COPYRIGHT

Copyright and Reprint Permission: Abstracting is permitted with credit to the source. Libraries
are permitted to photocopy for private use. Instructors are permitted to photocopy, for private use,
isolated articles for non-commercial classroom use without fee. For other copies, reprint, or
republication permission, write to IIIS Copyright Manager, 13750 West Colonial Drive, Suite 350 -
408, Winter Garden, Florida 34787, U.S.A.

All rights reserved. Copyright 2025. © by the International Institute of Informatics and Systemics.

The papers of this book comprise the proceedings of the conference mentioned on the title and the
cover page. They reflect the authors' opinions and, with the purpose of timely disseminations, are
published as presented and without change. Their inclusion in these proceedings does not
necessarily constitute endorsement by the editors.

Published in the U.S. by the International Institute of Informatics and Cybernetics in 2025.

ISSN: 2771-6368 https://doi.org/10.54808/ICSIT2025.01

ISBN: 978-1-950492-83-1
16th International Conference on
Society and Information Technologies: ICSIT 2025

HONORARY PRESIDENT
William Lesso, USA (1931-2015)
GENERAL CHAIR
Nagib Callaos, USA
ORGANIZING COMMITTEE CHAIRS
Angel Oropeza, Venezuela
Belkis Sánchez, USA
José Vicente Carrasquero, USA

PROGRAM COMMITTEE

Chair: Michael Savoie, USA

Ahmad, Imran Makamba, Makaziwe

Cloudanum Inc., Canada University of South Africa and Council for Science and Industrial
Research, South Africa
Alhayyan, Khalid N.
Institute of Public Administration, Saudi Arabia Menéndez, Esteban
CAETI, Argentina
Basmer-Birkenfeld, Sissy-Ve
Helmut Schmidt University, Germany Moore, Andrew
Neil Butcher and Associates, South Africa
Bönke, Dietmar
Reutlingen University, Germany Nwokeocha, Steve
University of Calabar, Calabar, Nigeria
Bulegon, Ana Marli
Federal University of Rio Grande do Sul, Brazil Nyangoma, Vincentie
Rwanda Education Board, Rwanda
Dani, Erzsebet
University of Debrecen, Hungary Olagunju, Amos
St. Cloud State University, USA
Du Toit, Jaco
UNESCO Regional Office for Eastern Africa, Kenya Ramos, Doris Cáliz
Polytechnic University of Madrid, Spain
Ibujés Villacís, Juan
The National Polytechnic University, Ecuador Redlich, Tobias
Helmut Schmidt University, Germany
Kofune, Yasuyo
Osaka Prefectural Yodogawa Technology High School, Japan Wallet, Peter
UNESCO Regional Office for Eastern Africa, Rwanda
Krenz, Pascal
Helmut Schmidt University, Germany Wulfsberg, Jens P.
Helmut Schmidt University, Germany

ADDITIONAL REVIEWERS WHO MADE AT LEAST ONE DOUBLE-BLIND REVIEW

Aboul-Ela, Magdy Lim, Hwee-San

French University in Egypt, Egypt Science University of Malaysia, Malaysia
Areerakulkan, Natapat Malan, Danie
Suan Sunandha Rajabhat University, Thailand University of Pretoria, South Africa
Atagün, Ercan Michaelides, Panagiotis
Düzce University, Turkey University of Crete, Greece
Domínguez-Galicia, Javier Pavate, Aruna
Instituto Politécnico Nacional, Mexico St Francis Institute of Technology, India
Kurtulus, Kemal Shing, Chen-Chi
Istanbul University, Turkey Radford University, USA
ADDITIONAL REVIEWERS WHO MADE AT LEAST ONE NON-BLIND REVIEW

Araújo Rios, Ricardo Mamanazarov, Abdukhakim Bozorovich

Universidade Federal da Bahia, Brazil Tashkent Branch of the Moscow State University, Uzbekistan
Chang, Chia-Chi Winfield Reyes, Ana María
National University of Kaohsiung, Taiwan National Polytechnic Institute, Mexico
Hernández Rubio, Erika Wong, Kit Hong
Instituto Politécnico Nacional, Mexico Fooyin University, Taiwan
Lisitsyn, Pavel Yang, Shao-Wei
Saint Petersburg State University, Russian Federation Tzu Chi University, Taiwan
16th International Conference on
Education, Training and Informatics: ICETI 2025
in the context of the 16th International Conference on Society and Information Technologies: ICSIT 2025

HONORARY PRESIDENT
William Lesso, USA (1931-2015)
GENERAL CHAIRS
Nagib Callaos, USA
Andrés Tremante, USA
ORGANIZING COMMITTEE CHAIRS
Belkis Sánchez, USA
José Ferrer, Venezuela

PROGRAM COMMITTEE

Chair: Michael Savoie, USA

Amiri, Shahram MacDonald, Cathy

Stetson University, USA St. Francis Xavier University, Canada
Blair, Risa Manzo, Christina
Constructional Associates, USA Queensborough Community College, USA
Chan Mow, Ioana Martini, Luiz Cesar
National University of Samoa, Samoa University of Campinas, Brazil
Evirgen, Hayrettin Mauai, Elisapeta
Sakarya University, Turkey National University of Samoa, Samoa
Gopalakrishnakone, P. Numer, Matthew
National University of Singapore, Singapore Dalhousie University, Canada
Granzer, Wolfgang Pallard, Henri
Vienna University of Technology, Austria Laurentian University, Canada
Holbert, Brian Poce, Antonella
St. Johns River State College, USA Università di Modena e Reggio Emilia, Italy
Ilyas, Gizem Sarkar, Nina
Sakarya University, Turkey Queensborough Community College, USA
Joó, Aniko Soeiro, Alfredo
Debrecen Reformed Theological University, Hungary University Porto, Portugal
Kauppi, Carol Spencer, Rebecca
Laurentian University, Canada Dalhousie University, Canada
Killi, Steinar Wahl, Harald
Oslo School of Architecture and Design, Norway University of Applied Sciences Technikum Wien, Austria
Lee, Wee-Leong Woodside, Joseph M.
Singapore Management University, Singapore Stetson University, USA

ADDITIONAL REVIEWERS WHO MADE AT LEAST ONE DOUBLE-BLIND REVIEW

Abar, Celina Angwenyi, David

Pontifical Catholic University of Sao Paulo, Brazil Hopewell Valley Regional School District, USA
Abe, Jair Minoro Atleo, Marlene
Paulista University, Brazil University of Manitoba, Canada
Agler, Lin-Miao
University of Southern Mississippi, USA
Becher, Ednei Luís Lygo-Baker, Simon
Federal Institute of Education, Science and Technology of Rio King's College London, United Kingdom
Grande do Sul, Brazil
Mačianskienė, Nemira
Boyadzhieva, Svetlana Vytautas Magnus University, Lithuania
Varna University of Management, Bulgaria
Maheshwari, Shikha
Boyes, David Manipal University Jaipur, India
Sine Nomine Associates, USA
McMahon, Ellen
Caldararu, Florin National-Louis University (Retired), USA
Research Laboratory for Environmental Monitoring and
Semiconductor Sensors, Romania
Meireles Monteiro Metrolho, José Carlos
Polytechnic Institute of Castelo Branco, Portugal
Clemence, Dominic P.
North Carolina AT&T State University, USA
Métioui, Abdeljalil
Université du Québec à Montréal, Canada
Coyne, Jaime
Sam Houston State University, USA
Milanova, Mariofanna
University of Arkansas at Little Rock, USA
Cretu, Daniela Maria
Lucian Blaga University of Sibiu, Romania
Molina, Silvia
Technical University of Madrid, Spain
Cubukcu, Feryal
Dokuz Eylul University, Turkey
Musto, Daniela
Italian National Research Council, Italy
Debono, Carl James
University of Malta, Malta
Nikolarea, Ekaterini
University of the Aegean, Greece
Diaz Dávila, Laura Cecilia
Universidad Nacional de Cordoba - Faculad de Ciencias Exactas,
Ovesni, Kristinka
F´sicas y Naturales - LIDeSIA, Argentina University of Belgrade, Serbia

Duse, Dan Maniu Pereira, Claudia Teresa

Lucian Blaga University, Romania National University of Central Buenos Aires, Argentina

Encabo, Eduardo Phakamach, Phongsak

University of Murcia, Spain Rajamangala University of Technology Rattanakosin, Thailand

Frosch-Wilke, Dirk Prescott, Chusak

University of Applied Sciences Kiel, Germany Chalermkarnchana University, Thailand

Gedviliene, Genute Prodan, Augustin

Vytautas Magnus University, Lithuania University of Medicine and Pharmacy Cluj-Napoca, Romania

González Mariño, Julio César Requena García de la Cruz, María Victoria

Autonomous University of Tamaulipas, Mexico University of Seville, Spain

Hannan, Juana Santos, Odair

New Mexico State University, USA Federal University of Recôncavo of Bahia, Brazil

Ikeguchi, Cecilia B. Schigur, Matthew

Tsukuba Gakuin University, Japan University of Arkansas Grantham, USA

Izydorczyk, Jacek Semenist, Ivan

Silesian University of Technology, Poland Borys Grinchenko Kyiv University, Ukraine

Janota, Ales Soundararajan, Ezekiel

University of Žilina, Slovakia Indiana University of Pennsylvania, USA

Juárez, José R. Suviniitty, Jaana

Autonomous University of Baja California, Mexico Aalto University Language Centre, Finland

Khanduja, Gagandip Singh Swart, William

Nirma University, India East Carolina University, USA

Klein, Barbara D. Tobos, Valentina

University of Michigan-Dearborn, USA Lawrence Technological University, USA

Klimo, Martin Tsoi, Mun Fie

University of Žilina, Slovakia MFR-Training and Consultancy Singapore, Singapore

Klosowski, Piotr Tuzun, Hakan

Silesian University of Technology, Poland Hacettepe University, Turkey

Long, John Ulovec, Andreas

School of EngineeringDeakin University, Australia University of Vienna, Austria

Lowes, Susan Utama, Anak Agung Gde Satia

Columbia University, USA Universitas Airlangga, Indonesia
Vagelatos, Aristides Wu, Tung-Xiung (Sean)
Computer Technology Institute and Press, Greece Shih Hsin University, Taiwan
Vaida, Mircea-Florin Zain, Ismail Md.
Technical University of Cluj-Napoca, Romania Dynamic Global Vision, Malaysia
Wang, Ching-Huang Zukowska, Joanna
National Formosa University, Taiwan Warsaw School of Economics, Poland
Whatley, Janice
Manchester Metropolitan University, United Kingdom

ADDITIONAL REVIEWERS WHO MADE AT LEAST ONE NON-BLIND REVIEW

Açma, Bülent Lugoma, Masikini

Anadolu University, Turkey University of South Africa, South Africa
Asano, Hiromi Mamanazarov, Abdukhakim Bozorovich
Graduate Institute for Entrepreneurial Studies, Japan Tashkent Branch of the Moscow State University, Uzbekistan
Bolanle, Ikotun Mikulić, Josip
University of South Africa, South Africa University of Zagreb, Croatia
Bustos Farias, Eduardo Mohebi, Laila
National Polytechnic Institute, Mexico Zayed University, United Arab Emirates
Dikgwatlhe, Israel-Pule Nagopoulos, Nikolaos
University of South Africa, South Africa University of the Aegean, Greece
Efthymiopoulos, Marios Paraskevopoulos, Dimitrios
Neapolis University Pafos, Cyprus University of the Aegean, Greece
Eller, Ryan Petalio, Syra Marie Norin
California State University, Monterey Bay, USA Ateneo de Manila University, Philippines
Evanick, Sarah Ramdass, Kemlall
California State University, Monterey Bay, USA University of South Africa, South Africa
Hayashi, Kyoko Sawekngam, Wichai
GLOBIS University, Japan Chulalongkorn University, Thailand
Ilunga, Masengo Tan, Abigail Lim
University of South Africa, South Africa Ateneo de Manila University, Philippines
Kambeyo, Linus Thangkabutra, Theeravadee
University of Namibia, Namibia Chulalongkorn University, Thailand
Lisitsyn, Pavel Tkalec, Damira
Saint Petersburg State University, Russian Federation Međimurje Polytechnic in Čakovec, Croatia
Lu, Jing-Yi
Asia University, Taiwan
Proceedings of the 16th International Multi-Conference on Complexity, Informatics and Cybernetics (IMCIC 2025)

FOREWORD

Our purpose in organizing the 16th International Multi-Conference on Complexity, Informatics and Cybernetics
(IMCIC 2025) jointly with the 16th International Conference on Society and Information Technologies (ICSIT
2025) and their collocated events, including the 15th Ibero-American Conference on Complexity, Informatics
and Cybernetics (CICIC 2025), is to provide a multi-disciplinary forum for both disciplinary and inter-
disciplinary communication.

These collocated events were organized and sponsored by the International Institute of Informatics and
Systemics (IIIS, www.iiis.org), member of the International Federation for Systems Research (IFSR,
www.ifsr.org). The IIIS is a multi-disciplinary organization for inter-disciplinary communication and
integration, which includes about 5000 members. Consequently, a main purpose of the IIIS is to foster
knowledge integration processes, interdisciplinary communication, and integration of academic activities.
Based on: 1) the transdisciplinarity of the systemic approach and its emphasis on relationships and integrating
processes, and 2) the multi-disciplinary support of cybernetics’ and informatics’ concepts, notions, theories,
technologies, and tools, the IIIS has been organizing multi-disciplinary conferences as a platform for fostering
inter-disciplinary communication and knowledge integration processes.

