Search Results (214)

The growing scarcity of raw materials and global reliance on these natural resources underscore the critical importance of circularity in ICT and microelectronics. Current circular practices often focus on electronic products while overlooking essential microelectronic components, materials, and processes, revealing a significant gap in sustainable practices. This paper aims to evaluate the current state of circularity approaches and the application of the 9R Strategies at the component and microelectronics levels. We present best practice examples from the Green ICT @ FMD competence center and explore technological solutions that incorporate circularity principles across various domains, including the integration of longevity principles and process optimization. Based on our findings, we provide a comprehensive analysis of current practices and gaps concerning circularity at the microelectronic level. Full article

Industry 5.0 emphasizes human-centered integration of artificial intelligence in industrial contexts, yet successful adoption depends critically on workforce perception and acceptance. This research develops and validates a machine learning framework for predicting AI-related perceptions and expected impacts in the construction industry under small sample constraints typical of specialized industrial surveys. Specifically, the study aims to develop and empirically validate a predictive AI decision support model that estimates the expected impact of AI adoption in the construction sector based on digital competencies, ICT utilization, AI training and experience, and AI usage at both individual and organizational levels, operationalized through a composite AI Impact Index and two process-oriented outcomes (perceived task automation and perceived cost reduction). Using a dataset of 51 survey responses from Slovak construction professionals collected in 2025, we implement a methodologically rigorous approach specifically designed for limited-data regimes. The framework encompasses ordinal target simplification from five to three classes, dimensionality reduction through theoretically grounded composite indices reducing features from 15 to 7, exclusive deployment of low variance regularized models, and leave-one-out cross-validation for unbiased performance estimation. The optimal model (Lasso regression with recursive feature elimination) predicts cost reduction perception with R² = 0.501, MAE = 0.551, and RMSE = 0.709, while six classification targets achieve weighted F1 = 0.681, representing statistically optimal performance given sample constraints and perception measurement variability. Comparative evaluation confirms regularized models outperform high variance alternatives: random forest (R² = 0.412) and gradient boosting (R² = 0.292) exhibit substantially lower generalization performance, empirically validating the bias-variance trade-off rationale. Key methodological contributions include explicit bias-variance optimization preventing overfitting, feature selection via RFE reducing input space to six predictors (personal AI usage, AI impact on budgeting, ICT utilization, AI training, company size, and age), and demonstration that principled statistical approaches achieve meaningful predictions without requiring large-scale datasets or complex architectures. The framework provides a replicable blueprint for perception and impact prediction in data-constrained Industry 5.0 contexts, enabling targeted interventions, including customized training programs, strategic communication prioritization, and resource allocation for change management initiatives aligned with predicted adoption patterns. Full article

This study examines the effectiveness of a purposefully constructed Foreign Language Learning Environment (FLLE) in developing foreign language communicative competence within Kazakhstani higher education. Focusing on four interrelated components—pedagogical resources, physical learning space, motivational strategies, and ICT integration—the study addresses the limited opportunities for authentic English communication characteristic of EFL contexts. A quasi-experimental design involving 69 undergraduate students was employed, with participants divided into experimental and control groups. Statistical analysis using the Mann–Whitney U test revealed significantly higher post-test results in the experimental group, particularly in speaking performance. The findings demonstrate that communicative competence development can be significantly enhanced when (1) instructional materials prioritize authentic, task-based communication, (2) classroom spaces are organized to facilitate face-to-face interaction, (3) motivational support is provided through speaking activities and extracurricular activities, and (4) ICT tools, including conversational AI, are used to extend communicative interaction beyond classroom time. Full article

The digital transformation of education necessitates the integration of digital competences into teacher training programs, particularly in subjects such as mathematics, informatics and information technologies. This study explores how digitalisation influences the development of digital competences among pre-service teachers at the Faculty of Mathematics and Informatics of Sofia University St. Kliment Ohridski. This article uses a triangulated research approach, combining curriculum documentation, faculty self-assessments and classroom observations, to examine the alignment between the ideal, formal, perceived, operational and experiential levels of digital competence development, based on John Goodlad’s five-level curriculum typology and Jo Tondeur’s SQD 2.0 model. The findings reveal significant discrepancies between the intended, the implemented and the experienced curriculum. Although ICT-focused disciplines strongly embed digital competences, non-ICT subjects show fragmented and inconsistent integration. Faculty staff self-assessments indicate high confidence in creating digital resources and assessment strategies, gaps persist in reflective practice, computational thinking, inclusion and self-regulated learning. Classroom observations confirm limited use of emerging technologies and insufficient development of collaborative digital learning environments. The study underscores the gap between policy requirements, faculty practices and classroom realities. The discussion emphasizes the need for systemic reforms in teacher education, offering insights for policymakers, curriculum designers and training programs. Full article

