ArticlePDF Available

The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills

Authors:

Abstract

The swift progression of technology has resulted in significant transformations across multiple domains of human existence, including the field of education. This study examines the critical role that technology plays in education, as well as how it affects learning objectives and the acquisition of critical 21st-century skills. This study aims to shed light on how technology integration in educational settings has changed traditional teaching practices and empowered learners for success in an increasingly digital world through a thorough review of pertinent literature and empirical evidence. Technology has emerged as a catalyst for innovation in education, enabling educators to adopt student-centric pedagogies that cater to diverse learning styles and abilities. The learning process has been completely transformed by digital tools, multimedia materials, and interactive platforms, which have encouraged student participation, critical thinking, and problem-solving abilities. The accessibility of information through the internet has expanded learning opportunities beyond the confines of the classroom, encouraging self-directed learning and nurturing a lifelong quest for knowledge. In addition to academic achievements, technology in education plays a vital role in nurturing essential 21st-century skills. Collaboration and communication tools facilitate seamless interaction among students and with educators, cultivating teamwork and effective communication abilities that are crucial in the modern workforce. Moreover, students who are exposed to technology develop digital literacy, which equips them with the ability to critically assess and navigate the vast amount of online information.
International Journal of Scientific Research in Modern Science and Technology
ISSN: 2583 -7605 (Online)
© IJSRMST | Vol. 3 | Issue 4 | April 2024
Available online at:
https://ijsrmst.com/
DOI:
https://doi.org/10.59828/ijsrmst.v3i4.199
IJSRMST | Received: 02 April 2024 | Accepted: 09 April 2024 | Published: 11 April 2024 (5)
The Role of Technology in Education: Enhancing
Learning Outcomes and 21
st
Century Skills
Dr. Lohans Kumar Kalyani
Assistant Professor, Department of B.Ed., Shri Lal Bahadur Shastri Degree, College, Gonda (U.P)
Email: lohanskalyani@gmail.com
ABSTRACT
The swift progression of technology has resulted in significant transformations across multiple
domains of human existence, including the field of education. This study examines the critical role that
technology plays in education, as well as how it affects learning objectives and the acquisition of critical
21st-century skills. This study aims to shed light on how technology integration in educational settings has
changed traditional teaching practices and empowered learners for success in an increasingly digital world
through a thorough review of pertinent literature and empirical evidence.
Technology has emerged as a catalyst for innovation in education, enabling educators to adopt
student-centric pedagogies that cater to diverse learning styles and abilities. The learning process has been
completely transformed by digital tools, multimedia materials, and interactive platforms, which have
encouraged student participation, critical thinking, and problem-solving abilities. The accessibility of
information through the internet has expanded learning opportunities beyond the confines of the classroom,
encouraging self-directed learning and nurturing a lifelong quest for knowledge.
In addition to academic achievements, technology in education plays a vital role in nurturing
essential 21st-century skills. Collaboration and communication tools facilitate seamless interaction among
students and with educators, cultivating teamwork and effective communication abilities that are crucial in
the modern workforce. Moreover, students who are exposed to technology develop digital literacy, which
equips them with the ability to critically assess and navigate the vast amount of online information.
Keywords: technology in education, learning outcomes, 21st-century skills, digital literacy, personalized learning, artificial
intelligence, virtual reality, digital equity.
INTRODUCTION
The 21st century has witnessed a rapid evolution in technology, reshaping every facet of human
life, including education. As the world becomes increasingly interconnected and reliant on digital
innovation, the role of technology in education has emerged as a pivotal driver of transformative learning
www.ijsrmst.com
International Journal of Scientific Research in Modern Science and Technology (IJSRMST) (6)
experiences. This research article explores the profound impact of technology integration in educational
settings, focusing on how it enhances learning outcomes and fosters essential 21st-century skills. By
examining the advancements in digital tools, interactive platforms, and personalized learning approaches,
this study seeks to unravel the multifaceted benefits of technology in preparing learners for success in the
dynamic and digitally-driven global landscape. In doing so, we aim to shed light on the critical implications
of technology in education and how it equips students with the competencies and adaptability needed to
thrive in the complexities of the modern world.
