IT integration implementation in e-government public sector in developing countries: a systematic literature review and model development

Cyber-physical systems (CPS) maintain operation, reliability, and safety performance using state estimation and control methods. Internet connectivity and Internet of Things (IoT) devices are integrated with CPS, such as in smart grids. This integration of Operational Technology (OT) and Information Technology (IT) brings with it challenges for state estimation and exposure to cyber-threats. This research establishes a state estimation baseline, details the integration of IT, evaluates the vulnerabilities, and develops an approach for detecting and responding to cyber-attack data injections. Where other approaches focus on integration of IT cyber-controls, this research focuses on development of classification tools using data currently available in state estimation methods to quantitatively determine the presence of cyber-attack data. The tools may increase computational requirements but provide methods which can be integrated with existing state estimation methods and provide for future research in state estimation based cyber-attack incident response. A robust cyber-resilient CPS includes the ability to detect and classify a cyber-attack, determine the true system state, and respond to the cyber-attack. The purpose of this paper is to establish a means for a cyber aware state estimator given the existence of sub-erroneous outlier detection, cyber-attack data weighting, cyber-attack data classification, and state estimation cyber detection.

This study aims to identify key information technology (IT) integration issues experienced during mergers and acquisitions (M&A) in the financial services sector. The study proposes an approach to increase the efficiency of such transactions. A comprehensive literature review and case study of a leading financial services organisation is undertaken, comprising of interviews with high ranking IT and business leaders. This research identifies the blueprint for a best practice framework, which Chief Information Officers (CIOs) and IT practitioners can employ to guide execution of their own M&A integration programme.

The aim of this paper is to investigate the effects of information technology (IT) capability on firm growth in the context of open technological innovation. The paper utilized a logical deductive approach to develop hypotheses and analytical frameworks, and collected empirical data from 256 Chinese new ventures. Regression analysis and structural equation models were used to test the hypotheses and analyze the data. The results showed that IT capability, including flexibility and integration of information technology, significantly influenced firm growth, and open technological innovation partially mediated the relationship between IT flexibility and firm growth, and significantly mediated the relationship between IT integration and firm growth. The paper's limitations include the cross-sectional design, limited sample size, and potential unobserved variables such as organizational learning that could affect the relationship between IT capability and firm growth. The research is the first to investigate the effects of IT capability on firm growth based on the mediation of open technological innovation in China, contributing to the literature on IT capability and providing insights for managerial practice in the sharing economy era.

With the continuous development of information technology, the development and reform of education informatization are imminent. Exploring the application of public music teaching methods in secondary vocational schools under the new model will play a specific role in improving teaching efficiency, improving students' music literacy, and improving teachers' information technology capabilities. Therefore, this article uses the secondary vocational public music course to explore the integration and feasibility of information technology in teaching.

This study aims to examine the role of information technology (IT) integration in strengthening strategic management practices at PT. Bangka Tin Industri, a company engaged in mining and tin processing industry. As the sector faces increasing operational complexity and market uncertainty, the effective use of digital technologies becomes essential for sustaining competitiveness. This research adopts a qualitative case study approach to gain in-depth understanding of how IT supports strategic processes within the organization. Data were collected through semi-structured interviews with key managerial personnel, direct field observations, and a review of internal documents related to strategic planning and operational control. The findings reveal that the implementation of integrated information systems, particularly Enterprise Resource Planning (ERP) and Business Intelligence (BI), has contributed significantly to improving strategic formulation and execution. These systems enable real-time data access, enhance interdepartmental coordination, and provide analytical insights that support more informed and responsive decision-making. As a result, the company demonstrates greater strategic adaptability in responding to operational challenges and market dynamics. Despite these benefits, the study also identifies several obstacles that hinder optimal IT utilization. Organizational resistance to change, limited digital literacy among managerial staff, and the need for cultural adjustment emerge as key challenges during the digital transformation process. The results underscore the critical role of top management commitment, effective change management, and continuous capacity-building initiatives in ensuring successful IT integration. This study offers practical insights for mining and manufacturing firms seeking to align information technology with strategic management to navigate an increasingly dynamic business environment.

