Implementation of Digital Transformation in the Technical Higher Education Institutions in Tanzania

Digital transformation has been prioritized recently in this era of fourth industrial revolution by various organizations for maintaining strong competitive advantage, especially in the fourth industrial revolution. The higher education institutions must likewise adopt and implement digital transformation to enrich their students with the knowledge, experience and the skills they need for a very different future. Technical higher education institutions are inevitable in the given transformation. However, very little is known regarding adoption of digital transformation in the given institutions. This study therefore examined the level of adoption of digital services in the technical higher education institutions in Tanzania. It determined the level of awareness of students on digital transformation, opportunity of students to experience digital technologies in teaching-learning process and determining satisfaction level of students on digital teaching-learning environment. This study applied quantitative approach through the cross-sectional survey design. The data were collected using questionnaire from 500 third year (2019/2020) students of two public technical higher education institutions (i.e., Dar es Salaam Institute of Technology and Arusha Technical College). The collected data were analysed using descriptive statistics and t-test. The results indicate that, students from those two institutions had different levels of awareness on digital transformation. Furthermore, the students from both institutions have low opportunity to experience digital technologies in teaching-learning process. Moreover, the students were partly satisfied on the digital teaching-learning environment in the surveyed institutions. The findings of this study advocate the public technical higher education institutions to fully adopt digital transformation for maximally harnessing the opportunities of fourth industrial revolution through their product students

TRANSFORMASI DIGITAL DALAM MANAJEMEN PENDIDIKAN ISLAM: PELUANG DAN TANTANGAN

Digital transformation in Islamic education management offers great opportunities to improve the efficiency, effectiveness, and quality of Islamic education. Some of these opportunities include the use of technology in learning, data management, and curriculum development. However, in adopting digital transformation, there are also challenges that need to be overcome, such as cost, technical expertise, and social and cultural challenges. Therefore, a proper strategy is needed in adopting digital transformation and increasing digital awareness and skills among Islamic education managers. By overcoming challenges and leveraging opportunities, Islamic education management can achieve better effectiveness and efficiency in developing curricula and improving the overall quality of Islamic education

Exploring factors influencing pre-service and in-service teachers´ perception of digital competencies in the Chinese region of Anhui

[EN] The emergence of the Covid-19 pandemic has accelerated the wave of digital social transformation worldwide and pushed the “Accelerator Key” for the digital trans formation of education in 2020. This transformation has also impacted in an all around way in China. Taking Anhui province as a case study, this research explores socio-demographic factors infuencing the digital competence level of pre- and in service teachers of primary and secondary education in China. The quantitative methodological approach emphasizes the study subjects’ perception of their digital competencies in three factors: basic technology literacy, technical support learning, and technical support teaching. The study involved 250 pre-service teachers and 248 in-service teachers. The main fndings are: (1) participants have good consciousness and attitudes towards using ICT in daily work, but their educational practice is weak; (2) in-service teachers have a digital competence level generally higher than pre-service teachers’, which might be their professional practice promote them to refect on perceptions and attitudes regarding technological education; (3) for in service teachers, there are signifcant diferences between their digital competence level and age, years of teaching experience, educational background; (4) current ICT courses have no infuencing on in-service teachers’ digital competence level, implying that current ICT training system may have problems. The study provides insights to improve pre-service teachers’ digital competence education in universi ties and develop well-designed in-service teachers’ ICT training courses.Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLE

A questionnaire to Portuguese universities and polytechnic institutes

UIDB/05021/2020 UIDP/05021/2020Over the past decade, the societal impact of digital transformation, with the prospects of a Fourth Industrial revolution, has led to an innovation imperative in European policymaking regarding Higher Education Institutions (HEIs). This article examines Portuguese universities and polytechnic institutes, the two components of the national higher education system, in order to (1) characterize digital infrastructure, networks and equipment availability (hardware and software), (2) describe the self-reported digital practices among Portuguese HEIs’ faculty members, and (3) verify the alignment between faculty members’ digital practices, teaching environment and European recommendations for digital education. The study, descriptive in nature, conducts the most comprehensive online questionnaire available to date on digital innovation in Portuguese HEIs (N=547). The main constraints to digital innovation in Portuguese higher education teaching are the limited infrastructure and resources, a conservative academic culture, a lack of funding opportunities, insufficient technological resources and technical support.publishersversionpublishe

Perceptions of teacher competencies in a new higher education blended learning programme: An exploratory study