Multi-disciplinary conferences are organized by the IIIS as

support for both intra- and inter-disciplinary
communication. Processes of intra-disciplinary
communication are mainly achieved via traditional paper
presentations in corresponding disciplines, while
conversational sessions, regarding trans- and inter-
disciplinary topics, are among the means used for inter-
disciplinary communication. Intra- and inter-disciplinary
communications might generate co-regulative cybernetic
loops, via negative feedback, and synergic relationships, via
positive feedback loops, in which both kinds of
communications could increase their respective
effectiveness. Figure (at the right side) shows at least two
cybernetic loops if intra- and inter-disciplinary are adequately
related. A necessary condition for the effectiveness of Inter-
disciplinary communication is an adequate level of variety
regarding the participating disciplines. Analogical thinking
and learning processes of disciplinarians depend on it; which
in turn are potential sources of the creative tension required
for cross-fertilization among disciplines and the generations
of new hypothesis. An extended presentation regarding this
issue can be found at http://www.iiis.org/MainPurpose/

In general, IIIS is an organization dedicated to contributing to the development of the Systems Approach,
Cybernetics, and Informatics potential, using both: knowledge and experience, thinking and action, for the:

a. identification of synergetic relationships among Systemics, Cybernetics and Informatics, and between
them and society;
b. promotion of contacts among the different academic areas, through the transdisciplinarity of the
systems approach;
Proceedings of the 16th International Multi-Conference on Complexity, Informatics and Cybernetics (IMCIC 2025)

c. identification and implementation of communication channels among the different professions;

d. supply of communication links between the academic and professional worlds, as well as between
them and the business world, both public and private, political and cultural;
e. stimulus for the creation of integrative arrangements at different levels of society, as well as at the
family and personal levels;
f. promotion of transdisciplinary research, both on theoretical issues and on applications to concrete
problems.

Our objective organizing the 16th International Multi-Conference on Complexity, Informatics and Cybernetics
(IMCIC 2025) is to provide, in these increasingly related areas, a multi-disciplinary forum, to foster
interdisciplinary communication among the participants, and to support the sharing process of diverse
perspectives of the same transdisciplinary concepts and principles. Complexity, Cybernetics and Informatics
are being increasingly related to each other in almost every scientific discipline, engineering area, and human
activity. Their common transdisciplinarity characterizes and communicates them, generating strong relations
among them and with other disciplines. They work together to create a whole new way of thinking and
practice. This phenomenon persuaded the Organizing Committee to structure IMCIC 2025 as a multi-
conference where participants may focus on one area, or on one discipline, while allowing them the possibility
of attending events from other areas or disciplines. This systemic approach stimulates cross-fertilization among
different disciplines, inspiring scholars, originating new hypothesis, supporting production of innovations and
generating analogies; which is, after all, one of the very basic principles of the systems’ movement and a
fundamental aim in cybernetics.

One of the main objectives of the 16th International Conference on Society and Information Technologies
(ICSIT 2025) and the 16th International Conference on Education, Training and Informatics (ICETI 2025) is
to bring together academics, professionals, and managers from the private and the public sectors, so they can
share ideas, results of research, and innovative services or products, in a multi-disciplinary and multi-sector
forum.

Educational technologies, socio-economic organizations, and socio-political processes are essential domains
among those involved in the evolving co-adaptation and co-transformation between societies and cultures on
the one hand, and between informatics and cybernetics (communication and control) on the other hand.

ICSIT 2025 and ICETI 2025 are related to each other, as well as to IMCIC 2025 and, as a whole, are producing
or might produce synergic relationships with Information and Communication Technologies. This is why the
Organizing Committees have the purpose of combining their efforts in a way that would lead to the
organization of an adequate joint event, where academics, researchers, consultants, professionals, innovators,
and practitioners from the three areas might relate and interact with each other in the same event. These types
of interaction might generate possibilities of cross-fertilization and analogical thinking, as well as possibilities
of new working hypothesis, ideas, and reflections on the impact, significance, and usefulness of Informatics
and Cybernetics in important dimensions of educational, socio-political, and socio-economical processes,
services, and products.

On behalf of the Organizing Committee, I extend our heartfelt thanks to the Program Committees’ members,
to the 292 reviewers, from 56 countries, who made the double-blinded reviews, and to the 100 reviewers,
from 32 countries, who made the non-blind reviews. (Some reviewers supported both: non-blind and double-
blind reviewing for different submissions). A total of 729 reviews made by 392 reviewers (who made at least
one review), from 68 countries contributed to the quality achieved in IMCIC/ICETI/CICIC 2025. This means
an average of 5.03 reviews per submission. Each registered author had access, via the conference web site, to
the reviews that recommended the acceptance of their respective submissions. Each registered author could
get information about: 1) the average of the reviewers' evaluations according to 8 criteria, and the average of
a global evaluation of his/her submission; and 2) the comments and the constructive feedback made by the
Proceedings of the 16th International Multi-Conference on Complexity, Informatics and Cybernetics (IMCIC 2025)

reviewers, who recommended the acceptance of his/her submission, so the author would be able to improve
the final version of the paper.

The IMCIC/ICSIT 2025 proceedings include about 66 papers from 25 countries (38 papers from IMCIC and
28 papers from ICSIT), which were accepted for presentation. The submissions were reviewed as carefully as
time permitted; it is expected that most of them will appear in a more polished and complete form in scientific
journals. As announced in the conference web site authors of the respective papers “are responsible of the
content of their respective papers, as well as for their respective proofreading and copyediting.”

This information about ICSIT 2025 is detailed and totalized in the following table, along with the other
collocated event:

# of reviewers Average of Average of # of papers

# of reviews
Conference that made at
made
reviews per reviews per included in the
least one review reviewer submission proceedings
IMCIC 2025 127 206 1.62 4.29 38
ICSIT 2025 116 179 1.54 5.26 28
IMCIC/ICSIT 2025 243 385 1.58 4.70 66
CICIC 2025 149 344 2.31 5.46 55
TOTAL 2025 392 729 1.86 5.03 121

We also extend our gratitude to the co-editors of these proceedings, for the hard work, energy and eagerness
they displayed in their respective activities. We express our intense gratitude to the late Professor William
Lesso for his wise and opportune tutoring, for his eternal energy, integrity, and continuous support and advice,
as the Program Committee Chair of past conferences, organized by the International Institute of Informatics
and Systemics, as well as for being a very caring old friend and intellectual father to many of us.

Special thanks to Professors José Ferrer and Michael Savoie for co-chairing IMCIC 2025 Program Committee,
to Professor Hsing-Wei Chu for his General Co-chairmanship, and to Belkis Sánchez for chairing its
Organizing Committee. Special thanks also to Professor Michael Savoie for chairing ICETI 2025, Professor
José Ferrer and Belkis Sánchez for co-chairing its Organizing Committee, and to Professor Andrés Tremante
for serving as General Co-chair.

We also extend our gratitude to the following scholars, researchers, and professionals who generously accepted
to deliver keynote addresses or to organize invited sessions.

Plenary Keynote Speakers (Alphabetical order by last name)

• Dr. Risa Blair, Purdue University Global, United States.

• Dr. Nagib Callaos, International Institute of Informatics and Systemics (IIIS), United States.
• Dr. Li-jing Arthur Chang, Jackson State University, United States.
• Dr. Jasmin Cowin, Touro University, United States.
• Dr. Martin Cwiakala, Center for Advanced Technical Studies, Aerospace Engineering, United
States.
• Dr. Areej ElSayary, Zayed University, United Arab Emirates.
• Ms. Brunilda Haxhiu, University of New York Tirana, Albania.
• Dr. Jeremy Horne, Newland University, Mexico / President-emeritus of the Southwest Area
Division of the American Association for the Advancement of Science (AAAS), United States.
• Ms. Fani Kerum, Doctorate Paneuropean Studies, Austria.
Proceedings of the 16th International Multi-Conference on Complexity, Informatics and Cybernetics (IMCIC 2025)

• Dr. Kleanthis Kyriakidis, American University in the Emirates, United Arab Emirates.
• Prof. Adrian Leka, "Luigj Gurakuqi" University of Shkodër, Albania.
• Dr. Cristo Leon, New Jersey Institute of Technology, United States.
• Dr. James Lipuma, New Jersey Institute of Technology, United States.
• Prof. Rusudan Makhachashvili, Borys Grinchenko Kyiv Metropolitan University, Ukraine.
• Dr. Ekaterini Nikolarea, University of the Aegean, Greece.
• Ms. Mengqin Ning, Beijing Normal University, China.
• Dr. Paweł Poszytek, WSB University, Poland.
• Prof. Matthew Schigur, University of Arkansas Grantham, United States.
• Dr. Ivan Semenist, Borys Grinchenko Kyiv Metropolitan University, Ukraine.
• Dr. Dijana Vuković, University of the North, Croatia.
Invited Sessions Organizers and Co-Organizers (Alphabetical order by last name)

• Prof. Nataļja Lāce, Riga Technical University, Latvia.

• Dr. Elena Fabiola Ruiz Ledesma, Instituto Politécnico Nacional, México.

We also wish to thank all the authors for the quality of their papers, and to the 392 reviewers (who reviewed
at least one article of IMCIC/ICSIT/CICIC 2025 and its collocated events) for the great job they did, making
the 729 reviews that supported the acceptance process. We also extend our gratitude to all the members of the
secretariat and the staff for their knowledgeable effort in supporting the organizational process, the help desk,
and the production of the proceedings.

Professor Nagib C. Callaos

IMCIC 2025 General Co-Chair
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

TABLE OF CONTENTS

Table of Contents i

Application of Education Technologies

Kyriakidis, Kleanthis; Koikas, Evgenia (United Arab Emirates): ''Student Motivation and Utmost 1
Engagement via Extra-Curricular Engagement and Minimal Use of Technology''

Lugoma, Masikini; Mosia, Ngaka; Ilunga, Masengo (South Africa): ''Technology Enhanced Teaching 9
for an Industry 4.0 Economy – A Case of Engineering Tuition in an Odl University''

Milković, Marin *; Vuković, Dijana *; Kerum, Fani ** (* Croatia, ** Austria): ''Critical Digital 14
Literacy as a Key Skill in Higher Education: Attitudes of Students and Professors''

Mokgohloa, Kgabo; Mosia, Ngaka; Ilunga, Masengo; Mathenjwa, Samukelisiwe (South Africa): ''The 22
Dynamics of Industry 4.0 in the Context of Engineering & Technology Education in a VUCA World:
A Causal Loop Diagram Perspective''

Nikolarea, Ekaterini (Greece): ''Education, Training and Informatics Go Hand in Hand in (Foreign) 27
Higher Education Institutions (HEIs) – Case Studies From Live and Online Classrooms''

Wang, Yi-Fen; Lee, Ya-Hui; Cha, Hsien-Ta (Taiwan): ''Home-Based Long-Term Care Management 35
Systems in Taiwan: Application Experiences from a Qualitative Study''

Wright, Sarah; Lara, Miguel (USA): ''Exploring Computer Science Student Perceptions on Service 41
Learning: Online and On-Campus Modality Comparative Study''

Education Research, Theories, Practice, and Innovations

Adarlo, Genejane; Paner-Montiel, Sabrina Kate; Oliveros, Ma. Lourdes; Valdez, Eduardo Victor; 48
Abenir, Mark Anthony (Philippines): ''From Transactions to Transformation: Rethinking Business
Management Education Through Service-Learning''

Al Shamsi, Salem; Al Hamami, Reem; Ali, Sara; ElSayary, Areej (United Arab Emirates): ''Impacts of 55
AI Usage Ethically on Students''

Gulyamov, Saidakhror Saidakhmedovich; Saifnazarov, Ismoil Saifnazarovich; Mukhitdinova, 63

Munavvarkhon (Uzbekistan): ''Multidimensional Model of Teachers' Competencies in the Age of AI
Progress: Summarizing Realities of Pedagogical and Socio-Cultural Dynamics in Uzbekistan''

Morimoto, Chikako (Japan): ''Applying the HAC-SECI Model to Faculty Members for Effective 67
Active Learning''

i
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Songkram, Noawanit; Nakorn, Nalinee; Ngudgratoke, Sungworn (Thailand): ''Innovativeness Scales: 70

Validity and Reliability of Measuring Innovation Competency''

Wu, Hao (Macau): ''Assessing Students' Ability to Identify AI-Generated Images: A Two-Dimensional 75
Study of Realistic and Artistic Content''

Impact of Information and Communication Technologies (ICT) on Societies

Bautista Hernández, José de Jesús; Bustos Farías, Eduardo (Mexico): ''Improving Pedagogical and 78
Digital Competencies Through Digital Tools: A Proposal for Semi-school Language Teaching
Programs in Oaxaca, Mexico''

Lee, Yen-Feng; Wang, Wei-Tsong (Taiwan): ''The Model of Innovation Diffusion and Dynamic 83
Multi-Generation for Prediction of Market Potential in Smartphone Industry''

Mukhitdinova, Munavvarkhon (Uzbekistan): ''Statistical Analysis and Data Gathering in the Time of 87
Digital Transformation in the Republic of Uzbekistan: Theoretical and Methodological Reflections''

Santos, Danilo Rodrigues dos; Silva, Diego Furtado (Brazil): ''A Divergence-Based Pruning Approach 90
for Tree Selection in Continuous Data Streams''

Inter-Disciplinary Communication on the Transdisciplinary Notions of Education and

Research

Callaos, Nagib; Horne, Jeremy (USA): ''The Notions of Education and Research'' 99

Ehret, Sonja (Germany): ''Research-Based Learning in Intergenerational Dialogue and Its Relationship 110
to Education''

Ferdousi, Bilquis (USA): ''The Emergent Role of Artificial Intelligence as Tool in Conducting 115
Academic Research''

Henkle Langness, Teresa (USA): ''Transdisciplinary Research and the Gift Economy'' 123

Horne, Jeremy (Mexico): ''On the Ontological Notion of Education'' 131

Leka, Adrian; Haxhiu, Brunilda (Albania): ''Towards Sustainable Legal Education Reform: 140
Interdisciplinary and Transdisciplinary Approaches in Albania's Justice System''

Leon, Cristo *; Lipuma, James *; Pathikonda, Sirimuvva *; Llaca Reyes, Rafael Arturo ** (* USA, 145
** Mexico): ''Role-Playing in Education: An Experiential Learning Framework for Collaborative Co-
design''

Ning, Mengqin; Guo, Jiahong (China): ''How Does Logical Dynamics Assist Interdisciplinary 154
Education and Research in Addressing Cognitive Challenges?''

ii
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Nurani, Gita Aulia; Lee, Ya-Hui (Taiwan): ''Intergenerational Learning for Older and Younger 160
Employees: What Should Be Done and Should Not?''