The goal of this study is to analyse processes which effect Lithuania's economical and political development, to present various expert opinions, describe tendencies and advantages of the information technologies (IT) integration in to Lithuania's daily life. Recently started development of information society is the source of different contradictions and opinions, so these opinions are presented. To better understanding of present processes in Lithuania and forecast future trends we shortly introduced progress of IT in Lithuania. The factors which will stimulate development of IT in Lithuania are also described. The IT integration processes in to separate business and social fields such as Education, Economics (Transport and communication, Electronic and electrical engineering, Chemical industry etc.), Government activity are analysed in this article. The suggestions on Lithuania's future development trends are proposed.

Introduction. A comprehensive analysis of the development of information and communication technologies in the context of educational practice will contribute to the development of effective strategies for the modernisation of educational systems in the context of global technological change. Modern education can no longer function effectively without the integration of information and communication technologies into the educational process. Information and communication technologies open up new opportunities for personalisation of the educational process, development of independent work skills, creativity, critical thinking, and communication. At the same time, their implementation is accompanied by certain challenges: the need to modernise educational programmes, train teaching staff, provide technical infrastructure, and overcome digital inequality. The study of the historical stages of development of information and communication technologies in education allows us to understand the patterns of implementation of these technologies and identify effective strategies for their use today. Purpose. The purpose of the article is to study the stages of development of information and communication technologies in the context of their introduction into educational practice, to analyse the historical background of integration of information and communication technologies into education, and to identify current trends and prospects for their effective use in the educational process. Methods. The study used theoretical methods of scientific and pedagogical research analysis (dissection of historical and pedagogical material into its component parts (facts, ideas, concepts, events) allows to reveal the essence of certain phenomena, trends in the pedagogical past); synthesis (combining individual facts and provisions into a holistic view of pedagogical phenomena, used after analysis to form a generalised picture); historical and logical method (study of pedagogical phenomena in the chronological sequence and logic of their development, makes it possible to establish the patterns of development of pedagogical ideas); comparative and historical method (comparison of pedagogical phenomena, ideas, education systems in different historical periods or in different countries, allowing to identify common, different and unique); induction and deduction (induction – from individual facts to general conclusions, deduction – from general principles to explanation of individual historical and pedagogical facts); abstraction and generalisation (separation of essential features of pedagogical phenomena, construction of generalisations, concepts, typologies); prognostic method (use of historical and pedagogical experience to predict possible directions of education development). Results. The study has shown that information and communication technologies are the driving force behind the transformation of education, and their integration into the educational process requires not only technical support but also methodological training of teachers, updating of educational programmes, and rethinking of traditional educational models. The study identifies eight stages of the development of information and communication technologies; the periodisation of the development of information and communication technologies reflects the gradual transition from early forms of information storage and transmission to modern information and communication technologies. The further development of information and communication technologies in education will help to increase its accessibility, efficiency, and inclusiveness. Mass computerisation, the Internet, mobile technologies, cloud services, and artificial intelligence. The development of information and communication technologies is a multidimensional process that combines new opportunities with large-scale challenges. Successful digital transformation depends on the ability of society to effectively manage these challenges, ensuring inclusive, secure, ethical, and environmentally responsible development of information and communication technologies. Only by integrating innovation with the principles of sustainable development can a harmonious digital future be shaped. Originality. The article examines the evolution of information and communication technologies in the context of education, analyzes the key stages of their development, as well as current trends in the integration of information and communication technologies into educational practice. Particular attention is paid to the impact of digitalisation on educational processes and the formation of innovative pedagogical approaches. The main challenges and prospects for further implementation of information and communication technologies in education are outlined. In particular, attention is paid to the problems of digital inequality, cybersecurity, ethical aspects of the use of information and communication technologies, and the role of innovation in ensuring sustainable technological progress in the context of education. Conclusion. Information and communication technologies play a key role in the transformation of education, providing new opportunities for accessibility, flexibility, and personalisation of the educational process. The historical development of information and communication technologies shows their growing importance in pedagogical practice. Modern education is actively introducing distance learning formats, digital platforms, artificial intelligence, and other innovations. At the same time, there are challenges, such as digital inequality, the need for digital literacy of teachers, and cybersecurity issues. Effective integration of information and communication technologies into education requires a systematic approach, investment, and methodological support.

