Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation
Abstract: The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrat… Show more
Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
Cited by 3 publications
References 90 publications
Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes
The ship is still heading in the wrong direction. The urgency of challenges in education is quite evident across many parts of the world, encompassing a spectrum of issues that demand immediate attention. These are the challenges of numbers, access to learning resources, the quality of education and services, educational financing, serving diverse demographics, and addressing the imperative of speed in adapting to contemporary demands (McElreath et al., 2018; Olesika et al., 2021; Kundu et al., 2022; Ott & Tiozzo, 2022). The quantum of these multifaced challenges can be so enormous it can cause a paralytic situation. In his famous book, "The Fourth Education Revolution, " Sir Anthony Seldon urges educators to be ready to shape the future of education when artificial intelligence has deeply impacted all walks of our lives. Governments, policymakers, and institutions tried charting new actions to reimagine the educational landscape. Edward de Bono presented this interesting scenario of challenges of education: "Imagine a ship at sea that is in trouble. The lights keep going out. The engine is faltering. The rudder is unreliable. The first mate is drunk. The crew is very demoralised. The service is appalling. The passengers on the ship are very dissatisfied. Then, a new captain and first mate are brought in by helicopter. Very quickly, everything changes. The morale of the crew is lifted. Service improves. The engine is fixed. The rudder is fixed. The lights stay on. Everything is fine. But the ship is still heading in the wrong direction." (Pant, 2020). Recognizing the need for a paradigm shift becomes imperative to break free from the inertia of existing systems and foster innovation in addressing these challenges (Cheng, 2019). It's a call to transcend the limitations of conventional approaches and embrace novel strategies that align with the complexities of the contemporary world. Although acknowledging the severity of the challenges in education is essential, the need for change drives transformative action (Kurent & Avsec, 2023). It has to be a collective effort to navigate complexities, manage conflicting expectations, and chart a course toward an education system that is responsive, inclusive, and equipped to meet the evolving needs of learners in the 21st century. The solution to these educational challenges likely involves disruptive and creative approaches Lalos, 2023). These comprise fostering self-learning (based on meta-cognition), assessing learning, promoting collaborative and cooperative learning, customizing learning experiences, and utilizing learning analytics. Yet, beyond implementing new systems or technologies, there's a crucial need for a fundamental shift in perspective. Viewing education solely as the state's responsibility and relying on authority, licenses, and permissions for educational transactions is unlikely to be effective in contemporary times (OECD, 2016). Factors impeding the transformative efforts Several factors impede the transformative efforts required to reshape the global education landscape, posing significant challenges to progress. One critical factor is the entrenched nature of traditional educational systems. Long-standing practices and structures, often resistant to change, create inertia within institutions. The adherence to conventional teaching methods, rigid curriculum frameworks, and standardized assessments hinders the adoption of more dynamic, student-centered approaches. The digital divide is a serious concern, and it was quite visible during the COVID-19 pandemic when institutions suddenly shifted to online education (Bozkurt & Sharma, 2021). While technology has the potential to enhance learning, not all students have equal access, exacerbating educational inequalities. Another significant challenge is the need for a dynamic curriculum that prepares students for the rapidly evolving job market. The mismatch between traditional educational models and the skills demanded by the modern workforce poses a substantial hurdle. A relook at the curricular frameworks and emphasizing fostering critical thinking, problem-solving, and adaptability will be a welcome step (Ahuja, 2023).The question of inclusivity remains prominent. In many regions, marginalized groups face barriers to education due to factors such as gender, socioeconomic status, or cultural background (Cook, 2024). Ensuring inclusivity requires addressing these systemic barriers and implementing policies promoting equal educational opportunities. The assessment methods employed in education also warrant scrutiny. Overemphasis on standardized testing can limit a holistic understanding of students' capabilities, neglecting important aspects like creativity and practical skills. Striking a balance between standardized assessments and diverse evaluation methods is essential for a more comprehensive understanding of students' abilities. Open-book examinations are being experimented with in some countries as an innovative examination reform (Jurinová & Miština, 2023; Belok, 2021). In the context of technology, while it presents opportunities, ethical concerns do arise. Data privacy, cybersecurity, and the responsible use of artificial intelligence in education need careful consideration (Jabar et al., 2024). Balancing the benefits of technological advancements with ethical considerations is crucial for ensuring a positive impact on the educational landscape (Magrani & da Silva, 2024). Financial constraints present a substantial barrier to transformation. Many educational institutions struggle with limited budgets and resources, particularly in lower-income regions. Investing in innovative technologies, teacher training programs, and infrastructure upgrades requires financial commitment, making it challenging for some regions to keep pace with the evolving educational landscape. Resistance to change among stakeholders, including educators, administrators, and parents, can impede transformative initiatives (Akella & Khoury, 2021; Gratz & Looney, 2023). This resistance may stem from a fear of the unknown, concerns