Истражување на перцепциите кај студентите во однос на дигиталното граѓанство: Студија на случај на Универзитетот на Југоисточна Европа

The Era 5.0 represents a paradigm shift in education where artificial intelligence (AI) convergence with human-centered values necessitates fundamental reconceptualization of digital citizenship competencies. This systematic literature review examines the integration of AI technologies within digital citizenship education in Indonesian educational contexts, exploring pedagogical innovations, implementation challenges, and alignment with national development priorities. Following PRISMA 2020 guidelines, this study synthesizes empirical research on AI adoption in education, digital literacy frameworks, and citizenship education practices across Indonesian primary, secondary, and higher education institutions. Findings reveal critical insights: AI integration in Indonesian education remains in early stages with pronounced disparities between urban and rural settings; digital citizenship frameworks require contextualization within Pancasila values to foster ethical and critical digital citizens; and teacher capacity-building emerges as a fundamental prerequisite for successful implementation. The analysis identifies promising practices linking digital citizenship competencies with sustainable development goals (SDGs 4, 10, and 16), particularly through environmental education programs and problem-based learning approaches. This study proposes an integrated framework positioning AI-enhanced digital citizenship education as essential infrastructure for developing adaptive, ethically-grounded citizens capable of navigating Indonesia's increasingly complex digital society while advancing educational equity and social inclusion.

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Previous studies have designed educational methods to cultivate digital citizenship behavior and support the construction of knowledge. However, these methods have not well incorporated personalized feedback mechanisms for enhancing digital citizenship knowledge. Therefore, this study proposed an algorithm that combines concept-effect propagation, fuzzy logic, and decision tree methods to address this drawback and create a personalized, contextual gaming experience. This personalization ensures an engaging and contextually relevant learning experience, addressing learning challenges related to digital citizenship scales. The game was tailored to individual learning experiences and decision-making patterns, with fuzzy logic interpreting nuanced student responses and decision trees guiding learning paths. A digital citizenship knowledge test and an affection questionnaire measured the game’s impact. Moreover, eye tracking was used to ensure attention in the experimental group. Therefore, a quasi-experimental design was conducted to evaluate the influence of a digital citizenship game on 110 students. ANCOVA and the Chi-square tests were performed to analyze students’ knowledge of digital citizenship. Moreover, eye-tracking metrics were used to gain deeper insights into students’ visual attention and engagement. The experimental results reveal that the proposed game enhanced the students’ digital citizenship achievement and promoted their perceptions. Additionally, eye-tracking data showed that the proposed gaming environment positively influenced students’ engagement. Findings indicate that using fuzzy logic and decision trees in educational games significantly promotes affection and alters attention in learning digital citizenship. This study contributes to educational technology by showcasing the potential benefits of personalized educational experiences. The insights gained are valuable for educators and educational game developers focused on digital citizenship education.

In recent years, the number of studies related to digital citizenship has increased amidst the intense use of digital media. The literature, rich in theoretical and empirical examples related to this topic, provides a clear picture of contemporary society. There is little empirical research on digital citizenship education in the early school years. Thus, through this investigation, we aimed to collect qualitative data on the development of specific digital competencies and digital citizenship in primary school students. Therefore, the authors considered it appropriate to use the observation method in its participatory version. Over a year, a group of 29 pupils, aged between 6 and 7, formed the sample to identify how they would develop digital competencies and digital citizenship in the context of formal and non-formal learning experiences. To collect the necessary information, we used the observation protocol, conducted in the form of open-ended questions described by Gay, Mills & Airasian (2006). The results of the study showed that parental educational attainment, family structure, time spent online, and the type of device have an important impact on the development of digital competencies and digital citizenship in young learners.

