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The use of Internet of Things programs in various fields of activity testifies the reset of the human lifestyle. Climate change and limited access to natural resources are factors for shaping the environmental behavior of energy consumers. Ensuring the development of Smart specialization and innovation in the energy sector provides the transformation of a set of competencies and skills, the organization of the workspace based on digitalization, as well as the increasing role of continuous personnel training at energy enterprises. Considering this, the article is devoted to the development of a system of innovative human capital management of energy enterprises in the context of environmental behavior formation of consumers of green energy based on the work of Smart Grids, the solution of the issue of identification and the formation of appropriate digital competencies to optimize the process of marketing promotion of green energy services in the virtual space. For this, the role of human capital formation in the innovative development of an energy enterprise and the approval of the foundations for organizing a virtual socio-economic space based on the work of smart grids.The relationship between the formation of environmental behavior of consumers of green energy and the need to develop digital competencies of employees of energy enterprises has been proved. The level of the use of innovative technologies for the development of personnel in the field of energy has been investigated and a set of digital competencies necessary for the development of the industry in the conditions of the formation of environmental behavior of consumers of green energy based on the operation of Smart Grids has been established. The analysis of the dynamics of the use of computers, computer networks, and social media at Ukrainian enterprises by types of economic activity indicates an increase in the level of use of social media and mobile networks. The algorithm for managing the human capital of energy enterprises in the virtual space has been optimized for the formation of digital competencies based on the work of Smart Grids, which will contribute to ensuring the transition to an increase in the consumption of green energy. El uso de programas de Internet de las cosas en varios campos de actividad atestigua el restablecimiento del estilo de vida humano. El cambio climático y el acceso limitado a los recursos naturales son factores que configuran el comportamiento medioambiental de los consumidores de energía. Asegurar el desarrollo de la especialización e innovación inteligente en el sector energético proporciona la transformación de un conjunto de competencias y habilidades, la organización del espacio de trabajo basada en la digitalización, así como el papel cada vez mayor de la formación continua del personal en las empresas energéticas. Teniendo esto en cuenta, el artículo está dedicado al desarrollo de un sistema de gestión del capital humano innovador de las empresas energéticas en el contexto de la formación del comportamiento ambiental de los consumidores de energía verde basado en el trabajo de las Smart Grids, la solución del problema de identificación y la Formación de competencias digitales adecuadas para optimizar el proceso de promoción de marketing de servicios de energía verde en el espacio virtual. Para ello, el papel de la formación de capital humano en el desarrollo innovador de una empresa energética y la aprobación de las bases para la organización de un espacio socio-económico virtual basado en el trabajo de las redes inteligentes. Se ha demostrado la energía verde y la necesidad de desarrollar las competencias digitales de los empleados de las empresas energéticas. Se ha investigado el nivel de uso de tecnologías innovadoras para el desarrollo de personal en el campo de la energía y se ha investigado un conjunto de competencias digitales necesarias para el desarrollo de la industria en las condiciones de formación del comportamiento ambiental de los consumidores de energía verde basado en Se ha establecido el funcionamiento de Smart Grids. El análisis de la dinámica del uso de computadoras, redes informáticas y redes sociales en las empresas ucranianas por tipo de actividad económica indica un aumento en el nivel de uso de las redes sociales y las redes móviles. El algoritmo de gestión del capital humano de las empresas energéticas en el espacio virtual ha sido optimizado para la formación de competencias digitales basadas en el trabajo de Smart Grids, lo que contribuirá a asegurar la transición hacia un incremento en el consumo de energía verde.

