Balancing of Skills in the Digital Transformation of Education and Employability (original) (raw)

A REVIEW OF DIGITAL TRANSFORMATION OF EDUCATION IN OMAN

Journal of Business Management and Accounting, 2021

This article reviewed the digital transformation of education in Oman. There are many problems facing regular education in Oman. In this study, the issue of digital transformation in Omani education is mainly discussed. The aim of this study is to review the impact of the environment, human and financial resources, and educational knowledge on the speed of digital transformation of education, as the speed of digital transformation leads to the development of digital transformation performance in the Sultanate of Oman. The results indicated that the environment, human resources, finance and knowledge have a significant impact on the performance of digital transformation. The inclusion of digital transformation revealed the conceptual model for the effect of complementary mediation on the relationship between digital knowledge and digital transformation as well as the performance of technology as a whole. This study e-learning and meeting user expectations. The Secondary Research Approach method was used by reviewing many articles from various sources such as websites, books, journals, and scholarly research, from July to November 2020.The results contributes significantly to both theory and practice by promoting the use of digital transformation.

Educational and Social Dimensions of Digital Transformation in Organizations A volume in the Advances in Educational Technologies and Instructional Design (AETID) Book Series

As more universities move towards a distance mode of teaching and learning there are increasing opportunities to enroll students from a greater diversity of backgrounds. Often students have commitments that include family responsibilities and/or professional career engagements which make it difficult to physically attend classes. As a result there has been a greater reliance upon digital technologies to bridge the gap and provide access for those students who are unable to physically attend classes on a fulltime basis. This has meant an increase in the digitization of teaching and learning spaces through the use of different technologies. The ‘blended teaching and learning approach’ is becoming indispensable as an educative teaching and learning alternative in addressing issues of equity and inclusion. This chapter accounts for how digital technologies have been instrumental in supporting learning for postgraduate students in a Kazakhstani university school context. We present a qualitative account of research framed around Bourdieu’s notion of habitus, where data was collected through unstructured interviews with purposefully selected faculty members and postgraduate students in one of the blended teaching and learning courses.

Educational digital transformation: New technological challenges for competence development

Frontiers, 2023

In recent years, the rapid advancement of technology has driven a paradigm shift in education, leading to the digital transformation of learning environments (Cabero-Almenara et al., 2022). Educational institutions worldwide have embraced this transformation, leveraging digital tools and platforms to enhance teaching and learning processes (Marimon-Martí et al., 2022; Vásquez Peñafiel et al., 2023). This editorial introduces contributions to the Research Topic “Educational digital transformation: new technological challenges for competence development”, which seeks to improve training policies and practices to foster educational development.

Editorial: Educational digital transformation: new technological challenges for competence development

Frontiers in Education, 2023

In recent years, the rapid advancement of technology has driven a paradigm shift in education, leading to the digital transformation of learning environments (Cabero-Almenara et al., 2022). Educational institutions worldwide have embraced this transformation, leveraging digital tools and platforms to enhance teaching and learning processes (Marimon-Martí et al., 2022; Vásquez Peñafiel et al., 2023). This editorial introduces contributions to the Research Topic “Educational digital transformation: new technological challenges for competence development”, which seeks to improve training policies and practices to foster educational development.

Academicians' views on digital transformation in education

Iojet, 2018

It is seen that changing information and communication technologies affect and even transform things in almost every area of the digital age that we have in conjunction with Industry 4.0 and globalization. These rapid changes and transformations in the world affect education both as a structure and as learning environments. One of these values has been the digital transformation. As the increasing use of technology in every day and learning environments, now most of the students are born to a digital world. In this context, this study was designed with a phenomenological research design as the qualitative approach in order to determine academics' views on digital transformation in education in terms of program and management processes. The working group consists of 20 faculty members working at 9 different universities in the Department of Educational Sciences. The data were collected with a semi-structured interview form. Results reveal that in the digital transformation process, managers must first create a vision to generate and managed accordingly for an effective learning environment. According to another result, it is possible that school shareholders are involved in this transformation process by letting them access the place and time by supporting content and infrastructure which is technologically appropriate. It is recommended that educational administrators and program specialists be ready for this transformation and have the qualities to manage this transformation.