Comparison of Traditional Education and Today’s Education:
Traditional education and today's education differ significantly in their approaches and
methodologies. In the past, traditional education primarily relied on teacher-Centered instruction, where
educators held authority over the learning process, and students played a passive role as recipients of
information. Classroom interactions were limited, and learning materials were often confined to textbooks
and lectures.
Today's curriculum, on the other hand, places a strong emphasis on student-Centered learning, in
which students actively engage in their education through group projects, interactive discussions, and
practical exercises. With the ability to access a wide range of digital resources, online courses, and
interactive learning platforms, technology plays a pivotal role in modern education.
Furthermore, personalized learning pathways catered to each student's strengths and weaknesses are
encouraged in today's education, which acknowledges the diversity of needs and learning styles of students.
This approach helps students become more creative, critical thinkers, and problem solvers while getting
them ready for the fast-paced, technologically-driven world of today.
Overall, the shift from traditional education to today's education signifies a transformation from passive
reception to active engagement, embracing technology's potential to enhance learning outcomes and
cultivate essential skills for success in the 21st century.
Why there is a need of technology in the classroom?
Facilitates interactive and multimedia learning experiences, increasing student engagement and
motivation to learn.
Encourages self-directed and lifelong learning by giving access to a vast repository of knowledge
and educational resources outside of traditional textbooks.
Enables personalized learning pathways, catering to individual student needs and learning styles for
better understanding and retention.
Gives students the fundamental 21st-century skills they need to succeed in the workplace, including
digital literacy, critical thinking, and problem-solving.
Enhances collaboration and communication among students, fostering teamwork and social skills
crucial in today's interconnected world.
Facilitates practical and hands-on learning experiences through simulations and interactive tools,
bridging the gap between theory and real-world application.
www.ijsrmst.com
International Journal of Scientific Research in Modern Science and Technology (IJSRMST) (7)
Provides quick feedback on students' performance, assisting teachers in identifying areas for
development and adjusting their teaching methods accordingly.
Supports inclusive education by enhancing accessibility for students with diverse learning needs and
disabilities.
Empowers educators with resources for continuous professional development, fostering a culture of
innovation in teaching methodologies.
Encourages global cooperation and connectedness, giving students access to resources, experts, and
peers across the globe to enhance their educational experience.
Role of Information and Communication Technology (ICT) In Education
Information and Communication Technology (ICT) plays a pivotal role in transforming education
and is an integral part of the broader technology landscape. ICT encompasses a diverse range of digital
tools, devices, and platforms that revolutionize the teaching and learning process. In the realm of education,
ICT facilitates access to a vast array of information and educational resources, transcending geographical
boundaries and democratizing knowledge. Digital technologies enable interactive and engaging learning
experiences, fostering student participation and critical thinking. Furthermore, ICT empowers educators to
personalize instruction, catering to individual learning needs and preferences. It enhances collaboration and
communication among students and teachers, promoting teamwork and effective information sharing.
Additionally, ICT gives students the fundamental skills they need to succeed in the modern world, like
digital literacy and problem-solving techniques. As a transformative force, ICT continually evolves,
presenting new opportunities and challenges for education stakeholders, requiring thoughtful integration to
harness its full potential in enhancing learning outcomes and shaping the future of education.
Benefits of Technology in Education:
Easily Accessible Educational Resources: Technology provides students and educators with easy
access to a vast repository of learning material, including online textbooks, digital libraries,
educational websites, and multimedia resources. This accessibility enhances the learning experience
and allows learners to explore a diverse range of information and perspectives.
Continuous Learning: Technology enables continuous learning beyond the confines of the
traditional classroom. With the proliferation of online courses and webinars, students and educators
can engage in self-paced learning and professional development, fostering a culture of lifelong
learning.