Students who plan to attend university frequently struggle with making decisions. The challenge of students' decision-making regarding study program selection in higher education arises from factors such as self-understanding, including intelligence, talents, and interests, as well as understanding of the educational environment and available information on study programs. The objective of this research is to create a recommendation model for high school students in Yogyakarta to choose information technology-based study programs. A model is employed to aid guidance and counseling teachers in offering guidance to high school students regarding their choice of study programs in higher education. This guidance is based on the students' self-awareness and understanding of their surroundings. The research described in this study follows the Borg and Gall model, which consists of 10 development steps in the field of research and development (RD). Data on the RPP-PT Model was obtained through questionnaires and interview guides. Data analysis involves the utilization of both quantitative and qualitative methods for analyzing data. The study presents a recommendation model for choosing information technology-based study programs in higher education. This model is designed to provide guidance and counseling teachers with recommendations for college study program choices based on students' learning achievement, general abilities, talents, and interests. External factors, including parental expectations, should be taken into account when considering future development.

Bu arastirmanin amaci, 6. sinif sosyal bilgiler dersinde dijital vatandasliga dayali olarak gerceklestirilen etkinliklerin, ogrencilerin dijital vatandaslik tutumlarina etkisini belirlemek ve gerceklestirilen etkinliklerin ogrencilerin dijital vatandaslik anlayislarina yansimalarini incelemektir. Arastirmada deneme modellerinden on test-son test ve kontrol gruplu yari deneysel model tercih edilmistir. Ayrica 6. sinif sosyal bilgiler dersinde dijital vatandaslik dayali etkinliklerinin uygulanma surecini betimlerken arastirmanin gecerligini ve inanirligini artirmak amaciyla deneysel desen ile birlikte nitel veriler kullanilmistir. Arastirma sonucunda elde edilen bulgular, dijital vatandasliga dayali etkinliklerin sosyal bilgiler dersinde uygulanmasinin ogrencilerin dijital ortamdaki tutumlarini olumlu yonde etkiledigini gostermektedir.

Development rapid digital technology bring impact significant to pattern interaction , learning , and identity social generation Z. In context this , role institution Islamic education , in particular Islamic boarding school , become the more strategic in form character and digital ethics of Islamic boarding school students . Islamic boarding schools , as institution that combines spiritual, moral and social values , have potential big in internalize principles of digital citizenship based on mark Islam . However , the relevance and readiness Islamic boarding school in guide generation Z faces challenges of the digital era need reviewed in a way in- depth research This aiming For to study return role Islamic boarding school in forming digital citizenship among people student generation Z, as well as identify practice best , challenges , and coaching strategies that have been conducted . Research This use approach qualitative with method studies cases in some Islamic boarding school based technology in Indonesia. Data collection techniques include interview in-depth , observation participatory , and study document . Research results show that part Islamic boarding school has start integrate digital literacy , ethics media social , and responsibility digital answer in non-formal curriculum and activities extracurricular . However , there are variation in approach , depending on the vision leadership Islamic boarding school , access technology , and capacity source Power human . Research This recommend strengthening digital capacity of educators Islamic boarding school as well as integration values maqashid sharia in digital citizenship education

The COVID‐19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning activities, the characteristics of the student engagement in online learning remain underexplored. Therefore, a systematic review of the literature on student engagement in online learning in higher education is much needed. This article synthesizes the findings on student engagement in Latin American higher education institutions during the COVID‐19 pandemic. After reviewing the studies on online learning activities, this review examines student engagement from behavioural, cognitive and affective dimensions and identifies the main characteristics of student engagement from these tripartite dimensions. The implications of the findings for online learning in Latin American higher education are as follows: (a) to transform higher education, (b) to provide adequate professional training, (c) to improve Internet connectivity, (d) to ensure quality online learning in higher education and (e) to provide emotional support. These findings will provide valuable guidance for teachers, educational authorities and policy makers and help them make informed decisions to use effective strategies to support online learning in higher education institutions. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic has disrupted the normal operation of higher education institutions across Latin America, impelling a shift from face‐to‐face instruction to online teaching and learning.Research on online learning in Latin American higher education has been conducted, but the findings and their implications are yet to be widely disseminated among researchers, practitioners and decision‐makers. What this paper adds Providing a systematic review of research on student engagement in online learning in Latin American higher education institutions.Analyzing the construct of student engagement in online learning from tripartite dimensions—behavioral, cognitive and affective—in the Latin American higher education context.Identifying the characteristics associated to each dimension of student engagement in online learning. Implications for practice and/or policy The need to transform the higher education system in Latin America and beyond, at two levels: to improve Internet connectivity at the technological level and to ensure the quality of online education at the pedagogical level.The urgency to offer an adequate professional training regarding the use of new technologies in online learning environments.The significance for higher education institutions to provide emotional support for students during the COVID‐10 pandemic.