about the effectiveness of new methods, or a desire to preserve familiar educational paradigms. Overcoming this resistance demands effective communication, professional development, and inclusive decision-making processes that involve all stakeholders in the transformation journey. Bringing change in education Indeed, addressing the complex educational challenges necessitates shifting toward disruptive, innovative solutions. One key area of innovation is technology integration, particularly leveraging educational technology and artificial intelligence. This can help bridge the digital divide by providing access to quality educational resources for students worldwide. Virtual classrooms, online platforms, and interactive learning tools can enhance the learning experience, offering flexibility and customization to cater to diverse learning styles. Disruptive innovations also involve reimagining the curriculum to align with the demands of the 21st-century workforce. Incorporating emerging fields such as quantum technologies into the curriculum can ensure that education stays relevant and forward-looking (Onorato et al., 2024). Ensuring inclusivity requires significant changes in educational policies and practices. Efforts to remove systemic barriers for marginalized groups, such as gender-sensitive approaches and targeted interventions for socioeconomically disadvantaged communities, can contribute to a more equitable educational system. In assessment methods, competency-based assessments, real-world simulations, and portfolios can provide a more holistic evaluation of students' capabilities, encompassing academic knowledge, practical skills, and creativity. Climate change is a global concern, and its integration into education would instill a sense of environmental responsibility in the younger generation. Generative artificial intelligence tools have become very powerful and a big helping hand for content creators. It has also brought negative consequences through deepfake audio and videos. Governments are planning for suitable regulations in force to keep the students, teachers, and other stakeholders safe. There is an urgent need to develop robust frameworks for data privacy, transparent algorithms, and responsible AI applications in education (Sharma, 2024). Conclusion: navigating the transformative journey The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions (Arora & Pillai, 2023). The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.
Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes
The ship is still heading in the wrong direction. The urgency of challenges in education is quite evident across many parts of the world, encompassing a spectrum of issues that demand immediate attention. These are the challenges of numbers, access to learning resources, the quality of education and services, educational financing, serving diverse demographics, and addressing the imperative of speed in adapting to contemporary demands (McElreath et al., 2018; Olesika et al., 2021; Kundu et al., 2022; Ott & Tiozzo, 2022). The quantum of these multifaced challenges can be so enormous it can cause a paralytic situation. In his famous book, "The Fourth Education Revolution, " Sir Anthony Seldon urges educators to be ready to shape the future of education when artificial intelligence has deeply impacted all walks of our lives. Governments, policymakers, and institutions tried charting new actions to reimagine the educational landscape. Edward de Bono presented this interesting scenario of challenges of education: "Imagine a ship at sea that is in trouble. The lights keep going out. The engine is faltering. The rudder is unreliable. The first mate is drunk. The crew is very demoralised. The service is appalling. The passengers on the ship are very dissatisfied. Then, a new captain and first mate are brought in by helicopter. Very quickly, everything changes. The morale of the crew is lifted. Service improves. The engine is fixed. The rudder is fixed. The lights stay on. Everything is fine. But the ship is still heading in the wrong direction." (Pant, 2020). Recognizing the need for a paradigm shift becomes imperative to break free from the inertia of existing systems and foster innovation in addressing these challenges (Cheng, 2019). It's a call to transcend the limitations of conventional approaches and embrace novel strategies that align with the complexities of the contemporary world. Although acknowledging the severity of the challenges in education is essential, the need for change drives transformative action (Kurent & Avsec, 2023). It has to be a collective effort to navigate complexities, manage conflicting expectations, and chart a course toward an education system that is responsive, inclusive, and equipped to meet the evolving needs of learners in the 21st century. The solution to these educational challenges likely involves disruptive and creative approaches Lalos, 2023). These comprise fostering self-learning (based on meta-cognition), assessing learning, promoting collaborative and cooperative learning, customizing learning experiences, and utilizing learning analytics. Yet, beyond implementing new systems or technologies, there's a crucial need for a fundamental shift in perspective. Viewing education solely as the state's responsibility and relying on authority, licenses, and permissions for educational transactions is unlikely to be effective in contemporary times (OECD, 2016). Factors impeding the transformative efforts Several factors impede the transformative efforts required to reshape the global education landscape, posing significant challenges to progress. One critical factor is the entrenched nature of traditional educational systems. Long-standing practices and structures, often resistant to change, create inertia within institutions. The adherence to conventional teaching methods, rigid curriculum frameworks, and standardized assessments hinders the adoption of more dynamic, student-centered approaches. The digital divide is a serious concern, and it was quite visible during the COVID-19 pandemic when institutions suddenly shifted to online education (Bozkurt & Sharma, 2021). While technology has the potential to enhance learning, not all students have equal access, exacerbating educational inequalities. Another significant challenge is the need for a dynamic curriculum