Sharing of Knowledge: Educational technology facilitates seamless sharing of knowledge and
information. Online platforms, discussion forums, and collaborative tools empower students and
teachers to exchange ideas, insights, and resources, promoting a vibrant learning community.
Learning Aids: Technology serves as a valuable learning aid, offering interactive simulations,
virtual laboratories, and educational games that make complex concepts more accessible and
engaging. These tools facilitate a deeper comprehension of the material and accommodate various
learning preferences.
www.ijsrmst.com
International Journal of Scientific Research in Modern Science and Technology (IJSRMST) (8)
Distance Learning: Technology has revolutionized distance education, making it possible for
learners to participate in courses and programs from anywhere in the world. Virtual classrooms,
video conferencing, and online learning platforms facilitate effective distance learning experiences.
Proper Record Keeping: Digital tools and software enable efficient record keeping, making it
easier for educators to track students' progress, assessments, and attendance. This organized
approach enhances the monitoring and evaluation of student performance and allows for data-driven
decision-making.
Personalized Learning: With the aid of technology, educators can create personalized learning
pathways and modify lesson plans and instructional strategies to meet the needs and learning
preferences of specific students. Learning outcomes are improved and student engagement is
increased through personalization.
Global Connectivity: Educational technology fosters global connectivity, enabling students to
collaborate with peers and experts from diverse cultural backgrounds. This interconnectedness
broadens students' perspectives and promotes cross-cultural understanding.
Real-Time Feedback: Technology provides instant and constructive feedback to students on their
performance, quizzes, and assignments. Immediate feedback helps students identify areas of
improvement and promotes self-directed learning.
Enhanced Teacher Productivity: Teachers can devote more of their attention to lesson planning
and execution when they use educational technology to expedite administrative tasks. Time-saving
tools facilitate efficient grading, content creation, and communication with students and parents.
The integration of technology in education brings numerous advantages that empower both educators
and learners in their pursuit of knowledge, fostering a more dynamic, inclusive, and effective
learning environment.
Limitations of Technology in Education:
Access to Inappropriate Content: The unrestricted access to the internet and digital resources can
expose students to inappropriate or harmful content, posing challenges for educators in ensuring a
safe and secure learning environment.
A Disconnected Youth: Overuse of technology can affect students' social and emotional
development by reducing face-to-face interactions and causing social isolation.
Cyberbullying Trap: Technology opens avenues for cyberbullying, with students facing the risk of
online harassment and victimization, potentially affecting their well-being and academic
performance.
Inevitable Cheating: With easy access to information online, technology can enable academic
dishonesty and cheating, undermining the integrity of assessments and evaluations.
A Major Distraction: The allure of social media, gaming, and entertainment can lead to distractions
in the classroom, hindering students' focus on educational content and impeding their learning
progress.
www.ijsrmst.com
International Journal of Scientific Research in Modern Science and Technology (IJSRMST) (9)
Overdependence on Technology: An overreliance on technology for learning may hinder students'
ability to think critically and problem-solve without the aid of digital tools.
Unequal Access: Not all students may have equal access to technology, leading to a digital divide
and disparities in educational opportunities.
Technical Difficulties: Both students and teachers may become frustrated when learning is disrupted
by technical errors and connectivity issues.
Teacher Training and Adaptation: Some educators may face challenges in effectively integrating
technology into their teaching practices due to inadequate training or resistance to change.
Loss of Hands-On Learning: Overemphasis on digital learning may diminish hands-on experiences
and practical learning opportunities, particularly in certain subjects and disciplines.
While technology offers numerous benefits in education, it also presents certain limitations that need to be
addressed proactively. Educators, policymakers, and parents must collaboratively navigate these challenges
to ensure responsible and balanced use of technology, maximizing its potential to enhance learning
outcomes while safeguarding students' well-being and academic integrity.