Unbundling is the process through which products previously sold together are separated into their constituent parts. In higher education, this dynamic has been driven primarily by financial motivations, and spearheaded by the for-profit sector, but also has pedagogical motivations through its emphasis on personalization and employability. This article presents a theoretical analysis of the trend, proposing new conceptual tools with which to map the normative implications. While appearing to offer the prospect of financial viability and increased relevance, unbundling presents some worrying signs for universities: frst, the removal of possible synergies between teaching and research, and between different modes of learning; second, the undermining of the ability of institutions to promote the public good and ensure equality of opportunity; and third, the threat of hyperporosity to the conducting of basic research with long-term benefits.
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\nA desagregação é o processo pelo qual os produtos anteriormente vendidos em conjunto são separados em suas partes constituintes. No ensino superior, esta dinâmica tem sido impulsionada principalmente por motivações financeiras e liderada pelo setor com fins lucrativos, mas também tem motivações pedagógicas através da ênfase na personalização e na empregabilidade. Este artigo apresenta uma análise teórica da tendência, propondo novas ferramentas conceituais para mapear as implicações normativas. Embora pareça oferecer perspectivas de viabilidade financeira e maior relevância, a desagregação apresenta alguns sinais preocupantes para as universidades: primeiro, a remoção de possíveis sinergias entre ensino e pesquisa, e entre diferentes modos de aprendizagem; em segundo lugar, o enfraquecimento da capacidade das instituições de promover o bem público e garantir a igualdade de oportunidades; e, em terceiro lugar, a ameaça de hiperporosidade na realização de pesquisas básicas com benefícios no longo prazo.

Curriculum and digital citizenship

The closure of schools and colleges worldwide, as a result of the COVID-19 lockdown and stay-at-home protocols, were timely actions given the surge in infection rates. It became immediately necessary for innovative strategies to be put in place to engage students while they remained at home. In Ghana, many traditional universities adopted the use of online learning tools to promote learning amongst their students during this period of uncertainty. In this exploratory case study, I explore the experiences of final year undergraduate students ( N = 18) in the University of Ghana with the intention of examining: (1) the various strategies adopted by lecturers to engage students in online learning during this time when they were at home; (2) the challenges the students experienced; and (3) the students’ views on ways of promoting effective student online learning engagement during future emergencies. Three strategies were identified by the students as being used by the lecturers for online learning engagement, namely videoconferencing, use of discussion boards, and use of regular assignments. It was found that the students experienced manifold engagement challenges in online learning including data and network problems, technical difficulties, assessment overload, as well as administrative issues. In order to ensure effective student online learning engagement in future national emergencies, it was suggested that resources such as internet facilities should be made available to students; assessment load should be reduced while interactive and active online learning engagement strategies are prioritized; and administrative support should be offered to students. The study’s findings have significant implications for the planning, design and the implementation of online learning programmes in higher education.

