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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: closed (30 September 2021) | Viewed by 21755

Special Issue Editors

Prof. Dr. Carlos Hervás-Gómez

E-Mail Website
Guest Editor
Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: teacher training; ICT; education research; emerging educational technologies; computational thinking
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. María Dolores Díaz-Noguera

E-Mail Website
Guest Editor
Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: school organization; teacher training; education research; emerging educational technologies; computational thinking
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Pedro Román-Graván

E-Mail Website
Guest Editor
Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: ICT in education; robotics; digital competence; educational technology; distance education; adult education; special needs education
Special Issues, Collections and Topics 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 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

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

Published Papers (5 papers)

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Research

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19 pages, 2067 KiB  
Article
A Systemic Perspective for Understanding Digital Transformation in Higher Education: Overview and Subregional Context in Latin America as Evidence
by Luis Manuel Cerdá Suárez, Karen Núñez-Valdés and Susana Quirós y Alpera
Sustainability 2021, 13(23), 12956; https://doi.org/10.3390/su132312956 - 23 Nov 2021
Cited by 15 | Viewed by 3304
Abstract
Since virtual education has increased from a local to a global audience, it is of great importance to understand the role that cultural and social backgrounds play in the transition to digital education. Therefore, a review of preferences and evidence among different Latin [...] Read more.
Since virtual education has increased from a local to a global audience, it is of great importance to understand the role that cultural and social backgrounds play in the transition to digital education. Therefore, a review of preferences and evidence among different Latin American regions and nations increases understanding. This digital transformation can be assessed under several categories of cultural, social, and economic situations. Traditionally, universities are known as formal institutions with emerging education trends, but it is mandatory to address the managerial work and implications of the institutions themselves. Particularly, universities play a relevant role in understanding the effective digital transformation in communities, but the profile of the educational system is very important for configuring this process. This research points out the main dimensions that prevent societies from increasing their educational level. By using comparative data analysis and documentary references, this paper highlights a systemic perspective for understanding the digital transformation in higher education, but it also expands the range to managerial decisions about the role educational ecosystems play in this transformation. Moreover, this study provides an overview of how relational elements configure management in higher education institutions. Full article
(This article belongs to the Special Issue Digital Transformation in Education and Emerging Educational Technologies. Innovation and Research in a Sustainable Society)
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32 pages, 533 KiB  
Article
The Transformation Process of the University into a Data Driven Organisation and Advantages It Brings: Qualitative Case Study
by Ignacio Carnicero, Cristina González-Gaya and Víctor F. Rosales
Sustainability 2021, 13(22), 12611; https://doi.org/10.3390/su132212611 - 15 Nov 2021
Cited by 2 | Viewed by 3481
Abstract
The use of data in decision-making has become prevalent in all sectors, including education. The present paper analyses the steps necessary for a university to become a data-driven organisation and the advantages this transformation has to offer, both in teaching and in management. [...] Read more.
The use of data in decision-making has become prevalent in all sectors, including education. The present paper analyses the steps necessary for a university to become a data-driven organisation and the advantages this transformation has to offer, both in teaching and in management. A qualitative case study methodology was used with a thematic inductive analysis with two groups of participants. The results are a methodology for transformation, identifying the barriers that may arise and actions necessary to overcome them and the advantages the use of data has to offer the university. Full article
(This article belongs to the Special Issue Digital Transformation in Education and Emerging Educational Technologies. Innovation and Research in a Sustainable Society)
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14 pages, 1385 KiB  
Article
Student’s Satisfaction of the Quality of Online Learning in Higher Education: An Empirical Study
by Carmen Jiménez-Bucarey, Ángel Acevedo-Duque, Sheyla Müller-Pérez, Luis Aguilar-Gallardo, Miguel Mora-Moscoso and Elena Cachicatari Vargas
Sustainability 2021, 13(21), 11960; https://doi.org/10.3390/su132111960 - 29 Oct 2021
Cited by 26 | Viewed by 5478
Abstract
Higher education institutions (HEIs) have been facing a digital transformation in online learning as a result of the restrictions generated by COVID-19. Therefore, identifying which are the elements that influence student satisfaction will allow HEIs to establish strategies to ensure the quality of [...] Read more.
Higher education institutions (HEIs) have been facing a digital transformation in online learning as a result of the restrictions generated by COVID-19. Therefore, identifying which are the elements that influence student satisfaction will allow HEIs to establish strategies to ensure the quality of the digital transformation. This study proposes a model that measures student satisfaction considering three dimensions: teacher quality, technical service quality and service quality. Then, the impact of each dimension on student satisfaction is estimated using a Partial Least Squares Structural Equation Model (PLS-SEM), and finally an Importance-Performance Map Analysis (IPMA) was performed to identify the improvements that should be made to increase student satisfaction. When analyzing the responses of 1430 students at the School of Medicine, it was found that the quality of technical service should be improved, specifically training, and encouraging teachers to use strategies that allow student participation. Full article
(This article belongs to the Special Issue Digital Transformation in Education and Emerging Educational Technologies. Innovation and Research in a Sustainable Society)
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13 pages, 966 KiB  
Article
Students’ Attitude towards the Sustainable Use of Mobile Technologies in Higher Education
by Liliana Mâță, Otilia Clipa, Venera-Mihaela Cojocariu, Viorel Robu, Tatiana Dobrescu, Carlos Hervás-Gómez and Ionuț Viorel Stoica
Sustainability 2021, 13(11), 5923; https://doi.org/10.3390/su13115923 - 24 May 2021
Cited by 6 | Viewed by 3573
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
(This article belongs to the Special Issue Digital Transformation in Education and Emerging Educational Technologies. Innovation and Research in a Sustainable Society)
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Review

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21 pages, 1825 KiB  
Review
Generic Digital Equity Model in Education: Mobile-Assisted Personalized Learning (MAPL) through e-Modules
by Sheng Jia Song, Kim Hua Tan and Mohd Mahzan Awang
Sustainability 2021, 13(19), 11115; https://doi.org/10.3390/su131911115 - 08 Oct 2021
Cited by 14 | Viewed by 3719
Abstract
This study addresses the challenges most learners face in Third World and developing countries concerning education accessibility in an emergency. On the basis of the shortcomings found in a review of past studies, this scoping review introduces adapted model mobile-assisted personalized learning (MAPL), [...] Read more.
This study addresses the challenges most learners face in Third World and developing countries concerning education accessibility in an emergency. On the basis of the shortcomings found in a review of past studies, this scoping review introduces adapted model mobile-assisted personalized learning (MAPL), which focused on full distance learning using the personalized learning (PL) concept. This concept is rarely used in the classrooms of Third World and developing countries. MAPL is technology-integrated and customized PL but it does not depend on artificial intelligence. This model bridges the digital divide that hinders learners in accessing education by providing flexibility, regardless of weak internet reception or low bandwidth, among other hindrances, in Third World or developing countries. Learners in these countries inevitably opt for mobile devices as their preferred learning tool. MAPL is necessary and can aid underprivileged learners who are highly dependent on mobile devices. Rethinking and reforming current teaching practices are required. In this study, a pool of 60 articles from 2011 to 2021 was qualitatively synthesized. Among the articles, 29 focused on PL, 15 on mobile learning, and 16 on the potentials of MAPL. The findings indicate that MAPL could be a viable solution for achieving equity in education for every learner during full-fledged distance learning. Full article
(This article belongs to the Special Issue Digital Transformation in Education and Emerging Educational Technologies. Innovation and Research in a Sustainable Society)
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