Conclusion:
The research findings unequivocally highlight the profound impact of technology in education,
serving as a catalyst for enhancing learning outcomes and fostering essential 21st-century skills. Throughout
this study, it became evident that technology's integration in educational settings has revolutionized
traditional teaching methodologies, empowering both educators and learners with innovative possibilities.
The role of Information and Communication Technology (ICT) emerged as a pivotal driver of
transformative learning experiences, providing easy access to learning materials, promoting continuous
learning, and enabling collaborative knowledge sharing. Moreover, the personalized learning pathways and
interactive learning aids offered by technology have significantly improved student engagement and critical
thinking abilities. As the educational landscape develops, one of the most important ways that technology
can help students get ready for the challenges of the modern world is by helping them develop critical 21st-
century skills like digital literacy, problem-solving, and effective communication.
However, it is essential to address the challenges of unequal access, cyberbullying, and potential
distractions associated with technology to ensure responsible and equitable integration. As we look ahead,
this research underscores the imperative for educators, policymakers, and stakeholders to embrace
technology's potential, harnessing its full capabilities to create a dynamic and inclusive learning
environment that equips learners with the competencies and adaptability needed to thrive in the complexities
of the 21st century.
REFERENCES
[1]. http://wwwimages.adobe.com/content/dam/Adobe/en/education/pdfs/adobe-wp-techeducation-
03062009.pdf
[2]. http://www.educationworld.com/a_tech/tech /tech004.shtml
[3]. http://www.academia.edu/335899/Impact_of_Technology_in_Education
www.ijsrmst.com
International Journal of Scientific Research in Modern Science and Technology (IJSRMST) (10)
[4]. https://blog.kurzweiledu.com/2015/02/12/5- positive-effects-technology-has-on-teachinglearning/
[5]. http://www.edweek.org/ew/issues/technolog y-in-education/
[6]. http://edtechreview.in/news/681-technologyin-education - by SAOMYA SAXENA.
[8]. http://timesofindia.indiatimes.com/home/edu cation/news/Role-of-technology-
ineducation/articleshow/14989508.cms
[9]. A synthesis paper on technology in education; Lora Evanouski; Educational technology
501,professor pollard
Cite this Article:
Dr. Lohans Kumar Kalyani,“The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills”
International Journal of Scientific Research in Modern Science and Technology (IJSRMST), ISSN: 2583-7605 (Online), Volume 3,
Issue 4, pp. 05-10, April 2024.
Journal URL: https://ijsrmst.com/
DOI: https://doi.org/10.59828/ijsrmst.v3i4.199
... It has emerged as a pivotal component of educational quality, influencing both teaching methodologies and student learning outcomes (Almutlaq & Alshammari, 2024). It is also recognized as essential for fostering 21st-century skills (Kalyani, 2024). Facilities such as computers, high-speed internet, smart classrooms, and digital learning tools enhance the teaching-learning process by enabling access to diverse educational resources and innovative pedagogical practices. ...
... The discussion of this study's findings offers a deeper understanding of the role of digital infrastructure (DI) in shaping school accreditation (SA) outcomes, emphasizing the complexities of this relationship across different types of schools (ST) and geographic contexts (GA). The results reveal that digital infrastructure is not merely an auxiliary component but a significant factor influencing the educational quality and accreditation performance of schools (Harintama & Muslimin, 2024;Ibrahim & Aldawsari, 2023;Johnes & Virmani, 2019;Kalyani, 2024). These insights contribute to the broader discourse on educational equity and highlight the pressing need for targeted interventions to address disparities in digital access. ...