Generation z, known as the digital literate generation, is a generation that is trendy and fluent in technology. The use of technology and communication has now become a basic need, as well as in the field of learning. The rise of learning using digital media requires teachers to be more innovative in choosing learning resources that students are interested in. The integration of Information and Communication Technology (ICT) in the basic education curriculum in Indonesia is a strategic step to improve the quality of learning in the digital era. This article aims to assess the implementation of ICT-based curriculum in Indonesia through relevant research and policies. The results show that despite great efforts in integrating ICT, challenges such as limited infrastructure, teacher competencies and the digital divide are still major obstacles. A comprehensive and collaborative strategy between the government, educational institutions and other stakeholders is needed to maximize the integration of Information & Communication Technology (ICT) in the basic education curriculum.

This article discusses the significance of digital technologies in education and how they should be integrated into the learning process. While technologies can serve as valuable tools in education, their effective application in working with preschool and pre-primary children poses challenges due to children's developmental characteristics, specific needs, and educators' competencies in integrating information technologies (IT) into the learning process. The study aims to assess the expression of IT competence among preschool and pre-primary educators. The research methods include scientific literature and document analysis, a written survey (questionnaire), and both quantitative and qualitative data analysis. The analysis of scientific literature and documents highlights that preschool and pre-primary educators' IT competence encompasses key abilities such as digital content creation, digital communication, safety, and problem-solving. Essential skills include using IT applications and digital tools (computers, tablets, interactive whiteboards) to enhance children's artistic expression and writing skills, as well as understanding and effectively communicating digital terminology to children. The study also identifies opportunities for integrating IT into the learning process, such as educational games, video content viewing, online collaboration, information retrieval, content creation, and voice recording exploration. Empirical findings reveal that most respondents can define IT competence and recognize its increasing importance. Interactive floors and interactive whiteboards are the most commonly used digital tools in early childhood education. However, educators often face challenges such as a lack of IT resources, slow internet connectivity, limited time for IT use, and insufficient knowledge or time for professional development. IT is frequently used for exploring e-books, fairy tales, maps, educational videos, and online information searches. However, tools such as voice recorders, printers, and cameras are rarely utilized, and activities such as creating presentations, illustrations, remote communication, and playing educational games remain infrequent.

An investigation into the role of IT integration, relationship predictability and routinization in interfirm relationships: From the structuration perspective

This paper investigates the role of institutional theory for integrating information technology (IT) within the ship safety management system for enhancing compliance with the International Safety Management (ISM) Code. The importance of this integration is based on the needs of ship management companies for proper management of safety information between the head office ashore and their ships at sea. This paper contributes to the theory and practice of e-management and IT adoption research through providing empirical evidence from different business activities, by highlighting how an e-system for maritime ship safety management can be accepted and institutionalized. Thematically, the empirics of the paper has focused on exploring the role of the regulator in institutionalizing the IT integration process; as the institutional theory and the structurational technology adoption model has reflected a positive impact on investigation and explanation organizational change caused by IT adoption, and the role of resourcing in enhancing this process in the maritime safety. In this regard, this paper is the first to utilize institutional theory and legitimization strategies to explain needs of the IT integration process in shipping companies exclusively. The findings of the research show that external institutions such as governments, regulators and international organizations can play a pivotal role in institutionalizing organizational practices.

The chapter deals with information technologies which meet the aims and goals of humanitarian logistics and supply chain management (SCM). It addresses researchers, students, practitioners and politicians, who are interested in integrating information technology (IT) into concepts for humanitarian logistics and SCM. Empirical data is presented to substantiate the relevance of the topic. From a broad variety of available technologies and IT solutions some of them are presented in more detail: mobile phones, single-board computers, drones and big data. They address the variety of humanitarian technologies from established to innovative IT, from low cost IT solutions to high investments, with different access rates and required skills. Open research questions address lacks in the current conceptual research to integrate the technologies into humanitarian logistics and SCM.

