World Journal on Educational Technology: Current Issues

Students’ perceptions of unified national test scores, state scholarships, and academic performance

2022-08-15T21:22:05+03:00

The Unified National Testing in Kazakhstan evaluates students’ past academic performance, predicts career prospects, and guides state educational scholarship allocation. This study examines private university students’ perceptions of the relationship between their UNT scores, selected subjects, scholarship opportunities, and academic performance. Using a qualitative approach, data were gathered through semi-structured interviews with 20 second-year students from four majors: Finance, Geology, Nursing, and Law. Participants were selected through maximal variation sampling, ensuring diverse views by including those with the highest and lowest UNT scores and GPAs. Thematic analysis, guided by Creswell’s framework, revealed a gap between high school-specific academic skills and the broader competencies required for university success, such as critical thinking, teamwork, and presentation skills. Findings highlight the need to reform the scholarship allocation system by incorporating accessibility measures and better aligning high school preparation with university-level demands.

Keywords: Academic performance; examination; scholarship; unified national testing

The relationship between the technology needs of the youth and institutional resource provision

2023-01-16T19:53:57+03:00

This survey explored the relationship between students' technological needs and the availability of resources in Ethiopia, emphasizing the role of educational stakeholders in promoting the productive and ethical use of technology in youth education. Focusing on secondary school and university levels, the study examined how the age and level of students influence their selection and use of technology, noting both benefits and challenges. Through a desk review of current research, the study revisited gaps between students' technological needs and institutional provisions in Ethiopia. A situational discourse analysis, using criterion sampling, was employed to assess students' needs against institutional provisions. Findings revealed that key challenges in meeting youth learning needs included issues with infrastructure, internet connectivity, and technology preparedness. Additional barriers included pedagogical misalignment of ICT resources, inconsistent access to electricity, weak managerial support, and limited collegiality among staff. These factors were identified as significant obstacles to the effective implementation of instructional technology in Ethiopia.

Keywords: Resource provision; students; technology; technology needs

Transversal nucleus of the digital competence of pre-service teachers

2023-01-12T11:49:18+03:00

This study examines the integration of key and transversal competencies within the evolving professional competencies of teachers, emphasizing the development of a "transversal nucleus" that facilitates cognitive, experiential, and personal growth. The research aimed to explore how these competencies enhance self-cognition, self-regulation, and self-perfection, particularly in fostering digital competence among pre-service teachers. Using an experimental approach, the study tested technological models designed to develop digital competence through structural and functional experiences and the synchronization of skills and relationships. A sample of 101 first-year pedagogy students enrolled in "Information and Communication Technologies and Work in the Digital Environment" participated. Findings revealed the emergence of a transgressive segment within the transversal nucleus of digital competence, extending from cognitive to practical levels. This segment enhances self-awareness, reconstructs behavior, and synergizes motivational and integrative effects. The study concludes that this transgressive formation is essential for the holistic development of digital competence, driving both personal and professional growth. It recommends further refinement and broader application of these models to foster digital competence in teacher training programs, ensuring alignment with evolving educational demands.

Keywords: Digital competence; pre-service teachers; students; transversal nucleus

The quality of hybrid learning in higher education using EduQual

2023-12-08T12:17:37+03:00

The purpose of this study was to develop the dimensions of the EduQual instrument with hybrid learning characteristics and measure the quality of hybrid learning for undergraduate students at Yogyakarta State University. A survey method was used in this research. The subjects of this study were undergraduate program students at Yogyakarta State University in courses oriented toward theoretical studies. Based on the analysis of EFA and CFA, it can be concluded that the model developed by the researcher meets the criteria of construct validity and reliability. On the validity and reliability of the content involving experts, it was also concluded that the instrument was acceptable. The instrument can measure the quality of hybrid learning in tertiary institutions. Meanwhile, the results of a survey using the EduQual instrument developed regarding the quality of hybrid learning conducted for one semester after the pandemic were included in the moderate category. This shows the need to improve the quality of hybrid learning conducted by lecturers and universities. This increase is not only in the ability of lecturers to use the hybrid learning model, but physical facilities such as internet networks, software, and hardware need to be optimized.

Keywords: EduQual; education quality; high school; hybrid learning.

Effective strategies for training future preschool education specialists in crises

2023-04-24T17:03:57+03:00

Under the conditions of martial law in Ukraine, the organization of work in preschool educational institutions has undergone significant changes, particularly in the processes of professional development and the informational and methodological support provided to pedagogical staff. This study aims to assess the key features of professional and personal training for future preschool education specialists during crises, identify effective forms of such training, and analyze perspectives from both future specialists and their educators on critical practical aspects. The research employed methods of analysis, synthesis, generalization, and bibliographic review. Findings reveal that the training of preschool education specialists requires substantial improvement to adapt to the evolving challenges of modern realities. Ensuring high-quality preschool education in wartime conditions demands additional professional knowledge and skills. This necessitates collaborative efforts among practicing teachers, researchers, methodological services, and educational stakeholders to develop and implement enhanced training programs. The study concludes with recommendations to strengthen professional development frameworks for preschool education specialists, focusing on the integration of practical and theoretical expertise tailored to crisis contexts.

Keywords: Crisis; preschool education; specialists; training