Oberer, Birgit; Erkollar, Alptekin (Austria): ''The Impact of Cybernetic Relationships Between 166
Education and Work-Based Learning''

Verma, Vinod Kumar (India): ''Inter-Corrective Meta-Dialogue on Constructive Impact of Trans- 171
disciplinary Communication in Modern Education''

Authors Index 175

iii
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

iv
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Student Motivation and Utmost Engagement via Extra-Curricular Engagement and

Minimal Use of Technology
Kleanthis KYRIAKIDIS
College of Security and Global Studies, American University in the Emirates
Dubai Silicon Oasis, Dubai 503000, United Arab Emirates

Evgenia KOIKAS
English Language Instructor, American University in the Emirates
Dubai Silicon Oasis, Dubai 503000, United Arab Emirates

ABSTRACT accordingly and to motivate the students, not in an achievement-

oriented extrinsic way (“the grade for the grade’s sake”), but
This research paper examines the shift from traditional, content- intrinsically, touching upon the Ryan & Deci taxonomy [4] as
driven, and exam-oriented educational methods to a student- regards the types of extrinsic motivation and the internalization
centered approach that emphasizes intrinsic motivation and of extrinsic motivation. We will also use elements from Self-
active engagement. The authors advocate for the integration of Determination Theory [5] and from directed motivational
modern pedagogical tools, such as flipped classrooms, currents. [6]
gamification, and simulations, to foster essential skills like In order to prove our thesis that student motivation and utmost
critical thinking, creativity, and communication among students. engagement can and should be achieved via extra-curricular
Drawing on concepts from Self-Determination Theory and engagement even with minimal use of technology, we will use an
Directed Motivational Currents, the paper explores the balance actual class taught in Fall 2023-2024 during the course MAD 601
between extrinsic and intrinsic motivation to enhance student (Master of Arts in Diplomacy/ Diplomacy in the Gulf) at the
interest and engagement. A case study of a Diplomacy in the Gulf American University in the Emirates/ College of Security and
course is presented, where students participate in crisis Global Studies. Our case study is based on a low-tech classroom
simulations to develop diplomatic skills. The paper emphasizes without fancy capabilities, which nonetheless emphasizes active
the crucial role of educators in creating dynamic learning learning and creates the utmost excitement and full participation/
environments and highlights the impact of teacher attitudes and engagement of the students, via flipped classroom [7]
teaching styles. It also stresses the importance of providing gamification and simulation [8], following the principles of
educators with autonomy in lesson planning and teaching problem-based and team-based learning. Furthermore, it
methodologies to cater to diverse student needs. Moreover, the promotes critical thinking and creativity, improves
paper reflects on the significance of technology and feedback in communication, collaboration, and negotiation skills, while
education and offers recommendations for future courses, introducing to the students who play the role of diplomats two
advocating for a balance between low-tech and active student real-life tools (they need to write diplomatic memos and draft a
participation methods to improve learning outcomes in UN resolution). We need to highlight that the advantage of this
diplomatic simulations. course is that it brings the students on the forefront and makes
them improve their skills without relying on technology, which
Keywords: Curricula development, student motivation, extra- use of course is extremely important for other settings, but never
curricular engagement, minimal use of technology absolutely necessary, since the student should always be in the
forefront and the technology in the background and never vice
versa.
1. INTRODUCTION

The students-centered approach in 21st century education should 2. THEORETICAL BACKGROUND AS REAGRDS
be a given. [1] [2] However, most of the curricula on all CURRICULA DEVELOPMENT
educational levels (including, unfortunately, the tertiary level and
in modern countries like UAE) seem unable to escape from the Curricula development is not something rigid and constant. The
classical humanist educational orientation and move to a values, principles and views regarding education have been
reconstructionist, progressivist one. The focal characteristic of a substantially modified since the middle of the twentieth century.
classical humanist curriculum is that it is “content-driven” and [9] In the 1970s the curricula followed the classical humanism
“exam-oriented”. [3] Other aspects of the curricula are also school of thought, in the sense that they neither stressed the
outdated, since we still prefer strict structuralism to growth and self-realization of the individual nor regarded the
functionalism. Therefore, we neither stress the growth and self- education as an instrument of change. [10] The focal
realization of the individual, nor do we regard education as an characteristic of a classical humanist curriculum is that it is
instrument of change. Curriculum results should be measurable, “content-driven”. The prescription of the content and even the
but also ability-oriented and not achievement-oriented. In order order in which it should be taught, are also evidence of the Direct
to do so, the curricula should be flexible; it is of paramount Method’ s appeal to the planners while it illustrates their linear
importance for the decision makers to acknowledge the pivotal view of the curriculum. [11]
role of the teacher in curriculum change. In all countries there is a need for strict regulation of the learning
This paper will explain why we need to change our curricula process and assessment due to cultural reasons and the

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
1 https://doi.org/10.54808/ICSIT2025.01.1
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

shortcomings of the primary and secondary education. intrinsically and extrinsically. Intrinsic motivation is defined as
Consequently, the “content-driven” curricula in both public and “the doing of an activity for its inherent satisfactions rather than
private Universities are used as a quality control tool. It is also for some separable consequence” [4, p. 56]. In that sense, it is
true that most students need foundation courses, before getting mainly psychological as it is driven by an interest or personal
accepted to university courses, in order to bridge the gap between enjoyment in the activity and is not connected to any tangible
secondary and tertiary levels. reward or punishment. Ergo, it is worth imagining the rewards of
Most modern schools of thought concerning the formation of the student becoming a stakeholder and feeling a sense of
curricula are based on reconstructionism, but they also integrate belonging to the given task or even choosing his/ her task. It is a
some elements of classical humanism and progressivism. Hence, real challenge but also utterly effective for promoting learner
they supplement their invaluable classic humanism content, with autonomy, since students would be given the choice of selecting
an added focus on participatory process, learning strategies, the learning strategies they are to employ and would self-monitor
culture, tasks and activities, competencies, functions, notions, their progress. [15]
and communicative situations. However, in an effort to uphold Furthermore, when classroom activities are intertwined with
high standards the system becomes too detailed and rigid. The extra-curricular ones, students form strong bonds with each other
whole idea of course is not to lower the standards but to leave the and their school while learning becomes fun. For instance, both
Administrators and instructors, which range from the Ministry Model of United Nations (MUN) and public speaking, especially
and University Provosts, to strategically set the goals through debate, are extracurricular activities that give students the
program and course learning outcomes, leaving full academic opportunity for experiential learning and, according to research,
freedom to the educators on how to achieve the goals, using a have the potential to boost student motivation. [16]
clear and rational ends-means model. Ideally these goals are set One would think that the exact opposite of intrinsic motivation is
after a thorough needs analysis. extrinsic motivation, which is the result of exogenous factors.
The matter of fact is that in the name of clarity, most aspects of However, there is a complex relationship between the two, as
teaching are predetermined, and instructors are given almost no described in the self-determination theory. The latter not only
authority, viewed as mere implementers of a curriculum. Because encompasses both but also addresses their relationship and the
of this rigidity, instructors find it hard to implement new reciprocal interaction between the two kinds of motivation. It
pedagogical methods since they are not tasked with only “what” abides by the notion that an individual’s behavior emanates from
to do, but also with “how” to do it. Even if they are theoretically within one’s self thus it is self-determined. [5] Actually,
left to their own devices, practically when the “what to do” is according to the self-determination theory extrinsic motivation
extremely detailed, in the end “most of the key decisions about can be internalized by the individual if the task appertains his/her
aims and objectives, materials and methodology are made before values and beliefs and therefore helps to fulfill their basic
there is any encounter between teacher and learner”. [12, p.2]. psychological needs. [17] The Ryan & Deci taxonomy, regarding
The correct process of course would be for the instructors to the types of extrinsic motivation, will be used [4] to explain this
conceptualize the context of their subject, select modern complex relationship and how it can be applied in order to
materials and activities/ teaching methods and then organize and motivate students through a modern curriculum. Thus, external
evaluate their courses based on their resources but also their regulation refers to behaviors performed “to satisfy an external
constraints. [13] In most cases we witness program learning demand or obtain an externally imposed reward contingency”
outcomes linked to course learning outcomes, rubrics, and and it is the least self-determined form of extrinsic motivation. A
assignments in such a way that true integration of modern second category of extrinsic motivation is introjected regulation,
pedagogical tools, not to mention assessment techniques - rather which refers to “a type of internal regulation that is still quite
than exams and projects - is practically ruled out. controlling because people perform such actions with the feeling
Moreover, according to a modern feature of reconstructionism of pressure in order to avoid guilt or anxiety or to attain ego-
curriculum results are measurable, but in most cases we fail to enhancements or pride”. The third category called “regulation
understand that they should also be ability-oriented and not just through identification” implies that the person has identified with
achievement-oriented. So, the problem is what we measure and the personal importance of a behavior and has thus accepted its
how we measure it. When we focus on exams and especially on regulation as her/his own. [17] Finally, the fourth form of
closed-book exams, actually promoting the mentality of learning extrinsic motivation, “integrated regulation”, is the most
something by heart, when we do not promote critical thinking developmentally advanced one. The extrinsically motivated
and when we do not integrate activities in which students “learn person “internalizes the reasons for an action and assimilates
by doing rather than by being taught” [3, p. 50], in the end we them to the self”.
“do things to” rather than “doing things for” or “doing things If we concur that students’ success is simply based on the
with” [10]. Quoting James Popham, “if a state-approved combination of capabilities and efforts, students are likely to be
curriculum contains too many content standards, then the state’s motivated if they can attribute their educational results to factors
teachers will be unable to promote students’ mastery of those within their control, believe in their own self efficacy and are
content standards in the instructional time that’s available”. [14, interested in mastering a topic not just in being rewarded with
p.420-421] This is both anachronistic and dangerous. good grades for their efforts. [18] Admittedly, it is always
important to praise a good student or give good marks, even an
award, but all these are much less important than making a
3. STUDENT MOTIVATION course interesting and relevant or achieving the ultimate goal of
student enjoyment and pride of being in a course or in a team
From the aforementioned analysis, it is obvious that most while pursuing tertiary studies. At this point it is worth referring
curricula or - even more so - their application are not attractive to to Directed Motivational Current (DMC) theory which focuses
students, who as a result are unmotivated or even demotivated. on the maintenance and re-enforcement of motivation. It does not
Students, as all people, have the natural tendency to stay in their perceive motivation as static and linear but as something
comfort zone and try hard only if there is a good reason for it. dynamic, thus fluctuant, and alterable. It calls for motivational
Therefore, every curriculum should aim to motivate students, pathways to be created so as students to get caught up in a

