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Construction of a Knowledge Society: Developments in Information Technology and...
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Construction of a Knowledge Society: Developments in Information Technology and Educational Management

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: closed (30 April 2024) | Viewed by 13548

Special Issue Editors

Prof. Dr. Raquel Barragán Sánchez

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Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Juan Jesús Gutiérrez-Castillo

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Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Antonio Palacios-Rodríguez

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We currently live in a technological society, where digital competence is a fundamental requirement to develop as citizens. The Knowledge Society implies a transformation in our way of life, where digital technologies are continuously present. Th new way of life supposes a constant interaction with digital technologies that provoked changes in our ways of thinking, acting, proceeding and learning. The COVID-19 pandemic has provided a unique opportunity to understand the need for training that exists regarding the digital skills of all citizens. The current situation is an ideal time to think, analyze and contribute to this reality. For the educational system of all countries, it is a challenge to adequately develop and integrate digital technologies in the learning and comprehension processes that take place in the classroom at any educational level since, currently, boys and girls are consumers of technological resources from a very young age. Therefore, teachers need to be trained to prepare future generations to make responsible and profitable use of technologies. This Special Issue seeks contributions that allow us to inspire, reflect and contribute to the educational digital transformation for social development. Scientific contributions that exemplify and report on good educational practices with ICT from an inclusive perspective will be accepted.

Contributions have to follow one of the three categories of papers (article, conceptual paper or review) for the journal and address the topic of the special issue.

Prof. Dr. Raquel Barragán Sánchez
Prof. Dr. Juan Jesús Gutiérrez-Castillo
Prof. Dr. Antonio Palacios-Rodríguez
Guest Editors

Manuscript Submission Information

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

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

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • knowledge society
  • TIC
  • innovation with ICT
  • inclusion
  • digital competence teaching

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Published Papers (7 papers)