that prepares students for the rapidly evolving job market. The mismatch between traditional educational models and the skills demanded by the modern workforce poses a substantial hurdle. A relook at the curricular frameworks and emphasizing fostering critical thinking, problem-solving, and adaptability will be a welcome step (Ahuja, 2023).The question of inclusivity remains prominent. In many regions, marginalized groups face barriers to education due to factors such as gender, socioeconomic status, or cultural background (Cook, 2024). Ensuring inclusivity requires addressing these systemic barriers and implementing policies promoting equal educational opportunities. The assessment methods employed in education also warrant scrutiny. Overemphasis on standardized testing can limit a holistic understanding of students' capabilities, neglecting important aspects like creativity and practical skills. Striking a balance between standardized assessments and diverse evaluation methods is essential for a more comprehensive understanding of students' abilities. Open-book examinations are being experimented with in some countries as an innovative examination reform (Jurinová & Miština, 2023; Belok, 2021). In the context of technology, while it presents opportunities, ethical concerns do arise. Data privacy, cybersecurity, and the responsible use of artificial intelligence in education need careful consideration (Jabar et al., 2024). Balancing the benefits of technological advancements with ethical considerations is crucial for ensuring a positive impact on the educational landscape (Magrani & da Silva, 2024). Financial constraints present a substantial barrier to transformation. Many educational institutions struggle with limited budgets and resources, particularly in lower-income regions. Investing in innovative technologies, teacher training programs, and infrastructure upgrades requires financial commitment, making it challenging for some regions to keep pace with the evolving educational landscape. Resistance to change among stakeholders, including educators, administrators, and parents, can impede transformative initiatives (Akella & Khoury, 2021; Gratz & Looney, 2023). This resistance may stem from a fear of the unknown, concerns about the effectiveness of new methods, or a desire to preserve familiar educational paradigms. Overcoming this resistance demands effective communication, professional development, and inclusive decision-making processes that involve all stakeholders in the transformation journey. Bringing change in education Indeed, addressing the complex educational challenges necessitates shifting toward disruptive, innovative solutions. One key area of innovation is technology integration, particularly leveraging educational technology and artificial intelligence. This can help bridge the digital divide by providing access to quality educational resources for students worldwide. Virtual classrooms, online platforms, and interactive learning tools can enhance the learning experience, offering flexibility and customization to cater to diverse learning styles. Disruptive innovations also involve reimagining the curriculum to align with the demands of the 21st-century workforce. Incorporating emerging fields such as quantum technologies into the curriculum can ensure that education stays relevant and forward-looking (Onorato et al., 2024). Ensuring inclusivity requires significant changes in educational policies and practices. Efforts to remove systemic barriers for marginalized groups, such as gender-sensitive approaches and targeted interventions for socioeconomically disadvantaged communities, can contribute to a more equitable educational system. In assessment methods, competency-based assessments, real-world simulations, and portfolios can provide a more holistic evaluation of students' capabilities, encompassing academic knowledge, practical skills, and creativity. Climate change is a global concern, and its integration into education would instill a sense of environmental responsibility in the younger generation. Generative artificial intelligence tools have become very powerful and a big helping hand for content creators. It has also brought negative consequences through deepfake audio and videos. Governments are planning for suitable regulations in force to keep the students, teachers, and other stakeholders safe. There is an urgent need to develop robust frameworks for data privacy, transparent algorithms, and responsible AI applications in education (Sharma, 2024). Conclusion: navigating the transformative journey The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions (Arora & Pillai, 2023). The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.
Digital learning for preschools: Validation of basic ICT competence beliefs of preschool teachers in Hong Kong and the Philippines
With technology integration efforts expanding to early childhood education globally, assessing preschool teachers’ technological competence beliefs is imperative. However, most existing tools measuring teachers’ information and communication technology (ICT) competence beliefs focused on primary through secondary grades. This study examined the factorial validity, reliability, and measurement invariance of the Basic ICT Competence Beliefs (BICB) questionnaire among 209 preschool teachers in Hong Kong and the Philippines. Confirmatory factor analyses supported the original nine-factor structure over plausible alternative models. All factors showed good reliability (α = 0.83 to 0.91) and theoretically meaningful factor intercorrelations. Multigroup CFA results supported the measurement invariance of the scale. Specifically, the results demonstrated the configural, metric, scalar, and strict invariance across cultural groups. Findings provide further validity for the BICB as a psychometrically sound instrument for assessing preschool teachers’ ICT competence beliefs within and across contexts. The BICB can help identify teacher strengths and needs, guide professional development, and evaluate technology integration efforts in early childhood education in Asia.
Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework
In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
Contact Info
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Product
Resources
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.