2
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

powerful flow of motivation that would compel them to move in an active and meaningful way. The instructor becomes coach,
forward so as to achieve their goals. “A DMC is qualitatively mentor and facilitator of the whole process, while the student
different from the ongoing motivation of a good student, due to needs to fully grasp the concepts and apply critical thinking and
the fact that it is relatively short-term, highly intense burst of thus acquire new skills or improve the existing ones. [21]
motivational energy along a specific pathway towards a clearly Collaboration with the classmates is a must and this is especially
defined goal: it is over and on top of the steady motivation any true in our case study. Student satisfaction is increased as proven
student will exhibit throughout the year” [6, p.12]. Therefore, by several studies. [2] What makes this particular lesson/ case
time and content are of essence as motivation needs to be initiated study unique is that it mainly achieved full engagement without
and most importantly sustained. any use of technological tools in the classroom, which usually
Furthermore, according to Dornyei, task motivation (i.e. situation attracts the students. [23] Instead of artificial intelligence,
specific motivation regarding the process of engaging in and robotics, social media, and blockchain, even without the use of
executing a certain task) “is likely to be the composite dynamic the Internet (at least in the second and most important phase in
outcome of a complex range of contextual influences as well as the classroom) the students were involved in heated yet civilized
learner-internal factors and the intrinsic properties of the task, and diplomatic conversations and tried to use their
and likely to vary in relation to different stages of the task communication skills to the maximum extent.
engagement process and their efforts to control or regulate this Flipped classroom
process” [5, p.60]. Educators should be the driving force in Due to the amount of time needed not only for the delivery of the
creating these DMCs but in both countries oftentimes the class but also to actively engage the students in research, the use
education system puts too much pressure for what are considered of flipped classroom was extremely helpful. This approach gives
“tangible results”, like success in exams, leaving little room for the opportunity to the student to engage in some research at home
maneuvering and innovation. Nevertheless, it would be more (using the technology, which will not be used in class) as a pre-
beneficial for the decision makers to bear in mind Einstein’s class preparation, which of course is followed by active in-class
answer when he was asked “What is the speed of sound?” He deliberations, and post-class reflections and feedback. [7] It is
could not say off-hand, he replied. He did not carry such also helpful because the students can work at their own pace at
information in his mind, but it was readily available in textbooks. home and thus this is a way to cater for the students’ individual
“Education is not the learning of facts, but the training of the needs with utmost flexibility. [24] [25]
mind to think” according to this great scientist. Problem-Based, Team-Based and Case-Based Learning
Nevertheless, even the best system and curricula are bound to fail The combination of Problem-based learning, team-based
with the wrong person at the helm. It is of paramount importance learning and case-based learning is a great pedagogical tool.
to note that the most crucial demotivating factor as identified by Some of the benefits of problem-based learning include high-
Dornyei and a plethora of others has to do with the teacher, level intrinsic motivation, knowledge retention and application
namely his/her attitude, behavior, teaching competence, of critical thinking. The motivational part is thoroughly analyzed
personality, and teaching style. It is common knowledge that in many studies, and it is similar in other activities which are
students nowadays cannot tolerate educators who use a sterile, considered extra-curricular ones. [16] The effort to solve real-day
“chalk and talk” teaching method. [19] In contrast to the adage problems in fictional, yet realistic scenarios help students to
“those who can, do; those who can’t, teach” teaching is both a achieve a greater understanding of the complexities of the issues,
science and an art that is highly demanding and difficult to but of course apart from the students’ collaboration the
master. As Juzwik emphasizes “the practice of performing intervention and guidance of the faculty is sometimes necessary.
authority in the classroom can be an important problem for Problem-based learning is most of the times combined with team-
teachers at all levels of experience... This is especially true in based learning, which assures collaboration and active
light of the progressivist student-centered emphases that many engagement. [26] Despite the usual misconception that this is a
preservice teachers experience...”. [20, p. 490] Teachers have a strategy for only large class sizes, it is applicable to small-sized
Herculean task to perform as they need to make lessons ones and emphasizes accountability and student interaction. [27]
interesting help their students to fulfil their potential and instill The two most important advantages of this pedagogical strategy
in them a lifelong love for learning. They need to learn how to are the fusion of ideas with a diversity of perspectives and the
identify and respond to the various learning styles of different preparation for real-life professional environments, where lone
students and how to create stimulating, and supportive learning wolves are literally the minority. [28] Lastly, case-study learning
environments that effectively engage participation by students is the approach of using fictional or actual scenarios/ cases in
from diverse cultural and socioeconomic backgrounds and order to enhance the students’ knowledge while engaging them
empower them to discover and take pride in their individual in problem-solving. [29] [30] [32] We need to underline that
strengths, support their classmates, and engage in their larger while in other disciplines like medicine, law or business case-
community. Ergo, they need autonomy as regards lesson study learning is more advanced, in political science it is less
planning and teaching methodology applied so as to best cater to developed, which makes our case more interesting. [32]
the needs of their students. Brainstorming and Collaborative Learning
Two methods which actually are an integral part of the problem-
based, team-based and case-based learning approaches are
brainstorming and collaborative learning. As it is easily
4. CONTEXT AND THEORETCAL BACKGROUND OF
understood, there is nothing new, rather some explanations and
PEDGOGICL APPROCHES WHICH IMPROVE
clarification of how and why the students cooperate.
MOTIVATION AND STUDENT ENGAGEMENT
Brainstorming is used to produce many and diverse ideas on how
to deal with any issue and especially due to the fact that the
The basic pedagogical approaches of the main course we used as
students are peers and friends and there is no criticism during
a case study are as follows:
their discussions, even if the ideas expressed can be deemed
Students-centered Approach
unconventional, extreme or even ridiculous. [33] The
In this pedagogical approach the instructor should design the
combination of mainstream and out-of-the-box thinking can lead
learning experience in such a way as to get the student is engaged

3
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

to amazing results. [34] Collaborative learning highlights that the The Diplomacy in the Gulf (MAD 601) Course Learning
overall success of the team and the learning depends on Outcomes include interpreting the bilateral and multilateral
interdependence and creates conflict resolution skills. Laal [35] policies that the GCC and its member states implement;
underlines the group self-evaluation as an important element. distinguishing the major economic and political issues that the
Gamification and Simulation Gulf States are facing and how they address them from an ethical
The actual pedagogical tools used to achieve all the and cultural perspective; and analyzing the guidelines of the Gulf
aforementioned goals and to combine all methods and countries’ foreign policy. In the particular lesson with its
approaches, are gamification and simulation. [36] Students, no simulation, the only differentiation was broadening the scope to
matter what their age is, always feel like kids. And there is no include three of the Arab League countries and thus not confining
better way to teach a child than by using a game with role- in the GCC ones. In case of a larger class size, it is obvious that
playing. [37] The fact that games and gamification drastically we will simulate more Arab League countries and of course if we
increase students’ engagement is beyond any doubt. [38] have a full house it will be an entire Arab League summit, with
Competition, collaboration and responsibility through representatives from each nation.
personalization and delving into the role co-exist as will be later The actual environment of this class for this particular Academic
shown. From the different games, the ones that really appeal to Year included nine students, one of them being Palestinian,
tertiary education are those that simulate the real world. Crises another one Saudi and the rest being Emiratis. The average
and reactions, meetings of leaders, diplomatic engagement and CGPA was above 3.4 which means that it was a class with high
lobbying are suitable for our class. Borrowing elements from achievers.
Model United Nations simulations [39] [40] but also Crisis
Management Exercises (CMX) we create a contest which is
really relevant to the students due to the scenario and the selected 6. IMPLENENTATION STRATEGY
countries that our diplomats will represent, as it will be further (GAMIFICATION/FLIPPED CLSSROOM) – ACTUL
explained. Adaptability, communication skills and decision- LESSON PLAN
making skills (especially decision making under stress), make the
simulation the perfect tool for experiential learning. The game is In this course, the students learn about the Gulf countries, the
a mere replication of the real world, if carefully designed. [41] GCC and later the rest of the Arab countries as well as the non-
Arab Middle Eastern ones. When they are ready, they become
the “diplomats” representing a different country each (depending
5. BACKGROUND OF THE PROGRAM, THE COURSE on the size of the class, we start with the GCC countries, and we
AND THE STUDENTS OF THE CASE STUDY expand). The lesson plan has three parts. Based on the “flipped
classroom” strategy the students receive the following package:
One of the three graduate level programs offered by the College Information about their country
of Security and Global Studies at the American University in the The scenario of a crisis in the Middle East region that they need
Emirates is the Master’s of Arts in Diplomacy. The program aims to respond to
to provide the knowledge, cultivate the culture and provide the Guidelines as to how a UN Resolution is drafted (despite that this
skills needed for any future diplomat, employee at an has been already discussed in the class)
international organization, or anyone involved in the public or Guidelines as to how to draft a diplomatic memo (despite that
private sector with international relations, especially if her/his this has been already discussed in the class)
job is related to disputes and conflict resolution. Obviously the The latest actual UN Resolution relative to the crisis or the
focus is on a future international career and it is not by chance country that is the subject of the crisis, if the crisis is totally
that we have had students from many different countries, fictional.
including Saudi Arabia, Bahrain, Iraq, Jordan, Egypt, Morocco, The students apart from reading their material, they need to do
Algeria, Syria and Palestine. Some of the students have already some research as regards their countries’ policies pertaining to
been diplomats in their countries having graduated from the the issue. They can discuss with each other before class, but the
foremost extrovert graduate program of the College of Security main point is that they need to come to class with a prepared
and Global Studies. diplomatic memo where their countries’ positions are stated. In
The Program’s Learning Outcomes include the ability to order to understand the particular preparation of the class, we
coherently synthesize and summarize knowledge of the field of provide the scenario given to the students:
diplomacy through effective analytical inquiry of current and “After riots in Baghdad, a new dangerous Iran-backed Shia
past diplomatic successes and failures; to compose and present militia called “Justice for Karbala” takes the power and
effective communications in written and oral form demonstrating announces that the preferred system of Governance is through
critical thinking skills; to formulate innovative complex ideas to Vilayat-e Faqih and the role model is Iran. In less than one hour
generate new solutions to long term diplomatic concerns and Erbil announces that based on the rapid deterioration of the
present this ability through formal recommendations in policy situation in the Capital and according to the 2017 referendum,
papers and presentations relative to the field; to analyze Iraqi Kurdistan becomes immediately an independent country.
diplomatic issues by applying critical thinking to construct An emergency meeting (within 6 hours) of certain Foreign
problem solving solutions based on limited information; to apply Ministers of the Arab League (GCC+3) is announced in Abu
ethical and culturally sensitive solutions to a variety of Dhabi. Discussions should be deliberated regarding the position
diplomatic concerns in written and oral communications; and of these countries and probably the entire organization.”
finally to design and lead (in simulation scenarios) a diplomatic In this scenario, the students should conduct their own research
team composed of appropriate skilled individuals to successfully and be ready to apply their countries’ policies pertaining to Iran
negotiate a desired outcome to diplomatic issues. It is more than and its influence, Iraq and its territorial integrity, the Iraqi
clear that all program learning outcomes and especially the last Kurdistan regional government and terrorism.
one which actually describes the use of simulation scenarios are In the second part (1.5 hours in classroom – crisis simulation) we
directly linked with our lesson. apply “gamification and simulation”. When the students come in

4
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

class which simulates an Arab League Summit, they start to 7. RESULTS, OUTCOMES AND REFLECTIONS ON
engage in discussion concerning the solution of the crisis which LESSONS LEARNED
they had prepared at home. Teamwork, lobbying and
consultations take place and possible course of action, mainly With regard to the tangible results, the instructor receives the nine
including diplomatic measures at a multilateral level (GCC, Arab diplomatic memos from all students, which showcase the original
League, UN) is negotiated. Thirty minutes into the lesson, the position of their countries concerning the crisis discussed. In the
instructor, who plays the role of facilitator, provides the students diplomatic memos the students learn to summarize the most
with an escalation of the crisis, indicating that they need to react important part of their cases, and differentiate between the
fast. It is obviously a scenario with a crisis within the crisis. The background, which includes only facts, the analysis, which
students/ diplomats try to find a common ground and they think includes opinions based on the facts and then conclusions, which
both of isolated Arab League measures to de-escalate the crisis should be based on the analysis. Furthermore, they provide
but also what else should be done or asked for at the international recommendations based on the conclusions. It is an excellent way
level towards the solution of the crisis. At this point the reaction to learn how to structure our thought, while at the same time
should be fast and the students have one hour to apply decision creating a real-life tool, that helps the students to better integrate
making under stress, as this is something usual during a crisis. To into the role of diplomat. Moreover, and more importantly, the
better understand the escalation, it goes like this: instructor receives the UN Draft Resolution, a product of
“Satellite images and local intelligence proved that large collaboration. Any diplomat should be able to read and write a
segments of both the Iranian and Turkish army moved to the UN draft resolution. However, the most important aspect of this
borders of Iraq in an obvious preparation for an invasion, while mental exercise is that students learn how important a single
the leaders of both countries in a common communique word can be in diplomacy. What cannot be really measured is the
announced that they will never accept this fait accompli and that ambiance, the enthusiasm, the active participation and the
Kurdistan is an illegal entity. On the other hand, Israel and the collaboration of the students. In the end the sense of ownership
USA responded by recognizing “Iraqi Kurdistan” as an for the UN Resolution as well as the will and ability to defend
independent country, while Russia and China suggested self- each policy but also each word used by the students is highly
restraint from all parts. The EU and India remained silent. All remarkable.
eyes are now on the Arab League. The United Arab Emirates, as Furthermore, the flipped classroom preparation should not be
the only Arab country currently at the UN Security Council ignored. The students learn a lot from the package that is given
requested an urgent UNSC meeting tomorrow. Today the leaders to them, but they should also do some research – and this is the
of the Arab countries will help the UAE in drafting the resolution only part of the lesson that technology is important, since the
to be discussed, which will safeguard the Arab interests as research is internet-based.
regards the case. The resolution has to be agreed unanimously (or Obviously, there are four factors that greatly influence the
with overwhelming majority) by the delegates of the Arab outcome of the course. The class size is of utmost importance. As
League”. in real life, obtaining a UN Draft resolution agreed upon by 9
students, representatives of their countries with distinct interests,
In the third part (1.5 hours in classroom – drafting UN is much easier than achieving the same results with 20 students.
Resolution), during the next class (24 hours after the first one), Moreover, the individual attention and advice given to each
the students still “play their roles”. Nonetheless, the purpose now student depends on the collaboration of other colleagues. In this
is to combine the proposed measures from the previous day and class, a Model United Nations expert helps the students with the
include the ones that need to be addressed by all nations or other drafting, along with the instructor and if possible (as it happened,
nations rather than the Arab League, in a draft United Nations but it cannot be a given) the program director. Time is of essence.
Security Council Resolution to be presented by the UAE (as non- This could easily be a 12-hour workshop but due to the academic
permanent member of the UNSC during the simulation year). program of the course, the instructor cannot allocate more than a
Here we can see that practice is extremely important and tangible working week, which corresponds to two lessons of ninety
results are expected. The students not only learn how to draft a minutes each. Lastly, during the flipped classroom, the students
UN Resolution, but also understand the meaning of carefully should really do some research and be prepared. The less
choosing one’s words when in a diplomatic environment. Heated prepared the students, the less they can contribute to a common
discussions take place even for one word and the instructors product in the end.
witness literally disputes over phrases like “strongly condemn” The first and foremost lesson learned is that a course can be
vs. “condemn” and “suggests” vs. “urges”. During this part, an extremely interesting and engaging for the students, even without
expert colleague in drafting UN Resolutions, as a former Model the use of technology, which in our era is difficult to apprehend,
United Nations organizer and for more than a decade since technology in the classroom is often considered a panacea.
coach/advisor to several Model United Nations school teams, is The interest of the students is obvious but the instructor always
called upon to provide individual and team support, where administers two surveys for feedback. One given to the
needed so that the Preambulatory and Operative Clauses of a UN participating students and one to the cooperating peers. Before
Resolution are correctly used. The instructor offers his opinion this year’s successful effort, there was another effort in Fall 2022-
on the proper use of diplomatic language, explaining what should 2023 which was less successful. It had not used the flipped
have been avoided or rephrased for political reasons of having classroom component and it was identified by both the students
more possibilities to have the UN Resolution accepted by the and the peers as requiring better preparation by the students and
UNSC. more time to be conducted. In 2023-2024 the results of both
A last part will be the feedback from the students’ learning surveys (different students and colleagues, other than the Model
experience as well as a peer-evaluation, which will be later United Nations expert), showed great enthusiasm. The conducted
discussed in this paper. surveys where both “Likert-scale questions’ are used few open-
ended questions, mainly to include suggestions of what should be
improved. The feedback from the peers is also a “first
impression” one and a final one. The first impression feedback is

