The development of ICTs that can be used for Education 5.0 is rapid. Current educational practice suggests that many lecturers experience challenges in implementing the use of some form of ICT in teaching and learning. The research explores the impact of TPACK on the implementation of Education 5.0 in universities during the time of the COVID-19…

Reverse education, where younger individuals teach older adults, has gained prominence but lacks comprehensive understanding regarding its dynamics and impacts. This study addresses this gap by exploring the cognitive processes of older adult learners who view young university students as their teachers. Through semi-structured interviews with 12…

This mixed-methods study aimed to investigate the effectiveness of the technology-embedded scientific inquiry (TESI) model on teachers' and students' scientific inquiry abilities and digital learning technologies fluency to enhance science education learning outcomes. The TESI framework guided the construction and execution of this study. The…

The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher…

In a world awash in technology, what EdTech skills and strategies should educators focus on to ensure they are making the best use of online spaces for classroom learning? How can they sift through the overwhelming number of options in digital tools and platforms? How can they guide students in learning best practices--especially now that…

Despite known inequalities of digital access in rural Canada, we know little about the foundational digital literacies learning needs of students attending rural elementary schools. This exploratory case study, conducted in Ontario, presents 13 rural-serving Grade 4-6 teachers' insights on the access needs and digital literacies learning needs of…

Since 2015, a continuous online integration training service has been active. In 2021, eight integration instructors, teaching online for two to six years across diverse regions participated in semi-structured interviews. Analysing the technology-mediated community formed by teachers and learners, we explored how the entirely online, gradually…

This study was based on online university education during the COVID-19 period in Kenya. The purpose of the study was to establish the readiness of Kenyan universities for online education during COVID-19 period. Online survey method generated data from 11 universities through content analysis. The data were analyzed qualitatively and interpreted.…

In this study, we integrated corpus technology in pre-service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus-based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for…

Electrical and Mechanical Systems and Control topics in the Technology Education curriculum have an engineering component. The engineering curriculum component with its antecedent science, technology, engineering and mathematics subjects has not embraced indigenous knowledge (IK), thus it does not contribute to sustainable development…

This meta-analysis examined 12 empirical studies, published from 2013 to 2023, to determine the effectiveness of DBL in enhancing scientific creativity. The sample size involved 1211 students. Based on the analysis using random-effect model, DBL has a positive and strong significant effect (ES=1.181) to scientific creativity. Moderator analysis…

This correlational study investigated how secondary educators' engagement in online learning communities relates to their tech-enhanced instructional practices, a relationship that gained importance following the COVID-19 pandemic's acceleration of educational technology adoption. Through the lens of Keller's ARCS Model of Motivation (Keller,…

This study explored the experiences of rural secondary school teachers in Namibia during emergency remote teaching (ERT) owing to the COVID-19 pandemic. The TPACK framework and sociocultural theory were used. Semi-structured interviews and focus group discussions with 26 rural teachers revealed that despite the availability of technological tools…

The 21st century is an exciting time for integrating technology in schools. Technology can help educators close digital use, digital design, and accessibility gaps by allowing us to tailor educational experiences to meet every learner's needs. However, technology can feel intimidating and overwhelming to many educators. Like other kinds of…

Purpose: This chapter explores the transformation of teacher education in India to enhance student-teacher interactions within virtual learning environments (VLEs). It aims to address the challenges and opportunities posed by the digital shift in education, particularly in the wake of the COVID-19 pandemic, and emphasizes the need for pre-service…