Digitalization of Education

Nadrljanski, Đorđe; Nadrljanski, Mila; Barać, Nikolina; Brković, Ivan; Nemetschek, Veronika; Franjić, Ilda; Frkić, Sanja; Glušac, Dragana; Jurišić, Ino; Karuović, Dijana; Krčum, Jelena; Krčum, Maja; Lešin, Gordana; Lujić, Marina; Ljubojev, Nadežda; Marušić, Mirko; Nikić, Milica; Nikić, Stevo; Pavelin, Dragan; Pavlić, Mile; Puljak, I.; Radoslav, Dragica; Sanader, Ante; Loknar, Nikolina Stanić; Strizić, Kathrin; Šimović, Vladimir; Vidović, Kristina; Schreiber, Tea-Tereza Vidović; Vukčević, Nikola; Vukić, Đurđica

doi:10.1007/978-3-031-04662-9_2

Cited by 6 publications

(2 citation statements)

References 6 publications

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“…)-a hazardous event (for example, loss of accreditation, low-quality educational services, etc.) and consequences, taking into account all additional components (significant hazardous factors, opportunities), is the foundation for conducting the justification of effective precautionary and protective measures 53,54 , and most importantly, readiness for changes and upcoming challenges [54][55][56] . It is the construction of such a system that will make it possible, in the future, based on the construction of even the simplest models 57,58 , to predict the development of events and ensure readiness to respond to challenges 59,60 .…”

Section: Discussionmentioning

confidence: 99%

Improving the risk management process in quality management systems of higher education

Bazaluk,

Pavlychenko,

Yavorska

et al. 2024

Sci Rep

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The purpose of this paper is to improve the risk management process in the quality management system of higher education, taking into account the hazardous factors that increase the probability of occurrence and severity of consequences of undesirable events, as well as favorable factors that reduce the probability of occurrence and severity of consequences of hazardous events. The basis of risk management in the quality management systems of higher education institutions is the “Bowtie” method, which involves six main steps of identifying inconsistency, determining the impact of hazardous and favorable factors according to the impact group, ranking hazardous and favorable factors, calculating risk, substantiating precautionary measures and checking calculations. To rank hazardous and favorable factors, the authors used the “Decision Making Trial and Evaluation” method (hereinafter—DE-MATEL), which is based on paired comparison and decision-making tools based on graph theory. An improved process is proposed for risk assessment, which differs from the known ones by the presence of the identification of the cause-and-effect relationship “hazard (inconsistency)-hazardous event-consequences”, identification of hazardous and favorable factors of the internal and external environment that affect the probability and/or the degree of severity of a hazardous event—the appearance of an inconsistency, which is carried out after the inconsistency has been determined; determination of causal hazardous and favorable factors by an acceptable method. Registers of inconsistencies (hazards), hazardous and favorable factors have been developed and proposed based on the requirements for accreditation of educational programs and the international standard ISO 9001:2015, which will allow, based on a risk-oriented approach, to provide a basis for setting the goals of a higher education institution under martial law in order to guarantee effective implementation of the mission and strategy. They are proposed for decision-making in the quality management systems of educational organizations on the substantiation of precautionary or corrective measures based on ranking the risks from identified inconsistencies, which are determined taking into account the impact of the entire set of identified significant hazardous and favorable factors. The value of this paper is to improve the quality risk management process in educational organizations, taking into account the impact of hazardous and favorable factors, and to develop an appropriate step-by-step algorithm of actions and a risk assessment form.

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Section: Discussionmentioning

confidence: 99%

Improving the risk management process in quality management systems of higher education

Bazaluk,

Pavlychenko,

Yavorska

et al. 2024

Sci Rep

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“…Having said that, preparing foreign language teachers to navigate transformative digital processes in education and striving for inclusion necessitates a certain degree of preparedness from (pre-service) teachers in teacher education (Hay et al, 2001;Røkenes & Krumsvik, 2016). Digitalisation and inclusion are, therefore, transversal issues in foreign language teacher education and language teachers' professional development (Nadrljanski et al, 2022).…”

Section: Background To the Studymentioning

confidence: 99%

Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective

Chilla,

Doetjes,

Vogt

et al. 2024

CEPSj

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Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field state a pressing need to increase digital-inclusive transformation uptake in foreign language teacher education programmes to develop a transformation ‘mindset’ in (educational) stakeholders and (future) teachers. Transformation processes in education, however, interact with preparedness for digitalisation and inclusion among pre- and in-service teachers, since the attitude and the willingness of teachers to adapt to digital reality play a decisive role in improving the quality of (digitally enhanced) teaching and learning. Currently, little is known about the interrelationship between the preparedness to use digital technology for foreign language teaching and learning and the preparedness to include foreign language learners with diverse learning needs (DLN) in the digital-inclusive classroom. To this end, this bilateral cross-country study investigates factors that constitute an attitudinal component of foreign language teachers’ perceived preparedness for using digital technology with learners with diverse learning needs in Germany and Norway. The Teacher of English Preparedness to Diverse Learning Needs in the digital inclusive classroom questionnaire was administered to 221 participants. The results show a fresh perspective on preparedness for digitally enhanced inclusive teaching linked to educational system requirements for foreign language teaching. Importantly, confidence when using digital technology in the inclusive classroom is decisive. For teacher education, it is vital that the attitudinal component of teacher preparedness receives more attention throughout teacher training. It should be related to previous experience of teachers with DT in digital-inclusive environments and be part of a heuristic conceptualisation of teacher preparedness for digitalinclusive contexts.

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Development of a model of personal data protection in the context of digitalization of the educational sphere using information technology tools

Isus,

Kolesnikova,

Khlevna

et al. 2024

Procedia Computer Science

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Digitalization of Education

Cited by 6 publications

References 6 publications

Improving the risk management process in quality management systems of higher education

Improving the risk management process in quality management systems of higher education

Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective

Development of a model of personal data protection in the context of digitalization of the educational sphere using information technology tools

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