PurposeThe current research presents a 14-week experience of developing socially orientated narratives in a digital mode, which involved 60 female Saudi English as a foreign language (EFL) learners. Initially working together, they were later divided into groups of approximately eight members each. The purpose of this research is to determine the benefits and challenges facing EFL leaners who are engaged with socially orientated digital-storytelling tasks. It also explores the nature of creating language-related socially orientated digital-storytelling projects and the main features associated with such projects. This practice targets the use of a new form of educational technologies that promotes educators’ pedagogical strategies, as well as their social needs, by sharing learners’ personal thoughts with others and cooperating and coordinating with other team members.Design/methodology/approachThe current research has been designed in line with qualitative analysis. A qualitative analysis approach was chosen as the study seeks to gain further understanding about the issue of socially orientated digital storytelling among EFL learners in Saudi Arabia. The two main research methods used for conducting this research were semi-structured interviews and analysis of the content produced by the participants. Both methods were selected to enable the participants to express their personal thoughts and feedback directly to the researcher.FindingsThe findings have shown several benefits of this method, as well as highlighted the challenges regarding the application of such a practice in English language classes at university. The findings have indicated that such a novel educational atmosphere would result in the role of social orientation as a culture for enhancing learners’ competence and willingness to share a co-learning experience being regarded more highly. In addition, the results have revealed how such group work can be constructed and the main aspects of content that exist in the digital stories produced.Research limitations/implicationsOne limitation of the current research is that it only included a group of female EFL students. Therefore, it is recommended that the same research be conducted on male EFL students in Saudi Arabia so that a comparative analysis can be made regarding the effects of socially orientated digital storytelling on both genders. In addition, it is recommended that the research be carried out among more classes containing female and male EFL students to be able to analyse the data quantitatively. Lastly, there remains the issue of convincing administrators, parents and instructors opposed to these ideas to implement this kind of project in formal language education, which is often independently orientated.Practical implicationsThe effect of such a practice is the improvements made to learners’ academic and digital literacies. Specifically, students’ academic-writing skills and abilities to tell stories are essential parts of this process that can be improved by learners during the online storytelling process.Originality/valueThe research presents an application of a promising pedagogy that integrates digital technologies into different learning settings, including the context of learning English as a foreign language.

While there have been recent trends in investigating the role of leader support on technological integration, such research in educational settings is rare. Moreover, the attention paid towards investigating leadership support for the integration of technological changes in education has not led to the explicit specification of what support teachers would entail from their mid-level academic leaders regarding the current challenge of ITLTs-low uptake in developing countries. Therefore, the present study investigates the influence of leader support and integration of ITLTs among academicians of the selected Tanzanian universities, mediating the effect of the Technological Knowledge Level (TKL). A questionnaire was used as the main collection tool to collect data from 192 academic staff. The study used Structural Equation Modeling (SEM) to analyse the extent to which leader support influences the integration of ITLTs, mediated by the TKL when controlled for demographic factors such as age, gender, and ITLTs prior knowledge. The yielded results reveal that the integration of ITLTs among academics is positively influenced by leader support; the higher the support the academics receive from their leaders, the better the integration of ITLTs. Furthermore, the perceived leader support is also predictive of academicians’ technological knowledge level; however, no significant effect of technological knowledge level was found when mediating the two variables, indicating that leaders support strongly influenced the integration of ITLTs. This study, therefore, proves the inclusive findings and extends the research on the potential of mid-level academic leadership to bring about educational change in higher learning and thus, enhance the integration of ITLTs.

Thanks to the rapid development of technology, there has been an increasing number of studies integrating technologies into language teaching and learning over the past few decades. Under the auspices of technology, interpreting education has also experienced a transformation from traditional teacher-led classrooms into learner-centered and interactive paradigms. While the use of technology has been extensively investigated and reviewed in English language teaching contexts, especially English as a second/foreign language, computer-assisted interpreter training (CAIT) has been under-researched and reviewed. This paper aims to provide a bird’s-eye view of ways in which interpreting learning has been reconciled with different types of technological tools. This paper systematically reviews 36 articles on CAIT from 2013 to 2023 and surveys the major patterns and development trends. It traces how technology over time has been incorporated into interpreter training and summarizes the state-of-the-art application of technology in CAIT. The findings suggest that there has been a steady increase in pedagogical research on CAIT, in particular empirical studies on learning outcomes and students’ perceptions of higher education in European countries. Various technological tools have been examined, and the results generally indicate that the benefits outweigh the drawbacks. The paper concludes with some insights into future studies. Based on theoretical frameworks, more experiential research is needed to examine the effects of multiple emerging technologies in various language contexts. More studies are needed to explore the contextual, individual, and influencing factors from both teacher and student perspectives.

The development and innovation of data mining, learning analysis, and artificial intelligence have brought new opportunities to promote the study of learning mechanism in the fields of neuroscience, learning engineering, and precision education. Although learning science has been studied for nearly 40 years, it has not been deeply integrated with artificial intelligence technology at present. The purpose of this paper is to present an overview of the application research of artificial intelligence (AI)-based learning science. Taking the literature of empirical research of learning science from 2017 to 2022 as a sample, the descriptive results show that foreign researchers focus on using artificial intelligence technology to explore and analyze brain, psychology and biological data, and support the construction of learning environment and the development of personalized learning path. Finally, according to the research results, the article shows the future development trend of AI-based learning science, to provide reference for the construction and development of the research field of AI-based learning science.

