Journal of e-Learning and Knowledge Society

Second cover

2024-12-18T23:50:19+00:00

Editorial

2025-02-12T11:15:32+00:00

Digital competence of Higher Education teachers in research work: validation of an explanatory and confirmatory model

2025-02-12T11:15:59+00:00

This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Higher Education (HE) teachers in the use of digital resources in research work. The initial instrument was made up of a total of 22 items classified into four dimensions: (DIM. 1. Digital skills to search for information, manage it, analyze it and communicate results; DIM. 2. Digital ethics in digital research; DIM. 3. Digital flow in research work; DIM. 4. Anxiety towards the use of ICT resources for research). The instrument was applied to a final sample of 1709 teachers from different higher education institutions in Spain, from an initial sample of 1740. Reliability was measured using Cronbach’s Alpha and composite reliability. To check the validity of the instrument, the validity of understanding and exploration of dimensionality was analyzed using Exploratory Factor Analysis (EFA), and the instrument was adjusted for the different models using Confirmatory Factor Analysis (CFA). IBM SPSS V.24 software was used for the AFE and AMOS V.24 software was used for the AFC. The result of the reliability analyzes were adequate and, in relation to construct validity, the results found a good fit of the model, both in internal validity and factorial invariance. The final version of the instrument consists of 12 items.

Understanding Teachers’ Intentions and Use of AI Tools for Research

2025-02-12T11:15:57+00:00

The rapid advancement of artificial intelligence (AI) has led to the development of a wide array of tools which are transforming the education industry. The study investigates the adoption and use of AI tools by teachers within higher education institutions (HEIs), using the context of India. By employing an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model, the study empirically examines the influence of two technological attributes (i.e. performance expectancy and effort expectancy), two contextual factors (i.e. social influence and facilitating conditions) and two personal characteristics (i.e. personal innovativeness and computer self-efficacy) on teachers’ behavioural intention to use AI tools for research work. The primary data were collected from 331 teachers working with HEIs in the Delhi-National Capital Region (NCR) of India. PLS-SEM technique was used to analyze the data. The findings indicate that teachers’ intention to adopt AI tools for research work is positively influenced by performance expectancy, effort expectancy, social influence, computer self-efficacy and personal innovativeness. Further, their actual use of AI tools is influenced by their behavioural intention and facilitating conditions. The study provides further verification of the effectiveness of the UTAUT framework in the context of using emerging technologies in the education sector. Findings from this study provide beneficial insights for HEIs and developers of AI tools.

An ICT-integrated Modular Training Program Enhancing the Digital Research Skills of Research Scholars

2025-02-12T11:15:53+00:00

The teaching profession in higher education demands strong research skills, and with rapid technological advancements, university teaching professionals must familiarize themselves with digital research skills. Thus, university teachers and PhD research scholars across the globe are eager to develop their digital research skills to enhance their work efficiency. Acquiring digital research skills on the job or during the PhD program has proven to be challenging. These skills assist higher education professionals in various ways, such as supervising doctoral students, conducting research, working on research projects, and publishing research articles.
Thus, the present study attempted to provide ICT-integrated modular training (MT) to facilitate the higher education teaching faculty and PhD scholars with digital research skills. The study employed a repeated cross-sectional research design and measured the effectiveness of the MT through a single group pre and post-test design. Researchers conducted three modular training sessions annually on digital research skills over five consecutive years. In total, 300 scholars attended the training and participated in the pre-test, post-test, and satisfaction survey. Findings from paired sample t-tests (t-value varied between 4.117 to 7.525, p < 0.05) revealed that modular training has been significantly effective with a large effect size (d > 0.8).
Furthermore, the satisfaction survey revealed a high degree of satisfaction among participants. Future research may explore ways to strengthen the technological and pedagogical content knowledge of modular training programs in developing digital research skills.

