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Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (7 May 2024) | Viewed by 132699

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Special Issue Editor

Prof. Dr. Patricio E. Ramirez-Correa

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Guest Editor

School of Engineering, Universidad Católica del Norte, Coquimbo, Chile
Interests: e-learning; e-inclusion; technology acceptance; segmentation
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In early 2020, emerging ICTs, such as content-sharing platforms, the blockchain, robotics, and wearable devices, set the stage for digital transformation. With so much room for organizations to harness the full potential of digitization, the COVID-19 pandemic has significantly boosted the adoption of these technologies worldwide. Education was one of the main areas in which these accelerated processes took place: learning tools have been used worldwide, and all of their advantages and disadvantages have been demonstrated. On this basis, their bugs and weaknesses have been fixed. The pandemic has prompted all university structures to refresh their knowledge management and governments to invest in e-learning. While the COVID-19 pandemic has accelerated the trend toward the adoption of ICTs in education areas, embracing these technologies can be hindered by external interests, nostalgia, opportunism, and adverse effects on well-being. In this scenario, the social inclusion generated by the digital transformation emerges as an essential research area, considering that the problems of the post-pandemic economy make it even more challenging to meet the goals in this area.

Moreover, it is crucial to address the long-term sustainability of these technologies, ensuring that their implementation benefits both the environment and social well-being. Equitably dispersing the benefits of digital transformation, promoting inclusivity and positive societal outcomes while minimizing negative impacts on both the environment and communities, is ensured by emphasizing social sustainability.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following: e-inclusion in education, ICT acceptance in education, ICT success in education, and new techniques as well as tools to improve teaching, learning, or social inclusion based on digital tools.

I look forward to receiving your contributions.

Dr. Patricio E. Ramirez-Correa
Guest Editor

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Keywords

e-learning
distance education
learning analytics
blended learning
educational data mining
computer-aided instruction
learning management system
technology acceptance model
sustainability in education
sustainable teaching and learning

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Published Papers (11 papers)

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Research

20 pages, 1057 KiB

Open AccessArticle

Antecedents of College Students’ Continuance Behaviors in Online Fragmented Learning: An Empirical Analysis from the Extended ECM Perspective

by Maoyan She, Yuhan Tan and Zhigang Li

Sustainability 2024, 16(10), 4138; https://doi.org/10.3390/su16104138 - 15 May 2024

Viewed by 1311

Abstract

With the popularity of mobile networks and intelligent terminals, online fragmented learning, as a new learning method, has become the mainstream way for college students to acquire knowledge and study independently. However, college students are prone to “accept-interruption” in online fragmented learning; thus, it is difficult for them to master a complete knowledge system and form a rigorous logic system, which is essential to ensure the effect of online fragmented learning. Therefore, this study investigates the antecedents of college students’ continuance behaviors in online fragmented learning (CBOFL). Based on the expectation confirmation model (ECM), a theoretical model is developed to examine the factors influencing college students’ CBOFL. Taking a total of 429 undergraduate students who have studied contest courses on the Chinese university massive open online courses (MOOCs) for research subjects, the mechanism underlying the determinants of college students’ CBOFL is analyzed, and six hypotheses are tested by a structural equation modeling (SEM) technique with AMOS. The results indicate that confirmation positively impacts intrinsic learning motivation and satisfaction; intrinsic learning motivation, satisfaction, and teachers’ influence all significantly positively affect college students’ CBOFL. Additionally, the predicting powers of different factors on college students’ CBOFL vary broadly; therein, satisfaction has the most significant effect. This study makes theoretical contributions to the quantitative research on college students’ CBOFL and literature on the ECM. Still, it also has important practical significance in guiding college students’ CBOFL and facilitating the sustainability of online fragmented learning. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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13 pages, 1658 KiB

Open AccessArticle

Providing Feedback during the Online Phase of a Flipped Classroom Design: Fostering Sustainable Learning Performance While Considering Study Time Management

by Ngoc Thuy Thi Thai, Bram De Wever and Martin Valcke

Sustainability 2024, 16(7), 3089; https://doi.org/10.3390/su16073089 - 8 Apr 2024

Cited by 1 | Viewed by 1211

Abstract

This study concentrates on the effects of teacher feedback (FB) on students’ learning performance when students are tackling guiding questions (GQ) during the online session in a flipped classroom environment. Next to students’ performance, this research evaluates the sustainability in students’ self-efficacy beliefs and their appreciation of the feedback. Participants were second year college students (n = 90) taking the “Environmental Technology” course at Can Tho College (Vietnam). They were assigned randomly to one of two research conditions: (1) with extra feedback (WEF, n = 45) and (2) no extra feedback (NEF, n = 45) during the online phase of the flipped classroom design. In both conditions, students spent the same amount of time in the online environment as well as in the face-to-face environment. The findings indicate that students studying in the WEF condition achieve higher learning outcomes as compared to students in the NEF condition. With respect to student variables, we observe no significant differences between the two research conditions in terms of self-efficacy beliefs at various occasions. However, we explore significant differences between the two research conditions in terms of feedback appreciation during the posttest assessment. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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19 pages, 283 KiB

