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ICT in Education—Between Risks and Opportunities

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

Deadline for manuscript submissions: closed (29 February 2024) | Viewed by 28715

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Special Issue Editors

Dr. Łukasz Tomczyk

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Guest Editor

Department of Social Pedagogy and Adult Education, Pedagogical University of Cracow, 30-060 Cracow, Poland
Interests: media education; information society; lifelong learning; school; cybersafety
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Laura Fedeli

E-Mail Website
Guest Editor

Department of Education Science, Cultural Heritage and Tourism, University of Macerata, 62100 Macerata, Italy
Interests: instructional technology; teacher training; social media; 3D virtual worlds
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education using information and communication technologies (ICT) has become a reality. For several decades, both in the theoretical layer, applied research, as well as practical pedagogical activities (e.g. implementation of pedagogical innovations), there has been a debate on the opportunities and threats resulting from the implementation of ICT in the process of learning, education and upbringing. ICT has transformed the functioning of educational institutions, increasing the effectiveness of access to information and communication.

The new media have become one of the basic didactic tools for pupils, teachers, parents and educational supervisors. Undoubtedly, this fact generates many unique implementations, allowing one to increase educational effects. The research on positive consequences related to the implementation of software, electronic devices is a strongly developing and prospective area on the edge of pedagogy, computer science, psychology, educational policy and sociology. Research and implementation of ICT relating to better educational and pedagogical outcomes are classified as an opportunity paradigm of media pedagogy.

On the other hand, at the same time, negative phenomena accompanying the widespread implementation of ICT can be observed. These processes concern changes in the behaviour of individuals, as well as entire groups with the participation of ICT. These are behaviours such as the problematic use of the Internet, cyberbullying, sexting, copyright infringement, increased vulnerability to manipulation on the Internet, and others. The dark sides of new technologies in education are analysed by researchers representing the risk paradigm of media pedagogy.

The aim of this Special Issue is to show both positive and negative consequences resulting from the development of the information society. The Special Issue is part of current and key discussions on the sustainable development of the information society in the context of educational processes.

Dr. Łukasz Tomczyk
Prof. Dr. Laura Fedeli
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 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 2400 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

ICT
media in education
opportunities
threats
cyber threats
positive use
effective implementation
school
students
teachers
media pedagogy
e-learning
problematic internet use
risk paradigm
opportunity paradigm
information society
modern school

Published Papers (7 papers)

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Research

27 pages, 325 KiB

Open AccessArticle

Resilient Strategies for Internet-Based Education: Investigating Engineering Students in the Canary Islands in the Aftermath of COVID-19

by Carlos Sierra, Carlos Boente, Abir Zitouni, Roberto Baelo and Enrique Rosales-Asensio

Sustainability 2024, 16(4), 1574; https://doi.org/10.3390/su16041574 - 13 Feb 2024

Viewed by 685

Abstract

The COVID-19 pandemic has brought about notable changes in the education sector, specifically the shift towards online learning. This study examined the experiences of 124 engineering students in the Canary Islands, an EU ultra-peripheral region, as they adapted to online education during the pandemic. A comprehensive survey assessed students’ experiences in five key dimensions, including satisfaction with traditional face-to-face learning, perceptions of the engineering department’s transition to online learning, module-specific adaptations, personal adaptation strategies, and the adaptation of teaching staff. The study’s methodology involved statistical analyses using Microsoft Excel v16.0 and SPSS 27 tools to identify patterns and draw conclusions. The findings indicate a nuanced landscape. Students demonstrated strong technological literacy and readiness for online learning. However, they expressed concerns about educators’ digital proficiency and perceived a decline in educational quality. These results emphasize the critical need for sustainable, adaptable, and inclusive educational strategies, particularly in regions like the Canary Islands that face unique challenges. The implications of the study have broader relevance to digital education. It is essential to note the need for educators to receive comprehensive training in digital tools and methodologies to improve the quality of online learning. Full article