As universities expand their e-learning systems, it becomes increasingly important to understand how the use of information and communication technologies (ICTs) changes the skills needed for effective formative assessment. This study uses the principles of human–computer interaction (HCI) to create a framework for examining how digital tools, interfaces, and modes of interaction influence the way teachers assess students in higher education. The research relies on the information provided by 115 Mohammed V University teachers, who filled out a competency-based assessment grid regarding online assessment practices. The results remain exploratory and context-dependent and do not make claims of statistical representativeness beyond the studied institutional context. The findings attest to the virtues of digital technology in improving methodological and techno-pedagogical skills, without excluding the existence of serious shortcomings in semio-ethical and evaluative skills. It is certainly useful to leverage feedback to correct imperfections in evaluation practices and make them more responsive to digital interfaces. It is becoming imperative to rethink professional skills as the regulatory halo of the online formative assessment system, in order to evaluate a more synergistic framework that can give better visibility to virtual classrooms. Full article

This study diagnoses the level and profile of university lecturers’ digital competence at a Chilean higher education institution, drawing on the DigCompEdu and OpenEdu frameworks. A non-experimental correlational design was used, based on a self-perception questionnaire adapted from the DigCompEdu Check-In tool and administered to 569 lecturers through the Qualtrics platform. The instrument underwent external expert validation and demonstrated excellent internal consistency (Cronbach’s α = 0.96). Results indicate that 44% of lecturers position themselves at the “Integrator” level, 22% at the “Explorer” level, and 19% at the “Expert” level, with three clearly differentiated competence profiles. These findings informed the development of a structured training programme centred on three components: the pedagogical use of digital technologies, the incorporation of open educational practices aligned with OpenEdu, and the strengthening of students’ digital competence. The programme includes modular workshops, mentoring led by high-competence lecturers, and the creation of open educational resources. Overall, the study provides empirical evidence to guide institutional policies and to foster a reflective, ethical, and pedagogically grounded integration of digital technologies in university teaching. Full article

(1) Background: Information and Communication Technology (ICT) integration in secondary education remains a critical challenge despite substantial investments in teacher training and infrastructure. This study investigated ICT certification levels, implementation patterns, and barriers among Greek secondary school teachers to understand the disconnect between policy aspirations and classroom realities. (2) Methods: A quantitative cross-sectional survey design was employed with 108 secondary teachers (61.1% female; mean age 47.3 years; 70.4% with >10 years’ experience) in the Prefecture of Ilia, Greece (response rate: 87.7%). Participants were permanent secondary school teachers employed in public schools during the 2021–2022 academic year; substitute teachers and private school staff were excluded. A three-section structured questionnaire was developed through literature review, expert validation (n = 3), and pilot testing (n = 10). Section A assessed demographics (5 items), Section B measured perceived barriers using a 7-item Likert scale, and Section C assessed implementation practices using a 10-item frequency scale (Cronbach’s α = 0.942). Data were analyzed using descriptive statistics, Mann–Whitney U tests, Kruskal–Wallis tests, and correlation analyses. (3) Results: While 74.1% of teachers held Level A certification, only 25.9% achieved Level B, with overall implementation remaining moderate (M = 2.92/5.00). Leadership support deficiency emerged as the primary barrier (76.9%), followed by inadequate technical support (74.1%). Younger teachers (24–35 years) demonstrated significantly higher ICT implementation than their older colleagues (56+ years), and teachers with less experience showed greater implementation frequency than veteran teachers—a finding that paradoxically challenges the “digital natives” assumption, given the barriers they face. Teachers preferred flexible Internet resources to formal educational software, indicating strategic adaptation to institutional constraints. Key limitations include convenience sampling, cross-sectional design, self-reported measures, and regional specificity. (4) Conclusions: The certification–implementation gap reveals that individual competencies cannot overcome unsupportive institutional environments. Effective ICT integration requires systemic transformation, encompassing leadership development, technical support, and structural reforms beyond traditional teacher training approaches. Full article