We are currently experiencing the rapid growth of technology-based distance learning courses and programs in higher education, K-12 education, training, and other non-traditional learning contexts. With the proliferation of e-Learning courses and programs, it is important that instructional designers, instructional technologists, and others think critically about the nature of their research and practice. A number of questions and issues need to be addressed. For example, many individuals use the terms virtual space, virtual learning, and virtual learning communities when discussing e-Learning design and development. Do we all attach the same meaning to these terms? Probably not. As we design Web-based courses, should we try and use the structure of the traditional classroom as the metaphor for the “online” classroom? This is certainly an open question, given the criticisms that many students and trainees voice concerning traditional classroom instruction and training. Are the relevant instructional design, development, and policy issues the same for higher education, K-12 education, and training in the private sector? What are the implications and effects of using templates and various server software including WebCT, Blackboard, and other programs when designing and developing e-Learning programs? Finally, what can be learned from those individuals who have made pioneering efforts to design and develop online courses? The contributors to this issue of the Quarterly Review of Distance Education directly address many of these questions.Richard Schwier discusses the concept of learning communities in general and virtual learning communities in particular. Schwier describes three aspects of virtual learning communities including the elements, purposes, and the catalysts of virtual learning communities. The catalysts discussed include alignment, engagement, and interaction. In addition, a number of research issues concerning virtual learning communities are presented.The implications of the rapid growth of e-Learning in training, academic education, and non-traditional learning environments for instructional designers are discussed by Wellesley (“Rob”) Foshay, who argues that each context will place different demands on instructional designers. In particular, Foshay discusses the issues and events that are affecting academic organizations, training organizations, and non-traditional educational settings, and the implications for instructional design research and practice in each of the three environments.The implications of using various server-based courseware tools for developing Web-based courses are discussed by Douglas Harvey and Jung Lee. Certainly, courseware tools can help instructional designers and developers be more efficient when developing online courses. But at what cost? Harvey and Lee provide a critical discussion of how effective template-based approaches are for the development of online learning courses. In particular, some of the specific issues discussed include the pedagogical impact of courseware tools, the visual interface, navigation layout, and interaction implications for online courses. Finally, the instructional design implications when using online development tools and server software are discussed.In the final two articles in this issue, the authors identify some lessons learned from the development and delivery of online courses. Barbara Bichelmeyer, Melanie Misanchuk, and Larissa Malopinsky discuss the adaptation of an existing residential course to a Web-based course. Lessons learned from three different literature bases and results of the adaptation, design, and development processes are also analyzed. Tiffany Koszalka and Mary Beth Bianco focus on the importance of instructors in online learning courses. Specific issues and lessons learned by instructors who have “taught” online courses are described and specific areas and questions for research in online learning environments are presented.Critical issues, both for research and development, that instructional designers and instructional technologists will need to think about as they transition their work to e-Learning environments are identified and discussed in this issue of the Quarterly Review of Distance Education. Much potential as well as problems exist for the design of instruction in an e-Learning environment. Critically important is that individuals in the field of instructional design and technology be actively involved in theory development, research, and the design and development of online learning courses and programs.

University educational institutions in Jordan, in general, have quickly dealt with emergency situations facing education, such as the Corona pandemic, in which they needed to move from traditional learning to online learning (in its fully and blended forms) during the previous period. This led the public and private educational institutions in Jordan to implement the executive action plan that was prepared by the Ministry of Higher Education and Scientific Research (MOHESR) for integrating online learning into the higher education system and reflect it on their programs in order to keep pace with developments at the local, regional and international levels. This study includes a specification of the components relevant to online learning management system, and aims to determine the percentages of achievement at the level of fully online learning and blended learning for all components of the online learning management system in public and private Jordanian universities and also determine the percentages of achievement for each one of these components at the university level, and the most important actions that should be taken by universities to achieve them. The study also aims to benefit the integration of online learning within the Jordanian higher education system in an effective manner that achieves high levels of educational quality for online learning in its both forms and ensure the desired shift in the performance of Jordanian higher education institutions and the quality of its output, keeping pace with global developments in this field. The study concludes with a set of results that will benefit decision-makers in the Accreditation and Quality Assurance Commission for Higher Education Institutions (AQACHEI), the Ministry of Higher Education and Scientific Research (MOHESR), and Jordanian higher education institutions.

