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Technology and Innovation Management in Education

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A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: closed (31 July 2021) | Viewed by 108762

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Prof. Dr. Despo Ktoridou

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Guest Editor

Department of Management & MIS, University of Nicosia, 2417-Nicosia, Cyprus
Interests: ICT integration in the educational practice; technology and innovation management pedagogies; open and online distance learning practices
Special Issues, Collections and Topics in MDPI journals

Dr. Epaminondas Epaminonda

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Guest Editor

Department of Management & MIS, University of Nicosia, 2417-Nicosia, Cyprus
Interests: socioeconomic Change; cross cultural ethics; sustainability
Special Issues, Collections and Topics in MDPI journals

Dr. Leonidas Efthymiou

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Guest Editor

Department of HTS Management, University of Nicosia, 2417-Nicosia, Cyprus
Interests: learning strategies; sustainable education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The ever changing technological, economic and social landscape constantly redefines the way we live and work, and the relationships between humans and the environment. On the one hand, these changes have contributed to remarkable increases in human population and improvements in quality of life, GDP per capita, life expectancy and education access but on the other hand have put increasing pressures on the environment and the earth’s resources, which make the need for sustainability urgent and of high importance.

One area that has been significantly transformed is education. From a world where the majority of people could not read and write one hundred years ago, nowadays people spend on average 12 years in schools and 50% of school graduates continue to tertiary education studies. Not only education access has increased but also the content and tools used to deliver it have changed dramatically too. With regard to content, higher educational institutions aim to equip students with the knowledge, skills and competences for today’s world and with regard to delivery technology has modified the ways in which knowledge it transferred. Learning today may be found in state-of-the-art learning platforms, digital resources and participatory spaces aiming to enhance learner interaction and social constructivism.

In this special issue, we aim to explore Innovation and Technology Management in Higher Education, with a focus on sustainability. We invite researchers to consider innovation in education, the use of technology in learning strategies, the integration of interdisciplinary courses in the curriculum, and how they may contribute to sustainable development.

Topics include but are not limited to:

Process innovations assisting teaching in the field of sustainable development;
Latest learning strategies and pedagogy for education in sustainable development;
Methods for assessing education in sustainable development;
Ideas for efficiency innovations in teaching sustainability;
Conceptualizing efficiency, disruptive and sustaining innovations in education and business sustainability;
Cultivating creative thinking skills reflecting how learners approach sustainability
Divergent and convergent process for creative sustainability;
Challenges of innovation and technology management in education for Sustainability

Original papers related to the above topics and also dealing with the latest scholarly information on curriculum development, instructional design, pedagogies, and case-studies addressing learning initiatives in Technology Innovation Management are welcome.

Looking forward to your contributions

Prof. Despo Ktoridou
Dr. Epaminondas Epaminonda
Dr. Leonidas Efthymiou
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

Higher Education
Technology Management
Technology Innovation
Engineering Management
Creativity and Innovation
Learning Strategies
Sustainable Development
Instructional Design
Sustainable Value Creation
Capacity Building
Efficiency Innovations
Disruptive Innovations
Sustaining innovations

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Published Papers (14 papers)

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Research

16 pages, 437 KiB

Open AccessArticle

The Impact of Entrepreneurship Curriculum with Teaching Models on Sustainable Development of Entrepreneurial Mindset among Higher Education Students in China: The Moderating Role of the Entrepreneurial Climate at the Institution

by Jun Cui

Sustainability 2021, 13(14), 7950; https://doi.org/10.3390/su13147950 - 16 Jul 2021

Cited by 16 | Viewed by 6099

Abstract

There has been considerable attention on the role of entrepreneurship education and outcomes from students’ sustainable development, predominantly entrepreneurial intentions. However, research has tended to overlook novel and promising, yet under-examined areas, such as the entrepreneurial mindset (EM), its link with entrepreneurship education, and the contextual factor. Drawing on social cognitive and teaching model theory, we aimed at addressing these gaps by examining the impact of entrepreneurship curriculum (EC) with different teaching models (supply, demand, competence) on EM, as well as the moderating role of the entrepreneurial climate of the higher education institution. Using a cross-sectional survey design, data were collected in 15 higher education institutions in China. A sample of 739 students were used to test our hypotheses. The results suggest that all the entrepreneurial teaching models and mindset are positively related (though the demand model is the strongest predictor). Furthermore, the results establish that the entrepreneurial climate at the institution plays a moderating role between EC and EM, though it is the strongest for the competence teaching model. This paper contributes to the theoretical conceptualization of the EC–EM relationship and the deep understanding on “how” and “when” the teaching models in EC influence EM. Our study also expanded social cognitive theory (SCT) application in the context of higher entrepreneurship education by combining and confirming educational (specific teaching models), cognitive (EM), and institutional factors (entrepreneurial climate). Our research implies that universities and entrepreneurial program developers should pay attention to the selection of the right teaching models and provide a supportive entrepreneurial climate to optimize students’ EM, thus promoting their sustainable development. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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21 pages, 1637 KiB

