions in Russia and Kazakhstan. Methodology. The methods for systematizing the approaches of domestic and foreign researchers to the definition of the concept of digital transformation, problems, experience and prospects for the digitalization of educational organizations, methods of mathematical and computer modeling, methods of development of information management systems, methods of quality management system were used. Results. The experience and principles of continuous digital transformation of the quality management of educational business processes at the Siberian State University of Geosystems and Technologies are presented. The distinctive features of digital transformation are described: documentation support for educational programs, publishing process, intermediate certification, digital footprint formation, teaching workload management for teachers, classroom fund, system of local regulations, executive discipline of employees (“Executor Calendar”). As a result of the digital transformation of the quality management of educational business processes, an increase in target indicators and an increase in the efficiency of educational processes were noted. Conclusion. Digital transformation should develop the positive results of the informatization stage. Using the principles of the process approach, standardization and documentation of processes within the quality management system simplifies the setting of the goal and objectives of digital transformation. The principles of ensuring demand and process control allow us to consider the digital transformation of process quality management as an indicative feedback control system. The tasks of digital transformation should include: continuous improvement of the activities of an educational organization, optimization of procedures for achieving its target indicators, prevention of various inconsistencies. Digitalization processes must be continuous, taking into account the constantly changing external and internal challenges and expectations of the education system and society.

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Digitalization, knowledge sharing and higher education for sustainable development

Cited by 2 publications

References 24 publications

Teachers’ Experience and Perceptions of Sustainable Digitalization in School Education: An Existential Phenomenological Study of Teachers in Romania, Greece, Cyprus, Iceland, and The Netherlands

Teachers’ Experience and Perceptions of Sustainable Digitalization in School Education: An Existential Phenomenological Study of Teachers in Romania, Greece, Cyprus, Iceland, and The Netherlands

Digital transformation of quality management of educational business processes

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