(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)

14 pages, 627 KiB

Open AccessArticle

Information and Communication Technology in Brazilian Public Schools: A Sustainable Legacy of the Pandemic?

by Fabiano Scriptore de Carvalho, Luiz Alberto Pilatti, Hilda Alberton de Carvalho and Isaura Alberton de Lima

Sustainability 2023, 15(8), 6462; https://doi.org/10.3390/su15086462 - 11 Apr 2023

Viewed by 2362

Abstract

The present study aimed to analyze the sustainability of the post-COVID-19 pandemic Information and Communication Technology (ICT) legacy. The survey was conducted using raw secondary data from three census studies, one carried out before the pandemic and two after the return to in-person classes. The descriptive survey focused on Brazilian public schools and used a comparative intersectional design. Descriptive statistics were used to analyze the raw data. The poorest conditions in terms of the availability of technological resources were found in municipal public school systems. The amount of equipment available, bandwidth, and Internet data transmission rate in most public schools were far below desirable, despite advances in 2021 compared to 2019. Although there have been important improvements in ICT in Brazilian public schools, there was no evidence of inherited ICT resources as a legacy of the Government’s COVID-19 policies related to education. The study highlights the need for government to implement enduring public policies that guarantee the use of sustainable ICT resources to improve education, irrespective of global or national health challenges. Full article

(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)

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12 pages, 472 KiB

Open AccessArticle

The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities

by Mamdouh Alenezi, Saja Wardat and Mohammed Akour

Sustainability 2023, 15(6), 4782; https://doi.org/10.3390/su15064782 - 08 Mar 2023

Cited by 19 | Viewed by 7406

Abstract

Although it existed in a few different forms earlier, digital education is essentially a modern invention. It is the digitalization of a segment of the educational system. This article attempts to offer insightful thoughts on the future potential and difficulties of information and communication technology (ICT) and digital education as they relate to adopting the most recent technological advancements in the digital era and extensive online open courses. With the development of internet technology, we have observed a significant shift in how we communicate and collaborate among academics. The digital revolution encouraged unrestricted access to information on a global scale. Today’s classrooms are equipped with a wealth of ICT tools, and almost all instructors have made significant progress in integrating digital technology to improve students’ access to information and cooperative learning opportunities. The higher education system must seek to utilize the power of ICT to be competitive and provide high-quality education as a consequence of digital transformation, disruptive technological innovations, and accelerated change. To accomplish these ambitions, this paper describes some challenges that higher education encounters, as well as technological resources and methodologies they have used in the current scenario to transform higher education to adopt digital transformation. The paper aims to synthesize considerable insights that can be applied to the digitalization of higher education in the current and near future. Full article

(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)

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18 pages, 1394 KiB

Open AccessArticle

Examining the Effects of Artificial Intelligence on Elementary Students’ Mathematics Achievement: A Meta-Analysis

by Sunghwan Hwang

Sustainability 2022, 14(20), 13185; https://doi.org/10.3390/su142013185 - 14 Oct 2022

Cited by 2 | Viewed by 7526

Abstract

With the increasing attention to artificial intelligence (AI) in education, this study aims to examine the overall effectiveness of AI on elementary students’ mathematics achievement using a meta-analysis method. A total of 21 empirical studies with 30 independent samples published between January 2000 and June 2022 were used in the study. The study findings revealed that AI had a small effect size on elementary students’ mathematics achievement. The overall effect of AI was 0.351 under the random-effects model. The effect sizes of eight moderating variables, including three research characteristic variables (research type, research design, and sample size) and five opportunity-to-learn variables (mathematics learning topic, intervention duration, AI type, grade level, and organization), were examined. The findings of the study revealed that mathematics learning topic and grade level variables significantly moderate the effect of AI on mathematics achievement. However, the effects of other moderator variables were found to be not significant. This study also suggested practical and research implications based on the results. Full article