Open AccessArticle

The Quest for Sustainable Teaching Praxis: Opportunities and Challenges of Multidisciplinary and Multicultural Teamwork

by Elli Doukanari, Despo Ktoridou, Leonidas Efthymiou and Epaminondas Epaminonda

Sustainability 2021, 13(13), 7210; https://doi.org/10.3390/su13137210 - 28 Jun 2021

Cited by 35 | Viewed by 4969

Abstract

This article investigates the prospect of implementing multidisciplinary and multicultural student teamwork (MMT), along with Case-based Learning (CBL) and Problem-based Learning (PBL), as a sustainable teaching practice. Based on a mixed-method approach, which includes direct observation (both physical and virtual), questionnaire distribution, and focus groups, the study reveals that MMT through CBL and PBL can both facilitate and hinder sustainable learning. Our findings show that while MMT enhances knowledge sharing, it also poses a wide range of challenges, raising questions about its social significance as a sustainable teaching practice. The study suggests the implementation of certain mechanisms, such as ‘Teamwork Training’ and ‘Pedagogical Mentors’, aiming to strengthen the sustainable orientation of MMT through CBL and PBL. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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15 pages, 27579 KiB

Open AccessArticle

Promoting Sustainable Creativity: An Empirical Study on the Application of Mind Mapping Tools in Graphic Design Education

by Yenan Dong, Shangshang Zhu and Wenjie Li

Sustainability 2021, 13(10), 5373; https://doi.org/10.3390/su13105373 - 11 May 2021

Cited by 23 | Viewed by 8143

Abstract

The development of creative thinking and creative problem solving is an important part of modern sustainable education. In teaching graphic design, educators should ensure the cultivation of sustainable creativity among students. Creative thinking and program development can be facilitated with the help of effective thinking tools. Among the various thinking tools, mind maps represent an easy-to-use visual diagram-based divergent thinking tool. However, few studies have examined the impact of mind maps on sustainable creativity in the design discipline. Similarly, few empirical studies have been conducted to analyse deeply the functional structure of and a graphic design education based on mind mapping. This study aims to examine the relation between students’ use of mind mapping tools and sustainable creativity in implementing mind mapping-based graphic design activities with a sample size of 35 first-year design students. Through an empirical experiment, each student was asked to create a mind map and generate a new graphic design work based on the given experimental materials. The results showed that the mind mapping tool plays an important role in the pre-conceptualization phase of the design process. This tool can effectively help designers develop creative ideas, stimulate their minds, and help them maintain their creative energy and have a sustainable and innovative creative ability. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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22 pages, 10268 KiB

Open AccessArticle

Models for Administration to Ensure the Successful Transition to Distance Learning during the Pandemic

by Vacius Jusas, Rita Butkiene, Algimantas Venčkauskas, Renata Burbaite, Daina Gudoniene, Šarūnas Grigaliūnas and Diana Andone

Sustainability 2021, 13(9), 4751; https://doi.org/10.3390/su13094751 - 23 Apr 2021

Cited by 12 | Viewed by 3493

Abstract

Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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37 pages, 2310 KiB

Open AccessArticle

Analyzing Continuance of Cloud Computing in Higher Education Institutions: Should We Stay, or Should We Go?

by Yousef A. M. Qasem, Rusli Abdullah, Yusmadi Yah Jusoh, Rodziah Atan and Shahla Asadi

Sustainability 2021, 13(9), 4664; https://doi.org/10.3390/su13094664 - 22 Apr 2021