Enhancing Students’ Research Skills Through AI Tools and Teacher Competencies: A Mixed-Methods Study

2025-02-12T11:15:49+00:00

This mixed-methods study examines the relationship between the integration of the AI-driven educational platform BrainPOP, teacher digital competencies, and the development of students’ research skills in elementary and secondary education in Tehran, Iran. The study focuses on four primary objectives: (1) identifying strategies for integrating BrainPOP in teaching and learning, (2) assessing the influence of teacher digital competencies on successful BrainPOP integration, (3) analyzing the impact of BrainPOP on students’ research skills, and (4) exploring the interconnected roles of BrainPOP, teacher digital competencies, and students’ research skills development. Participants include 100 elementary and secondary school teachers and 200 students from Tehran, Iran. Data is collected using surveys, interviews, and classroom observations, and analyzed through descriptive statistics, regression, and thematic coding. Key findings for each objective include: 1. Diverse strategies for integrating BrainPOP in the classroom, 2. A positive correlation between teacher digital competencies and successful BrainPOP adoption, 3. Enhanced student research skills linked to the use of BrainPOP, and 4. The significance of a supportive learning environment that fosters collaboration, critical thinking, and adaptability among students, teachers, and AI tools in Iran. This study highlights the need for different ways to use BrainPOP, improving teachers’ digital skills, and creating a supportive learning environment to help students improve their research skills in elementary and secondary schools. The results provide essential information for education practices and policies in Iran and other places, highlighting that AI tools like BrainPOP can significantly enhance how students learn and develop their research abilities.

Integration of digital resources in research work by Indian Higher Education teachers: PLS-SEM analysis

2025-02-12T11:15:47+00:00

The present study attempted to investigate the integration of digital resources in research work by Indian higher education teachers. The success of the digital resources in research can be affected by several factors, such as digital skills, digital flow, anxiety in the use of ICT, digital ethics, quality of digital resources and the behavioral intention to integrate ICT and the relationship between the factors. An online survey originally constructed by Guillén-Gámez et al. (2023) was used to collect data, and the final sample used for this study was 347 teachers of Universities in Punjab, India. Data analysis and hypotheses testing were done using partial least squares structural equations modeling (PLS-SEM). All the hypotheses are supported except hypothesis 10 implying that the quality of technological resources did not influence integration. The total of the factors corresponded to 65.6% of the variance in the integration of ICT in the research process. The results confirm that the model proposed by Guillén-Gámez et al. (2023) in the Spanish context, is effective in the Indian higher Education context in explaining the technological integration of teachers to use ICT in research work. The findings of this study open the possibilities for researchers in India to find out the reasons for the above results by conducting qualitative or mixed-method research in the context of the use of ICT in the Indian higher education landscape.

Exploring technology adoption measures among academicians and its influence on their research practices and performance

2025-02-12T11:15:45+00:00

The advent of technology may dramatically alter academic research and performance. This study uses the Unified Theory of Adoption and Use of Technology (UTAUT) and Task-Technology Fit (TTF) theories to examine how technology adoption influence Research Performance conducted with sample size of 1,354 South Indian private institution Assistant Professors, with perception as a moderating factor. The research uses Structural Equation Modelling (SEM) with SmartPLS 4.0 to reveal that Performance Expectancy (PE) greatly influence Behavioral Intention (BI) to adopt technology. Higher Performance Expectancy (PE) leads to a stronger intention to use technology. Effort Expectancy (EE) also boosts BI, emphasizing the role of usability in setting user intentions. Technology adoption depends on Social Influence (SI), along with peer and social norms affect BI. Effective technology adoption requires Facilitating Conditions (FC) and enough resources and infrastructure. Task Characteristics (TC) and Technology Characteristics (TCh) greatly alter Task-Technology Fit (TTF), which enhances research procedures. TTF improves research practices but hurts research performance, demonstrating that improved techniques do not necessarily translate to better performance ratings, highlighting the intricacy of task-technology compatibility and research results.

Design and validation of a questionnaire to assess digital skills for research

2025-02-12T11:15:43+00:00

The fast evolution of technology makes digital competencies mandatories in all professional contexts. The authors conducted a study aiming to systematize the design and validation of an instrument to measure digital skills for research. The methodology included a literature review to identify the theoretical bases and the dimensions or components of digital skills and the design of the questionnaire. Secondly, its validity was tested through the Content Validity Index (CVI) with the judgment of six experts and the Exploratory Factor Analysis (EFA) after a pilot study with a sample of 96 researchers. Finally, Cronbach’s alpha coefficient test was performed to assess reliability. The results yielded the Kaiser-Meyer-Olkin (KMO) determined sampling adequacy (KMO= .830) and a significant Bartlett's sphericity test (p= .000). The anti-image matrix showed high values except for the first item that did not reach the critical threshold in the communality’s values; so, it was removed. The validity test showed a high content validity coefficient (IVC= .98). Regarding the EFA, the six-factor analysis revealed that nine out of the 14 items showed factor loading > 0.7. The reliability test also showed positive results (ɑ=.874). In conclusion, the results obtained in the present study validate the questionnaire as an accurate and reliable tool for assessing the digital competencies of researchers. This may be a useful tool in the initial phases of policy planning for strengthening scientific production and closing digital competencies gaps in universities.