Purpose Due to the outbreak of the COVID-19 pandemic in 2021 in Taiwan, we have adapted the face-to-face Life Design course to a blended learning approach with educational technology to cope with the problem of cross-generational confusion and anxiety towards later life from learners. The objectives of this study are to. evaluate learners’ reactions after attending the Life Design course including their level of satisfaction, engagement (Level 1), and the applicability of courses in their life. evaluate their learning outcomes after attending the Life Design course, such as their acquisition of knowledge, skills, attitudes, confidence, commitment (Level 2), and behavioral changes (Level 3). explore the factors that enable and prevent students from transferring their learning in this course to the action taking and making behavioral changes. explore how the application of educational technology can enhance the teaching and learning in the Life Design course. Methods This study used an action research method to solve two main problems we identified in practice: students’ confusion about their future life and the shortcomings of traditional teaching methods, which cannot meet the learning needs of this type of course due to the requirement of intensive personal reflection and self-disclosure. Participants were 36 master’s students who completed the Life Design course. Based on this course's design, implementation, and evaluation, we used the new Kirkpatrick Learning Assessment Model (Kirkpatrick J, Kirkpatrick WK. An introduction to the new world Kirkpatrick Model. Kirkpatrick Partners, 2021) to analyze the learning effectiveness on the Reaction, Learning, and Behavioral levels. Results To facilitate learners to overcome the cross-generational confusion of their life design and solve the shortage of face-to-face teaching methods, we took biographical learning as the core theme for this Life Design course and designed online and offline learning activities. The blended learning approach with educational technology allowed us to go beyond time and location constraints and provide a holistic and inseparable learning experience in both formats. The result of the evaluation shows that students who took the Life Design course were highly satisfied with the overall course design, topics, and the suitability of a blended learning approach, which motivated them to extend their learning outside the classroom and helped them benefit from a more trusted, personal and hybrid interaction with teachers and their peers both online and offline. On the learning level, students not only learned the correct knowledge of age perspectives, changed their views of career and personal development, and acquired skills for life design, but were also confident and committed to applying what they have learned in their future life. After the course, many students applied and integrated the learning into behavioral changes in their life. In terms of the difficulties and hindrances encountered in action taking, many students mentioned the lack of peers’ support and constraints from their busy daily life. Many suggested providing extra support after the course with regular impulse, follow-ups, and individual feedback from teachers and peers in an online learning community. This indicates how educational technology can better support these elements in continuous learning and the transfer of learning. Conclusion Based on these results, we affirm that implementing this Life Design course with a blended learning approach is indeed better than a fully physical course. However, the focus of a blended learning approach should be on learners from a pedagogical perspective rather than technology.

Many educational institutions have adopted e-learning under the COVID-19 pandemic to maintain school teaching activities. Most teachers were encouraged to use online instruction in early February 2020. Thus, online education has become a sensitive topic regarding whether online learning fits students’ learning habits and what factors can affect the quality of online teaching. This study examined the online learning of elementary school students in the epidemic context and the factors affecting their satisfaction with online learning. 499 elementary school students and 167 teachers were surveyed and it was found that online teaching and learning activities were conducted orderly. Teachers mainly used the live tutoring, and independent learning model, support services for online learning performed well. A multiple regression model was used to analyze the degree of influence of the teaching objectives, teaching methods and activities of teachers, teaching support, and learning efficiency on student satisfaction in online courses. The results showed that all four dimensions had a positive effect on happiness. Based on the analysis of the data obtained from the survey, coping strategies to improve the quality of online teaching in the post-epidemic period are proposed at the social level, teacher level, and school level. The social group should pay attention to the construction of educational resources, schools should strengthen teachers’ professional development, and teachers should take the initiative to motivate students and give timely feedback to provide references for relevant decisions and related research in the post-epidemic era.

The study focused on identifying innovations deployed by lecturers when teaching online during the COVID-19 pandemic at the University of Zambia. The interpretivist worldview anchors the study. Researchers adopted a descriptive qualitative case study design. Purposefully and conveniently sampled lecturers ( n  = 21) took part in key informant interviews from the university faculties: the school of education, the school of humanities and social sciences and the school of health sciences. Thematic analyses were applied to the data collected using face-to-face and telephone interview schedules. Results show that all lecturers fully know online instruction’s possible challenges. Lecturers have devised innovations that are lecturer-oriented, lesson-oriented, resource-oriented and student-oriented in managing online teaching and learning. The success of online teaching in an EdTech low-resourced university depends on the lecturers’ desire to learn, the availability of essential ICT devices, the use of open educational resources-OER, the potential of the use of devices and the availability of internet connectivity. However, intermittent internet connectivity, student absenteeism, a lack of primary ICT devices, and EdTech illiteracy persist. External support—such as continuous professional development programs (CPDs), import duty exemptions or corporate sponsorships and donations—should be sought to facilitate online lessons. Innovation in teaching and learning does not only entail high-tech educational technologies but the use of what works best for a community of learners in a particular context. Though focused on Zambia, the study results reflect the situation and experience of universities in other countries with similar characteristics.