5
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

given on the first day by the Program Director who is requested Since this is an actual class that due to the nature of the
to be present for a peer-evaluation and suggestions for collaboration is hard to grade individually, or the grade would be
improvement of the second day class. The second day and overall easily contested as arbitrary, it has been chosen as a non-graded
feedback is given by both the program director and the faculty activity. This does not means that the students lose their
who has extensive experience in Model United Nations motivation. However, since sometimes intrinsic motivation is not
simulations and who helped the students, while drafting the enough, innovative ideas should be used by the instructor to
resolution. Obviously, the instructor having tried once this course motivate the students extrinsically, since intrinsic motivation is a
delivery, having improved it and seeing the students’ reactions given for games and simulations.
self-reflects but also takes into account all other feedback to Feedback (not only from the students but also toward the
design a similar class for the following year. Lastly, we should students)
highlight that the students in their feedback need to assess the Feedback has the meaning of constructive criticism. The students
experience, the faculty involved, their peers and themselves. should receive a general and individual feedback on their
The obvious lesson learned has to do with the motivation and the outcomes (diplomatic memos and UN resolution) as well as their
utmost engagement of the students. Some other lessons learned, contribution and attitude during the simulation. The way they
which are either applied or need to be applied in future cases speak, the way they articulate their arguments, the way that they
include the following: lobby trying to align their national interests with other like-
Political sensitivity mindedpeers should be well observed and analyzed. Of course,
It is clear that when we discuss about diplomacy in the Gulf, the problem of time constraint is always essential and even the
regional crisis and ways to handle it, the issues are by definition time allocated to the feedback is by no means unlimited.
sensitive. Nonetheless, there is a different level of sensitivity Importance of technology
when discussing the Syrian, Libyan or the Yemeni civil wars and Without disregarding technology, the most important part of the
different when touching upon the Palestinian issue (especially, as class occurred without any use of digital tools, which did not
in my case you have a Palestinian student in class). Hence, the have any harmful effect on the class. On the contrary it was really
scenario should be very carefully chosen in order to promote the accepted with enthusiasm by the students who engaged in active
peaceful/open dialogue, with constructive conversations and learning through their role-playing.
never compromise the peaceful coexistence, tolerance and
respect for cultural, religious, and ethnic diversity.
Good knowledge of the students’ quality (including English- 8. RECOMMENDATIONS
language level)
Not all countries have the same weight; therefore, assigning Based on our reflections we can provide the following
different countries to different students should be very cautious. recommendations:
For instance, the role of the UAE, being in our scenario the only We should always try to use extra-curriculat activities to motivate
country which holds a non-permanent seat at the UN Security the students
Council is important. Based on the scenario, some countries The simulation/gamification class should not occur in the
should be more involved due to their interests and their beginning of the Semester, unless the instructor fully
representatives must be better prepared than others. The comprehends the capabilities and learning styles of his students.
instructor knows beforehand which students tend to better The better the instructor is acquainted with his students the more
prepare for the class and he should take advantage of this individual and group support he can offer, showing flexibility
knowledge. He also knows who is an introvert and who is an and respecting diversity.
extrovert and can spend more time helping the introvert students The instructor should not forbid the use of mobile phones or even
participate. In this way, learning becomes personalized, and AI, which can actually be useful; however, he can really explain
instructions are slightly differentiated. By showing flexibility we that this is only a learning resort and a last resort because their
obtain the maximum response from each student. use is disruptive. Mature students can understand that and they
Classroom and student population challenges seem to respect it. To build a sense of community, the instructor
In the digital age most of our students have a mobile in hand. should also ask the students about their problems, their ideas and
They also have an almost negligible attention span This is a huge how himself or the colleagues can contribute to any problem,
distraction. My students are also mature, have their jobs and since the students should mentally be present in class, which
families and struggle to strike a job-personal life balance. They sometimes is rather difficult.
bring with them not only their experiences but also their biases Time management techniques should be used so that the students
and sometimes their problems, which is quite understandable. enjoy the actual class without time constraints. The flipped
Their expectations are and actually should be very high and the classroom part, the careful design but also time-keeping
spirit of the University, the College and the instructor is to make concerning the escalation of the crisis or debate time or feedback
them even higher. should be carefully planned and executed.
Time constraints In the future we should integrate the gamification/ simulation to
Time is not on the instructor’s side in a complex and extremely the course assignments and thus have an innovative way of
demanding class like this and in order to execute the lesson plan, assessment, since it is considered a very useful assessment tool.
the flipped classroom strategy is quite essential. Moreover, [42]
effective lesson planning, and the proper cooperation of the The feedback should cover all aspects of a proper feedback, for
colleagues who help the process are a sine qua non. If possible, the instructor, for the student and the activity. We should have an
this class should occur at a time when the students might be able evaluation for accountability, improvement and knowledge.
to extend a bit their presence. In order to do so, cooperation with Student enthusiasm is important and measurable but we need to
colleagues who have classes on the same date is extremely assess the knowledge and skills acquired. The self-reflection of
important. the instructor is useful but he should also have feedback from
Extrinsic (grades-related) Motivation peers and students anonymously) regarding the strategies he
applied, his role as a facilitator/ coordinator and problems that
the students faced during the procedure.

6
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

We cannot and should not recommend the use of less technology [6] Z. Dornyei, C. Muir & Z. Ibrahim. Directed Motivational
in the classroom. Nonetheless, we recommend that the instructors Current. In D. Lasagabaster, A. Doiz & J.M. Sierra (Eds.),
do not overuse technology and remember that there are methods Motivation and Foreign Language Learning: From Theory to
and techniques which can highly engage the students without the Practice. Amsterdam: John Benjamins Publishing Company,
use of any high-tech tool, program or software that might be 2014.
distractive in the end. It could probably be recommended to [7] J. Reyna. Active Learning and the Flipped Classroom.
actually use state-of-the-art technology including Virtual Reality Training & Development, vol. 42, pp. 30, 2015.
to simulate the diplomatic environment of the class. [8] B. E. Wiggins. An Overview and Study on the Use of
The teaching approach and methodologies could be used for Games, Simulations, and Gamification in Higher
different courses not only in similar disciplines, but also in very Education. International Journal of Game Based Learning,
different ones vol. 6, pp. 18-29, 2016.
[9] C. Ayakli, K. Karavas, E. Manolopoulou-Sergi & J.A.
Spinthourakis. Course Design and Evaluation Vol. 1,
9. CONCLUSION Introduction to the Key Concepts. Patra: HOU, 2004.
[10] R.V. White. The ELT Curriculum: Design, Innovation
This paper examines student motivation and highlights the and Management. Oxford: Blackwell Publishing LTD,
remarkable potential of combining low-tech educational 1988.
strategies with active student participation to foster significant [11] J. C. Richards. Curriculum Development in Language
learning outcomes. The innovative implementation of a Teaching. Cambridge: Cambridge University Press, 2001.
classroom without much use of technology (exception the flipped [12] D. Nunan. The Learner-Centred Curriculum. Cambridge:
classroom used in the first part of the class) simulating a Cambridge University Press, 1988.
diplomatic summit effectively cultivated critical thinking, [13] K. Graves (Ed.). Teachers as Course Developers.
creativity, and communication among students. The chosen Cambridge: Cambridge University Press, 1996.
pedagogical methodologies, which included flipped classroom, [14] W. J. Popham. Curriculum, Instruction, and Assessment:
collaborative learning, and simulation/gamification, cater to a Amiable Allies or Phony Friends? Teachers College
diverse range of learning preferences, enabling students to Record, vol. 106, no. 3, pp. 417–428, 2004.
practically apply their knowledge and develop key diplomatic [15] S. Cotterall. Promoting Learner Autonomy Through the
skills. Curriculum: Principles for Designing Language Courses.
The alignment with institutional objectives to cultivate ELT Journal, vol. 54, no. 2, pp. 109-117, 2000.
globally conscious citizens was clearly evidenced, as the course [16] E. Koikas. Motivating Students and Improving Language
delivered a high-quality educational experience that promoted and Interpersonal Skills. London: Lambert Academic
teamwork, creativity, and critical analysis. The hands-on Publishing, 2015.
approach, particularly through the gamification and role-play of [17] E.L. Deci, R.J. Vallerand, L.G. Pelletier & R.M. Ryan.
a diplomatic crisis, not only increased student engagement but Motivation and Education: The Self-Determination
also brought to light the human dimension and complexity Perspective Educational Psychologist, vol. 26, no. 3-4, pp.
involved in real-world international relations and negotiation 325-346, 1991.
processes. [18] R. Shia. Academic Intrinsic and Extrinsic Motivation
The overarching message of this paper is clear: and Metacognition. Wheeling Jesuit University, 1998.
education is profoundly impactful through the application of [19] E. Scrivener. Learning Teaching. Oxford: Macmillan,
innovative, yet accessible strategies, with or without the use of 2005.
technology. These methods can significantly enhance [20] M. Juzwik. Syllabus and Method: System or License?
engagement, peer-learning, and the development of Teachers College Record, vol. 108, no. 4, pp. 489-528, 2006.
comprehensive skills, including communication, negotiation and [21] L. Sanjana. Implementing Learner-Centered Approach:
critical thinking ones. A Survey on Its Feasibility. International Journal of English
Learning & Teaching Skills, 2018.
[22] M. G. Weimer. Learner-Centered Teaching. International
10. REFERENCES Research Journal of Modernization in Engineering
Technology and Science, 2022.
[1] K.H.D. Tang, Student-centered Approach in Teaching [23] J. A. Bowen. Teaching Naked: How Moving Technology
and Learning: What Does It Really Mean? Acta out of Your College Classroom Will Improve Student
Pedagogia Asiana, 2(2):72-83, 2023. Learning. Jossey-Bass, 2012.
[2] B.J. Hains, & B.N. Smith, Student-Centered Course [24] S. R. Subramaniam & B. Muniandy. Concept and
Design: Empowering Students to Become Self-Directed Characteristics of Flipped Classroom. International
Learners. Journal of Experiential Education, 35, 357-374, Journal of Emerging Trends in Science and Technology,
2012 2016.
[3] J. L. Clark. Curriculum Renewal in School Foreign [25] D. Riendeau. Flipping the Classroom. The Physics
Language Learning. Oxford: Oxford University Press, Teacher, vol. 50, p. 507, 2012.
1987. [26] A. Nikooravesh, A. Parpoochi & A. H. M. Davoudi. The
[4] R. Ryan & E. Deci. Intrinsic and Extrinsic Motivations: Impact of Team-Based Learning on Knowledge
Classic Definitions and New Directions, Contemporary Development. Organizations & Markets: Policies &
Educational Psychology, vol. 25, pp. 54–67, 2000. Processes eJournal, 2016, n. pag.
[5] Z. Dornyei & E. Ushioda. Teaching and Researching [27] L. K. Michaelsen & M. Sweet. Team-Based Learning.
Motivation. Harlow: Longman, 2011. New Directions for Teaching and Learning, vol. 2011, no.
128, pp. 41-51.