Cited by 12 | Viewed by 4027

Abstract

Higher Education Institutions (HEIs) consider resource optimization as an essential concern. Cloud computing (CC) in the fourth industrial revolution became the de-facto standard for delivering IT resources and services. CC is now a mainstream technology, andHEIs across the globe are rapidly transitioning to this model; hence, maintaining the retention of the customers of such technologies is challenging for cloud service providers. Current research concerning CC focused on adoption and acceptance. However, there is still a scarcity of research concerning such technology’s continued use in an organizational setting. Drawing on the prior literature in organizational-level continuance, this paper established a positivist quantitative-empirical study to bridge the research gap and assess the precursors for a continuance of cloud technology in HEIs. Subsequently, this study developed a conceptual framework by integrating the IS success model and the IS discontinuance model through the lens of the TOE framework. The data were collected from the decision-makers of Malaysian HEIs that have adopted CC services, and analyzed using Structural equation Modelling (SEM) based on Partial Least Squares (PLS). The results indicate that the continuance intention can be predicted by technology, organizational, environmental, and other contextualized factors, explaining 85.2% of the dependent variables’ variance. The paper closes with a discussion of the research limitations, contribution, and future directions. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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17 pages, 2593 KiB

Open AccessArticle

Bayesian Approach to Analyze Reading Comprehension: A Case Study in Elementary School Children in Mexico

by Ernesto U. Rodriguez-Barrios, Roberto Angel Melendez-Armenta, Sandra G. Garcia-Aburto, Marieli Lavoignet-Ruiz, Luis Carlos Sandoval-Herazo, Antonio Molina-Navarro and Luis Alberto Morales-Rosales

Sustainability 2021, 13(8), 4285; https://doi.org/10.3390/su13084285 - 12 Apr 2021

Cited by 3 | Viewed by 3380

Abstract

In the educational field, reading comprehension is connected to learning achievement, and through it, one can interpret, retain, organize and value what has been read. It is an essential ability for the understanding and processing of information in learning. Furthermore, it is an essential skill to developing sustainable education. In this sense, sustainable development needs an advanced reading comprehension ability at elementary school in order to teach and learn future knowledge areas such as climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. Nevertheless, there have been few works focused on analyzing reading comprehension, particularly in Mexico, where the reference is the Programme for International Student Assessment (PISA) test on how well the Mexican students have developed this skill. Hence, this article shows the usefulness of employing Bayesian techniques in the analysis of reading comprehension at elementary school. The Bayesian network model allows for the determination of the language and communication level of achievement based on parameters such as learning style, learning pace, speed, and reading comprehension, obtaining an 85.36% precision. Moreover, the results confirm that teachers could determine changes in lesson planning and implement new pedagogical mechanisms to improve the level of learning and understanding contents. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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30 pages, 3295 KiB

Open AccessArticle

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

by Jan Skalka, Martin Drlik, Lubomir Benko, Jozef Kapusta, Juan Carlos Rodríguez del Pino, Eugenia Smyrnova-Trybulska, Anna Stolinska, Peter Svec and Pavel Turcinek

Sustainability 2021, 13(6), 3293; https://doi.org/10.3390/su13063293 - 17 Mar 2021

Cited by 27 | Viewed by 8259

Abstract

Understanding how software works and writing a program are currently frequent requirements when hiring employees. The complexity of learning programming often results in educational failures, student frustration and lack of motivation, because different students prefer different learning paths. Although e-learning courses have led to many improvements in the methodology and the supporting technology for more effective programming learning, misunderstanding of programming principles is one of the main reasons for students leaving school early. Universities face a challenging task: how to harmonise students’ education, focusing on advanced knowledge in the development of software applications, with students’ education in cases where writing code is a new skill. The article proposes a conceptual framework focused on the comprehensive training of future programmers using microlearning and automatic evaluation of source codes to achieve immediate feedback for students. This framework is designed to involve students in the software development of virtual learning environment software that will provide their education, thus ensuring the sustainability of the environment in line with modern development trends. The paper’s final part is devoted to verifying the contribution of the presented elements through quantitative research on the introductory parts of the framework. It turned out that although the application of interactive features did not lead to significant measurable progress during the first semester of study, it significantly improved the results of students in subsequent courses focused on advanced programming. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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15 pages, 2452 KiB

Open AccessArticle

Knowledge Management in Entrepreneurship Education as the Basis for Creative Business Development

by Yuliya Frolova, Suad A. Alwaely and Olga Nikishina

Sustainability 2021, 13(3), 1167; https://doi.org/10.3390/su13031167 - 22 Jan 2021

