Search Results (659)

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 analyzes the ICT infrastructure in teaching practice centers from the perspective of students enrolled in early childhood and primary education degree programs at a Spanish university during the 2024–2025 academic year. A quantitative, cross-sectional design was employed. A questionnaire was distributed to all first- to fourth-year students via the university platform, with a sample of 556 participants. The data collection instrument consisted of an ad hoc adaptation and extension of the validated EdSocEval_V2 questionnaire, ensuring factorial validity. It was used to examine the availability of technological resources for communication and digital management, together with personal and contextual variables to support data classification. Results indicate high availability of basic digital resources, including projectors, Wi-Fi, interactive whiteboards, printers, alongside limited access to robotics, digital tablets, and classrooms of the future. High homogeneity was observed in communication and digital management resources, such as websites, virtual learning environments and corporate email. MANOVA analyses revealed that students perceive ICT infrastructure to be more integrated at higher levels of primary education, with no significant differences based on school ownership. Binary logistic regressions showed that school ownership predicts the availability of certain ICT resources, with private schools exhibiting lower network presence. Full article

This study develops and validates a three-level model of digital learning conditions that reflects the progression from ICT accessibility (“access”) to pedagogical use (“use”) and their influence on student learning outcomes (“impact”). Drawing on secondary analysis of the PISA 2022 ICT Familiarity Questionnaire and applying complex-sample regression together with the logic of structural equation modelling (SEM), the study examines how ICT resources, usage practices, and digital feedback (ICTFEED) interact and how they are associated with Lithuanian fifteen-year-olds’ achievement in mathematics, reading, and science. The three-level model includes: (1) ICT infrastructure—access to technology at home and at school and students’ perceived quality of technological resources; (2) ICT learning practices—use of digital tools in subject lessons, inquiry-based activities, and school-related work outside the classroom; and (3) digital feedback and its relationship with academic achievement. Results show that neither home nor school ICT availability predicts students’ experience of receiving digital feedback. The only significant infrastructure-level predictor is the perceived quality of school ICT resources (ICTQUAL). Digital feedback is most strongly predicted by ICT use in inquiry-based learning and by ICT-supported schoolwork outside the classroom, whereas ICT use in subject lessons has only a minimal effect. Across all domains, digital feedback is negatively associated with student achievement, even when ICT access, resource quality, learning-use variables, and digital leisure are controlled for. This pattern suggests that ICTFEED functions primarily as a compensatory mechanism, being more frequently used with lower-achieving students rather than serving as a direct enhancer of academic performance. The proposed three-level model offers a structured framework for interpreting students’ digital learning experiences and highlights the key components of school ICT ecosystems that shape digital assessment practices and learning outcomes. Full article

This study examines the relationship between Emotional Intelligence (EI) and Immediate Auditory Memory (IAM) in primary-school students aged 10–12 years. Through a neuroeducational perspective, it explores how emotional competencies, particularly emotional meta-knowledge, interact with cognitive retention processes. Standardized instruments were administered to a sample of 175 students from schools in Southern Spain. The findings indicate a positive association between Emotional Clarity—a key subdimension of EI—and IAM, with Emotional Clarity emerging as a modest predictor of auditory retention. No notable associations were observed for Emotional Attention or Emotional Repair. These results suggest that the ability to understand one’s emotions may subtly facilitate the processing and retention of auditory information. From neuroscientific and technological viewpoints, the study highlights the potential benefits of integrating emotional education and digital tools in the classroom to enhance student well-being and cognitive development, while calling for cautious interpretation due to the multifaceted nature of these variables. 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