Since entering the new era, with the rapid development of information technology and the acceleration of the process of global economic integration, many aspects of my country’s social life and economic fields are undergoing profound historical changes. The integration of information technology and physical education is becoming a hot topic in my country’s current information technology education and even the entire education informatization process. The purpose of this article is to study the integration of information technology and physical education process. This article uses modern information technology to integrate with physical education. The teaching effect produced by it is significantly better than the traditional teaching model. It can more effectively solve the difficulties in the textbook, and can help students establish movement representations and understand movements faster. Essentials to stimulate students’ interest in learning. This research systematically elaborates the connotation and significance of information technology and the impact of information technology on middle school physical education, and scientifically explores the physical education curriculum, analyzes the basis and conditions of the integration of physical education and information technology education, and studies the information technology and middle school through teaching experiments. The mode and effect of physical education integration. This article takes the university’s physical education major curriculum integration as the research object, and conducts research and analysis through literature method, questionnaire survey method and mathematical statistics method to define the level of information technology and physical education major curriculum integration. Investigation and research show that more than 30% of physical education humanities teachers can often find a suitable resource bank and obtain relevant teaching materials, but the lack of targeted physical education software largely affects teachers’ access to resources.

We are living in a digital world, where information technology has become part of our daily lives. Figuring out how to make the best use of information technology to improve the quality and efficiency of teaching and learning is the goal of future education. This is a cooperative action research of incorporating Project-Based Learning (PBL) into integrated activities curriculum for fifth Graders in elementary school. The main purpose of the study is to combine the concepts of PBL and integration of information technology into instruction, and put them into practice to carry out the experimental course: Ecological Pond and its Aquatic Plants in our campus. The researcher formed the cooperative action research team with Ms. Chen from Keelung Municipal Chang Le Elementary School. During the four steps of cooperative action research: plan, action, observation, and reflection, we worked in conjunction to design, develop, implement, and evaluate the course. The research data was collected from multiple aspects, applying qualitative as well as quantitative means of research, including in-depth interview, observation survey, and questionnaire survey. The research results are listed below: 1. The students demonstrated multi-dimensional learning progress. The students showed some decent improvement in their abilities to research, organize, self-express, cooperate, and manipulate information technology. Also, the concepts of ecological care and environment protection were taking shape in their heart during the process. The multi-dimensional learning progress the students made were very impressive. 2. PBL utilizing information technology was suitable for integrated activities curriculum for fifth Graders in elementary school. PBL was suitable for integrated activities curriculum for 5 reasons: a. The teaching strategy of PBL corresponded with the basic principles of integrated activities curriculum. b. The introduction of information technology had positive influence on instruction. c. The flexible lesson time that the integrated activities curriculum was able to provide was good for constantly adjusting teaching schedule according to students’ learning situation. d. The teaching strategy of PBL was beneficial to achieve instructional objectives associated with affective domain. e. The students showed positive attitudes toward incorporating PBL into integrated activities curriculum. 3. Forming teaching teams and implementing regular PBL courses were the two major solutions to the teaching problems. Teaching problems encountered: a. The lesson time management was difficult to execute. b. The configuration of one teacher for a class having 20-30 students was insufficient. c. The evaluation standard lacked a firm foundation. d. Students had various problems concerning operating computers. 4. The students’ attitudes toward PBL were both positive and interested. After reviewing and analyzing the research data from student interview and questionnaire, it was obvious that the students’ attitudes toward PBL were both positive and interested.

The objective of the research was to determine the level of relationship between self-regulated learning of statistics and tics integration in university students. The methodology was non-experimental, quantitative, correlational, and cross-sectional, at a single point in time. A non-probabilistic, non-random, convenience sampling was used. Then, using the snowball technique, the instrument was applied to a total of 433 students, to whom a questionnaire validated with Cronbach’s alpha was applied as an instrument, with 39 questions on a Likert scale measuring the variables self-regulated learning and integration of information and communication technologies, with the dimensions: planning, self-regulation, self-assessment and proactive incorporation, motivation, and competences, respectively. It is concluded of the total inferential analysis, that there are significant differences in the average values of the analysis since planning is among the moderately high levels while in the other dimensions the values do not reach the total high value determined in the measurement scale, which indicates the need to instruct in this phase to improve the integration of self-regulated learning. Spearman’s correlation coefficient at a significance level of 0.01 shows a value of 0.828. These results allowed concluding that there is a positive and statistically significant relationship for the level of self-regulated learning and integration of information and communication technologies as variables. In addition, when analyzing the percentage levels as a result, it was obtained that in the self-planning dimension there is 82% in the advanced level, in the variable integration of information and communication technologies and its dimension proactive incorporation it was also reached in an advanced level 81.1%, likewise it can be mentioned that in the results it was obtained in the integration of information and communication technologies an advanced level of 81.1% which are the results of the virtual classes taken as a strategy in education and bringing strengths in the new approach to education.