Education and Digital Societies for a Sustainable World

The advent of the internet has channeled more online-related tasks into our lives and they have become a pre-requisite. One of the concerns with high internet usage is the multiplication of cyber-associated risky behaviors such as cyber aggression and/or cyberbullying. Cyberbullying is an emerging issue that needs immediate attention from many stakeholders. The aim of this study is to review existing successful and emerging interventions designed to prevent cyberbullying by engaging individuals through teacher professional development and adopting a whole-school approach. The review presents the strengths and limitations of the programs and suggestions to improve existing interventions. Preparing interventions with a strong theoretical framework, integrating the application of theories in interventions, promoting proactive and reactive strategies in combination, beginning with baseline needs assessment surveys, reducing time on digital devices and the digital divide among parents and children, promoting the concepts of lead trainer, peer trainer, and hot spots, focusing on physical activity, and use of landmarks are some of the recommendations proposed by the authors. In addition to face-to-face intervention sessions, it is suggested to update existing intervention programs with games and apps and to evaluate this combination. Full article

Environmental care attitude is an important factor in protecting the environment. The Adiwiyata Award is presented as the highest recognition for implementing an environmental care attitude. The aims of this study are to (1) evaluate the execution of the environmental curriculum in Adiwiyata schools; (2) to analyze the students’ environmental care attitudes in Adiwiyata schools in the Pati Regency using the new ecological paradigm (NEP) scale; and (3) to examine the students’ environmental care attitudes in Adiwiyata schools in the Pati Regency related to gender differences. Based on the criteria of Adiwiyata schools, they were used as research subjects. The research subjects were chosen using a purposive sampling technique. A questionnaire was utilized as a data collection instrument. The new ecological paradigm (NEP) scale was used to assess environmental care attitudes. This study used a Likert scale to assess environmental care attitudes. The Mann-Whitney test was used to identify gender differences in environmental care attitudes. The results found that (1) Adiwiyata schools in the Pati Regency supported the implementation of environmental education in the curriculum, as well as participation in environmental activity programs and the use of greenhouses; (2) the environmental care attitudes of students from the SMA Negeri Pati Regency were in the moderate category; and (3) there was a gender difference based on environmental care attitudes, which found that female students have a higher environmental care attitude than the male students. Environmental education plays an important role in gender differences because the Adiwiyata school has integrated learning activities with the environmental education curriculum, and participatory-based environmental activities can improve students’ environmental care attitudes. The potential implication for policy and practice in the field is that humans will consciously prevent environmental problems from occurring. Full article

UNESCO’s Sustainable Development Goal 4 and new curricula around the world call for a better quality of education. Among the main challenges of improving quality is increasing the integration between disciplines and improving the preparation of students for the personal and work requirements of a smarter and rapidly changing society. For that purpose, we need to design new and effective didactic strategies. However, current classrooms are isolated. They practically never connect. This hinders the exchange of ideas. It inhibits imitation and recombination, the basic blocks of cultural evolution and innovation. In this paper, we analyze four online interclass tournaments that we have implemented in the last decade. This long-term view is crucial for estimating the sustainability of new teaching strategies. These tournaments are very uncommon lessons, where entire elementary or middle school classes interconnect synchronously and play an educational game. This increased interconnectedness is only possible thanks to digital communication technology. We found that these interclass tournaments are feasible to implement in schools; that they are a promising mechanism for teaching with an increased integration of disciplines; and that they facilitate imitation, recombination, and innovation of teaching strategies. Thus, interclass tournaments could be a feasible strategy to help innovate and improve the quality of education. Full article

The present research aimed to determine the role of online teaching platforms in enhancing learning and teaching as perceived by bachelor students of English specialization. This study also sought to examine the association between students’ engagement and their academic performance during online learning. In doing so, a quantitative approach was used to collect data, and 423 bachelor students from three Palestinian higher education institutions (Al Quds Open University, An Najah National University, and Arab American University) completed a closed-ended questionnaire. The study’s outcomes demonstrated that the students’ attitudes toward the role of online teaching platforms in enhancing their learning can be classified as positive and negative, and these attitudes varied among the respondents due to problems and challenges during online learning and previous experiences, skills, and learning style. Moreover, about 58.6% of students were dissatisfied with their online learning and had negative attitudes toward online teaching platforms. Therefore, more future studies relating to the design of online courses, resources that are available on the platform, and online teaching strategies that are considered fundamental components for fostering students’ engagement at higher education institutions should be taken into account. Moreover, further studies involving more universities with samples from different specializations will confirm or contrast the findings of the current study. Full article