Article
This study examines the role of digital infrastructure in shaping school accreditation outcomes across public and private institutions in urban and suburban settings in Indonesia. Utilizing a quantitative correlational approach, data from 643 schools, including information on digital infrastructure, school types, geographical location, and accreditation scores, were analyzed. The results revealed a moderate positive correlation between digital infrastructure availability and accreditation outcomes, with public schools and urban schools generally outperforming their counterparts in suburban areas. Public schools benefited from superior access to digital tools, such as high-speed internet and smart classrooms, due to government funding, while private schools often faced resource limitations. Geographical disparities were also evident, with urban schools achieving higher digital readiness and better accreditation scores compared to suburban schools. These findings highlight systemic inequities in digital access that influence accreditation outcomes, emphasizing the need for targeted policies to bridge the digital divide. Interventions should prioritize under-resourced private schools and suburban areas to promote equitable educational opportunities and improve accreditation standards. This research contributes to the broader discourse on education equity and provides actionable insights for policymakers and educators aiming to enhance digital infrastructure in diverse educational contexts.
... To foster engagement and teamwork, generative AI tools can be crafted to produce material that stimulates conversation, argumentation or joint endeavours. For instance, such technologies might be used to formulate case studies, interactive scenarios or debate subjects that motivate students to articulate their perspectives, work together to address challenges and educate one another (Lohans 2024). Consequently, we should enhance students' intentions to use generative AI for their educational purposes. ...
... For undergraduate and postgraduate students, generative AI labelling substantially enhances the level of focus during reading and intensifies the extent of cognitive processing. For example, these technologies can be used to create case studies, role-playing situations or debate topics that inspire students to express their thoughts, collaborate to solve problems and learn from each other (Lohans 2024). Hence, they are beneficial to university students by allowing them to learn more efficiently and saving their time. ...
Article
Background: Generative artificial intelligence (AI) represents a significant technological leap, with platforms like OpenAI's ChatGPT and Baidu's Ernie Bot at the forefront of innovation. This technology has seen widespread adoption across various sectors of society and is anticipated to revolutionise the educational landscape, especially in the domain of tertiary education. However, there is a gap in understanding factors influencing university students' behavioural intention to use generative AI, leading to hesitation in its adoption. Objectives: The primary objective of this study was to investigate the factors that influence university students' behavioural intention to engage with and utilise generative AI. The study sought to delve into the fundamental reasons and obstacles that university students encounter when contemplating the adoption of this technology for their academic endeavours. Methods: The study used a quantitative research design, utilising a revised version of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Data were collected from a sample of 380 university students in Changsha, the capital city of Hunan in China. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the relationships between the variables of the model, which included performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), learning value, habit and behavioural intention. Results: The analysis revealed that PE and EE have a direct impact on learning value. Additionally, SI and FC were found to directly affect the formation of habit. Among these factors, learning value emerged as the most potent predictor of university students' behavioural intention to use generative AI. Habit also demonstrated a significant, albeit smaller, effect on behavioural intention. Conclusions: The study's findings underscore the importance of learning value in driving the adoption of generative AI among university students. Efforts to enhance the learning value of generative AI could significantly increase its uptake in higher education. Furthermore, the role of habit, while less pronounced, suggests that consistent exposure and use can foster a greater inclination towards generative AI. These insights provide a foundation for targeted interventions aimed at improving the integration and application of generative AI within educational settings. Stakeholders, including educators, policymakers and designers of generative AI, can leverage these findings to create an environment conducive to the adoption and effective use of generative AI in higher education.
... To foster engagement and teamwork, generative AI tools can be crafted to produce material that stimulates conversation, argumentation or joint endeavours. For instance, such technologies might be used to formulate case studies, interactive scenarios or debate subjects that motivate students to articulate their perspectives, work together to address challenges and educate one another (Lohans 2024). Consequently, we should enhance students' intentions to use generative AI for their educational purposes. ...
... For undergraduate and postgraduate students, generative AI labelling substantially enhances the level of focus during reading and intensifies the extent of cognitive processing. For example, these technologies can be used to create case studies, role-playing situations or debate topics that inspire students to express their thoughts, collaborate to solve problems and learn from each other (Lohans 2024). Hence, they are beneficial to university students by allowing them to learn more efficiently and saving their time. ...