Open AccessArticle

Harmonizing Pedagogy and Technology: Insights into Teaching Approaches That Foster Sustainable Motivation and Efficiency in Blended Learning

by Marko Radovan and Danijela Makovec Radovan

Sustainability 2024, 16(7), 2704; https://doi.org/10.3390/su16072704 - 25 Mar 2024

Cited by 1 | Viewed by 1498

Abstract

This study aims to investigate the impact of blended learning strategies on various student outcomes in Vocational Education and Training (VET) contexts, addressing gaps in the existing literature and informing the refinement of blended learning approaches to enhance educational experiences. The main goal of the study was to explore the impact of teaching approaches used on student attitudes, satisfaction, motivation, and the workload of VET students. Data were collected from 106 students across seven VET programs through an online survey. The findings reveal that collaborative learning significantly enhances student engagement and satisfaction, while the integration of technology in blended learning environments improves educational experiences. However, challenges such as perceived overload are acknowledged. The study also highlights the critical role of assessment and feedback in fostering student satisfaction and competence. Based on these results, the study recommends enhancing collaborative learning through strategic support for diversity and technology integration and optimizing assessment and feedback mechanisms to improve engagement and reduce stress. These recommendations aim to refine blended learning strategies in VET, contributing to better educational outcomes and addressing the identified gaps in the literature. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

23 pages, 1025 KiB

Open AccessArticle

Teachers’ AI-TPACK: Exploring the Relationship between Knowledge Elements

by Yimin Ning, Cheng Zhang, Binyan Xu, Ying Zhou and Tommy Tanu Wijaya

Sustainability 2024, 16(3), 978; https://doi.org/10.3390/su16030978 - 23 Jan 2024

Cited by 14 | Viewed by 9069

Abstract

The profound impact of artificial intelligence (AI) on the modes of teaching and learning necessitates a reexamination of the interrelationships among technology, pedagogy, and subject matter. Given this context, we endeavor to construct a framework for integrating the Technological Pedagogical Content Knowledge of Artificial Intelligence Technology (Artificial Intelligence—Technological Pedagogical Content Knowledge, AI-TPACK) aimed at elucidating the complex interrelations and synergistic effects of AI technology, pedagogical methods, and subject-specific content in the field of education. The AI-TPACK framework comprises seven components: Pedagogical Knowledge (PK), Content Knowledge (CK), AI-Technological Knowledge (AI-TK), Pedagogical Content Knowledge (PCK), AI-Technological Pedagogical Knowledge (AI-TCK), AI-Technological Content Knowledge (AI-TPK), and AI-TPACK itself. We developed an effective structural equation modeling (SEM) approach to explore the relationships among teachers’ AI-TPACK knowledge elements through the utilization of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The result showed that six knowledge elements all serve as predictive factors for AI-TPACK variables. However, different knowledge elements showed varying levels of explanatory power in relation to teachers’ AI-TPACK. The influence of core knowledge elements (PK, CK, and AI-TK) on AI-TPACK is indirect, mediated by composite knowledge elements (PCK, AI-TCK, and AI-TPK), each playing unique roles. Non-technical knowledge elements have significantly lower explanatory power for teachers of AI-TPACK compared to knowledge elements related to technology. Notably, content knowledge (C) diminishes the explanatory power of PCK and AI-TCK. This study investigates the relationships within the AI-TPACK framework and its constituent knowledge elements. The framework serves as a comprehensive guide for the large-scale assessment of teachers’ AI-TPACK, and a nuanced comprehension of the interplay among AI-TPACK elements contributes to a deeper understanding of the generative mechanisms underlying teachers’ AI-TPACK. Such insights bear significant implications for the sustainable development of teachers in the era of artificial intelligence. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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14 pages, 2936 KiB

Open AccessArticle

Usability of a Virtual Learning Environment in Down Syndrome Adult Learning

by María Consuelo Sáiz-Manzanares, Cristina Arranz Barcenilla, Sara Gutiérrez-González and Lourdes Alameda Cuenca-Romero

Sustainability 2023, 15(23), 16404; https://doi.org/10.3390/su152316404 - 29 Nov 2023