7
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[28] J. Sibley & D. Parmelee. Knowledge Is No Longer

Enough: Enhancing Professional Education with Team-
Based Learning. New Directions for Teaching and
Learning, vol. 2008, no. 116, pp. 41-53.
[29] T. Stanley. Case Studies and Case-Based Learning. 2021.
[30] P. M. Gallo. Case Study Approaches — Learning by
Practice. ACSM's Health & Fitness Journal, vol. 24, pp. 46-
49, 2020.
[31] S. A. Raza, W. Qazi & B. Umer. Examining the Impact of
Case-Based Learning on Student Engagement, Learning
Motivation and Learning Performance Among
University Students. Journal of Applied Research in Higher
Education, 2019, n. pag.
[32] S. Hale. Politics and the Real World: A Case Study in
Developing Case-Based Learning. European Political
Science, vol. 5, pp. 84-96, 2006.
[33] K. Byron. Creative Reflections on Brainstorming. London
Review of Education, vol. 10, pp. 201-213, 2012.
[34] P. B. Paulus & J. B. Kenworthy. Effective Brainstorming.
In The Oxford Handbook of Group Creativity and
Innovation, 2019, n. pag.
[35] M. Laal. Collaborative Learning; Elements. Procedia -
Social and Behavioral Sciences, vol. 83, pp. 814-818, 2013.
[36] C. L. Miller. The Gamification of Education. 2013.
[37] G. Kiryakova, N. Angelova & L. Yordanova. Gamification
in Education, 2014.
[38] S. Borges, V. H. S. Durelli, H. M. Reis & S. Isotani. A
systematic mapping on gamification applied to education.
Proceedings of the 29th Annual ACM Symposium on
Applied Computing, 2014, n. pag.
[39] S. B. Obendorf & C. Randerson. The Model United
Nations Simulation and the Student as Producer Agenda.
Enhancing Learning in the Social Sciences, vol. 4, pp. 1-15,
2012.
[40] J. Fortin. Role-Playing and Simulation-Based Learning
in Higher Education: Case Study in Model United
Nations. 2012.
[41] D. M. Kaufman & A. Ireland. Simulation as a Strategy in
Teacher Education. Oxford Research Encyclopedia of
Education, 2019, n. pag.
[42] M. Sanmugam, H. Mohamed, N. M. Zaid, Z. B. Abdullah,
B. Aris & S. M. Suhadi. Gamification's Role as a Learning
and Assessment Tool in Education. International Journal of
Knowledge-Based Organizations, vol. 6, pp. 28-38, 2016.

8
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Technology Enhanced Teaching for an Industry 4.0 Economy -

A case of engineering tuition in an ODL university
Masikini LUGOMA
Department of Mining, Minerals and Geomatics Engineering,
University of South Africa
Pretoria, South Africa.

Ngaka MOSIA
Department of Industrial Engineering and Engineering Management,
University of South Africa,
Pretoria, South Africa

Masengo ILUNGA
Department of Civil and Environmental Engineering and Building Science,
University of South Africa,
Pretoria, South Africa

ABSTRACT and water and/or steam power. Industries of that time include
new manufacturing, iron production, textile industry, mining and
The mission of engineering technology education is to produce metallurgy, machine tooling, and steam factories. It is one of the
technologists who can work with current technology. Therefore, most distinguished turning points in human history. During this
engineering curricula must be a combination of applied period human and animal labor technology transformed into
engineering theory and hands-on instruction. Courses on machinery, such as the steam engine, the spinning jenny, coke
mechanical drawing and design of engineering equipment must
smelting, puddling and rolling processes for making iron, etc.
be core in the instruction of engineering technologists.
Engineering design is a linear and morphological process that The second industrial revolution was the dawn of the division of
requires a hands-on approach to instruction. It is mission-critical
labor and the establishment of mass production with the help of
for engineering technology instruction to emphasize more on
electrical energy. A defining feature of the 2IR is that global
synthesis as opposed to analysis, that is, course content must
include design thinking-related courses rather than scientific expansion was no longer centered on the industrial economy of
analysis and mathematical modeling. This research paper one dominant country, as it had been in the 1st IR [2]. By the
presents a comprehensive example that illustrates how 3IR 1880s, Germany, France, Belgium, Italy, Britain, the United
(Industrial Revolution) skills can be increased in Industrial States, Denmark, the Swedish-Norwegian Union, and Japan
Engineering instruction. The research employs the use of Lego constituted a global industrial nexus [3]. No country outside of
designs, machine learning, and programming languages. The this developed world could be described as industrial or even on
result manifesting is that engineering graduates acquire a the way to industrialization [3].
capability in engineering equipment production, automation, and
design innovation, indispensable for the 4IR economy.
The third industrial revolution brought about the technology for
Keywords: Robotics, Education, Economy, 4IR, Technology. automatic systems with the use of electronic and IT systems that
further automate the production and manufacturing industry. The
3IR is known as the digital revolution, the information age, and
1. INTRODUCTION the network society [2]. These descriptions capture the
complexity of the socio-economic transformations of this era
The First IR (Industrial revolution) was established in Britain which, without a doubt, constitute an industrial revolution. The
toward the latter part of the 18th century, the Second IR arose in iconic inventions of the 3IR have been the Internet and the World
Germany and the United States in the later 19th century, and the Wide Web [2]. The aim was to link computers via standard
3IR emerged in a variety of industrialized countries in the later telephone connections. This platform remained relatively
years of the 20th century [1]. The 4IR arrived in this early 21st unknown until 1991.
century, led by several technologies that represent the 4IR. A
careful analysis of the First, Second, and Third Industrial The economy is currently fueled by innovation and technologies
Revolutions demonstrates that an industrial revolution characterized as the fourth industrial revolution, which are based
encompasses a complex, mutually generative range of economic, on the use of cyber-physical systems. The term 4IR was first
social, and political transformations [2]. noted by Schwab [4] at the 2016 World Economic Forum to refer
to the new waves of innovations using different modern
The first industrial revolution was the introduction of mechanical
technologies, such as 3D printing, Internet of Things (IoT),
production and facilities with the help of water and steam power.
artificial intelligence (AI), big data, and cloud computing [5].
This was an era characterized by mechanization, steam engines,
The notion of whether these technologies are radically new to be

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
9 https://doi.org/10.54808/ICSIT2025.01.9
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

called a revolution or just continued evolution of digital 2. LITERATURE REVIEW

technologies that have appeared since the 1990s is still debatable
[5]. Hobsbawm [3], stipulates that the Industrial Revolution (IR)
began in Britain and the new inventions and technologies have
Applying a framework developed by [6], this paper is a case changed the world, as indicated by Allen [9]. Allen [9] declares
study, that reports an innovative program of action that is being that one on the distinguishing characteristics of IR is that wages
implemented in an undergraduate industrial engineering course were remarkably high, and energy was cheaper in Britain than on
offered in an ODeL institution. This paper seeks to report on the the other continents. The living standards of Britain rose
mission of engineering technology education which is to produce generally due to economic developments [9]. Hobsbawn [3],
technicians and technologists that can work with current postulates about the technological change and development of
technology. Thus, in this initiative, engineering curricula are a banking and financial firms during the 1st and 2nd IR, (similar to
combination of applied engineering theory and hands-on those of Harshit Agarwal and Rashi Agarwal [25]), are repeated
instruction. Courses on mechanical drawing and design of as major events of the 1IR era.
engineering equipment are made core in the instruction of
engineering technologists. The 2nd IR is dubbed to have accelerated the mutual feedback
between science and technology [3]. During the 2nd IR industries
This innovation is made so that tacit knowledge is internalized of huge economies of scale and vast concerns emerged, and [3],
by the individual learner in a unique and personal way. It results postulates that the emergence of these industries was far larger
from individual configurations done through data provided by the than anything that has been seen before. This is a key
environment the individual learner is inserted in; thus, it is rare characteristic of an industrial revolution, according to [10].
for two or more people to develop the same knowledge when they According to Landes [11], this was an era where new
receive the same information [7]. Nonaka & Takeuchi [6], technologies emerged. Technologies such as internal combustion
believe that the explicit or codified knowledge which refers to the engines, new materials, electricity, radio, telephone, etc.
knowledge transmitted through systematic and formal language,
only exists in, lies on, and is created by individuals. Explicit [5] state that the world is currently experiencing an evolution of
knowledge may be embedded, but its construction takes place 3IR technologies and a revolution of 3IR, that is the advent of
when an individual interacts with a certain content. 4IR, as yet to come. Supporting Lee & Lee's sentiments, there is
a stream of scholarly literature that indicates that emerging
It is evident from the postulations of Schwab [4], that 4IR is technologies that are highlighted as drivers of 4IR are simply an
manifest in the staggering confluence of emerging technology evolution of ITC systems [12]. This view is consistent with
breakthroughs, covering wide-ranging fields such as artificial Brynjolfsson and McAfee [13], who consider only two ages,
intelligence, robotics, the internet of things, autonomous namely, the first (combining the 1IR and 2IR) and the second
vehicles, 3D printing, nanotechnology, biotechnology, materials machine ages (combining the 3IR and the 4IR).
science, energy storage, and quantum computing, to name a few.
Support for this notion is established in the propositions of [13] declare that the first machine (steam engine) in 1IR is the
McGinnis [2], that 4IR is a fusion of advances in artificial characteristic definition of a transformation of human muscle
intelligence, robotics, the Internet of Things, 3D printing, genetic power, and the second machine (digital engine) in 2IR is the
engineering, quantum computing, and other technologies. characteristic definition of a transformation of brainpower. Thus,
the authors declare that, for an industrial revolution to manifest,
Marwala [8], concludes the argument about 4IR manifestation, in the minimum requirements are a specific structural discontinuity
that the author postulates that 4IR is the current that blurs the in terms of technology trends [5]. It is noted in EPO [14], that the
lines between the physical, digital, and biological spheres disruptive nature of 4IR technologies originates in the combined
through AI, automation, biotechnology, nanotechnology, and convergent nature of a wide range of new technologies.
communication technologies. Therefore, it seems rather a
complex task to teach 4IR skills as opposed to teaching 3IR skills. Thus, 1IR can be considered as the outcome of a combination of
It is concluded in this research that 3IR skills can be acquired and three interrelated streams of technical advances, namely,
when mastery is established, Industrial Engineering mechanization, the adoption of new power sources (e.g., the
technologists would have acquired 3IR competencies steam engine), and the extensive use of new raw materials (in
prerequisite for transitioning Industrial Engineering particular, the substitution of iron for wood), stipulated by [13].
technologists into 4IR professionals. Then, the 3IR, or the ICT revolution can be seen as structured
around four technological areas, namely, semiconductors,
This paper is organized as follows: Heading II is a literature computers, software, and networking equipment, as noted by [12]
review. In which a discussion of relevant literature and gaps in and some of these areas are closely interdependent and thus have
current knowledge are deliberated on. Heading III is the research co-evolved.
method, which is a discussion of the methodology and the
approach of the research. Heading IV provides details of the This view supports an indication that 4IR seems to feature some
comprehensive example that illustrates how 3IR skills can be combinations and the clustering of several technologies, such as
increased in Industrial Engineering instruction. Heading V is a 3D printing, AI, intelligent robotics, cloud computing, IoT, and
conclusion which is a summary of how Industrial Engineering big data. It is thus clear that the majority of these technologies
technologist can acquire 3IR skills that will enable these
have appeared around a similar time. Note that these findings
engineers transition into 4IR professionals.
seem to be one of the bases for the argument that a new IR or the
4IR has started. Therefore, the arrival of such inputs could result

