The Current Challenges of Further Education in ICT with the Example of the Czech Republic

Abstract

Schools have an irreplaceable role in preparing the young generation for educational, professional, and social challenges, however, this effort fails if teachers themselves are not equipped with sufficient ICT competencies and do not work on their constant development. The presented quantitative study analyzed how secondary school teachers understand and actively use Information and Communication Technologies (ICT) in their teaching practice and what barriers they encounter in terms of the further education in ICT provided by accredited institutions. In a sample of 1846 Czech teachers who completed an online survey, results showed they lacked both understanding and active use of new technologies, rarely participated in further education, and were unsatisfied with the courses provided to them. Their main barriers to further education were the lack of sufficient technology available in school, insufficient knowledge and skills in ICT, and the lack of support from school management. Unlike in other studies, time was not identified as an important barrier. Possible legislative, educational, and school management consequences regarding the further education in ICT based on the barriers in attending the courses and identified age and gender differences are discussed.

Applying the ICT4H model to understand the challenges for implementing ICT‐based health information services in primary healthcare in South Ethiopia

“…This could be explained by the fact that poor leadership commitment could potentially lead to poor psychological ownership in implementing the principles set and defining a clear information framework (guidelines and manuals) to make the system easy. Similarly, a lack of clear senior management and ministerial ownership and leadership, lack of skills, and a lack of a proven approach to project management and risk management are also reported as a challenge 31‐33 . Therefore, future work (research or projects) could seek to include the early involvement of the stakeholders, especially local healthcare providers, throughout the whole software project lifecycle of any ICT‐BHIS.…”

“…Similarly, a lack of clear senior management and ministerial ownership and leadership, lack of skills, and a lack of a proven approach to project management and risk management are also reported as a challenge. 31 , 32 , 33 Therefore, future work (research or projects) could seek to include the early involvement of the stakeholders, especially local healthcare providers, throughout the whole software project lifecycle of any ICT‐BHIS.…”

The impact of the digital divide on synchronous online teaching in Kazakhstan during COVID-19 school closures

“…Research before the COVID-19 pandemic showed that lack of teaching experience with ICT, absence of on-site support for teachers using technology, lack of help supervising children when (Mumtaz, 2000;Ekberg and Gao, 2018;Mynarˇíková and Novotný, 2021). With the pandemicaffected school closures, these obstacles did not vanish.…”

Education for Sustainable Development: Challenges for Postgraduate Programmes

“…On the other hand, well-trained human capital can be seen as the engine of the productive process of new discoveries, ideas, development, and, ultimately, new valueadded outputs [10]. In recent years, numerous studies have been carried out as a result of the widespread interest in education [10][11][12][13]. Moreover, the United Nations emphasised that education for all is always an inseparable part of the agendas of both the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs) [14].…”