This paper aims to identify challenges to students’ engagement in online learning at the Qatar branch campus of America’s Georgetown University, and to propose solutions. Specifically, it: 1) identifies challenges and solutions from students’ perspectives; 2) provides recommendations for developing instructional policies to maximise student engagement in synchronous learning contexts; and 3) aims to contribute to the literature on the engagement of Arabic as a Foreign Language (AFL) learners and Arabic Heritage Learners (AHLs) in online learning in higher education (HE) in the Middle East. It did so by collecting qualitative data, using an open-ended questionnaire from 13 Arabic as a Foreign Language and Arab Heritage learners. We investigate these learners’ perceptions and experiences of student engagement in online learning within the social presence dimension of the Community of Inquiry (CoI) framework. In addition to presenting a set of challenges that our students experienced in their online learning, especially under the unprecedented health, social and mental constraints created by Covid-19, we highlight their solutions to these challenges. We conclude by offering a set of recommendations that we hope AFL and Arabic Heritage (AH) programmes and institutions will find useful.Keywords: student engagement; online learning; community of inquiry; social presence; Arabic as a foreign language; Arabic heritage learnersPart of the Special Issue Technology enhanced learning in the MENA region <https://doi.org/10.21428/8c225f6e.1fd869f8>

This qualitative study sought to investigate the potential role that AIpowered online learning could play in improving university students' knowledge-based economic skills.Semi-structured interviews were conducted with seven specialized experts.In addition, social media posts, studies, and other literature related to this topic were reviewed and analyzed.The trustworthiness, credibility, and dependability of the data were verified using techniques suggested for qualitative studies.Thematic analysis of the data revealed several themes: access to knowledge and data analysis; knowledge production and dissemination skills; lifelong learning, training, and development skills; effective communication skills; interaction, collaboration, and teamwork skills; critical and creative thinking skills; technological and digital skills; and discipline and integrity skills.The suggestions presented by the outcomes center around the following: redesigning and reconstructing course plans and content; training; qualifying and motivating faculty members; developing university infrastructure; constructing effective AI models for personalized and adaptive learning; activating online learning assessment methods and immediate feedback; applying recent educational transformations; establishing a clear, well-thought-out vision, plans, and usage policies; raising awareness; and promoting a culture of lifelong learning and training.Based on the findings, recommendations are offered. Role of AI-Powered Online Learning in Improving University Students'2187 KBE demands metacognitive skills, such as problem-solving and the ability to learn and continuously upgrade and broaden skills through formal education, lifelong learning, and learning in the workplace (Kefela, 2010).According to White et al. (2012), there are five structural components of KBE: a foundation of information and communications technology, open innovation, education, knowledge management, and creativity.Anaekwe (2020) indicated that a successful KBE links science and technology, innovation for economic growth and competitiveness, education, and lifelong learning, along with greater investment in research and development, software, and education generally.Anaekwe (2020) suggested that there are three main driving forces for KBE: (i) knowledge, (ii) changes, and (iii) globalization.Tseng et al. (2020, p. 560) suggested that "the rapid development of technology and knowledge-based economies has drawn attention to the linkage between academic institutions and private industries.Universities are a major source of knowledge creation."In light of the above, educational institutions, especially higher education, should play a major role in preparing students and qualifying them to acquire KBE skills.To make higher education more relevant to the labor market, KBE, and KBS, instructors must revamp their courses using innovative teaching strategies and relevant technology (Plumb & Zamfir, 2011).In this regard, Anaekwe (2020), Bano andTaylor (2015), andTseng et al. (2020) noted the significance of higher education in carrying out this task.However, higher education institutions face the crucial challenge of reskilling and upskilling students with these essential KBE competencies.Traditional pedagogical methods, constrained by resource limitations and rigid structures, struggle to keep pace with the dynamic demands of the evolving workplace.Currently, they are facing unprecedented challenges that demand innovative solutions to bridge the gap between current learning models and the skills required to thrive in the KBE.