Viewed by 1105

Abstract

The use of virtual learning environments (VLEs) is becoming increasingly common in teaching. Nevertheless, analysis of how effective these prove to be for the learning of persons with disabilities remains scarce. In this study, we work with a sample of 34 people aged between 16 and 44 (14 women and 20 men) who have Down Syndrome. The aims of the study were to (1) explore whether there were any significant differences before and after teaching when using a VLE; (2) determine whether the frequency of use and time spent on the VLE impacted learning outcomes; (3) examine clusters vis à vis learning behaviour in the VLE; and (4) gauge perceived user satisfaction with the use of the VLE. Significant differences in learning outcomes before and after teaching using a VLE were found. The frequency and time spent using the VLE were seen to have no impact on learning outcomes. Three clusters were identified in terms of VLE behaviour, and perceived user satisfaction with the VLE was high. There is a need to increase the number of studies addressing the impact of VLEs on learning in persons with different disabilities. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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16 pages, 936 KiB

Open AccessArticle

Determinants of College Students’ Online Fragmented Learning Effect: An Analysis of Teaching Courses on Scientific Research Software on the Bilibili Platform

by Zhigang Li and Yalin Yang

Sustainability 2023, 15(22), 16023; https://doi.org/10.3390/su152216023 - 16 Nov 2023

Cited by 3 | Viewed by 2257

Abstract

In the era of mobile Internet, online fragmented learning has become one of the mainstream ways for college students to study independently. Analyzing the online fragmented learning effect (OFLE) has essential reference value for guiding the online learning behavior of college students and optimizing the allocation of online learning platform resources. It also provides sustainable solutions for enhancing college students’ online independent learning effect. For this paper, we took college students who have studied teaching courses on scientific research software (TCSRS) on Bilibili as our research subjects, constructed a theoretical model of college students’ OFLE based on the theory of online learning and fragmented learning, verified the model through using questionnaire data, and analyzed the determinants of college students’ OFLE and its mechanisms. Our results indicate the following: (1) Most college students spend a dispersed amount of time learning TCSRS, showing the characteristics of “fragmentation”. (2) Learning motivation (LM), self-efficacy (SE), and fragmented time utilization (FTU) have a significant positive effect on college students’ OFLE. (3) Knowledge fragmentation (KF) affects college students’ OFLE, but it is not significant. These dimensions provide a theoretical reference for quantitative research on the impact of college students’ OFLE. Finally, also in this paper, improvement countermeasures are proposed from the perspective of improving college students’ OFLE and ability. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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14 pages, 526 KiB

Open AccessArticle

Higher Educational Institutions’ Digital Transformation and the Roles of Digital Platform Capability and Psychology in Innovation Performance after COVID-19

by Rui Du, Adriana Grigorescu and Kamer-Ainur Aivaz

Sustainability 2023, 15(16), 12646; https://doi.org/10.3390/su151612646 - 21 Aug 2023

Cited by 2 | Viewed by 1724

Abstract

Digital technologies have transformed business models quickly, making sustainable, inventive performance essential for the survival of businesses, particularly in emerging markets. However, a lot of English educational institutions struggle to make use of digital platform capability (DPC) due to a lack of funding, resources, and experience that stifles prospects for advanced innovation. After the COVID-19 pandemic, this study suggests a framework to investigate how English educational institutions might improve their innovation performance using DPC. The study examines the relationship between digital innovation (DI) and innovation performance (IP), as well as the moderating effects of digital technology (DT). This study uses a quantitative methodology and questionnaire survey with 435 respondents from institutions that support DPC. The analysis examines the hypotheses using correlations, regression analyses, and 5000 bootstraps. The results demonstrate a positive relationship between DPC and IP, with DI acting as a mediator. Additionally, the outcomes show that the development of digital technology strengthens the positive influence of DPC on innovation performance. Through filling research gaps, this study adds to the body of knowledge. It also has significant management implications for English educational institutions looking to improve their innovation performance by fostering digital platform ability and digital innovation. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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27 pages, 2504 KiB

Open AccessArticle

New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution

by Firuz Kamalov, David Santandreu Calonge and Ikhlaas Gurrib

Sustainability 2023, 15(16), 12451; https://doi.org/10.3390/su151612451 - 16 Aug 2023

Cited by 127 | Viewed by 102915

Abstract

The recent high performance of ChatGPT on several standardized academic tests has thrust the topic of artificial intelligence (AI) into the mainstream conversation about the future of education. As deep learning is poised to shift the teaching paradigm, it is essential to have a clear understanding of its effects on the current education system to ensure sustainable development and deployment of AI-driven technologies at schools and universities. This research aims to investigate the potential impact of AI on education through review and analysis of the existing literature across three major axes: applications, advantages, and challenges. Our review focuses on the use of artificial intelligence in collaborative teacher–student learning, intelligent tutoring systems, automated assessment, and personalized learning. We also report on the potential negative aspects, ethical issues, and possible future routes for AI implementation in education. Ultimately, we find that the only way forward is to embrace the new technology, while implementing guardrails to prevent its abuse. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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14 pages, 412 KiB