Digital inclusion has become an essential component in ensuring the autonomy, social participation, and well-being of older adults. However, their learning of digital skills depends to a large extent on the quality of support provided by the facilitator, whose age, training, and experience directly influence teaching processes and how older adults relate to technology. This study compares the digital competences, and ICT skills of 107 facilitators of digital literacy programs, classified into three groups: peer educators (PEERS), young students without gerontological training (YOS), and young gerontology specialists (YGS). A quantitative design was used. Statistical analyses included non-parametric tests (Kruskal–Wallis, Mann–Whitney, Kendall’s Tau) and parametric tests (ANOVA, t-tests), to examine associations between socio-demographic variables, the level of digital competence, and ICT skills for teachers (technological and pedagogical). The results show clear differences between profiles. YOS achieved the highest scores in digital competence, especially in problem-solving and tool handling. The YGS achieved a balanced profile, combining competent levels of digital skills with pedagogical strengths linked to their gerontological training. In contrast, PEERS recorded the lowest levels of digital competence, particularly in security and information management; nevertheless, their role remains relevant for fostering trust and closeness in training processes among people of the same age. It was also found that educational level is positively associated with digital competence in all three profiles, while age showed a negative relationship only among PEERS. The findings highlight the importance of creating targeted training courses focusing on digital, technological, and pedagogical skills to ensure effective, tailored teaching methods for older adults. Full article

The increasing complexity of networked research demands approaches that combine rigor, efficiency, and collaboration. In this context, artificial intelligence (AI) emerges as a strategic ally in the analysis and organization of scientific literature, facilitating the construction of a robust state-of-the-art framework to support decisions. The present study focuses on evaluating a model for the use of AI that facilitates collaborative literature review by integrating AI tools. The present study employed a descriptive, non-experimental, cross-sectional design. Participants (N = 10) completed a purpose-built questionnaire comprising twenty-five indicators on specific aspects of the model’s use. The participants indicated a high level of knowledge regarding ICT use (M = 8.3; SD = 1.25). The results showed that the System Usability Scale for the tools demonstrated variability; Google Drive scored the highest (M = 77.75; SD = 11.45), while Rayyan.AI scored the lowest (M = 66.00; SD = 20.69). While the findings indicated that AI enhances the efficiency of documentary research and the development of ethical and digital competencies, the participants expressed a need for further training in AI tools to optimize the usability of those integrated into the model. The proposed model CAIM-REL proves to be replicable and holds potential for collaborative research. Full article

Innovative learning environments such as IkasLab demand evaluation instruments that connect spatial design with pedagogical, cognitive, and technological dimensions; however, no validated tools currently address this need. This study aimed to develop and validate a rubric for assessing IkasLab classrooms, conceived as active learning environments that foster cognitive and metacognitive processes. A two-round Delphi study was conducted with a panel of 13 experts in learning spaces, cognitive processes, and ICT. Quantitative assessments and qualitative contributions were analysed, and the expert competence index (K = 0.835) confirmed a high level of expertise and consensus. The resulting rubric is organised into four blocks—social learning spaces, learner-centred environments, spaces for reflective thinking, and spaces for deep learning—each linked to specific cognitive processes derived from established theoretical frameworks. The validated instrument offers a structured and coherent framework for examining how spatial, cognitive, and technological components interact within IkasLab environments. The findings contribute theoretically by articulating a model that associates physical learning spaces with cognitive processes, and practically by providing an evidence-based tool for teachers, designers, and policymakers seeking to evaluate or implement active, flexible, and cognitively oriented learning environments. Full article

The development of electronics education requires continuously keeping pace with changes in pedagogical methods, hardware, and software, as well as with emerging laboratory concepts such as remote, virtual, and augmented reality. This paper proposes an open, curriculum-integrated approach to embed ICT competencies, specifically computer networking and programming, into electronics education and assesses its impact. We developed a networked measurement and information-processing system that students not only use but also learn about every aspect of its operation across our electronics courses. The system uses LXI-capable measurement instruments connected using principles of standard computer networks, enabling built-in remote-access capabilities and high scalability. Software for communication, instrument control, and purpose-built functions for electronics applications is implemented in Python 3. The software also handles data acquisition and local or remote post-processing. In this way, the system is open, versatile, and readily adaptable to future instrument developments. Integrating this system into the curriculum demonstrably enhanced students’ ICT, digital, and entrepreneurial competencies, aligning with the European Commission competency frameworks. Evaluation, using purpose-built questionnaires, indicated strong student reception across multiple system aspects and confirmed the approach relevance and applicability from the perspective of industry stakeholders. Full article