This study investigates regional heterogeneity and spatial interdependence in digital skills mismatch across Indonesia by constructing a Digital Skills Supply–Demand Ratio (DSSDR) from the Indonesia Digital Society Index (IMDI). In line with SDG 10 (Reduced Inequalities) and SDG 4 (Quality Education), the study aims to provide policy-relevant evidence to support a more inclusive and balanced digital transformation. Using district-level data and spatial econometric models (OLS, SAR, and the SDM), the analysis evaluates both local determinants and cross-regional spillover effects. Model comparison identifies the Spatial Durbin Model as the best specification, revealing strong spatial dependence in digital skills imbalance. The results show that most local socioeconomic and digital readiness indicators do not have significant direct effects on DSSDR, while school internet coverage exhibits a consistently negative association, indicating that digital demand expands faster than local supply. In contrast, spatial spillovers are decisive: a higher share of ICT study programs in neighboring regions improves local DSSDR through knowledge and human-capital diffusion, whereas higher GRDP per capita in adjacent regions exacerbates local mismatch, consistent with a talent-attraction mechanism. These findings demonstrate that digital skills mismatch is a spatially interconnected phenomenon driven more by interregional dynamics than by local conditions alone, implying that policy responses should move beyond isolated district-level interventions toward coordinated regional strategies integrating education systems, labor markets, and digital ecosystem development. The study contributes a spatially explicit, supply–demand-based framework for diagnosing regional digital inequality and supporting more equitable and sustainable digital development in Indonesia. 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 current debate on digital education is at a crossroads between the need for technological innovation and the growing concern about the impact of passive screen use. In this context, identifying sustainable pedagogical models that integrate Information and Communication Technologies (ICT) in a meaningful and inclusive way is an urgent need. This article presents a case study of the Amara Berri System (ABS), aiming to analyze how inclusive and sustainable digital innovation is operationalized within the system and whether teachers’ length of service is associated with the implementation and perceived impact of inclusive ICT practices. The investigation is based on a mixed-methods sequential design. A questionnaire was administered to a sample of 292 teachers to collect data on their practices and perceptions. Subsequently, a focus group with eight teachers was conducted to further explore the meaning of their practices. Quantitative results show that the implementation and positive evaluation of inclusive ICT practices correlate significantly with teachers’ seniority within the system, which suggests that the model is formative in itself. Qualitative analysis shows that ICTs are not an end in themselves within the ABS, but an empowering tool for the students. The “Audiovisual Media Room”, managed by students, functions as a space for social and creative production that gives technology a pedagogical purpose. The study concludes that the sustainability of digital innovation requires coherence with the pedagogical project. Findings offer valuable implications for the design of teacher training contexts that foster the integration of technology within a framework of truly inclusive education. Full article

This study analyzes the socio-cultural and behavioral determinants of FinTech adoption and access to credit among Ecuadorian SMEs. A probabilistic sample of 600 firms, operating in the services, commerce, information and communication technologies (ICT), and industry sectors, was surveyed to ensure representation of the country’s productive structure. The model integrates financial literacy, institutional trust, and perceived accessibility as key independent variables, with FinTech adoption as a digital behavioral factor and access to credit and credit conditions as the primary dependent outcomes. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), complemented by multi-group invariance tests and cluster analysis, the study evaluates seven hypotheses linking cognitive, perceptual, and digital mechanisms to financing behavior and firm performance. Results show that financial literacy and institutional trust significantly improve access to formal credit, with perceived accessibility acting as a partial mediator. FinTech adoption enhances credit conditions but remains limited among micro and small firms. Based on these findings, the study recommends strengthening financial education programs, simplifying credit procedures to reduce perceived barriers, and developing trust-building regulatory frameworks for digital finance. The results highlight the importance of socio-cultural and behavioral factors in shaping SME financing decisions and contribute to the understanding of financial inclusion dynamics in emerging economies. Full article