Cited by 16 | Viewed by 4649

Abstract

Despite numerous studies dedicated to business and entrepreneurship education, there is a lack of research dedicated to students studying creativity in entrepreneurial and business-related disciplines through knowledge management tools and practices. The objectives of the study were to determine the key factors of creative motivation for entrepreneurship among students, to build an appropriate universal practical model of learner creativeness motivation, and to create a knowledge management concept based on this model. By way of comparative, descriptive, qualitative, and quantitative analysis methods, we investigated previous research in the field of motivation, educational approaches, and methodologies, together with the data of the Program for International Student Assessment of the Organization for Economic Co-operation and Development. In order to compare international experience of knowledge management in modern approaches to education, we analyzed the curricular of business and entrepreneurship programs in three higher education entities from different countries: the Russian Presidential Academy of National Economy and Public Administration, KIMEP University, and Al Ain University. As a result of the research, we developed knowledge management that can be used for the learner creativity and motivation model. Recommendations developed in the course of the study would allow for the ability to make business and entrepreneurship education more sustainable. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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11 pages, 894 KiB

Open AccessArticle

Digital Competences of Polish and Slovak Students—Comparative Analysis in the Light of Empirical Research

by Zuzana Hajduová, Klaudia Smoląg, Marek Szajt and Lucia Bednárová

Sustainability 2020, 12(18), 7739; https://doi.org/10.3390/su12187739 - 18 Sep 2020

Cited by 5 | Viewed by 2544

Abstract

Skills in using information and communication technology solutions in the modern world determine the quality of professional and social life for everyone. The last decade has shown that digital competences are an important group of key competences for every employee and every organization. The purpose of this study is to present results of surveys on digital competences of Polish and Slovak students. Generally, results show that assessment of the level of digital competence of Polish students is not only higher but also less diverse. The rationale for addressing the subject of digital competences is its significance, constant changes resulting from development of ICT and the need to improve quality of life of individuals and organizations in the modern digital world. In this questionnaire, the students were asked to evaluate their level of understanding both existing and non-existing terms from the ICT area. The results have shown that there are significant differences between the questioned groups of students especially in case of IT competences. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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21 pages, 3345 KiB

Open AccessArticle

MapOnLearn: The Use of Maps in Online Learning Systems for Education Sustainability

by Sannyuya Liu, Dongpo Guo, Jianwen Sun, Jie Yu and Dongbo Zhou

Sustainability 2020, 12(17), 7018; https://doi.org/10.3390/su12177018 - 28 Aug 2020

Cited by 8 | Viewed by 3849

Abstract

Online learning and teaching have become the primary forms of education during the global pandemic, and online learning systems, which can provide fair educational opportunities for everyone, are increasingly important for sustainability in education. The amount of time a student spends on online learning systems affects the fairness and persistence of sustainability in education. To support personalized learning opportunities, interactive learning, and easy-to-access resources, we propose a map organization and visualization method called MapOnLearn for online learning systems. First, we converted tree-like hierarchical course units (HCUs) and knowledge points (KPs) into a fundamental two-dimensional (2D) map of hierarchically divided polygons and used the map to form containers to manage all learning resources. Then, we used the zoom feature of the map to express the hierarchical structures of knowledge and formulated corresponding rules for displaying information at different levels. Path analysis was applied to express the learning process, and topological processing was adapted to represent the relationships among HCUs and KPs. We developed maps for a high-level math course, a course on data structures, and an English course at a university in China and investigated 264 students and 27 teachers for a semester by using the technology acceptance model (TAM). We found that the map visualization and organization method had a positive impact on the way teachers and students use online learning systems and improved the online learning experience. To attract more students to spend more time on online learning, we hope our method can promote the sustainable development of education. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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19 pages, 304 KiB

Open AccessArticle

Knowledge Society Failure? Barriers in the Use of ICTs and Further Teacher Education in the Czech Republic

by Lenka Mynaříková and Lukáš Novotný

Sustainability 2020, 12(17), 6933; https://doi.org/10.3390/su12176933 - 26 Aug 2020

Cited by 11 | Viewed by 4940

Abstract

The study investigates barriers of Czech secondary school teachers in the use of Information and Communication Technologies (ICTs) in teaching and in further education in ICTs. The Czech Republic is used as an example of a post-communist country with an evident gap between the digital competencies in general and teachers’ didactic skills necessary for their implementation in teaching. To explore how teachers deal with the challenges of digitalization of the education system, an online questionnaire was created to analyze the use of ICTs in teaching, as well as barriers teachers encounter when using digital technologies and when participating in further education. The results indicate that respondents have average understanding of ICTs and use them rather occasionally in teaching. Data show gender and age differences in the use of various digital means and in the barriers, the importance of social support in using ICTs in teaching, and also the necessity to eliminate prevalent gender stereotypes. Systematic further education that focuses on lowering computer anxiety and the distrust in new technologies might be also a major key in successful digital transformation of schools. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

