Innovating Higher Education by Using Education Technology and Expert Systems: Pathways to Educational Innovation

The development of modern information-communication technologies has enabled the development of electronic knowledge distribution channels that expand the effective level of general and specialist education. This trend is also present in higher education because higher education institutions and institutes increasingly rely on the use of modern information-communication technologies in their operations. The effects of the use of personal computers, the Internet and global social networks are multiple in the higher education system as well. In the process of acquiring new knowledge, developing creativity, as well as ensuring greater activity in the process of education, new learning technologies, with the use of multimedia systems, created the prerequisites for the engagement of all individual and collective resources. The most important source of the state’s competitive advantage is the ability to educate and retain highly educated personnel in the field of information technologies. From that aspect, the paper discusses information technologies as a scientific discipline and general conditions for education in the field of information technologies. The impact of technical and pedagogical changes on education in this area is analyzed with particular attention. It is known that information technologies are suitable for vocational education, and the modern environment sets specific requirements regarding the applicability of knowledge acquired in higher education institutions. The dynamic and turbulent market emphasizes the applicability of knowledge as a key requirement in the educational process. These short researches propose new educational modules that should structure teaching in the field of information technologies in accordance with the global demand in this sector. Every society strives for a more efficient and economical system of education, and therefore the issue of the use of new information technologies in education comes down to the problem of creating a theoretically ideal model of the use of these technologies at all levels of education and work.

In today’s world of technology, integration of Information and Communication Technologies (ICT) into education has become crucial. However, without teachers’ genuine efforts, it does not seem possible to effectively integrate technology in classroom practice. Teachers’ positive attitude towards educational technologies is considered to be essential for the integration of technology into teaching and learning. Research has also shown that principals’ technology leadership could be correlated with teachers’ integration of educational technology into classroom teaching. This study aims to explore the effect of secondary school principals’ technological leadership on teachers’ attitude towards educational technology. Data regarding principals’ technology leadership were collected using the “Technology Leadership Scale” developed by Sincar in 2009, and data regarding teachers’ attitudes towards educational technology were collected using the “Attitude Towards Educational Technology Scale” developed by Pala in 2006. The statistical analysis has revealed that principals’ technological leadership had little effect on teachers’ positive attitude towards the use of educational technologies and did not have a significant effect on their negative attitude.

In this chapter, the authors introduce and define the concept of culturally-inclusive educational technology (CIET) and explore its role in improving teaching and learning outcomes in Nigeria's higher education system. Using Critical Discourse Analysis as an analytical framework, they systematically interrogate existing research outputs on the use of educational technology. They argue that even with the increasing use of educational technologies in Nigeria, challenges such as lack of awareness and resources in adopting educational technologies and poor reflection of students' cultural and cognitive differences limit quality teaching and learning. The findings in this chapter significantly contribute to knowledge by detailing the potential impact of CIET on improving teaching and learning. They provide insights for researchers, policymakers, and practitioners on interactions across culture, technology, and education in a global context.

The role of information and communication technology (ICT) is increasing in building the present, shaping the future and building an evolving society, Technology has become a fundamental requirement in various areas of life, especially in the field of education, It is noticeable that demand is growing day by day in various parts of the world for the use of modern technologies of information and communication technology in the development of systems and the development of methods of education to provide students with the knowledge and skill they need. Technology has a significant impact on the development of traditional teaching and teaching methods, The revolution of technology and knowledge requires that educational systems focus on how to learn and think rather than teach the same knowledge, Fitting the student to how to access and handle knowledge is more important than filling the student's mind with this knowledge. In general, the research attempts to answer the following questions: Does the teaching staff of the University of Nawroz have sufficient skills to use ICT in the educational process? Is there an acceptance of the idea of integrating ICT in university education by faculty members? 3- What are the obstacles that a university professor may face when applying the idea of integrating ICT into university education?Therefore, this research aims to identify the reality of the use of information and communication technology in university education, specifically the University of Nawroz, based on the questionnaire form, The descriptive analytical approach was used to conduct the research. The study concluded with a number of conclusions, the most important of which is that the teaching staff agreed on the need to use ICT in university education, and made a number of proposals, including studies to determine the relationship between teaching specialization and the level of their expectation of benefiting from the use of technology in education.