The current study aims to report the role of technological pedagogical and content knowledge (TPACK) in the integration of technology by preservice teachers during teaching practicum. As this study employed a survey as its methodological approach, instruments measuring TPACK and the integration of technology during teaching practicum were developed based on prior studies and validated through content validity and a pilot study. The main data (n. 1333) were analyzed through the partial least squares structural equation model (PLS-SEM), supported by importance performance map analysis (IPMA). The study’s results were satisfactory in determining the scale’s validity and reliability. The structural model shows that all the hypothetical interactions were positively significant. The strongest relationship between the TPACK factors emerged between technological pedagogical knowledge (TPK) and TPACK. Additionally, technology integration was most significantly affected by TPACK. Full article

Traditional face-to-face classes were replaced with online learning when the COVID-19 pandemic happened. Students were unfamiliar with the virtual setup, as well as the technological challenges, which led to dissatisfaction and affected their academic performance. This research study surveyed 230 engineering students and applied conjoint analysis to analyze their preferences in online learning delivery. Using SPSS Statistics software, we revealed the top three attributes for delivery type: interaction, flexibility, and proctored exam. In addition, the most favored combination from the generated stimuli was a form of blended mode delivery. The synchronous meetings and asynchronous activities allowed students to manage their time efficiently. It could be deduced from the findings that students highly preferred the combination considering learner–instructor, live chats, real-time lecture meetings, and automatic availability, with a focus on synchronous online learning modes. Higher education institutions may reflect on the results of this study to reassess the online learning environment they implement among students. Incorporating a student’s learning style to determine the relationship between their preference for online learning delivery type will be helpful for further research through application and study extension. It is suggested that the perceptions of instructors and students enrolled under different learning modalities and their effectiveness should also be addressed. This is a recommendation for future research to consider. Especially near the end of the COVID-19 pandemic, traditional face-to-face learning was being implemented. Thus, future studies may want to consider an analysis of the behavioral intentions of students. On the other hand, analyses such as student behavioral intentions for the future applications of the different modalities and comparisons thereof may be conducted to enhance the implications for, policies of, and strategies of universities. Full article

The purpose of formal education is to increase students’ abilities, and its content is to impart knowledge through various courses. Thus, it is essential to accurately identify the relationship between knowledge and students’ ability increment to ensure the quality of education and the sustainable development of education. Currently, this relationship is mainly established based on previous educational data and teachers’ experience, which is often imprecise. This paper proposes a framework for knowledge and ability recognition based on the structural characteristics of complex network modules. The proposed framework utilizes a knowledge cognitive-interdependent network model (KCIN) as its object. First, the key knowledge nodes are identified via cognitive convergence flow of knowledge nodes in KCIN. Subsequently, the module structure of the knowledge network is identified by taking the key knowledge nodes as the core. Finally, the relationship between knowledge and ability is established by identifying the similar attributes of nodes in complex network modules. To validate the framework, we use teaching process data on the Data Structure course, which is a fundamental course for Information majors. The results show that the framework can effectively optimize the knowledge–ability relationship acquired from previous data and teacher experience. Full article

The increase in the use of the Internet, strongly boosted by the spread of COVID-19, has amplified the risk of involvement in cyberbullying and online grooming among minors. To date, most research on these phenomena has focused on middle and high school students, with fewer studies on younger children. The present study aims to fill this knowledge gap by measuring the spread of cyberbullying and online grooming in a sample of 410 primary school students in the city of Rome and by identifying the main individual and environmental predictors associated with the involvement of children in these phenomena using factor analysis. Results indicate that both cyberbullying and online grooming are widespread among respondents, showing common traits within the four latent dimensions identified. Screen time is among the main predictors of children’s involvement, together with parental supervision, phubbing behaviours, prosocial tendencies and family socio-economic background. These findings highlight the need for further studies on representative samples of this age group, as well as for a greater cooperative effort among schools, parents and caregivers to keep children safe in the virtual world. Full article

The purpose of the study is to determine the needs of modern Russian agriculture for specialists with certain, most-in-demand, digital competencies. The research methodology is based on the application of the expert assessments method, the method of random statistical selection of experts, and the scientific generalization method. The field of the research is modern digital technologies in agriculture, as well as the corresponding competencies of Russian agricultural university graduates. The study period is 2021–2022. Having acquired competencies of a modern agricultural specialist at the university should help graduates to integrate into the production process as quickly as possible, the latter undergoing qualitative changes due to the transition to a new technological order based on the use of digital technologies. The study of the current curricula of Russian agricultural universities has shown their lack of adequacy regarding the modern requirements of agricultural production. It indicates the need to examine the curricula. Taking into account the fact that digital technologies are rapidly improving and being introduced into agricultural production, further research in this area should be conducted annually in order to increase the compliance of training at universities according to modern requirements of agricultural production. Full article