14 pages, 1158 KiB

Open AccessArticle

Social Media Applications Affecting Students’ Academic Performance: A Model Developed for Sustainability in Higher Education

by Mahdi M. Alamri, Mohammed Amin Almaiah and Waleed Mugahed Al-Rahmi

Sustainability 2020, 12(16), 6471; https://doi.org/10.3390/su12166471 - 11 Aug 2020

Cited by 108 | Viewed by 25020

Abstract

Nowadays, social media applications (SMAs) which are quite popular among students have a significant influence on education sustainability. However, there is a lack of research that explores elements of the constructivist learning approach with the technology acceptance model (TAM) in higher education. Therefore, this research aimed to minimize the literature gap by examining the SMA factors used for active collaborative learning (ACL) and engagement (EN) to affect the students’ academic performance in measuring education sustainability, as well as examining their satisfaction from its use. This study employed constructivism theory and TAM as the investigation model, and applied a quantitative method and analysis through surveying 192 university students at King Faisal University. Using structural equation modeling (SEM), the responses were sorted into nine factors and analyzed to explain students’ academic performance in measuring education sustainability, as well as their satisfaction. The results were analyzed with structural equation modelling; it was shown that all the hypotheses were supported and positively related to sustainability for education, confirming significant relationships between the use of SMAs and the rest of the variables considered in our model (interactivity with peers (IN-P), interactivity with lecturers (IN-L), ACL, EN, perceived ease of use (PEOU), perceived usefulness (PU), SMA use, student satisfaction (SS), and students’ academic performance (SAP). Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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21 pages, 23023 KiB

Open AccessArticle

Integrating Design Thinking into a Packaging Design Course to Improve Students’ Creative Self-Efficacy and Flow Experience

by Chao-Ming Yang and Tzu-Fan Hsu

Sustainability 2020, 12(15), 5929; https://doi.org/10.3390/su12155929 - 23 Jul 2020

Cited by 21 | Viewed by 7322

Abstract

Creativity can be evaluated from learners’ internal motivation and learning outcomes. Implementation of innovative teaching methods by teachers can increase students’ learning motivation. In this study, convenience sampling was employed to select 54 students from a packaging design course; they were randomly grouped into 12 creative teams. Design thinking was integrated into the packaging design course, and its influence on the students’ creative self-efficacy and flow experience was investigated through empirical research. A pretest–posttest design was adopted to perform teaching experiments. In the pretest, conventional lectures were employed, whereas in the posttest, design thinking teaching was incorporated into the course. Packaging design practice spanned 4 weeks. The experiment results revealed that in the 12 creative teams, the students’ creative self-efficacy and flow experience were superior in the posttest than in the pretest. The results also demonstrated that design thinking improved the self-efficacy of students with low creativity tendency as well as the creative flow experience of all students regardless of creativity tendency. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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18 pages, 1486 KiB

Open AccessArticle

Digital Communication: Information and Communication Technology (ICT) Usage for Education Sustainability

by Waleed Mugahed Al-Rahmi, Ahmed Ibrahim Alzahrani, Noraffandy Yahaya, Nasser Alalwan and Yusri Bin Kamin

Sustainability 2020, 12(12), 5052; https://doi.org/10.3390/su12125052 - 21 Jun 2020

Cited by 107 | Viewed by 19208

Abstract

Today, developments in information and communication technology (ICT) have a significant influence on education sustainability. In this study, the factors influencing students’ intentions towards using ICT in education sustainability, as well as their satisfaction from its use, were examined. This study aims to investigate student intentions to use information and communication technology, as well as their satisfaction with such use. Therefore, this study employed an extended model of the Technology Acceptance Model (TAM) as the research framework, and adopted quantitative data collection and analysis methods by surveying 502 university students who were chosen through stratified random sampling. Using structural equation modeling (SEM), student responses were sorted into eight study constructs and analyzed to explain their intentions towards technology use and satisfaction. A significant relationship was found between computer self-efficacy (CSE), subjective norms (SN), and perceived enjoyment (PE), which were significant determinants of perceived ease of use (PEU) and perceived usefulness (PU). PEU, PU, and attitudes towards computer use (ACU) influenced students’ intentions to use (SIU) ICT and students’ satisfaction (SS). The constructs succeeded in explaining usage intentions towards ICT among students and their satisfaction from this usage. Full article

(This article belongs to the Special Issue Technology and Innovation Management in Education)

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