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Research

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15 pages, 3708 KiB  
Article
Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach
by Muhammad Naeem Sarwar, Zahida Javed, Muhammad Shahid Farooq, Muhammad Faizan Nazar, Shahbaz Hassan Wasti, Intzar Hussain Butt, Ghulam Jillani Ansari, Rabia Basri, Sumaira Kulsoom and Zaka Ullah
Societies 2024, 14(8), 133; https://doi.org/10.3390/soc14080133 - 23 Jul 2024
Viewed by 1052
Abstract
The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can [...] Read more.
The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era. Full article
(This article belongs to the Special Issue Construction of a Knowledge Society: Developments in Information Technology and Educational Management)
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14 pages, 537 KiB  
Article
The Digitisation of Italian Schools and the Pandemic Trigger: Actors and Policies in an Evolving Organisational Field
by Domenico Carbone and Cristina Calvi
Societies 2024, 14(6), 94; https://doi.org/10.3390/soc14060094 - 20 Jun 2024
Viewed by 746
Abstract
This article analyses the ongoing processes in the organisational field of Italian schools in light of the innovations induced by digital education policies. Specifically, it focuses on the relationship between actors and digital policies concerning the experience of distance learning (DL) that characterised [...] Read more.
This article analyses the ongoing processes in the organisational field of Italian schools in light of the innovations induced by digital education policies. Specifically, it focuses on the relationship between actors and digital policies concerning the experience of distance learning (DL) that characterised the period of the COVID-19 pandemic. The paper reflects on DL outcomes regarding the three expectations that have often characterised the rhetoric associated with the promotion of digital educational policies, namely: the raising of learning levels, the development of digital competences and the increase in school inclusion. Through an analysis of a series of empirical studies exploring the point of view of the paper, this paper highlights what progress has been made in the digital schooling in Italy and what are still its main limitations. The results of the study show both the limits of the effectiveness of educational policies constructed with a top-down approach and highlight the potential for policy recalibration offered by a reorganisation of the decision-making process through the active involvement of all the actors in the educational system. Full article
(This article belongs to the Special Issue Construction of a Knowledge Society: Developments in Information Technology and Educational Management)
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12 pages, 602 KiB  
Article
Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers
by Ana Lendínez Turón, José Manuel Ortiz Marcos, Oswaldo Lorenzo Quiles and Fiorela Anaí Fernández-Otoya
Societies 2024, 14(5), 68; https://doi.org/10.3390/soc14050068 - 15 May 2024
Viewed by 1565
Abstract
The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed [...] Read more.
The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area. Full article
(This article belongs to the Special Issue Construction of a Knowledge Society: Developments in Information Technology and Educational Management)
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14 pages, 691 KiB  
Article
Validation Using Structural Equations of the “Cursa-T” Scale to Measure Research and Digital Competencies in Undergraduate Students
by Rocío Elizabeth Duarte Ayala, Antonio Palacios-Rodríguez, Yunuen Ixchel Guzmán-Cedillo and Leticia Rodríguez Segura
Societies 2024, 14(2), 22; https://doi.org/10.3390/soc14020022 - 12 Feb 2024
Cited by 1 | Viewed by 2117
Abstract
Research competencies are considered essential in fields such as science, academia, and technology, and this research seeks to provide a reliable tool to evaluate them. Therefore, the main objective of this study is to validate the “Cursa-T” scale through an exploratory and confirmatory [...] Read more.
Research competencies are considered essential in fields such as science, academia, and technology, and this research seeks to provide a reliable tool to evaluate them. Therefore, the main objective of this study is to validate the “Cursa-T” scale through an exploratory and confirmatory factor analysis, as well as through structural equations, to ensure that the data collected fit the proposed theoretical model. The study sample consists of 1104 university students, mostly female, and a questionnaire based on previous studies is used. The most important results of the research include the validation of the “Cursa-T” scale through advanced statistical methods, such as exploratory and confirmatory factor analysis. The scale is found to be reliable and valid for measuring undergraduate research and digital competencies, and the data collected fit the proposed theoretical model. The discussion of the research highlights the importance of technology, devices, software, and the use of platforms in the development of research and digital competencies in Health Sciences students. It also reflects on the role of social networks in these competencies, as they can facilitate participation in academic communities. Ultimately, the research underlines the relevance of preparing undergraduate students in health areas. Full article
(This article belongs to the Special Issue Construction of a Knowledge Society: Developments in Information Technology and Educational Management)
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14 pages, 311 KiB  
Article
Self-Perception of Digital Competence in University Lecturers: A Comparative Study between Universities in Spain and Peru According to the DigCompEdu Model
by Lorena Martín-Párraga, Carmen Llorente-Cejudo and Julio Barroso-Osuna
Societies 2023, 13(6), 142; https://doi.org/10.3390/soc13060142 - 9 Jun 2023
Cited by 5 | Viewed by 2196
Abstract
Today’s technology presents a major challenge for the education system in terms of digital literacy and the quality of education. This study focused on analyzing the level of digital competence of university teachers at the University of Seville, Spain, and another university in [...] Read more.
Today’s technology presents a major challenge for the education system in terms of digital literacy and the quality of education. This study focused on analyzing the level of digital competence of university teachers at the University of Seville, Spain, and another university in Arequipa, Peru, using the DigCompEdu model (Digital Competence Framework for Educators). The aim was to obtain significant data that reflect the educational reality within the use of Information and Communication Technologies (ICT) and to highlight the importance of training actions that improve the digital competence of teachers. The study was carried out using a descriptive–inferential approach, which showed the reality of the groups and obtained general conclusions based on the collected data. The participating teachers answered a self-assessment questionnaire that was previously validated by experts. The analyses and the obtained results highlight the importance of offering personalized training adapted to the needs of each educational context. Furthermore, they raise the need to reflect on areas for improvement and how to approach similar work in the future. It is suggested that future studies include probability samples in each research area to obtain more representative and globally applicable data. Full article
(This article belongs to the Special Issue Construction of a Knowledge Society: Developments in Information Technology and Educational Management)
15 pages, 2375 KiB  
Article
Digital Competence of Special Education Teachers: An Analysis from the Voices of Members of School Management Teams
by Marta Montenegro-Rueda and José Fernández-Cerero
Societies 2023, 13(4), 84; https://doi.org/10.3390/soc13040084 - 29 Mar 2023
Cited by 1 | Viewed by 2376
Abstract
The use of digital technologies is one of the fundamental resources to favour the inclusion of students with special educational needs. However, recent studies continue to show a lack of use by teachers during the development of their teaching practices, especially in the [...] Read more.
The use of digital technologies is one of the fundamental resources to favour the inclusion of students with special educational needs. However, recent studies continue to show a lack of use by teachers during the development of their teaching practices, especially in the field of special education. This article aims to analyse the level of digital competence of special education teachers through the perceptions of the school management team in Andalusia (Spain). The information is obtained through interviews with 62 members of school management teams. The results suggest that the low level of training and digital competence of special education teachers is the reason why they do not make use of digital tools in their teaching practice, due to a lack of teacher awareness, as well as the non-existent or insufficient development of training activities that hinder such training. In conclusion, there is a need to improve the professional development of special education teachers in digital competencies, as well as greater institutional involvement through strategic plans that promote such training. Full article
(This article belongs to the Special Issue Construction of a Knowledge Society: Developments in Information Technology and Educational Management)
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Other