10
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

in a substantial boom in the economy [15] or serve as new of a particular case, defined as a complex functioning system
engines of growth [16], that will lead to a realization of the 4IR. [11]; [20]. Qualitative case study method enables researchers an
opportunity to explore and explain a case within its context using
Clustering these technologies is enabled by cyber-physical a variety of data sources [15]; [20].
systems that provide the basis for the creation of an Internet of
Things, which combines with the Internet of Services to make The hallmark of a case study method is the use of multiple data
Industries 4.0 possible [17]. Cyber-physical systems (CPS) are sources (McGinnis, which is a strategy that enhances data
enabling technologies that bring the virtual and physical worlds credibility [2] & [21]. This case study will employ the following
together to create a truly networked world in which intelligent triangulation of data sources: i) document analysis and archival
objects communicate and interact with each other. Therefore, records analysis; ii) Journal publications and field notes analyses;
these systems (CPS) create and present the next generation or the iii) patient journey process observation and analysis through
next evolutionary step from existing embedded systems [14]. SREDIM. A combination of data sources and data collection
methods in a study of a single phenomenon enables researchers
to draw upon multiple sources of evidence [22] and therefore,
3. RESEARCH METHOD enables them to seek convergence and corroboration.
In order to achieve the aim and objectives of the research a A qualitative case study is argumentative by nature and therefore,
research paradigm is developed. This paradigm is used to explain there is a fair amount of competing hypothesis and evidence that
the nature of the scientific truth, the theoretical framework, the is to be disconfirmed. Thus, the research follows the theoretical
methodology, and the data collection tools applied in the propositions that lead to the case study, the original objectives,
research. This will enable the researcher to explore the definition the design of the case, the research question, and the literature
of the reality of the research and deliberate on the following reviews, in an attempt to define and test rival explanations and
questions: what and how is the knowledge acquired? The theories. Validation of the propositions that lead to the
procedure, tools, and techniques used to acquire this knowledge, development of the conceptual framework of the study is
and the data collection process used are explained, these engaged.
constitute the research method applied in the research.
In this qualitative action research case study, data is collected
This research requires a methodology that takes a broader through a triangulation of qualitative research data collection
perspective than a single primary research study focused on a tools. The tools employed are i) the analysis of archival records
particular direction. The aim of the research is to explore and and documents, ii) An analysis of field notes of other researchers
explain how Industrial Engineering technologists are trained and and an extensive review of journal publications, and iii) the
acquire 3IR skills. The 3IR skills acquired prepare engineering observation and analysis of the teaching and learning process
technologists for transition into 4IR professionals. The outcome through the SREDIM method. SREDIM is an acronym for Select,
of the research and analysis of data collected through the Record, Examine, Design & Develop, Implement, Monitor, and
application of a qualitative research method, tools, and data manage. The research data collection method followed when
collection techniques, will serve as a validation of the SREDIMM is applied is as follows:
propositions that led to the development of a conceptual
framework of the study. First: A teaching and learning event is selected as a unit for case
study research,
This research adopts a qualitative case study research approach
because it enables researchers to establish an understanding of Second: The “As Is” process is recorded and a process flow of
the phenomenon from the perspective of those experiencing it the current teaching and learning process activities is established,
[13]; [18]. The shared purpose of qualitative research studies,
depicted by [19], increases the plausibility of adopting qualitative Third: The “As Is” or current teaching and learning process is
case study research methodology. Subsequent to adopting a examined through the application of time and method study
qualitative research approach for this study, numerous qualitative techniques,
research methods are considered and analyzed (e.g., Fourth: A future-state of the process is developed through the
Phenomenology, Grounded Theory, Ethnography, Participatory application of the TOC thinking process and the method
Action Research (AR), Hermeneutics, Case Study, Narrative, improvement techniques,
Evaluation Research (PAR), Observation, etc.). Thus, this
research is poised to focus on a qualitative research approach, Fifth: The improved future-state teaching and learning process is
using action research methodology (AR) and a case study implemented,
approach.
Sixth: The new teaching and learning process is monitored and
AR is a qualitative research method adopted because it is a managed to optimize the teaching and learning processes and for
method that seeks to improve practice and is appropriate when continuous improvement.
the intention is to study and analyze the impact of the action taken
[12]. Action research is a perfect fit for the research because
when engaged, solutions are developed and applied to practical
problems in a particular setting [12]. In this AR intervention, a
case study method is applied. Case study method applies the
science of singular, which aims to understand what is distinctive

11
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

4. DISCUSSION Students are introduced to the Internet of Things (IoT), which in

this program is taught as a system of networked mechanical and
The teaching and learning program begins with an engineering digital devices with the ability to transfer data among themselves
curriculum established as a combination of applied engineering without human intervention. The core technology of the IoT is
theory and hands-on instruction. Courses on mechanical drawing the Internet, and converters used are from analog to digital
and design of engineering equipment are core in the instruction (ADC) and from digital to analog (DAC), which students use to
of engineering technologists. Engineering design is included link mechanical devices via sensors and actuators into the IoT.
because it is a linear and morphological process that requires a Student study and replicate well known projects such as the
hands-on approach in instruction. The program is implemented Carnegie Mellon University installation of micro-switches in a
as an engineering technology instruction that emphasizes more vending machine to check cooldrink availability from their desks
on synthesis as opposed to analysis, that is, course content [24].
includes design thinking-related courses rather than scientific
analysis and mathematical modeling. IoT application using converters, sensors, and actuators, is
extended to experimenting with regulating the temperature of a
In the execution of the teaching and learning program, two fridge remotely, switching lights on and off by clapping hands
components of the program followed are, learning and applying and topics around smart houses, such as energy-saving IoT
a programming language, in this case, students learn how to use projects. Some students in the Gradual Release of Responsibility
Python. The second component is engineering design, in which (GRR) part of the program ventured into cybersecurity and
students learn how to build equipment using Lego-robot material. household security-related topics such as motion analysis and
In engineering design, students use drafting and drawing methods energy consumption. Developed by Pearson and Gallagher
in the conceptualization of the products and then manufacture the (1983) the GRR model is a process that begins with direct
products using Lego components. Students are encouraged to instruction, followed by guided practice, and eventually
build equipment that requires mobilization, e.g. mining independent practice. It's often simplified in the idea of “I do, we
equipment or manufacturing conveyor belts. This type of do, you do.” This GRR approach helps move students through
equipment requires motors, sensors, actuators, etc. the Zone of Proximal Development. Solar energy-supporting
designs that came out of this program include designing a motor
Robots are very mechanical, most of these are still unintelligent
that controls solar panels to follow the sun's movement, so as to
mechanical arms. Learning robot technology started to develop
optimize solar energy generation.
in the 1970s, WABOT-1, the first anthropomorphic robot,
appeared in Japan in 1973, sparking research on bipedal walking This program pivots around mechanical robot building and
functions in robots into the 1980s [21]. Robots had to be tediously mobilization using programming languages such as Python. The
hand-programmed for every task until about the late 1970s; to program allows students to venture further in deep learning and
overcome this, robotics needed machine-learning technology machine learning, and support is provided to students who want
[10]. Increasing demand in the 1980s for robots capable of to expand their knowledge with regard to 3IR technologies and
identifying parts from random selections, or maintaining the commensurate skills for the 3IR economy. The 3IR
positional accuracy when objects shift about on assembly lines technology skills program is at its infant stages and runs for one
[23], brought machine learning into robotics. (1) year, beyond the academic year students become part of the
robotics and e-sport club in the industrial engineering
Student are exposed to Machine Learning, which in this program
department, to continue engaging in the 3IR skills program.
is limited to the capacity of computers to learn from experience
by improving their information-processing ability over time by Further development of the 3IR skills training program will lead
running algorithms to access and process data. Students are the teaching and learning to focus on ten (10) topics only for an
encouraged to research further and engage in concepts such as academic year. Students who want to engage further will be well-
Deep Learning, which is an evolution of machine learning, that resourced and supported to research further and to create
creates an artificial neural network that can learn and make innovative products. The major topics of 3IR, that the program
decisions on its own. The teaching and learning philosophy will focus on are the following: Robotics, Machine learning, IoT,
adopted is a gradual release of responsibility (GRR), in which Automation, 3D Printing, Big Data, Digitalization/Digitization,
students are encouraged and resourced to research further about AI, and Augmented/Virtual reality. The reason that our
any of the topics in the 3IR and 4IR space. institution operates in Online Distance electronic Learning
(ODeL), makes these technologies favorable.
The program acquired a 3D printing machine, and students were
introduced to additive manufacturing, Additive manufacturing
3D printing machine applies a technology known as fused 5. CONCLUSION
deposition modeling (FDM), which is commonly known as
desktop 3D printing because it is the most commonly used form It is the realization that all the technologies in the program
of the technology today. There are other technologies applicable represent a gradual evolution of the defining technological
in additive manufacturing such as SLA, SLS, but FDM makes up transformation of 3IR [10], that is the foundation of the drive to
the bulk (90%) of our 3D printing teaching and learning program teach 3IR technology skills. It is the program’s desire and belief
and, clearly, this technology constitutes an enduring, innovative that once the students are confident and knowledgeable about the
technology of the 3IR. 3IR economy and the engineering dynamics involved, they will
be activated to transition into establishing themselves as

12
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

proficient 4IR professionals. 4IR is evidently a staggering [9] Allen, R. C. Introduction: Agrarian Fundamentalism and
confluence of emerging technology breakthroughs, as proposed English Agricultural Development. Enclosure and the
by [4] and it blurs the lines between the physical, digital, and Yeoman, Oxford, Clarendon Press., 1992.
biological spheres through artificial intelligence applications, as [10] Moll, I., 2021. The myth of the Fourth Industrial
postulated by Marwala [8]. Revolution. Theoria, 68(167). 2021. pp.1-38.
[11] Landes, D.S. The Unbound Prometheus: Technological
The goal of engineering technology education is to train Change and Industrial Development in Western Europe from
technologists who can effectively engage with modern 1750 TO THE Present, Cambridge University Press:
technology. As a result, engineering curricula should integrate Cambridge, UK. 1969.
applied engineering theory with practical, hands-on instruction. [12] Nuvolari, A. ‘Understanding successive industrial
revolutions: a “development block” approach,’
Thus, courses on mechanical drawing and design of engineering
Environmental Innovation and Societal Transitions, 32.
equipment must be core in the instruction of engineering 2019. pp. 33–44.
technologists, and courses must emphasize more on synthesis as [13] Brynjolfsson, E. and A. McAfee. The Second Machine
opposed to analysis, that is, course content must include design Age: Work, Progress, and Prosperity in a Time of
thinking-related courses rather than scientific analysis and Brilliant Technologies. W.W. Norton: NY., 2014.
mathematical modeling. [14] EPO (European Patent Office) (2017), ‘Patents and the
Fourth Industrial Revolution: The Inventions-Behind-
It is thus, fitting that engineering curricula must include 3IR Digital-Transformation,”2017.
technology skills teaching and learning programs, to afford https://documents.epo.org/projects/babylon/eponet.nsf/0/17
engineering students an opportunity to develop 4IR skills and FDB5538E87B4B9C12581EF0045762F/$File/fourth_indus
ability to participate in the development of the 4IR economy. trial_revolution_2017__en.pdf.
Currently, it must be noted that teaching 4IR technology skills is [15] Dosi, G. ‘Technological paradigms and technological
rather complex, since 4IR technologies manifest because of the trajectories,’ Research Policy, 11(3)., 1982. pp. 147–162.
convergence, confluence, and evolution of the clearly defined [16] Bresnahan, T. F. and M. Trajtenberg. ‘General purpose
technological transformation of 3IR technologies, as indicated by technologies ‘Engines of growth’ Journal of Econometrics,
Moll [10]. Therefore, [2] McGuinnis [19] proposition, that 4IR is 65(1)., 1995. pp 83–108.
a fusion of advances in 3IR technologies, such as robotics, AI, [17] GTAI. INDUSTRIE 4.0, Smart Manufacturing for the
etc., is plausible and core to the strategic beliefs in this 3IR Future. German Trade & Invest., 2014.
technology skills teaching program. [18] Krotkov, E. “Robot laboratory exercises,” IEEE Trans.
Educ. vol. 39., 1196. pp. 94–97.
[19] Baxter, P., & Jack, S. Qualitative case study methodology:
6. REFERENCES Study design and implementation for novice researchers.
The Qualitative Report 13(4), 2008. pp. 544-559. Retrieved
[1] Von Tunzelmann, N. (2003), ‘Historical coevolution of from: http://www.nova.edu/ssss/QR13-14/baxter.pdf
governance and technology in the industrial revolutions,’ [20] Leydesdorff, L. and L. Bornmann (2012), ‘Mapping
Structural Change and Economic Dynamics, 14(4). 2003. (USPTO) patent data using overlays to Google Maps,’
pp. 365–384. Journal of American, Society for Information Science and
[2] McGinnis, D. ‘What Is the Fourth Industrial Revolution’? Technology, 63(7). 2012. pp. 1442–1458.
Salesforce, 27 October. 2018. [21] Takanishi, A. 2019. ‘Historical Perspective of Humanoid
https://www.salesforce.com/blog/2018/12/what-is-the- Robot Research in Asia’. In A. Goswami and P. Vadakkepat
fourth-industrial-revolution-4IR.html.. (eds), Humanoid Robotics: A Reference. Dordrecht, The
[3] Hobsbawm, E. ‘From Social History to the History of Netherlands: Springer. 2019. pp. 36–52.
Society’. In On History. London: Abacus. 1997. pp. 94–123. [22] Kurtz, D.J. and Varvakis, G. Dynamic capabilities and
[4] Schwab, K. The Fourth Industrial Revolution. World Econ organizational resilience in turbulent environments. In
Forum: Geneva. 2016. Competitive strategies for small and medium enterprises (pp.
[5] Lee, J. and Lee, K. Is the Fourth Industrial Revolution a 19-37). Springer. 2016.
continuation of the Third Industrial Revolution or [23] Yerkey, G. ‘Robot Boom Hits “Plateau” in West as
something new under the sun? Analyzing technological Technology Costs Set Limits’. The Christian Science
regimes using US patent data. Industrial and Corporate Monitor, 16 November. 1984.
Change, 30(1). 2021. pp.137-159. https://www.csmonitor.com/1984/1116/111624.html.
[6] Nonaka, I. and Takeuchi, H. The Knowledge-Creating [24] Teicher, J. ‘The Little-Known Story of the First IoT
Companies: How Japanese Companies Create the Dynamics Device’. IBM Industries Blog, 7 February. 2018.
of Innovation, Oxford University Press, New York. 1995. https://www.ibm.com/blogs/industries/little-known-story-
(Chinese ed., 2006, Li, M. and Gao, F. trans., Intellectual first-iot-device/
Property Press). [25] Agarwal, H., & Agarwal, R. (2017). First Industrial
[7] Setzer, V.W. Data, information, knowledge, and Revolution and Second Industrial Revolution:
competency. Data Grama Zero, v. 0, n. 0, 1999, p. A01. Technological differences and the differences in banking and
2001. pp 24(2). financing of the firms. Saudi Journal of Humanities and
[8] Marwala, T. ‘Covid-19 Has Forced Us into the Fast Lane Social Sciences, 2(11), 1062-1066.
of the 4IR Super-Highway’. Daily Maverick, 28 May. 2020.
https://www.dailymaverick.co.za/opinionista/2020-05-28-
covid-19-has-forced-us-into-the-fast-lane-of-the-4ir-super-
highway/