... To foster engagement and teamwork, generative AI tools can be crafted to produce material that stimulates conversation, argumentation or joint endeavours. For instance, such technologies might be used to formulate case studies, interactive scenarios or debate subjects that motivate students to articulate their perspectives, work together to address challenges and educate one another (Lohans 2024). Consequently, we should enhance students' intentions to use generative AI for their educational purposes. ...
... For undergraduate and postgraduate students, generative AI labelling substantially enhances the level of focus during reading and intensifies the extent of cognitive processing. For example, these technologies can be used to create case studies, role-playing situations or debate topics that inspire students to express their thoughts, collaborate to solve problems and learn from each other (Lohans 2024). Hence, they are beneficial to university students by allowing them to learn more efficiently and saving their time. ...
Article
Full-text available
Background: Generative artificial intelligence (AI) represents a significant technological leap, with platforms like OpenAI's ChatGPT and Baidu's Ernie Bot at the forefront of innovation. This technology has seen widespread adoption across various sectors of society and is anticipated to revolutionise the educational landscape, especially in the domain of tertiary education. However, there is a gap in understanding factors influencing university students' behavioural intention to use generative AI, leading to hesitation in its adoption. Objectives: The primary objective of this study was to investigate the factors that influence university students' behavioural intention to engage with and utilise generative AI. The study sought to delve into the fundamental reasons and obstacles that university students encounter when contemplating the adoption of this technology for their academic endeavours. Methods: The study used a quantitative research design, utilising a revised version of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Data were collected from a sample of 380 university students in Changsha, the capital city of Hunan in China. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the relationships between the variables of the model, which included performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), learning value, habit and behavioural intention. Results: The analysis revealed that PE and EE have a direct impact on learning value. Additionally, SI and FC were found to directly affect the formation of habit. Among these factors, learning value emerged as the most potent predictor of university students' behavioural intention to use generative AI. Habit also demonstrated a significant, albeit smaller, effect on behavioural intention. Conclusions: The study's findings underscore the importance of learning value in driving the adoption of generative AI among university students. Efforts to enhance the learning value of generative AI could significantly increase its uptake in higher education. Furthermore, the role of habit, while less pronounced, suggests that consistent exposure and use can foster a greater inclination towards generative AI. These insights provide a foundation for targeted interventions aimed at improving the integration and application of generative AI within educational settings. Stakeholders, including educators, policymakers and designers of generative AI, can leverage these findings to create an environment conducive to the adoption and effective use of generative AI in higher education.
... However, research suggests that as students demonstrate improved learning outcomes, teachers' attitudes towards technology shift, leading to changes in teaching practices (Chu et al., 2021). The successful integration of technology requires professional development for teachers, enabling them to leverage digital tools effectively in their instruction (Kalyani, 2024). Lastly, technology enhances collaboration and problem solving among students by promoting trialand-error learning and fostering independence (Collins & Halverson, 2018). ...
... These technologies are significant contributors to improving conceptual understanding. The findings align with Kalyani (2024), which emphasizes the importance of teachers' technological knowledge in enhancing student interaction and problem solving in Mathematics. ...
Article
Full-text available
This study investigated the effect of technological usage on Mathematics performance in public secondary schools in Kayonza District, Rwanda. It aimed to evaluate the current level of technological usage for Mathematics education in public secondary schools within Kayonza District. This study was conducted under two theories: behaviorist instructional theory and cognitive instructional theory and descriptive survey design was used to the target population of 199, including 145 Mathematics teachers and 54 head teachers to get the sample size of 155 respondents, that involving 107 Mathematics teachers and 48 head teachers, obtained by using Yamane’s formula. Purposive and simple random sampling methods were employed to select 155 sampled respondents. Data was collected through questionnaires and interviews, analyzed using SPSS version 20.0 for quantitative data, and thematic analysis for qualitative responses. According to the results for the objective, the study indicates that technological tools like digital devices, interactive whiteboards and educational software are widely used in Mathematics education, with 84.1% of teachers reporting that such tools enhance problem-solving skills (mean = 4.73). Online resources and software like Google Classroom also significantly contribute to learning outcomes (mean = 4.50). However, over 60% of schools face challenges such as limited internet connectivity and inadequate digital resources. However, disparities in technology access among schools result in uneven student performance improvements. The researcher concludes that while technology positively affects problem-solving and conceptual understanding in Mathematics, effectiveness is hindered by inconsistent access and insufficient teacher training. To address these issues, the researcher recommends investing in teacher professional development, improving infrastructure, and developing policies for equitable access to technology across all schools, aiming to bridge the technology gap and enhance Mathematics education quality in Rwanda’s public schools. He also recommends further studies related to this study.