Comparison of digital research skills between Spain and Ecuador

2025-02-12T11:15:38+00:00

The idea of the university as a mere transmitter of knowledge has long been obsolete. In the context of educational research and innovation, it is university teachers who fulfill these roles. This shift, along with the technological advancements of the 21st century, highlights the need for a thorough investigation into how well university teachers are equipped to face these new challenges. Consequently, various tools have been developed to provide a research framework that allows for comparisons between countries. Tools such as DigCompEdu have been used to assess teachers' digital competencies and to facilitate cross-country comparisons.
However, this study does not focus on teaching competencies but rather on exploring research competencies related to ICTs. In this context, a comparison is made between Spain and Ecuador to examine how two institutions from different countries operate, as well as how they function in relation to gender and the stage of academic career development. This aims to identify aspects that can serve as distinguishing factors.
The results show that there are no significant differences in the comparison of researchers from the two universities, finding significant changes only for specific aspects, establishing as differentiating factors the idea of a greater intention to use ICT for research by researchers at the University of Granada and showing how during the training of university teachers, confidence is acquired to train new researchers, establishing the ideal time for training once they have more than 10 years of research and with a permanent university link.

Factors influencing K-12 teachers’ experiences of using Generative AI Tools: opportunities and barriers

2025-02-12T11:15:36+00:00

Artificial intelligence (AI) teaching is becoming an increasingly popular topic among educators and researchers. Its importance in the research field stems from its ability to process and analyze large datasets, identify patterns and trends, provide new insights, and automate complex tasks. Educational policies make serious plans to develop teachers’ professional competencies and implement many in-service training. Concerns about the accuracy of the outputs produced by AI systems arise due to inaccuracies or biases that may be present in the data on which they are trained. The aim of the study was to identify teachers’ views on their digital skills in research studies using AI tools. In this study, a qualitative research method was used to find answers to the research questions. The data of the study were collected through a semi-structured interview form. The obtained data were analyzed with content analysis. The study group consisted of 14 (female=8; male=6) secondary school teachers.
The findings of this study comprehensively examine the experiences of secondary school teachers using generative AI tools. The findings obtained in terms of opportunities and barriers reveal the importance of broad policy changes and supportive education programs to support the integration of technology in education. In addition, future expectations emphasize the need to strengthen the technological infrastructure and provide comprehensive training programs for teachers.

Integration of Educational Clusters with Open Badges and Blended Intensive Program (ECOBI): a comprehensive approach to future university education

2025-02-12T11:15:40+00:00

This paper introduces an integrated educational model for higher education, ECOBI, which combines Educational Clusters (teaching programs), the Blended Intensive approach, and the issuance of Open Badges within university curricula. Adopted by EDUNEXT, a network of 35 Italian universities aimed at digital educational innovation and university network development, ECOBI proposes a competency-based design that makes degree courses and Educational Clusters planned to develop specific skills relevant to the 21st-century landscape. The Intensive Blended approach integrates online teaching activities with intensive in-person training weeks, combining the strengths of both experiences. This model offers modularity and flexibility, promotes interdisciplinary learning and interchangeability of content, and meets the needs of current higher education. The article describes the ECOBI approach, its characteristics, strengths and advantages, and highlights its implementation within the EDUNEXT network.

READY for the future? New roles and professional practices for 21st century educators

2025-02-12T11:15:34+00:00

The expectations of educators’ roles and professional practices have changed considerably due to emerging societal trends and external factors. This paper proposes a structured way to capture and present these changes. We have conducted a literature review of 70 academic and grey publications, an in-depth analysis of 50 existing frameworks, standards and profiles, and a validation workshop with policymakers, researchers and educators. As a result, we have developed a meta-model called READY (Reference Model for Educators’ Activities and Development in the 21st centurY) that focuses on practices which are relatively new or are receiving increased attention in guiding educators’ professional development. READY comprises six-plus-one domains of professional activity, twenty-two professional practices, and seventy-three descriptors of how the practices can be implemented. As a reference model, READY can support educators in identifying development needs and updating their professional practices for responding to the changing needs of society.