Education Transformation in the Digitalization Age as the Future of the Nation

Journal of Applied Linguistics

Technology-based education is expected to be able to improve the quality of education and also in the long term improve the welfare of a nation. The case study approach in several countries and using the results of existing studies in those countries shows a significant influence on digital technology-based learning and teaching. This was emphasized by UNDP regarding the importance of using technology in learning. Studies in England, Turkey and in Asean countries and specifically in Indonesia show that improving the welfare of the nation is possible because more advanced education and the use of learning technology are able to shape students' thinking, learning attitudes and of course their independence in the future. This is certainly encouraging in the midst of the Government's spirit to promote education with an independent learning corps as a complementary to education for all. Keywords: education, technology, welfare, nation, learning and teaching.

Digital Transformation Prospects in Islamic Higher Education: Opportunities, Challenges and Its Impacts

2018

According to the World Economic Forum, a Fourth Industrial Revolution is now building momentum, characterized by a fusion of technologies that blur the lines between the physical, digital, and biological spheres. Indonesia faces demographic bonus demands and rapid technological developments to produce skilled, qualified and competitive human resources (HR). Islamic Higher Education has a strategic role in playing its role and function in producing excellent graduates. Therefore, Islamic Higher Education is required to adapt to changes in the international context. Islamic Higher Education should be aware that demographic bonuses and the rapid development of technology as an opportunity to change. Toward that direction, digital transformation is a necessity in Islamic Higher Education. Opportunities and challenges of Digital Transformation in Islamic Religious Higher Education will be faced in line with tight competition, rapid changes, and sophisticated technological developments. H...

DIGITAL TRANSFORMATION IN HIGHER EDUCATION

BSU, 2021

Digital higher education is growing so fast since the spread of Covid-19 in 2020, most universities were not prepared for transforming all their teaching activities into e-learning. This paper discusses the development of digital education at universities and the challenges it faces. In conclusion, digital higher education will not go back, and universities have to adapt to this new reality and start preparing the grounds for the success of digital education. Both students and tutors benefit from e-learning, students can receive a diploma at lower cost with greater ability to work during their studies, professors will be able to find job opportunities while staying at their home countries. Digital education faces many challenges including the lack of research related to this new technology and some technical difficulties that need to get solved.

Focus on Curriculum Transformation Through Educator and Student Attitude Development to Digital Competence

Innovations, Technologies and Research in Education, 2019, 2019

Huge quantities of information processed through the use of digital technologies occupy an increasing place in education and trigger a search for understanding of the essence of speedy changes in order to capture the most productive ways of monitoring them. Investigations indicate that the goals of education in general which dominated at the beginning of the 21 st century have shifted from an accent on disciplinary knowledge of facts to an in-depth understanding of scientific ideas and concepts and to higher order thinking of educators and students which are integrated with the transformational impact of technologies. Curricula offer students innovative knowledge and tools for deeper understanding and implementing digital technologies, as well as emphasize the development of creativity (Chai, & Kong, 2017). Meanwhile, the educators' attitudes to technologies that have become decisive educational tools differ across countries, cultural settings and universities. Even more, educators and students identify differences in their attitudes towards the digital technologies and their usage. Much of the students' possible success in digital competence development depends on the educators' attitude to the evolving amount of technologies to achieve a deep understanding of its transforming nature and appropriate changes of curricula. An effective usage of technologies for educational purposes, therefore, needs constant investigation to balance out all that constitutes the inseparable parts of education at its tertiary stage and thus keep targeted the transformational process. The present paper uses the data collected by the project "Implementation of Transformative Digital Learning in Doctoral Program of Pedagogical Science in Latvia" (LZP-2018/2-0180) to trace if there are any significant differences in educators' and tertiary students' attitudes to digital technologies (Gokhale et al., 2013; Hofstede et al., 2011) and competence development, that might interfere with the transforming nature of technologies and the improvement of the digital competence of students.