In Memoriam: Dr. Clive L. Dym (1942–2016)

This study analyzes the integration of digital technologies in Macuxi indigenous education, focusing on the challenges, strategies and teacher training necessary for effective implementation. The research examines how Information and Digital Communication Technologies (DIT) can be incorporated into the indigenous educational context, respecting their cultural particularities and specific needs. The methodology is based on a systematic review of the literature and analysis of practical experiences, identifying the main barriers and opportunities in the digital inclusion of this community. The results indicate that the integration of digital technologies in education depends on a participatory and meaningful teacher training process, in addition to a review of curricula and pedagogical practices. The study reveals that the use of educational technologies constitutes a fundamental human right, although there are important limitations in terms of infrastructure and adequate conditions for its use. The research also identifies the need to develop didactic-pedagogical and technical-digital skills in teachers. The conclusions point to the importance of a balanced approach that combines teacher training, digital educational resources and adequate infrastructure, integrated into the school curriculum. The study recommends the development of more robust and coordinated public policies to guarantee access and full participation of the Macuxi community in the digital era, promoting more inclusive and culturally sensitive education.

Although the Higher Education (HE) system in many developed countries has seen a significant amount of pedagogic research in technical subject areas [1], unfortunately in Libya this work is still in its infancy. Recent studies have indicated that there are many gaps in the knowledge base, for example, the use of technology in teaching and learning and the training of academic staff [2, 3]. This paper investigates the technical and vocational education and training system in Libya using a TPACK (Technological Pedagogical Content Knowledge) model in order to ascertain an insight into the problems faced in the teaching process and the challenges for the future.

Introduction: Achieving competence as the main goal in medical education requires a dynamic and active learning process that includes the characteristics of a community of inquiry framework. This theoretical framework provides an overall and coherent structure of an interactive educational experience with a focus on the learning process. Therefore, the purpose of this research was to develop a competency-oriented educational model for medical sciences based on the framework of the community of inquiry. Methods: This was a qualitative and quantitative research. The qualitative part was conducted using qualitative content analysis of documents and focus group discussions, while the quantitative part involved internal validation of the educational design model through a descriptive survey method (based on experts' opinions) and a researcher-made questionnaire. The sampling method was purposeful, focusing on specific or unique cases continuing until theoretical saturation was reached. Results: Using qualitative content analysis (36 documents, 33 articles, and three books) and focus group discussions (with the participation of 14 experts in medical education), the dimensions of competence, principles of competency-based medical education, and principles of inquiry community were identified. Based on theoretical foundations, these were categorized into three domains: affective, cognitive-skills, and metacognitive, along with their subcategories. The alignment of these dimensions led to the formation of a competency-based medical education model, grounded in the inquiry community framework. Internal validation of the developed model was conducted using a researcher-made questionnaire and the participation of 14 experts in educational technology and medical education. According to the specialists' opinions, the developed model achieved a relatively high internal validity (T=14.52, P<0.0001). Conclusion: In this study, the competency-based educational design model for medical education, based on the inquiry community, exhibited appropriate design and organization, flexibility, and adaptability to individual learning needs, even in unpredictable situations within medical education. Its design and organization can be continuously refined and improved throughout the educational experience. Given that it achieved a relatively good internal validity according to the opinions of specialists in medical education and educational technology, it can be introduced as a suitable model in the field of competency-based medical education.

The use of technology in special education facilitates learning and permanence. Technology infuses classrooms with digital learning tools, such as computers and hand held devices, expands course offerings, experiences and learning materials and supports learning. The role of families of children with special needs in integrating technology into students’ lives is crucial as teachers since they spent much time with their children. This study aims to determine technology attitudes of parents with special needs children and using technology in courses. This study used quantitative research and a scale was used as data collection tool. Results of the study revealed that attitudes of parents of children with special needs towards technology and using technology in courses are positive at a moderate level. In addition to this, attitudes of parents showed significant difference based on parents’ educational status and thoughts on the usefulness of technology in education. Suggestions for further research and practices were presented with relevant literature.KeywordsSpecial educationSpecial needsFamilies of children with special needsTechnologyAttitude

One of the most important topics that stand out in the process of Turkey's candidacy for the European Union is undoubtedly education. Undoubtedly, one of the attitudes that are desired to be imparted to students in primary, secondary and higher education institutions today is to learn the use of new technologies in education. Electronics and communication technology The only way for students to stay up-to-date after graduating in their rapidly developing fields is to ensure lifelong learning by maintaining the use of new technologies in education. In addition, they are expected to acquire this attitude that they developed during their student life to their own students in the teaching profession. Developing and strengthening lifelong learning attitude by maintaining the use of new technologies in education among students includes differences according to other attitudes, skills and habits that students want to acquire. The development of a lifelong learning attitude by maintaining the use of new technologies in education involves students gaining new skills such as information collection, as well as developing some special attitudes and desires related to learning. Another issue related to lifelong learning through the method of maintaining the use of new technologies in education is self-learning. Self-learners generally have certain characteristics, attitudes and skills. These attitudes include that learning is a personal responsibility, an approach such as challenging problems, and a willingness to learn. Lifelong learning characteristics include being motivated, independent, self-disciplined and self-confident by the method of maintaining the use of new technologies in education. His skills include basic study skills and time management. Presenting activities such as design, where the solution is not obvious, instead of closed-ended problems to students in education and training processes, can help them develop the skills and attitudes necessary for lifelong learning, as it will require the integration of the learned material, the discovery of knowledge through experiments and research. Key Words: Training Methods and Techniques, New Technology, Design Process, Coordination and Implementation