The metaverse is unavoidable in an increasingly digitalized society and will potentially have a profound influence on what is understood as teaching and learning in its formal and informal dimensions, both in initial and continuing education. This research, carried out through document analysis, aims to reflect on several challenges and opportunities that the metaverse poses to education as a source of opportunities for a more relevant and effective teaching process, which necessarily involves the development of both the implementation and monitoring of research studies in the follow-up of education in the metaverse environment. Full article

Digital solutions are increasingly deployed in water management to support decision-making and to realize the automatization of processes. These solutions have a high potential to foster the sustainability of water management and related fields and thus to contribute to achieving the United Nations (UN) Sustainable Development Goals (SDGs). At the same time, more and more digital solutions aim to increase public awareness of specific urban water management aspects. To date, however, evidence is limited on the relevance and effectiveness of such digital solutions and on the effect of the governance settings on the potential of such solutions to raise awareness about the underlying water management issues. This paper aims to provide insights into the findings of two case studies, in Paris and Berlin, investigating the potential of digital solutions to make urban water management visible to the public and thus increase awareness about specific water management issues. Full article

Inclusive education is pivotal to sustainable development in different parts of the world. This perhaps accounts for its inclusion in the Sustainable Development Goals (SDGs) in SDG4, which targets inclusive education. Meanwhile, inclusive education has predominantly dimensioned physically challenged or impaired learners. However, with the outbreak of the COVID-19 pandemic and the sudden transition to online teaching and learning, the quest for a different dimension of inclusive education, especially with regard to technology, is on the increase. This paper investigates how inclusive education is presented in scholarly published articles in the South African context. Five phases of a scoping review, namely, identification, finding/searching, choosing, extraction/charting and collation, were adapted for the review. From a search using the terms “inclusive” AND “distance” AND “education” AND “disability” AND “South Africa”, a corpus of 73 scholarly published articles was identified. Using different selection criteria, such as specific context of the review, 55 articles were deleted. Thus, a final corpus of 18 articles was analysed. From the reviewed relevant literature, themes were generated after retrieved information had been coded and categorised. The review indicated that the focus on inclusive education in the South African context is directed towards physically impaired or challenged persons. The paper recommends that in the context of distance education and with the sudden transition to online teaching and learning, lack of access to technology such as computers and Wi-Fi, among others, can constitute a technological disability. Thus, inclusive education in the dimension of technological disability should be explored to enable the leadership of education systems in providing the required assistance. Full article

The inevitable digitalization of workplaces in the present era, generally as a result of technological developments, has caused a paradigm shift, along with new innovative business models and business behaviors, which has required leaders to possess certain digital skills for sustainable corporate performance. Hence, studies on digital leadership have attracted the attention of academics and practitioners worldwide, with many studies having been conducted on the topic. However, a comprehensive analysis of the intellectual architecture, knowledge structure, and thematic evolution of the digital leadership field of research using science mapping tools has yet to be conducted. The current study, therefore, aimed at reviewing the intellectual structure and evolution of the digital leadership field through a bibliometric and science-mapping analysis. This study used digital leadership as an umbrella term comprising leadership styles such as e-leadership, virtual leadership, technology leadership, and leadership 4.0, which have similar meanings and can be used interchangeably. With this purpose, bibliometric performance and science mapping analysis was performed on articles related to the research field that were retrieved from the Scopus database using SciMAT software (version 1.1.04). The results of the study revealed that the scope of digital leadership research is gradually expanding and diversifying and that publication output is increasing steadily. In addition, period-based analysis showed that the technology management theme during the first period, the virtual teams and technology themes during the second period, and the COVID-19, virtual reality, and digital technologies themes during the third period emerged as the motor themes and formed the focus of research in this field. Thematic evolution analysis showed that virtual leadership during the first and second periods, virtual teams during the second period, e-leadership and technology during the second and third periods, and digital leadership, COVID-19, and virtual reality during the third period, along with technology leadership in all three periods were all noteworthy as well-developed research themes. These findings enable a better understanding of the research field of digital leadership and provide a reference for future research by revealing the conceptual structure and thematic evolution of the digital leadership knowledge base. Full article