This study develops an immersive marine Information and Communication Technology (ICT) convergence framework designed to enhance coastal climate resilience by improving accessibility, visualization, and communication of scientific research on Dokdo (Dok Island) in the East Sea. High-resolution spatial datasets, multi-source marine observations, underwater imagery, and validated research outputs were integrated into an interactive virtual-reality (VR) and web-based three-dimensional (3D) platform that translates complex geophysical and ecological information into intuitive experiential formats. A geospatially accurate 3D virtual model of Dokdo was constructed from maritime and underwater spatial data and coupled with immersive VR scenarios depicting sea-level variability, coastal morphology, wave exposure, and ecological characteristics. To evaluate practical usability and pro environmental public engagement, a three-phase field survey (n = 174) and a System Usability Scale (SUS) assessment (n = 42) were conducted. The results indicate high satisfaction (88.5%), strong willingness to re-engage (97.1%), and excellent usability (mean SUS score = 80.18), demonstrating the effectiveness of immersive content for environmental education and science communication crucial for achieving Sustainable Development Goal 14 targets. The proposed platform supports stakeholder engagement, affective learning, early climate risk perception, conservation planning, and multidisciplinary science–policy dialogue. In addition, it establishes a foundation for a digital twin system capable of integrating real-time ecological sensor data for environmental monitoring and scenario-based simulation. Overall, this integrated ICT-driven framework provides a transferable model for visualizing marine research outputs, enhancing public understanding of coastal change, and supporting sustainable and adaptive decision-making in small island and coastal regions. Full article

This study examines patterns of Information and Communication Technology (ICT) use during leisure time among non-university students in the Autonomous Community of Andalusia (Spain) and explores their potential to inform environmental education initiatives. Two research questions guided the study: (1) Which devices and usage times characterize students’ digital leisure according to gender and educational level? (2) How can these patterns inform the design of contextualized environmental education actions? A cross-sectional quantitative study was conducted using a survey administered to 1251 students enrolled in Primary Education, Compulsory Secondary Education, Upper Secondary Education (Baccalaureate), and Vocational Training in the cities of Seville, Malaga, Cádiz, and Granada. The questionnaire, consisting of 49 items, assessed the use of television, tablets, mobile phones, computers, and video games during leisure time. Data were analysed using descriptive statistics, inferential analysis (ANOVA), and multivariate analysis (MANOVA). The results highlight the central role of the mobile phone as the dominant device across all educational stages, as well as significant age-related differences in the use of television, tablets, and video games. Gender differences were found only in the time devoted to video gaming. The main contribution of this study lies in providing updated empirical evidence on youth digital leisure within a specific geographical context, identifying opportunities to integrate digital resources into environmental education initiatives that are sensitive to educational stage and gender and aligned with sustainability goals. The use of ICTs is proposed to create interactive educational experiences that prepare students to address ecosocial challenges, promote sustainable development, and foster a stronger connection with the natural environment. Full article

The increasing integration of Information and Communication Technologies (ICT) in education has highlighted their potential to support writing instruction. However, research examining how ICT is used to teach writing, as well as the factors influencing this use across educational stages, remains limited. Accordingly, this study investigates differences in ICT-related training and the use of ICT for writing instruction among language and literature teachers in primary and secondary education, together with the internal and external factors shaping such use. A survey based on an ad hoc questionnaire was completed by 360 Spanish teachers. The results revealed significant differences between educational stages in both ICT-related training and the use of ICT for teaching writing. Primary school teachers tended to focus on low-level writing processes (e.g., spelling), whereas secondary school teachers placed greater emphasis on higher-level writing skills and more advanced ICT-based activities, despite the overall limited use of ICT for instructional purposes. Internal and external factors varied across educational levels and were positively associated with ICT integration; however, self-efficacy emerged as the main significant predictor of ICT use for writing instruction. Overall, the study identifies key barriers to ICT integration and suggests practical strategies to enhance its use in writing instruction, including targeted teacher training in ICT-supported writing practices and professional development initiatives aimed at strengthening teachers’ self-efficacy. Full article