... Integrating technology into education aims to establish settings that support self-directed learning, communication, and teamwork while equipping students for success in an increasingly digital world (Abass & Abas, 2019;Kalyani, 2024). That research concludes that conducting classrooms with technology assistance, especially AI in the learning media, influences students' academic and non-academic performance. ...
Article
Full-text available
From the most straightforward kind of technology—audiovisual learning—to the application of artificial intelligence in education, technology has been used in education for over 20 years. Despite the growing popularity of AI-based learning media technology, there is still a dearth of reliable empirical data about its effects on student achievements. This meta-analysis aims to investigate the impact of intervention time and combine findings from several studies to paint a more comprehensive picture of the usefulness of AI media in education. In this study, a meta-analysis design is employed in quantitative research. The Publish or Perish tool gathered secondary data from published papers using the Scopus database and Google Scholar—data analysis for group contrast meta-analysis data using the R software. The study's findings demonstrate how using AI-based learning resources greatly impacts students' academic performance. P value total effect size and three moderator variables (continent, gained achievement, and intervention duration < 0.05) show that the aggregate value of the summary effect in AI-based learning media, which integrates technology products with software, web programs, augmented reality, and gamification in increasing student achievement from elementary school to tertiary level from 2019 to 2024, is still providing significant influence. Thus, artificial intelligence (AI) should be used more extensively in preparing learning media to maximize students' academic and non-academic successes.
... Digital transformation signifies that digital applications facilitate or promote novel forms of innovation and creativity across various sectors, including business, government, education, global communications, healthcare, art, and science . Particularly in education, technology plays a crucial role in the abilities and skills required for students to integrate into society and acquire information and Knowledge (Kalyani, 2024). This revolution manifests in various styles, techniques, and chances; however, a crucial consideration is how to reform higher education in a digital landscape characterized by needs and inequities that jeopardize this transformation. ...
Article
Full-text available
The proliferation of technology has significantly impacted learning development. This study aimed to investigate the effectiveness of learning technologies based on students’ perspectives and to discover the challenges encountered when using technologies. In conducting a qualitative case study, the researcher collected data using an open-ended questionnaire at the Open University of Mataram. The data from six informants were analyzed by using the thematic analysis technique. The analysis procedures were based on Kawulich's (2004), which encompassed narrative, coding, interpretation, confirmation, and presentation. The result showed that the students found technology in their learning was effective primarily in creating attractive, practical, and accessible learning experiences, promoting flexible learning and independent learners, and enriching and deepening understanding. Meanwhile, three main challenges were identified: an unstable network, social media, environmental distraction, and a lack of technological competence among students. This study recommends researching teachers’ perspectives on digital transformation for further studies
... Technology in Improving Learning Quality Learning technologies have great potential to improve students' academic outcomes through more innovative, interactive and individualized approaches (Kalyani, 2024;Ayeni, 2024). Various technologies, ranging from game-based educational software to mobile applications for language learning, have opened up opportunities for students to learn independently at their own pace and needs, providing space for students to explore the material in a more personalized way. ...