In a post-digital world, blended teaching and learning is now considered a mainstream approach to pedagogy in higher education. While it is not new, the adoption of this approach was accelerated by the enforced move to emergency online teaching and learning during Covid-19. Research has shown that blended learning in higher education is more effective than online learning and face-to-face learning conducted separately. Currently, one university in the Middle East is embarking on an ambitious digital transformation project that involves the development of a new degree programme and the transition from a predominantly face-to-face teaching model to a blended learning teaching model. This includes the use of a bespoke, digital learning platform and a range of general education courses which are underpinned by an active, flipped learning approach. Together these have created an entirely new blended teaching ecology. Implementing and sustaining such an approach depends on teachers embracing a new mindset and developing new teacher qualities. It also requires the acquisition of both adaptive and technical skills related to new pedagogical approaches and new technology platforms and tools. This exploratory, autoethnographic study focuses on the lived experiences of two higher education teachers who started teaching in this new programme. The study focused on and analysed their journal entries using a systematic teacher competency framework to identify which competencies were more significant in their transition to a blended teaching approach. The findings of the study show that seven competencies feature more heavily in the journal entries, including orientation towards change and improvement, grit, use of instructional strategies and instructional tools. The paper highlights some relevant implications for teachers and university management, who may be considering a similar transformation that uses a blended learning model of teaching. It also suggests that further research into the experiences of teachers could benefit the field.Keywords: blended learning and teaching; teacher competencies, mindsets, qualities; adaptive skills; technical skills; digital transformation; teaching ecologyPart of the Special Issue Teaching practices in times of digital transformatio

ANALISIS TINGKAT LITERASI DIGITAL SISWA SMK NEGERI 1 SENGAH TEMILA KABUPATEN LANDAK KALIMANTAN BARAT

In facing the era of Industrial Revolution 4.0, the transformation of education is crucial, especially in Vocational High Schools (SMK) which have an important role in preparing industrial workers. Digital literacy is the key in preparing students to face the demands of this digital age. This research aims to analyze the digital literacy level of students at SMK Negeri 1 Sengah Temila in Landak Regency in the Industrial Revolution 4.0 era. Using quantitative descriptive methods, this research involved 128 students majoring in Visual Communication Design (DKV) classes X and XI. The results show that the majority of students have smartphones and internet access, with high digital literacy in technical aspects, navigation, communication and content production. Even though there are no significant differences between classes, it is necessary to pay attention to aspects of digital content production and creation. This research provides important insights for the development of digital literacy education in vocational schools, with recommendations for involving students more deeply in the use of technology, improving content production skills, and continuing to monitor the results of digital literacy education to answer future demands

Strategy for the development of digital competence in the national education system of Ukrainian socety

The article examines the issue of the strategy for the development of digital competence in the national education system of Ukrainian society under the influence of intensive development of ICT and in the context of practical recommendations provided by UNESCO regarding the structure of ICT competence of teachers. It was determined that there is no uniform policy of ICT education transformation in public institutions of Ukraine and there are no ICT standards - competences of participants in the educational process. The conceptual vision of informatization of the national education system of Ukraine is described, in the context of strengthening the role of digital competences and technologies. A comparative analysis of the large-scale informatization of the global education system, which led to the emergence of new methods and forms of education, was carried out. It is emphasized that the national education system of Ukraine is slowly introducing new methods and forms of education, which leads to a decrease in the competitiveness of Ukrainian education in the globalized educational space, and as a result leads to a decrease in the country's competitiveness in socio-economic and scientific and technical progress as a whole

AI-assisted Learning for Electronic Engineering Courses in High Education

This study evaluates the efficacy of ChatGPT as an AI teaching and learning support tool in an integrated circuit systems course at a higher education institution in an Asian country. Various question types were completed, and ChatGPT responses were assessed to gain valuable insights for further investigation. The objective is to assess ChatGPT's ability to provide insights, personalized support, and interactive learning experiences in engineering education. The study includes the evaluation and reflection of different stakeholders: students, lecturers, and engineers. The findings of this study shed light on the benefits and limitations of ChatGPT as an AI tool, paving the way for innovative learning approaches in technical disciplines. Furthermore, the study contributes to our understanding of how digital transformation is likely to unfold in the education sector

The Effect of Digital Transformation on Corruption: A Global Analysis

Background: This study investigates the effect of digital transformation on corruption at country level. Very few studies have empirically investigated this phenomenon. The model presented lays the relationships between socio-technical and socio-political factors and their impact on technological factors, which in turn, influence corruption. Methods: Secondary data from 139 countries collected by credible international organizations are used for the empirical analyses. The sample of 139 countries, used in this study, makes the results more robust and generalizable than those published in previous studies. PLS-SEM and multi-group analysis were used to test the hypotheses presented in the research model. Results: The results of the analysis show that digital transformation can significantly lower the corruption. The empirical analysis also demonstrates that socio-technical and socio-political factors are important in supporting the technological factors in reducing corruption. Multi-group analysis based on the GNI categorization of the World Bank revealed fine results for nations of different economic level. The significance of the relationships varies based on the development level of the country. Conclusions: This study contributes to the growing empirical base of literature on digital transformation and corruption by empirically assessing new relationships that have not been explored in the extant literature using a relatively larger sample size. The results suggest that technology plays a critical role in reducing the corruption in any country. Factors such as infrastructure, e-participation, education/human capital, laws relating to ICT, and Importance of ICT to government are found to be vital for fighting corruption