Transformation of education in the digital age

Терелянский, П В; Kuznetsov, Nikolay; Ekimova, Ksenia V.; Лукьянов, С. А.

doi:10.15826/umpa.2018.06.056

Cited by 11 publications

(5 citation statements)

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“…Furthermore, access to inclusive and equitable education must help supply the local population with the tools necessary to create innovative solutions to the biggest problems. Therefore, it is necessary to increase efforts to achieve more progress to achieve the goals of universal education [3,40]. In line with this study, quality education is related to the competencies of teachers to offer advanced education and in parallel with the advancement of technology and digital transformation, in order to transfer these improvements globally.…”

Section: Sustainable Approachmentioning

confidence: 75%

“…Since its inception in the 1990s, it has evolved as a knowledge support tool and its maturation in the last years has brought communities together through the development of specific actions and activities of different areas of knowledge, such as architecture, education, science, engineering and museums, among others [26,27]. Figure 1 shows the phases of the theoretical-practical model of AR [3,8,[11][12][13][14]16,28].…”

Section: Backgroundsmentioning

confidence: 99%

“…Similarly, since a few years ago, universities are undergoing a transformation process derived, mainly, from globalisation, internationalisation, the characteristics of the students and information and communication technologies. This process poses a challenge to higher education institutions regarding the competences that faculty members and students must acquire and, consequently, the adaptation of the curricula to these new competences [2][3][4]. Hence, the university must assume an innovative role in line with the new emerging technologies, among which augmented reality (AR) stands out [5], as is shown in the Horizon 2012 report, and again in the 2016 report [6,7], thus indicating its importance in the field of education.…”

Section: Introductionmentioning

confidence: 99%

“…As an example of the usefulness of AR, some architecture students explain that the use of 3D modelling technologies, together with AR and virtual reality-a related concept that will be defined later-make complex classes of structures more accessible to knowledge [3,18]. In these cases, AR technological resource allows the creation of interactive 3D environments rich in information that, combined with immersive applications, allow recognizing the construction techniques used in each historical period.…”

Section: Introductionmentioning

confidence: 99%

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Sustainability of Educational Technologies: An Approach to Augmented Reality Research

et al. 2020

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Technological advancements have posed a challenge to educational institutions in the sustainability of management, research and teaching activities. Virtual technologies have allowed digital transformation to be incorporated into university education—among them, augmented reality (AR). The study examined the evolution of global research on this topic in the period 2005–2019. A bibliometric analysis of 1977 articles was performed, obtaining results of scientific productivity. The evidence showed a growing interest in studying the sustainability of AR in higher education. According to the results, the main category was computer science; the most productive journal was Computer and Education; the authors with the largest number of publications were Nee and Ong, while Wang was the most frequently cited author; the most productive institution was the National Taiwan University of Science and Technology; the United States was the country with the largest number of publications and citations; and, finally, the United States and Spain were the countries with the largest number of international collaborations in their articles. Five lines of research were identified, among which those oriented to the topics of technological resources, computer, simulation, education and learning stand out. It was verified that this research topic has a growing and dynamic interest in scientific activity, and its sustainable approach is confirmed by being linked to the Sustainable Development Goals (SDGs).

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Section: Sustainable Approachmentioning

confidence: 75%

Section: Backgroundsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Sustainability of Educational Technologies: An Approach to Augmented Reality Research

et al. 2020

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“…Digital transformation in school education around the world determines the future roadmap of innovative education management strategies [1][2][3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Formation and Development of the Ecosystem of Innovative Education in the Region

Elistratova¹,

Donina²,

Ryboretskaya³

2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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The article actualizes and discusses the formation and development of the ecosystem of innovative education in the region, an attempt is made to substantiate such an ecosystem. The purpose of the study, the results of which are presented in the article, was to substantiate the methodology of the ecosystem approach in relation to the consideration of innovative education systems, the analysis of internal and external factors that influence innovation processes. The article notes that in the ecosystem of innovative education in the region, its subjects actively interact with any other subject in their joint innovation activities. The ecosystem of innovative education in the region is interpreted and refers to an integrated environment where all subjects (managers, teachers, methodologists, specialists in the field of IT-technologies, students, representatives of science) interact with each other, as well as with a variety of innovative products, technologies, methods learning and other elements of the educational ecosystem. Moreover, instead of exchanging energy between components (as is customary in natural ecosystems), information is exchanged in an educational ecosystem, especially an innovative one. In the logic of the ecosystem approach, innovative models of the cross-multidimensional organization of the educational process are proposed, when the educational environment is complemented, intersected and interacts with other spaces and environments that have an appropriate educational and developmental potential. The article presents and discusses the results of a study with the participation of forty-six managerial and pedagogical workers, aimed at identifying effective managerial and pedagogical practices to stimulate and implement the innovative activity of the subjects of the educational process. Also presented is information obtained using the Ishikawa causal diagram on a set of factors that restrain the participation of teachers in innovative activities, limiting their innovative activity.

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