(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)

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21 pages, 3763 KiB

Open AccessArticle

Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic

by Lui-Kwan Ng and Chung-Kwan Lo

Sustainability 2022, 14(19), 12396; https://doi.org/10.3390/su141912396 - 29 Sep 2022

Cited by 11 | Viewed by 2717

Abstract

The online traditional and the online flipped classroom approaches have been adopted worldwide in higher education during the prolonged city lockdowns. Research has suggested that gamification is a technopedagogy which can be integrated into these approaches to promote learning outcomes. Hence, this study aims to uncover various risks and opportunities involved in adopting the online flipped and gamified classroom approaches, especially in terms of their impact on academic achievement, for ensuring sustainable adult education during the pandemic. We conducted a mixed-method study grounded in self-determination theory and adult learning principles, in which learners enrolled in a postgraduate business management programme were divided into three instructional conditions for one module: a gamified online flipped class (GOFC, n = 25), a nongamified online flipped class (NOFC, n = 24), and a gamified online traditional class (GOTC, n = 19). Quantitative and qualitative data from the learners, teachers, and teaching assistants were collected and analysed to compare academic achievement across the classes. Contrary to the expectations of gamification proponents, the learners in the nongamified online flipped class significantly outperformed those in the two gamified online classes. Qualitative findings revealed that technical support, professional training for teachers, and building learners’ sense of belonging to their classes were necessary to ensure the sustainability of learning in fully online classes. The findings, thus, have important implications for the effective implementation of these pedagogical approaches in adult education programmes in a fully online environment. Full article

(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)

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14 pages, 409 KiB

Open AccessArticle

Family Conditions and the Accessibility of Online Education: The Digital Divide and Mediating Factors

by Jiafeng Gu

Sustainability 2021, 13(15), 8590; https://doi.org/10.3390/su13158590 - 01 Aug 2021

Cited by 18 | Viewed by 6206

Abstract

This study is an exploration of the digital divide between urban and rural areas, and it was conducted to assess the impact of the minimum living guarantee system on online education in China. The results of the research showed that 83.38% of students in low-income families have been able to participate in online education at home during the pandemic, while 16.62% of students in low-income families have been unable to do so. The absence of computers, smartphones, and broadband Internet access in low-income households reduces the likelihood of children being able to participate in online education at home. In terms of accessing online education at home, students from urban areas have obvious advantages over those from rural ones, and students from minimum living guarantee families have obvious advantages over those from marginal minimum living guarantee ones. This study also showed that the presence of online education-related amenities, including computers, smartphones, and Internet access, mediates the relationship between the subsistence allowance system, Hukou, and accessibility of online education. To address this issue, this paper includes suggestions for bridging the digital divide in online education. Full article

(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)

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17 pages, 666 KiB

Open AccessArticle

How Digital Inclusion Increase Opportunities for Young People: Case of NEETs from Bulgaria, Romania and Turkey

by Gabriela Neagu, Muhammet Berigel and Vladislava Lendzhova

Sustainability 2021, 13(14), 7894; https://doi.org/10.3390/su13147894 - 15 Jul 2021

Cited by 14 | Viewed by 3708

Abstract

This paper examines the perspectives of rural NEETs in the information society. Our analysis focuses on the situation of three European countries—Bulgaria, Romania, and Turkey—characterized by a high share of rural areas and a population of NEETs. From a methodological point of view, we use alternative research methods (secondary data analysis) with statistical methods (simple linear regression). From a theoretical point of view, we will opt for a multidimensional analysis perspective: the theory of digital divide, digital inclusion, virtual mobility, etc. Through data analysis, we expect to obtain a more complete and detailed picture of the ICT situation in rural areas (level of digital skills, level of digital inclusion) to demonstrate the importance of ICT in optimizing virtual mobility for the living conditions of the population, especially the NEET population. Full article

(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)

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