The relevance of the paper is due to the fact that the use of artificial intelligence (AI) technologies in education is determined by global trends in the digitalization of the learning process and the need to adapt educational systems to contemporary challenges. Foreign experience in implementing AI demonstrates significant potential for personalizing learning, automating assessment, and analyzing data on the performance of participants in the educational process. Studying successful practices from other countries can reveal effective methods for integrating innovative technologies into the learning process. The purpose of the present article is to examine the current state of the use of artificial intelligence technologies in the educational processes of various countries around the world. The methodology of the research is based on the general scientific and special methods of cognition such us analysis, synthesis, logical method, monitoring, and the method of visualization of the research results. The conclusions. The global experience of applying artificial intelligence in education demonstrates significant potential for these technologies to personalize learning, enhance the effectiveness of the educational process, and expand opportunities for both higher education students and educators. Foreign experience shows that various countries are already actively using AI-based innovative solutions to enhance the effectiveness and quality of education. At the same time, the implementation of AI in education is accompanied by certain challenges and risks that must be considered and addressed at both national and international levels. However, given the rapid growth of investments and innovations in this field, it can be expected that AI will become an integral part of the education of the future, transforming the learning process and opening new horizons for the development of human potential. The scientific novelty of the research. A comparative analysis of the implementation of artificial intelligence technologies in the educational process of different countries, including China, the USA, the United Kingdom, and Japan, has been conducted. Key features of AI integration in the field of education and its impact on learning personalization, process automation, and the improvement of educational outcomes have been presented. The practical significance of the article. The research results can be used to develop strategic approaches for the implementation of artificial intelligence in Ukrainian higher education institutions. The proposed recommendations will enable educators to effectively integrate innovative technologies to enhance the quality of education and improve student learning outcomes through personalized learning and the automation of routine tasks.

The higher education system has been subject to great change in the post-COVID-19 era globally. Developments in science and technology, especially in the field of information, communication and technology (ICT) have a massive influence on the higher education system. Technology in education has garnered importance and research on e-learning has become necessary to explore this new cutting edge of education. This study examines the factors affecting the adoption of e-learning within the higher education system of China. The study applied the structured survey approach to collect data from 280 faculty members of various public institutions to assess how these factors impact the integration of e-learning technologies in China. Public institute teachers are considered as they have high financial distress, anxiety and depression compared to private teachers leading to a lack of online facilities, compatibility issues and self-efficacy. The study findings revealed that a lack of ICT infrastructure and technical support, combined with a lack of e-learning knowledge among educators, are significant barriers to the effective implementation of e-learning in the higher education system of China. Social influence, perceived usefulness and ease of use also play crucial roles in shaping intent towards e-learning adoption. This study provides insights for policymakers and educational administrators seeking to enhance e-learning environments and overcome the challenges faced in the higher education sector in China.

Objective: This study aims to investigate the trajectory and contributions of the Remote Experimentation Laboratory (RExLab) over its 27 years of existence, focusing on the integration of technology in education and its relevance to teaching and learning. Theoretical Framework: RExLab was founded in 1997 with the aim of promoting digital inclusion and democratization of science education through the provision of Remote Laboratories. Over the years, the research group has added more resources to its projects, such as the integration of technologies in education, teacher training, and the creation of Open Educational Resources (OER), receiving several awards and distinctions along the way. Method: The research adopted a documentary and bibliographical approach, tracking the evolution and impact of RExLab from its inception to the present moment. Data collection was conducted through the analysis of documents and publications related to RExLab. Results and Discussion: The results highlight RExLab's contributions to the integration of technology in education, demonstrating its role in generating practical knowledge to solve specific problems and in understanding the experiences and perceptions related to technology in education. The discussion contextualizes these results in light of the theoretical framework, emphasizing the importance of RExLab for teaching and learning. Research Implications: This research reflects on how RExLab can continue to be an ally in the integration of technology in education, even in the face of future challenges. Its implications encompass both the field of education and applied research. Originality/Value: This study contributes to the literature by highlighting the importance of RExLab as a successful model in the integration of technology in education over time. Its relevance lies in the emphasis on the practical application of research and in promoting equality through education.