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26 pages, 1331 KiB  
Systematic Review
Transitioning from Communicative Competence to Multimodal and Intercultural Competencies: A Systematic Review
by Khomeshwaree Mootoosamy and Vahid Aryadoust
Societies 2024, 14(7), 115; https://doi.org/10.3390/soc14070115 - 8 Jul 2024
Viewed by 2567
Abstract
The formulation of the construct of communicative competence (CC) was the consequence of the perceived “inappropriateness” of the theory of linguistic competence and performance. To obtain a comprehensive understanding of second language (L2) CC, a systematic review of 85 studies was conducted to [...] Read more.
The formulation of the construct of communicative competence (CC) was the consequence of the perceived “inappropriateness” of the theory of linguistic competence and performance. To obtain a comprehensive understanding of second language (L2) CC, a systematic review of 85 studies was conducted to assess how empirical studies have defined and operationalized the construct in the context of L2 learning and assessment. Four main themes emerged from the papers: (1) beliefs and perceptions about CC, (2) expansion of CC, (3) mixed specifications of CC, and (4) tests and measures of CC and communicative language ability (CLA). The analysis of these themes foregrounded several significant findings. First, the construct of L2 CC was significantly more prevalent in the body of research compared to L2 CLA. Second, CC has been perceived as a multifarious construct that has been researched from varied perspectives. It was found that older studies were more consistent with traditional approaches to defining CC and CLA, while the construct shifted focus to technology and self-appraisals in more recent studies. Third, there is no consensus amongst the reviewed studies about tests and methods of operationalization of CC, suggesting that the evidence provided is sample-specific and non-replicable. Importantly, it was found that over the years, CC has undergone a gradual evolution. With the multimodal and intercultural turn, CC has branched into new concepts namely intercultural and multimodal communicative competencies. Pertaining to these concepts, new notions such as telecollaboration, digital literacies, and multiliteracies have emerged. CC has also been, for long, analogous to performance, proficiency, social rules of language use, rules of appropriateness, willingness to communicate, self-perceptions of CC, and the goal of being a native speaker, which can add to the confusion surrounding the construct. The implications of the present research synthesis are two-fold. It becomes imperative to adapt world language classrooms to the rising trend in intercultural and multimodal communicative competencies. In addition, further replicable investigations should focus on developing optimal methods of operationalization that are in line with the new contemporary theoretical frameworks of language in the age of digital technologies and artificial intelligence. Full article
(This article belongs to the Special Issue Construction of a Knowledge Society: Developments in Information Technology and Educational Management)
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