The pandemic has principally changed the way the construction industry operates. It has caused a profound shift in how we conduct our work, with a large-scale take-up of remote working and changes in our digital approach. The way we work is changing. All these impacts challenge the traditional supply chain and working practices of the construction industry negatively, resulting in price escalations, additional costs, loss of revenue, payment delays and increase in disputes and claims. This study aimed to assess the skill proficiency of learners and narrow the employers’ and young engineers’ perspectives on what are the future skills requirements in the construction industry in the world of digitalization. This study, which comprised two surveys entitled “Future Skills—What does the future look like for young engineers?” (for employers) and “WLA Survey in “Future Skills”—The Proficiency Analyses of Young Engineers-to-be” (for learners), was a part of the Workplace Learning and Assessment (WLA) Engagement Series for students. This research attempts to map skill proficiency of learners (or young engineers-to-be) with the future skill requirements of the employers and to make recommendations on the construction-related institutional arrangements. A quantitative approach by using online surveys as the main data collection tool was adopted. A sample of 20 WLA-participating employers and 23 WLA-participating students in construction companies was generated. In December 2021, the project team initiated two surveys to explore the expectation for the future workforce in the construction industry. Interview results covering various construction-related disciplines, including civil engineering, building studies, surveying and building technology, were analysed and illustrated using Microsoft Power BI. Content analysis with data visualizations was used to identify major themes. This study has shown that employers and students have different perceptions of skills and attributes as critical competencies for a successful workforce. On a positive note, there was a high level of satisfaction for both employers and learners in “Training Structure” and “Training and Development”. This study highlighted that students did not have the appropriate level of knowledge as expected by their employers in key subject areas of the construction industry. Employers expressed a clear expectation for the roles and responsibilities of young engineers in their organizations. Areas of practice such as building information modelling (BIM), “Problem Solving”, and “Presentation Skills” were highlighted as critical for the future. The competency of youngsters in achieving targeted vision and goals as well as the competency in striving for continual improvement was identified as highly relevant for the future. There was potential for young engineers to play a more active role in their organizations and to repackage their technical skill and interpersonal skill sets for anticipated future roles. The choice of the quantitative research design approach was guided by the need to capture numerical data in the construction industry of Hong Kong for the purpose of illuminating differences in perspectives among participants about future skills for WLA implementation in vocational and professional education and training (VPET). This study can help to investigate the skill proficiency gaps that employers will be looking for and how WLA can bring maximized benefits to students and companies. Based on the results, the students can be better informed about the workplace settings and be prepared for the upcoming industrial attachment or apprenticeship programme with WLA. Feedback provided by the companies can help support students’ transition into the world of work. On the other hand, by understanding learners’ self-perception, this adaptation made by the companies could result in what looks to be part of a longer-term change in how we work, particularly with a move to increased use of hybrid working. The statistical models with data visualization based on Power BI can also lead to the experimentation and inference that inform the institution’s strategy.

Purpose The COVID-19 pandemic necessitated a pivot towards digital teaching and learning. This study aims to assess the perceptions of self-identity and continuing professional development (CPD) among secondary school English teachers in Hong Kong in light of the academic paradigm shift triggered by the pandemic. Methods A mixed methods approach is adopted. A quantitative survey (n = 1158) was complemented by qualitative thematic analysis of semi-structured interviews with English teachers in Hong Kong (n = 9). The quantitative survey offered group perspectives related to CPD and role perception in the current context. Interviews offered exemplar views on professional identity, training and development, and change and continuity. Results The results reveal that collaboration among educators, development of higher-order critical thinking in students, refining knowledge about teaching methods, and being a good learner and motivator were among the key traits that comprised the teacher identity during the COVID-19 pandemic. The increased workload, time pressure and stress associated with the paradigm shift during the pandemic resulted in lower voluntary involvement of teachers in CPD. However, a significant need for the development of information communications technology (ICT) skills is emphasised as educators in Hong Kong received relatively little ICT support from their schools. Conclusion The results have implications for pedagogy and research. Schools are recommended to enhance technical support of educators and help them acquire more advanced digital skills to work effectively in the new environment. Reduction of the administrative workload and providing more autonomy to teachers is expected to lead to greater engagement in CPD and improvements in teaching.