PurposeThe purpose of this paper is to examine and report on the impact of technology and culture on home economics and nutrition science education in developing countries with a focus on Nigeria.Design/methodology/approachGlobally and most especially in developing countries, the advent of information and communication technologies has meant great changes in the manner of thinking and doing things both at home and in business, in education establishments and in society. For higher education institutions especially in developing countries, there has been the introduction of various types of information systems and the implementation of policies to facilitate the integration of new technologies in teaching and administration of new curricula. This paper examines some of these systems and the process of knowledge engineering management of nutrition science and home economics studies at the Delta State University in Nigeria. A study is undertaken of students' level of technological attainments and study approaches.FindingsThe present study reveals that special requirements for applications are important for successful establishment and use of information systems in higher education. Students need to have adequate expertise in technology to become active learners are reported. This will enhance their ability to solve problems and address system requirements. This must be identified at the knowledge engineering stages during curriculum development and be effectively managed.Research limitations/implicationsThe current investigation focuses on the impact of technology and culture on two subject areas and in one country. Future work intends to extend this to other disciplines and investigate ways of enhancing education provision to meet the diverse needs of learners of mixed technological abilities and from diverse cultures as applied to other comparative countries.Practical implicationsThe paper draws on results obtained from students studying approaches to propose that it is important to design and implement a curriculum that actively promotes the use of systems and technologies that develops such skills as teamwork, communications, project management and lifelong learning.Originality/valueThis work investigates students present technology attainment levels and considers the different learning and studying approaches adopted by students involved in the study of home economic and nutrition science. The learners' attitudes towards engagement with their programmes are examined as well as the impact of technology on learning. Some of the major challenges arising from institutional and individual experiences of the digital divide that permeates all people in developing countries are highlighted.

В статье на основе междисциплинарного анализа (с позиций социологии, педагогики, экономики, менеджмен- та и маркетинга) проведено исследование роли и места физкультуры и спорта (ФИС) в системе высшего образования. Выявлены основные вопросы, на которых концентрируют свое внимание специалисты различных отраслей знания при исследовании проблематики ФИС. Показано, что роль ФИС в системе высшего образования на текущий момент с позиций междисциплинарного анализа оценена недостаточно и нуждается в дополнительных исследованиях. Уточнен категориальный аппарат исследования и представлены авторские формулировки понятий «институциональный маркетинг» и «институт ФИС в системе государственного высшего образования» как категория институционального маркетинга. Представленные формулировки отличаются от известных определений, во‑первых, тем, что во главу угла поставлено многостороннее согласование интересов (государства, бизнеса и населения либо государства, бизнеса, общества и образовательных учреждений) в процессе обеспечения правил рынка. Во‑вторых, тем, что в отличие от имеющихся формулировок мы говорим о маркетинге как о механизме согласования интересов и подразумеваем, что акторы рынка заинтересованы в наличии ограничений рынка в процессе функционирования института ФИС. Роль и место физкультуры и спорта в системе высшего образования на текущий момент недооценены, поскольку, с одной стороны, и государство, и общество понимают и декларируют хорошую физическую форму и здоровье человека, а также подготовку специалистов в системе высшего образования как значимые благо и ценность, а, с другой стороны, экономические рычаги, механизмы стимулирования поддержания физической формы и здоровья в процессе жизнедеятельности человека в целом и в процессе обучения в вузе разработаны недостаточно his article assesses of the role and place of physical culture and sports (PC AND S) in the higher education based on the interdisciplinary analysis (from the standpoint of sociology, pedagogy, economics, management and marketing). The main issues on which experts of various branches of knowledge concentrate their attention in the study of problems of PC AND S are identified. It is shown that currently the role of PC AND S in higher education from the standpoint of the interdisciplinary analysis is not assessed enough and needs additional research. The categorical apparatus of the research is clarified and the author’s formulations of the concepts ‘‘institutional marketing’’ and ‘Institute of PC AND S’’ in the system of public higher education as a category of the institutional marketing are presented. The presented formulations differ from the known definitions in that, firstly, the multilateral coordination of interests (state, business and population, or the state, business, society and educational institutions) in the process of ensuring the rules of the market is at the forefront. Secondly, the fact that, unlike the existing formulations, we are talking about marketing as a mechanism for coordinating interests and imply that market actors are interested in the presence of market restrictions in functioning of the institute of PC AND S. The role and place of physical culture and sports in the system of higher education are currently underestimated, because, on the one hand, both the state and society understand and declare a good physical shape and human health, as well as training of specialists in the higher education system, as a significant benefit and value, and, on the other hand, the economic levers, mechanisms to stimulate the maintaining of physical shape and health in the process of human life in general and in the process of education at the University are not developed enough