Article
Full-text available
This research examines the impact of learning technologies on the quality of education in schools, focusing on the potential and associated risks. In the digital era, the integration of technology in the teaching and learning process is becoming increasingly important. This research method uses a qualitative approach with literature study techniques to analyze and understand the impact of learning technology on the quality of education. Learning technology contributes significantly to improving the quality of education in schools, both in terms of accessibility and quality of learning processes. Technology allows students to access a wide range of information sources and learning materials and supports more flexible and interactive learning. With educational apps, learning videos and online platforms, students can study independently outside of school hours and adapt learning to their own style and pace. This helps to create a more personalized and adaptive learning experience, which results in increased student motivation and understanding of the material. However, the application of technology in education also brings a number of risks that need to be taken seriously. One of the main risks is that students' dependence on technological devices can reduce their ability to think critically and solve problems independently. This implies that schools and governments need to develop policies that support the effective application of technology, including teacher training in integrating technology with the curriculum, provision of adequate infrastructure, and efforts to ensure equal access for all students.
... The significance of digital platforms stems from the fact that they provide many features and advantages that support the educational process (Kalyani, 2024). Through them, students' participation in the learning process and cooperation with their peers and motivation can be enhanced (Li, 2024), (Rafiq et al., 2024). ...
Article
Full-text available
All through the past few years, digital platforms have witnessed a widespread and a significant increase in their popularity, coinciding with the increasing dependence on modern technologies and the increasing need for communication and distance education. Digital platforms have proven their efficiency in various educational fields, but few studies have addressed the role of digital platforms in improving the study of the Qur’an. The Prophet’s Mosque is one of the biggest mosques that provides the service of studying the Holy Qur’an relying on multiple methods, including digital platforms which are used in a specific context for teaching the Qur’an to students from various cultural backgrounds from different countries. Accordingly, the current study aims to study the case of digital platforms used in teaching the Holy Qur’an in the Prophet’s Mosque by relying on listening to (7) voices of students studying the Qur’an from different cultural backgrounds. To implement this study, the qualitative case study approach was adapted through interviews and qualitative observation of participating students. According to the outputs of the objective analysis, the results of the study showed that the roles of digital platforms in teaching the Holy Qur’an to students from diverse cultural backgrounds are based on four main topics: educational flexibility, educational efficiency, educational satisfaction, interaction, and participation. These results showed the possibility of expanding the generalization of the experience of the Prophet's Mosque in teaching the Holy Qur’an via digital platforms, as this experience showed that teaching in this way contributes to creating positive attitudes towards digital platforms, enhancing participation in Qur’anic circles, facilitating communication between teachers and students, providing assistance, ease of access, and flexibility of study, which contributes to the continuation of education.
Article
Full-text available
This bibliometric study analyzes the scientific production on the educational response of institutions to families with children with special educational needs (SEN) during the COVID-19 pandemic. The research identifies emerging trends and distinctive characteristics, providing a foundation for improving strategies in schools. The analysis reveals an increase in publications from 2020 to 2023, peaking at 24 articles in 2022. A total of 246 researchers participated, with Castro-Kemp S and McIntyre LL standing out for their productivity and citations. Institutions such as UCL and the University of Oregon led in publications, while the University of California, Santa Barbara, topped the citations. In terms of scientific production, the United States had the most articles, followed by the United Kingdom and Spain. However, the United Kingdom led in global citations, indicating a high level of interest in the topic. The main journals in this field include Frontiers in Education and Education Science. Twelve collaboration networks among authors were identified, with a primary network of seven closely collaborating researchers. The pandemic exacerbated pre-existing difficulties in the education of children with SEN, increasing stress and emotional burden on parents. The transition to home education and the lack of adapted resources presented significant challenges. However, some strategies, such as dialogic literary gatherings and collaboration between schools and families, proved effective in mitigating negative impacts. The study underscores the need for inclusive public policies that address disparities in educational support and prioritize the psychological well-being of children with SEN. It recommends a proactive and equitable approach in school psychology training and educational practice. In conclusion, this analysis provides a solid foundation for future research and improvements in schools, promoting an inclusive and resilient educational environment.
ResearchGate has not been able to resolve any references for this publication.