Special Issue "Digital Transformation in Education and Emerging Educational Technologies. Innovation and Research in a Sustainable Society"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 30 September 2021.

Special Issue Editors

Dr. Carlos Hervás-Gómez
E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Seville, 41013 Seville, Spain
Interests: teacher training; ICT; education research; emerging educational technologies; computational thinking
Special Issues and Collections in MDPI journals
Dr. María Dolores Díaz-Noguera
E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Seville, 41013. Seville, Spain
Interests: School Organization; teacher training; education research; emerging educational technologies; computational thinking.
Dr. Pedro Román-Graván
E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education, Seville University, 41013 Seville, Spain
Interests: ICT in education; robotics; digital competence; educational technology; distance education; adult education; special needs education
Special Issues and Collections in MDPI journals
Ms. María de los Ángeles Domínguez-González
E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Seville, 41013. Seville, Spain
Interests: Sustainable education; educational robotics; gender gap; information and communication technologies (ICT), computational thinking

Special Issue Information

Dear Colleagues,

Digital transformation is an important process to integrate digital solutions into our everyday lives. It affects different sectors of our society, namely: companies, industry, healthcare, education, and so on.

The 2019–2020 academic year will go down in history because more than 1500 million people around the world were isolated from classrooms as a result of confinement measures in order to contain the spread of the SARS-COV-2 virus, which was the cause of the Covid-19. Classes being suspended had the immediate consequence of teaching being migrated to some distance modality. In the case of universities, this transformation has been to an online format.

Digital transformation implies a series of profound and coordinated changes in culture, staff, and technology that allow new educational and operational models in order to transform operations, strategic directions, and the value proposition of educational centers in this sustainable society.

At universities, this transformation must be comprehensive, affecting all of its missions, but from a strategic perspective that entails a redefinition of its institutional model. That is, it is not about introducing technology or digitizing processes in order to continue doing the same as before but with a technological layer.

The true digital transformation requires a reengineering of processes and involves the most critical element of the institution—the people. Therefore, it implies a technological challenge, which must be combined with that of involving people so that these technologies are adopted in the most transparent way, and thus achieves process innovation. To achieve this difficult objective, the leadership capacity of university government teams is essential; only then can a top-to-bottom strategy be defined that creates the technological and procedural framework of reference for the university community. This framework must, in turn, grant a margin of operational freedom necessary for the university community to carry out its activity with the capacity for innovation and creativity, and even the strategy should have enough flexibility to feedback from these upward flows and thus create its own spirals of knowledge management in a digital context.

The scope of this Special Issue is to provide a platform for researchers to share their ground-breaking work, in the form of conceptual and research articles, on the role of digital transformation in education and emerging educational technologies, innovation and research in a sustainable society, among other related issues. This Special Section will focus on (but not be limited to) the following topics:

  • Teaching innovation in different academic fields
  • Distance and blended higher education
  • Emerging educational technologies (augmented reality, flipped classroom, intelligent learning environments, MOOCs, etc.)
  • Bigdata and blockchain: data intelligence for the digital transformation of universities
  • University students and digital culture
  • University politics and governance in an interconnected and global society
  • Strategies and support services for the digital transformation of universities
  • Interuniversity networks for teaching and research
  • Teaching and research professionalism in a liquid society
  • Assessment of learning in technological contexts
  • Gender and the digital transformation of the university

Dr. Carlos Hervás-Gómez
Dr. María Dolores Díaz-Noguera
Dr. Pedro Román-Graván
Ms. María de los Ángeles Domínguez-González
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 papers will be 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 short communications 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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 1900 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

  • education and ICT
  • emerging educational technologies
  • digital transformation in education
  • teaching and research professionalism
  • sustainable education for social transformation
  • sustainable education

Published Papers (1 paper)

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Research

Article
Students’ Attitude towards the Sustainable Use of Mobile Technologies in Higher Education
Sustainability 2021, 13(11), 5923; https://doi.org/10.3390/su13115923 - 24 May 2021
Viewed by 536
Abstract
Our study aims to identify students’ attitudes towards the use of mobile technologies (MT) during learning activities in higher education. Data were collected using the Mobile Technologies Questionnaire/MTQ, a ten-item brief questionnaire that was designed to determine attitudes towards the use of mobile [...] Read more.
Our study aims to identify students’ attitudes towards the use of mobile technologies (MT) during learning activities in higher education. Data were collected using the Mobile Technologies Questionnaire/MTQ, a ten-item brief questionnaire that was designed to determine attitudes towards the use of mobile technologies in the learning process among university students and academic staff. The MTQ was completed by 575 students from a state university in the northeastern region of Romania. Exploratory and confirmatory factor analyses revealed two latent factors: MT facilities for study resources and communication and MT facilities for learning. Along with general analysis of the statistical indicators regarding the attitude towards the use of MT, the relationships between the use of MT and five socio-demographic variables (gender, age, place of residence, year of study, academic status and study program) were analyzed. Comparative data showed some statistically significant differences but with small or modest effect sizes, depending on age, year of study, place of residence, academic status and the study program in which the students were enrolled. This study provides additional support for the construct validity of a brief tool that was designed to measure students’ attitudes towards the use of MT during learning activities carried out in higher education. Full article
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