Computational thinking (CT) is recognized as a core competency for the 21st century, and its development is shaped by multiple factors, including students’ individual characteristics and their use of information and communication technology (ICT). Drawing on large-scale international data from the 2023 cycle of the International Computer and Information Literacy Study (ICILS), this study analyzes a sample of 81,871 Grade 8 students from 23 countries and one regional education system who completed the CT assessment. This study is the first to apply a predictive modeling framework that integrates two machine learning techniques to systematically identify and explain the key variables that predict CT and their nonlinear effects. The results reveal that various student-level predictors—such as educational expectations and the number of books at home—as well as ICT usage across different contexts, demonstrate significant nonlinear patterns in the model, including U-shaped, inverted U-shaped, and monotonic trends. Compared with traditional linear models, the SHapley Additive exPlanations (SHAP)-based approach facilitates the interpretation of the complex nonlinear effects that shape CT development. Methodologically, this study expands the integration of educational data mining and explainable artificial intelligence (XAI). Practically, it provides actionable insights for ICT-integrated instructional design and targeted educational interventions. Future research can incorporate longitudinal data to explore the developmental trajectories and causal mechanisms of students’ CT over time. Full article

Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use of advanced pedagogical methodologies, and their integration of information and communication technologies (ICT). A quantitative, non-experimental, cross-sectional design was employed, using a validated questionnaire administered to a sample of 136 faculty members at the University of Murcia. Findings indicate that educational innovation in higher education is influenced by both individual and institutional factors. Female faculty members demonstrate greater openness to innovation, particularly in development and training, while those with intermediate teaching experience (11–20 years) report higher implementation of innovative methodologies compared to those with less than 10 years or more than 20 years of experience. Additionally, the Faculty of Education stands out for its integration of innovative strategies, in contrast to other faculties where adoption is more limited. Despite a generally positive attitude toward innovation, shortcomings were identified in the evaluation and dissemination of these methodologies, which hinder their consolidation within the academic community. The results highlight the need for institutional strategies that enhance teacher training, promote effective evaluation, and foster interfaculty collaboration to share experiences and best practices. Full article

Integrating information and communication technology (ICT) into STEM education enhances instructional quality and cultivates students’ interdisciplinary problem-solving. STEM teachers’ attitudes—driven by perceived ease of use (PEOU) and perceived usefulness (PU)—are pivotal in ICT adoption, and pre-service training offers a vital opportunity to shape these attitudes. Yet, empirical studies investigating how specific training strategies influence ICT attitudes via PEOU and PU remain scarce. Using a mixed-methods approach combining questionnaires and interviews, the results indicate that pre-service training significantly improved STEM teachers’ attitudes toward ICT-enhanced teaching. Socially interactive strategies (role models and collaboration) enhanced attitudes via PEOU by boosting confidence and reducing technology-related anxiety, cognitive design strategies (reflection and instructional design) operated through PU by emphasizing ICT’s pedagogical value, and experiential feedback strategies (authentic experience and feedback) influenced attitudes through both PEOU and PU, fostering integrated technical and pedagogical development. These findings support an integrated SQD–TAM framework and provide practical guidance for designing pre-service STEM teacher programs to promote sustained ICT adoption in China, and meanwhile highlights the importance of strategically sequencing training to cultivate both technological competence and pedagogical insight among future STEM educators. Full article

The aim of this study was to investigate the changes in students’ attitudes towards design and technology in different Information and Communication Technology (ICT)-based learning environments for technical and engineering subjects. Students’ positive attitudes towards the subject can promote deeper knowledge transfer and reduce anxiety about technology. Teachers who have a positive attitude towards the subject tend to promote a high-quality learning process. A total of 44 students participated in this study, with the experimental group and the control group each consisting of 22 students. For this study, we used a quasi-experimental research design with pre- and post-tests and a control variable for ICT engagement. The results suggest that the technology-enhanced systems thinking approach has significant effects on perceptions of the difficulty of technology and engineering differences in students’ attitudes towards design and technology, while perceived autonomy in ICT use can increase motivation and engagement. Feeling competent in ICT use may increase perceived interest, awareness, and aspirations for design and technology and reduce tediousness and gender differences in technology and engineering. Full article