This study examined whether the systems thinking approach integrating information and communication technology (ICT) and digital tools (hereafter referred to as the STICT approach) improves technological and engineering literacy (TEL) and related outcomes for pre-service preschool teachers. Although there is an expectation for preschool teachers to develop TEL, evidence-based models that systematically combine systems thinking with digital tools and ICT support remain scarce. Using a quasi-experimental design (n = 44; one-semester experiment), the experimental group explicitly integrated systems thinking and digital tools, while the comparison control group followed the traditional approach to teaching design, technology, and engineering (DTE) content; both groups focused on making products for preschoolers. The outcomes included multidimensional literacy, attitudes towards DTE, self-reported systems thinking, aspects of engagement, and focus group reflection. The analyses (ANCOVA/MANCOVA, regression/PLS, multi-group tests, thematic analysis) revealed notable results, including a higher post-test literacy for the experimental group and a lower perceived difficulty with technology. Both groups improved in the self-assessment of systems thinking, with no differences between them. The qualitative findings supported the educational value of the approach. In this pilot classroom experiment (n = 44), findings are consistent with an advantage of the STICT approach on the TEL composite and with lower perceived difficulty of technology, whereas self-assessed systems thinking improved similarly in both groups. Given the small sample and multiple outcomes, estimates carry considerable uncertainty and should be read as preliminary. We theorise that TEL gains arise primarily from systems thinking processes applied during design/evaluation, with ICT functioning as a cognitive-and-motivational scaffold that makes relations/feedback explicit and reduces perceived difficulty; self-assessed systems thinking improved in both groups. Full article

The persistent shortage of ICT specialists across the European Union has intensified the strategic relevance of digital human capital as a determinant of labour market resilience and structural competitiveness. This study provides a systematic assessment of how ICT human capital—proxied by ICT tertiary enrolments, graduate output, and specialist employment—shapes the employment prospects of recent tertiary graduates in the EU-27 between 2013 and 2023. Drawing on harmonised Eurostat panel data and fixed-effects estimations with robust corrections for cross-sectional dependence, the analysis disentangles both direct effects and context-specific moderations associated with economic development, urbanisation patterns, and renewable energy penetration. Results demonstrate that ICT enrolments exert a consistently positive influence on graduate employability, whereas the labour market impact of ICT graduates and specialists is heterogeneous, reflecting differentiated absorptive capacities and sectoral saturation dynamics across Member States. Interaction effects further reveal that the urban concentration attenuates marginal returns to ICT education, while the integration of digital and green transitions remains institutionally underdeveloped. Collectively, the findings position digital tertiary education as a core pillar of sustainable employment formation yet highlight the necessity of coordinated policy architectures that align higher education pathways with regional labour market structures and the evolving green-digital policy agenda in Europe. Full article

The integration of Artificial Intelligence (AI) into higher education offers new opportunities for inclusive and sustainable learning. This study investigates the impact of an AI-enabled microlearning cycle—comprising short instructional videos, formative quizzes, and structured discussions—on student engagement, inclusivity, and academic performance in postgraduate management education. A mixed-methods design was applied across two cohorts (2023, n = 138; 2024, n = 140). Data included: (1) survey responses on engagement, accessibility, and confidence (5-point Likert scale); (2) learning analytics (video views, quiz completion, forum activity); (3) academic results; and (4) qualitative feedback from open-ended questions. Quantitative analyses used Wilcoxon signed-rank tests, regressions, and subgroup comparisons; qualitative data underwent thematic analysis. Findings revealed significant improvements across all dimensions (p < 0.001), with large effect sizes (r = 0.35–0.48). Engagement, accessibility, and confidence increased most, supported by behavioural data showing higher video viewing (+19%), quiz completion (+21%), and forum participation (+65%). Regression analysis indicated that forum contributions (β = 0.39) and video engagement (β = 0.31) were the strongest predictors of grades. Subgroup analysis confirmed equitable outcomes, with non-native English speakers reporting slightly higher accessibility gains. Qualitative themes highlighted interactivity, real-world application, and inclusivity, but also noted quiz-related anxiety and a need for industry tools. The AI-enabled microlearning model enhanced engagement, equity, and academic success, aligning with SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). By combining Cognitive Load Theory, Kolb’s experiential learning, and Universal Design for Learning, it offers a scalable, pedagogically sustainable framework. Future research should explore emotional impacts, AI co-teaching models, and cross-disciplinary applications. By integrating Kolb’s experiential learning, Universal Design for Learning, and Cognitive Load Theory, this model advances both pedagogical and ecological sustainability. Full article