Open AccessArticle

Digital Transformation Blueprint in Higher Education: A Case Study of PSU

by Mamdouh Alenezi and Mohammad Akour

Sustainability 2023, 15(10), 8204; https://doi.org/10.3390/su15108204 - 18 May 2023

Cited by 11 | Viewed by 4920

Abstract

Digital transformation is a rapidly growing trend that has captured the attention of institutions and stakeholders worldwide. This phenomenon has become a top priority for higher education institutions, as universities play a critical role in the development and empowerment of societies. To address this pressing need, this paper proposes the establishment of a sustainable digital transformation environment based on the best national and international practices and recommendations. The goal of this proposal is to overcome the challenges faced by universities and provide the most convenient mechanisms to achieve their duties. Furthermore, this proposal aims to be a successful part of achieving Saudi Arabia Kingdom’s Vision 2030, which seeks to revolutionize the education and scientific research system. By adopting this proposed approach, universities in Saudi Arabia can proactively anticipate and address emerging trends and thereby ensure that they are offering the highest quality education to their students. Digital transformation is a crucial trend that cannot be ignored. By embracing this trend and implementing sustainable digital transformation environments, universities can ensure that they are providing the best possible education to their students and contributing to the development and empowerment of societies. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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13 pages, 283 KiB

Open AccessArticle

Who Needs Zoom? Female Arab Students’ Perceptions of Face-to-Face Learning and Learning on Zoom

by Ibtihal Assaly and Usnat Atamna

Sustainability 2023, 15(10), 8195; https://doi.org/10.3390/su15108195 - 18 May 2023

Cited by 2 | Viewed by 1384

Abstract

Zoom has been adopted by Al-Qasemi Academic College of Education as an alternative to face-to-face teaching/learning since the outset of COVID-19. The study explores female students’ perceptions of social presence, social interaction, and satisfaction in Zoom learning compared to face-to-face learning, along with the overall factors shaping their perceptions. All 228 participants were female students who learned via Zoom during the pandemic for at least one semester before switching back to face-to-face learning. A mixed-method design was used in the study, which included a questionnaire to learn about students’ perceptions and semi-structured interviews to gain in-depth understanding of the factors affecting their attitudes. The results indicate that students’ perceptions of social presence, social interaction, and satisfaction tended to be higher for face-to-face learning than Zoom learning. They also suggest a significant relationship between the students’ satisfaction and their perceptions of social presence and interaction. Furthermore, the students’ degrees and majors seem to have had a significant bearing on their level of satisfaction with Zoom learning. Finally, the findings of the thematic analysis of the interviewees’ responses show that there were other factors influencing the participants’ perceptions. Thus, an informed combination of face-to-face and Zoom learning is encouraged as a sustainable solution to enhance student satisfaction. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

19 pages, 2023 KiB

Open AccessArticle

A Sustainable Quality Model for Mobile Learning in Post-Pandemic Higher Education: A Structural Equation Modeling-Based Investigation

by Amr Mohammed Drwish, Amany Ahmed Al-Dokhny, Ahlam Mohammed Al-Abdullatif and Hibah Khalid Aladsani

Sustainability 2023, 15(9), 7420; https://doi.org/10.3390/su15097420 - 29 Apr 2023

Cited by 2 | Viewed by 2819

Abstract

As an effect of the digital transformation encountered by higher education institutions in the post-pandemic phase, the current study aims to inspect the factors affecting the actual use of mobile learning among higher education students. A novel hybrid model based on the information system success and technology acceptance models was proposed and tested. The study included 400 undergraduate and postgraduate students from four Saudi universities who responded to a questionnaire consisting of two parts and seven dimensions, with a total of 26 items. For the analysis, a quantitative approach was applied using structural equation modeling. The results displayed that information quality had no impact on the actual use of mobile learning among higher education students. In contrast, other quality factors (system quality, service quality, and satisfaction) and perceived factors (perceived usefulness and perceived ease of use) had a positive effect. Accordingly, this study proposed an integrated framework to assist decision makers at higher education institutions in scaffolding students to develop their educational performance by depending on mobile applications comprising high-quality factors that address their real needs. This would also enable higher education institutions to enhance their digital transformation experience, thus contributing to achieving positive learning sustainability after the pandemic. Full article

(This article belongs to the Special Issue Digital and Sustainable Transformation of Education: Technology Enhanced-Teaching, Learning and Social Inclusion)

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