As classrooms have become increasingly digitized, information and communication technology (ICT) has been frequently used by teachers. On that basis, whether teachers’ ICT use could provide students with more and sustainable opportunities to learn (OTL) has aroused more attention in the relevant research field. However, there has been scarce evidence for teacher-related factors that elucidate the correlation between the ICT use of teachers and providing OTL in secondary education. Given this inefficiency of evidence, this study aimed to investigate the above correlation and explore the mediation effects of teachers’ self-efficacy and teachers’ flexible strategy use to solve individualized challenges (i.e., adaptive instruction). The data of 10,796 teachers in 389 secondary schools were analyzed using R based on a multilevel mediation model. As indicated by the results of this study, teachers achieved higher self-efficacy and adaptive instruction levels when ICT was used more frequently in reading classrooms, which would further enhance the provision of OTL for students. In addition, experienced teachers were better at facilitating adaptive instruction and self-efficacy using ICT. The above results could lay a solid foundation for future empirical studies to incorporate ICT in reading course design. Furthermore, it is imperative to carry out teacher training programs to improve teachers’ beliefs and practices in providing OTL for better sustainable education in ICT education contexts. Full article

The emergence of Industry 4.0 has awoken the adoption of blockchain as a key factor to enhance the industrial supply chain across the globe, enabling cost-effective and fast-paced delivery of products and services, ownership of products with privacy, and high security as well as traceability. This new digital horizon is underpinning the future direction of humankind, aligning with the Sustainable Development Goal themes of Good Health and Well-being (SDG3) and Sustainable Cities and Communities (SDG 11). Thus, the main objective of this paper is to elucidate the adoption of blockchain technology in Science, Technology, Engineering, and Math (STEM) disciplines by determining of the key academic research players and the evolution of blockchain in different fields. It begins by clarifying the definition of these concepts, followed by a discussion regarding the chronological progress of blockchain over time, an evaluation of the adoption of blockchain technologies in different key research areas, and lastly, providing comments on several directions to guide practitioners in developing a sustainable global blockchain roadmap in education science. Full article

Humanity has faced unprecedented chaos in the education sector due to the inevitable sudden adoption of online mode of learning during the pandemic. The complexities associated with technology-enabled learning and assessment have different connotations in developing countries due to a lack of infrastructure and awareness. Such countries can switch over to an online mode of education more frequently in the future due to highly volatile local political and cultural situations on top of the pandemic. This study evaluates the complexities associated with technology-enabled online assessment methods in Pakistan. Technology readiness and performance for the learning assessment of students are appraised through approaching approximately one thousand students from more than one hundred public and private sector engineering universities. A screened list of assessment alternatives and their influencing factors are then prioritized using the multi-actor multi-criteria analysis (MAMCA) by considering the perceptions of national policymakers, faculty members and students. The aggregate results reveal that, among the influencing factors, ‘mental health’ received the highest weightage, and stakeholders are indifferent to associated costs despite financial challenges. Automated MCQs secured the top position in the ranking list. Sensitivity analysis incorporates some disagreements among the stakeholders, which makes this study highly beneficial for policy modeling. Full article

The paper aims to investigate users’ behavior regarding inbound marketing while consuming content, in particular, to reveal the source of the reasons and triggers affecting content need in the case of long-consumption products. In the theoretical part of the article, the literature analysis is conducted in order to build a theoretical background. The variety of theories of content values as well as users’ decision-making processes are analyzed, and a conceptual view of the origins of content need is formed, which states that the need for a specific type of content emerges under the conditions of the consumer’s experienced gap of information or knowledge when in the stages of the buying model. In order to test this hypothesis, empirical research—the survey—was conducted. The main conclusion is that the decision-to-buy model makes a significant impact on the gap experienced by the consumer of the content and has the potential to be used to reveal the need for different content types in terms of its purposes. Full article

Digital society is already a reality and is increasingly shaping many aspects of social, economic and political life, among other aspects. The concept of Society 5.0 is a proposed form of a possible political nature to fulfil this digital society through a super-smart society. Based on document analysis of articles and books on this topic, this conceptual paper aims to critically discuss some aspects of Society 5.0, such as the dimensions of digitalization and sustainability. It is concluded that Society 5.0 is not an inevitability, and that the transformations it entails, as well as its advantages, also have challenges and limitations that should be considered, such as the risk of reproducing old forms of micro, meso and macrosocial inequalities within each country and between countries and regions, and, at the same time, creating new forms of social, cultural, economic and political inequalities, among others. A critical spirit seems to be necessary in the follow-up of this Society 5.0 and for which citizen-science logic, in an interdisciplinary way, can potentially provide tools for previous and prospective analysis of its implementation. We justify the need for smart education in these smart societies as a way of contributing to responding to the pressing problem of sustainability. It is smart education in and for a super smart society. Full article

