The Concept of an Educational Ecosystem for the Digital Transformation of the Ukrainian Economy

Kovaliuk, Tetiana; Kobets, Nataliya

doi:10.1109/e-tems51171.2021.9524864

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…This underscores the necessity for an all-encompassing, interrelated framework that takes into account the cultural milieu of Indonesian secondary educational institutions and integrates mechanisms for ongoing enhancement (Widiasanti et al, 2023). The IETE places significant emphasis on informed engagement among students, a concept that is shaped by the wider educational ecosystem and bolstered by pertinent materials, individualized learning encounters, and constructive teacher-student exchanges (Kovaliuk & Kobets, 2021). The IETE underscores the importance of a robust technological infrastructure, proficient leadership, and an innovative culture in relation to school capacity (Rocha et al, 2023).…”

Section: Literature Review a Grand Theorymentioning

confidence: 99%

Effectiveness of Technology Use in Indonesian High Schools: Student Engagement, School Capacity, Teacher Performance

Widodo,

Akbar

2024

IJBLE

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The present research investigates the intricate interplay among student engagement, school capacity, teacher performance, and the proficient implementation of technology within secondary institutions in Indonesia. This study employs a quantitative methodology to incorporate these constructs into a comprehensive model by utilizing Structural Equation Modeling with Partial Least Squares. The study surveyed 243 educators using a stratified random sample, which yielded valuable information regarding demographic characteristics, patterns of technology usage, and the intricate interrelationships among the variables identified. The robust validity and reliability of the measurement model validated the efficacy of the chosen indicators. Significant positive correlations were identified through path analysis among student engagement, school capacity, teacher performance, and technology effectiveness. By drawing inspiration from the Integrated Educational Technology Ecosystem theory, this model enhances the theoretical comprehension of technology integration specifically within the domain of secondary schools in Indonesia. In addition, recommendations and practical implications for policymakers, educators, and future research are addressed.

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Section: Literature Review a Grand Theorymentioning

confidence: 99%

Effectiveness of Technology Use in Indonesian High Schools: Student Engagement, School Capacity, Teacher Performance

Widodo,

Akbar

2024

IJBLE

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“…The 2019 World Economic Forum report outlined eight primary findings for shaping Education 4.0 models, including global citizenship skills, innovation and creativity skills, technology skills, interpersonal skills, personalised and self-paced learning, accessible and inclusive learning, problem-based and collaborative learning and lifelong and student-driven learning (Kovaliuk and Kobets, 2021). Essential competencies in Education 4.0 include the ability to apply theoretical knowledge and practical skills in domains such as (Kovaliuk and Kobets, 2021) IoT, AI, Robotics, Big data.…”

Section: Role Of Disruptive Technologies In Higher Educationmentioning

confidence: 99%

“…Business companies, as education clients, form expectations regarding the quality and number of specialists, represent the industry and participate in graduate employment. These companies serve as partners of education that determine the structure and content of educational programmes and as investors who employ various forms of public and civic activity in organising and managing education, thereby implementing external quality control mechanisms (Kovaliuk and Kobets, 2021).…”

Section: Areas For Improvement In Higher Educationmentioning

confidence: 99%

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Quality 4.0 in higher education: reinventing academic-industry-government collaboration during disruptive times

Wawak,

Teixeira Domingues,

Sampaio

2023

TQM

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PurposeThis study aims to explore the conditions of successful implementation of Quality 4.0 in higher education institutions (HEIs) and the key factors affecting it, as well as the role of the Triple Helix collaborative (THC) framework in enhancing the integration of Quality 4.0 principles and Industry 4.0 technologies.Design/methodology/approachA survey-based strategy was adopted, adopting questionnaires distributed amongst researchers chosen based on their publications related to the aforementioned fields.FindingsThe successful integration of disruptive technologies, Quality 4.0 and THC in HEIs heavily relies on educators' continuous learning and professional development. Faculty members must acquire digital skills and competencies to effectively adopt disruptive technologies and implement Quality 4.0 principles in their teaching practices. HEIs should provide opportunities for faculty members to engage in ongoing training programmes, workshops and communities of practice that focus on enhancing their technological proficiencies, pedagogical strategies and collaborative skills.Originality/valueTo the best of the authors' knowledge, this is the first reported study linking the concepts of Quality 4.0 and the Triple Helix of Innovation in HEIs.

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“…There is a strong emphasis on problem-solving, integrating emerging technologies, and implementing innovative strategies to develop essential skills in students (Matsumoto-Royo, Ramírez-Montoya & Conget 2021). Innovation, flexibility, and adaptability to change are deemed crucial aspects of societal development and education in Era 4.0 and within the realm of Education 4.0 (Kovaliuk & Kobets 2021).…”

Section: Introductionmentioning

confidence: 99%

Digital Environments of Education 4.0 and complex thinking: Communicative Literacy to close the digital gender gap

George-Reyes,

Peláez-Sánchez,

Glasserman-Morales

2024

Journal of Interactive Media in Education

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The gender digital divide (GDD) is a social phenomenon that denies citizens access to technologies, the internet, and the services associated with Education 4.0. Reducing this gap requires communicative literacy, which allows scaling knowledge, skills, and attitudes to create forms of media expression to interact effectively in virtual environments. Education 4.0 is a modern approach to education that focuses on preparing students to thrive in a digital and technological world. Additionally, Education 4.0 is based on three pedagogical principles, including Cyber pedagogy, Heutagogy, and Peeragogy, which emphasize the use of technology, self-determined learning, and collaboration, respectively. A mixed study was conducted with the participation of 124 Mexican students of technical-professional education. The study's objective was to analyze how they scaled their communicative literacy and complex thinking through a formative experience based on the pedagogical framework of Education 4.0 in digital environments called metaverses to bridge the GDD in Mexico. Quantitative results show only significant differences in systemic thinking (z = -2.113, p = 0.035 < 0.05), where women had a slightly higher mean (M = 25.36) than men (M = 25.11). Qualitative results support the finding of women excelling in systemic thinking, as participants expressed comments related to systemic thinking (90%). This suggests that immersive digital environments can effectively enhance communicative literacy and complex thinking. Additionally, they can be spaces where both women and men achieve similar levels of digital literacy.

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The Concept of an Educational Ecosystem for the Digital Transformation of the Ukrainian Economy

Cited by 4 publications

References 12 publications

Effectiveness of Technology Use in Indonesian High Schools: Student Engagement, School Capacity, Teacher Performance

Effectiveness of Technology Use in Indonesian High Schools: Student Engagement, School Capacity, Teacher Performance

Quality 4.0 in higher education: reinventing academic-industry-government collaboration during disruptive times

Digital Environments of Education 4.0 and complex thinking: Communicative Literacy to close the digital gender gap

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