This study aims to explore the relationship between the preparedness, self-efficacy, career motivation, and job satisfaction of Korean teachers with the 2018 data of TALIS (Teaching and Learning International Survey). For this purpose, 1266 Korean middle school teachers were selected, and an analysis of mediating effects was executed by utilizing structural equation modeling and phantom variables. The results are as follows: teacher preparedness had a significant and positive effect on teacher self-efficacy and career motivation. However, it failed to show a significant effect on teacher job satisfaction, which was instead significantly and positively affected by teacher self-efficacy and career motivation. In addition, based on the analysis of the estimate of mediating effects, it was discovered that teacher career motivation had a greater positive effect than that teacher self-efficacy on teacher job satisfaction. Taking these results into consideration, this study accordingly makes suggestions concerning the improvement of sustainable teacher job satisfaction, self-efficacy and career motivation inside teacher education courses. Furthermore, this study will propose measures such as further valuing the Teaching Personality and Aptitude Test and strengthening in-depth interviews in student teacher selection, extending teaching experiences through simulated instruction and peer supervision as well as providing well-organized teaching professional counseling opportunities for student teachers. Full article

With millions of students/employees browsing course information and job postings every day, the need for accurate, effective, meaningful, and transparent course and job recommender systems is more evident than ever. The current recommendation research has attracted wide attention in the academic and industrial areas. However, existing studies primarily focus on content analysis and user feature extraction of courses or jobs and fail to investigate the problem of cross-domain data integration between career and education. At the same time, it also fails to fully utilize the relations between courses, skills, and jobs, which helps to improve the accuracy of the recommendation. Therefore, this study aims to propose a novel cross-domain recommendation model that can help students/employees search for suitable courses and jobs. Employing a heterogeneous graph and community detection algorithm, this study presents the Graph-Community-Enabled (GCE) model that merges course profiles and recruiting information data. Specifically, to address the skill difference between occupation and curriculum, the skill community calculated by the community detection algorithm is used to connect curriculum and job information. Then, the innovative heterogeneous graph approach and the random walk algorithm enable cross-domain information recommendation. The proposed model is evaluated on real job datasets from recruitment websites and the course datasets from MOOCs and higher education. Experiments show that the model is obviously superior to the classical baselines. The approach described can be replicated in a variety of education/career situations. Full article

Compassion fatigue is a unique form of burnout that can seriously negatively impact both teachers’ development and students’ growth. A questionnaire survey was carried out among 1558 primary and secondary school teachers from 28 provincial administrative regions by using the Professional Quality of Life Scale (Pro QOL-5), and the results showed that: (1) the quality of professional life of primary and secondary school teachers in China is at the medium level, and compassion fatigue above the mild level is widespread; (2) there are individual differences in teachers’ compassion satisfaction and burnout. Teachers with more than 20 years of teaching experience at the senior title or above and college degree or below have higher levels of compassion satisfaction and lower levels of burnout. The level of compassion satisfaction is relatively high among teachers who are at school-level leadership or above and who are primary school teachers. The level of secondary trauma is relatively high among teachers in secondary schools and secondary vocational schools; (3) position (headteacher and class teachers), title (primary), and school type (secondary) have a significant influence on the degree of compassion fatigue. The findings suggest that compassion fatigue among primary and secondary school teachers needs urgent attention. By helping teachers identify compassion fatigue, learn self-care, adjust self-cognition, and clarify the boundaries of their professional competence, teachers’ compassion fatigue can be prevented and alleviated. Full article

The COVID-19 pandemic has created a fundamental shift in the Chinese education system, which has compelled teachers and students to accommodate the process of online learning in a short period of time. Accompanied by the advancement of information technology and the emergence of small private online courses (SPOCs), a variety of online programs containing a wealth of new materials and novel pedagogical approaches have emerged. However, there is a lack of awareness among researchers about the efficacy of utilizing shared SPOCs in teaching at conventional universities. Flipped classroom model (FCM) can make up for this defect. This study aims to investigate the effectiveness of flipped learning on the basis of SPOC and to suggest explicit criteria for its reuse in conventional college education. We carried out a quasi-experiment in a course on inorganic chemistry and examined findings with regard to the engagement and performance of the learners. We also conducted a post-task questionnaire and interviews to examine the experiences of the students so that those experiences could be incorporated into the design and study plan for flipped learning based on SPOCs. It was shown that the average performance of students in the flipped SPOC-based classroom was superior to that of students in the traditional classroom. Furthermore, the combination of quantitative and qualitative data showed that the majority of students experienced the flipped classroom favorably regarding student interaction, accessible learning resources, and proactive academic outcomes. Full article