13
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Critical digital literacy as a key skill in higher education:

Attitudes of students and professors
Marin MILKOVIĆ
University of the North
42 000 Varaždin, Jurja Križanića 31b, Croatia

Dijana VUKOVIĆ
University of the North
42 000 Varaždin, Jurja Križanića 31b, Croatia

Fani KERUM
Doctorate Paneuropean Studies
Campus 2, A-7000 Eisenstadt, Austria

ABSTRACT imply the technical ability to use tools, but also the ability to
recognize disinformation, assess the credibility of sources,
Critical digital literacy is becoming a key skill in higher understand the ethical implications of digital technologies, and
education, given the increasing integration of digital technologies behave responsibly online. This paper explores the attitudes and
into teaching and research. This paper explores the attitudes of perceptions of critical digital literacy among students and
students and professors in higher education institutions towards professors at higher education institutions, to determine the
critical digital literacy, which includes technical skills, the ability extent to which this skill is recognized as crucial for academic
to analyze and evaluate digital sources, and the active use of success and personal development in a digital environment.
digital tools in an educational context. The research is based on Digital literacy and its critical dimension are becoming key
an analysis of the perception of critical digital literacy as an factors in understanding how contemporary educational systems
important component of academic success and professional shape and develop competencies that enable students and
development. Through survey research and interviews with 900 teachers to successfully navigate the dynamic digital world. By
students and 300 professors from all levels of study, attitudes analyzing the opinions and experiences of students and teachers,
were examined on the importance of digital technologies in the paper seeks to contribute to a better understanding of the role
education, online safety, and their role in developing critical of critical digital literacy in the educational process, as well as
thinking and recognizing disinformation. The results show that the challenges and opportunities it brings. In recent decades,
students and professors are mostly aware of the importance of educational institutions have become increasingly digitalized,
critical digital literacy. Still, there are significant differences in and teaching and communication between students and teachers
the level of engagement and trust in digital tools among different have largely moved online. In this context, higher education
groups. Students at lower levels of education show greater trust systems must integrate digital and critical digital literacy
in technology, while professors highlight the challenges in education into their curricula, to enable students to develop not
integrating digital tools into teaching, especially in terms of only technical but also analytical and ethical skills necessary for
assessment and maintaining academic ethics. This paper points effective functioning in the digital era. Given the increasing
to the need for further development of critical digital literacy in importance of digital competence, it is crucial to understand the
higher education institutions and suggests strategies for attitudes of key stakeholders in the educational process – students
improving educational practices, including training for faculty and teachers – towards this skill, and to determine how it is
and students in critical thinking, internet safety, and proper use applied in the educational context.
of digital resources. In conclusion, the paper highlights the This paper aims to investigate the attitudes and experiences of
importance of continuous investment in developing digital skills, students and professors regarding critical digital literacy, with
which are necessary for successfully facing the challenges of the special emphasis on how these actors perceive the importance of
digital age and preparing students for the labour market. this skill in higher education, as well as the challenges they face
in its application. Through this research, the work will contribute
Keywords: critical digital literacy, education, skills, labour to a better understanding of the necessity of a critical approach to
market digital information, to form informed, responsible and ethically
aware users of digital technologies in the academic world.

1. INTRODUCTION 2. INTEGRATION OF DIGITAL SKILLS: FROM

DIGITAL LITERACY TO MULTIPLE DIGITAL
Digital technologies have become an indispensable part of LITERACIES
everyday life, transforming how we communicate, learn, work
and exchange information. In higher education, digital literacy is The phrase "new literacies" refers to literacies that appeared in
no longer just a matter of knowing and using technological tools, the post-typography era, with the advent of digital technology
but also developing the ability to critically analyse and interpret (Galloway, 2006). According to proponents of new literacies,
information from digital sources. Given the speed at which the digital technology has not only changed existing social practices
digital space is developing, the skill of critical digital literacy is but has created new forms of practices (Lankshear & Knobel,
becoming essential for students and professors in the modern 1997). Technology is transforming the nature of literacy, and its
educational environment. Critical digital literacy does not only meaning (Leu et al., 2004; Schmar-Dobler, 2008). Literacy is no

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
14 https://doi.org/10.54808/ICSIT2025.01.14
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

longer limited to basic alphanumeric skills and knowledge as well as a critical attitude towards information found in the
(reading, writing and arithmetic), but is defined as competence in digital environment and includes several key aspects:
speaking and listening, understanding codes, numbers, signs, • Technical literacy - technical literacy refers to the basic
animations and different types of symbols, including audio and skill of using digital devices and tools. This includes knowledge
video formats (Leino, 2014; Säljö, 2012). Parallel to the of operating systems, applications, internet browsers, e-mail
expansion of the meaning of literacy, there is a multiplication of systems and other technologies. People with high a level of
literacy modalities, so the construct of multiple literacies (eng. technical literacy can effectively use digital tools in everyday and
multiliteracies) is encountered in literature, which is associated professional activities;
with representatives of the so-called New London Group (New • Information literacy - this aspect refers to the ability to
London Group, 2000). The term multiple literacies refers to a set recognize, search, analyze and evaluate information in the digital
of open and flexible literacies necessary for functioning in environment. Information literacy includes skills such as
different contexts and communities. Instead of defining literacy searching the Internet, assessing the relevance and credibility of
as a unitary (unique) construct, this group recognizes the sources, organizing data and managing information online;
diversity inherent in literacy, in a world defined by new • Critical digital literacy - goes beyond the basic use of
communication technologies and new linguistic and cultural technology and deals with the analysis, understanding and
contexts, which become increasingly visible with globalization. evaluation of content in the digital environment. This includes
In addition to the term digital literacy (Bawden, 2001; Belshaw, the ability to recognize disinformation, fake news, and
2012; Comba, 2011; Covello, 2010; Gilster, 1997; Erstad, 2006; manipulative techniques on the Internet and social networks, as
Eshet-Alkalai, 2004), the term digital competence is often used well as the ability to think about the ethics of digital behaviour
in the literature. , especially in official European documents from and privacy. Critical digital literacy allows users to not be passive
the field of education (Ala-Mutka, 2011; European Parliament consumers of digital information, but to actively ask questions
and the Council, 2006; European Commission/Eurydice, 2012; and analyze the information that is placed;
Ferrari, 2013), as well as among authors from Scandinavian • Communication and collaboration in the digital
countries (Krumsvik, 2008). Although these two terms are most environment - the skill of communication in the digital
often used as synonyms (eg Calvani et al., 2009; Calvani et al., environment involves the use of various digital platforms and
2012; Comba, 2011), some authors define digital literacy more tools (such as e-mail, instant messaging, social networks, and
broadly, as a term superior to the term digital competence. For video conferencing) for mutual interaction, exchange of ideas,
example, according to one interpretation, digital literacy collaboration and problem-solving. The ability to communicate
represents a more basic information communication and and collaborate effectively online is becoming crucial in
technological skill and it is the basis for acquiring digital educational, professional and social contexts.
competencies that are more specific and related to a certain • Ethics and responsibility in the digital world - ethics in
context (ECDL Foundation, 2011). The possession of digital the digital environment refers to the understanding of ethical
competencies is the lowest level in the development of digital norms that apply to behaviour on the Internet. This includes
literacy, which implies the successful use of digital competencies issues such as privacy protection, data security, copyright
in different life situations (Martin & Grudziecki, 2006). Digital compliance, responsibility for online behaviour and the
literacy is a survival skill" in the modern era, it enables intuitive avoidance of harmful digital practices (e.g. cyberbullying, online
and efficient solving of complex digital tasks. To function discrimination). Learning about digital ethics helps users to have
effectively in digital environments, a wide range of technical- a higher level of responsibility, awareness and ethical orientation
procedural, motor, cognitive and emotional-social skills is in their digital interactions;
necessary. • Media literacy - media literacy in the digital context
Previous research shows that the level of digital literacy encompasses the understanding and ability to critically analyze
development fluctuates depending on several factors, both at the media content created by various digital platforms (newspapers,
student level and at the faculty level, i.e. the education system. blogs, social networks, etc.). This includes the ability to
Just as there is no empirically validated construct of digital recognize how the media shape information, and influence
literacy, there is also no theoretically based and empirically attitudes and behaviour, as well as recognizing the commercial
validated predictive model. model that explains individual and political interests that may lie behind media content.
differences in achievement. Therefore, this paper reviews all Multiple digital literacy is not only a matter of using digital tools
factors whose predictive value has been considered in previous but also of developing a wide range of competencies that enable
research. For this research, factors that have been linked to users to critically engage in the digital world. Given the
student achievement in digital literacy in various studies have challenges and opportunities that digital technologies bring,
been classified into two groups: student characteristics (both higher education systems must incorporate these skills into their
those related to the use of digital technology and those not) and curricula, so that students, faculty, and the wider community are
faculty characteristics (use of digital devices in the classroom, equipped to use digital tools and resources safely, responsibly,
digital competencies of teachers, attitudes of teachers towards the and in an informed manner. According to Rodríguez-Abitia et al.
use of digital technology, faculty vision regarding the use of (2020), the digital maturity of universities is assessed based on
digital technology, support for teachers). Multiple digital literacy three factors: their IT infrastructure (e.g., internet access and
is a concept that refers to the development and application of computing devices), their use of technology in teaching and
different types of skills that are needed for the effective and learning (e.g., free educational resources and engaging lessons),
critical use of digital technologies in different contexts. This term and their collaboration and institutional platforms for process
expands the traditional definition of digital literacy, which integration (workflow systems and learning social ecosystems).
mainly focuses on the basic ability to use technology, and Conceptually, universities face political, social, and economic
includes a wide range of competencies needed to navigate a deep-rooted barriers that limit their ability to achieve their goals
complex digital environment. Multiple digital literacy includes (Rodríguez-Abitia and Bribiesca-Correa 2021). In the context of
multiple dimensions of digital skills and knowledge, which e-learning, access to technology alone is not sufficient to ensure
enable users to use digital resources efficiently and responsibly, that individuals achieve desired socioeconomic goals, as certain

15
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

fundamental skills are required to properly use information Following the above, the following hypotheses were set:
technology (Buckingham 2015). According to Rodríguez-Abitia
et al. (2020), universities can be assessed for their digital maturity Hypothesis H1: A higher level of technological literacy among
by assessing their IT infrastructure, how well they incorporate students and professors is a positive indicator of their ability to
technology into teaching and learning, and the platforms they recognize and analyze digital disinformation.
offer for collaboration and the organizational integration of Hypothesis H2: Increasing education on multiple digital literacy
processes and people. Contextual constraints in the political, in higher education institutions contributes to better application
social, and economic spheres make it very difficult for of digital technologies in the teaching process and better
universities to achieve the above-mentioned goals. The preparation of students for digital challenges in the labor market.
emergence of educational digital transformation requires Hypothesis H3: Students and professors who feel confident in
addressing the generational gaps between digital native students, using digital technologies show a higher level of engagement in
as well as teachers who adopt ICT, requiring policies that support online educational activities and digital research.
infrastructure and creative learning environments for Industry 4.0
and Society 5.0 (Balyer and Öz 2018). The research sample, conducted at universities in the Republic of
Croatia, includes 1,200 participants, who are divided into two
3. RESEARCH METHODOLOGY AND RESULTS main groups: students and professors. This sample includes
students from all three levels of study, and professors engaged at
Given the rapid development of digital technologies and their all these levels of education, which allows for a detailed and
ubiquitous application in almost all aspects of life, the traditional comprehensive research of the attitudes, experiences and
definition of digital literacy, which mainly refers to the basic perspectives of participants in Croatian higher education. The
ability to use digital tools, is no longer sufficient. In today's first group of the sample consists of 900 students, divided into
digital environment, users, and especially those who are three subgroups: 300 undergraduate students, 300 graduate
acquiring new knowledge and/or supplementing existing ones, students and 300 doctoral students. This structured sample allows
face various challenges that relate not only to the technical use of for the exploration of students' experiences at different stages of
tools, but also to the critical analysis, selection and ethical their academic education. Undergraduate students represent the
application of information. In this context, multiple digital initial stage of higher education, when students are introduced to
literacy is becoming a key competence that encompasses not only the basics of their chosen field, and often face the challenges of
technical skills, but also the ability to manage information, adapting to the higher education system and encounter critical
recognize disinformation, use digital tools for educational, digital literacy for the first time. On the other hand, graduate
professional and everyday purposes, as well as understanding the students already have a specific academic orientation and more
social and ethical aspects of the digital world. The research developed critical thinking, while doctoral students reach the
problem relates to the insufficient integration of the concept of highest level of academic education, focusing on research and
multiple digital literacy into educational systems and everyday specialization in their field. Each of these groups offers a unique
practice. Although digital literacy has become an integral part of perspective on the education system, which makes the sample
modern education and professional life, many users – be it rich and diverse. Another important component of the sample is
students, teachers, or the general public – are not fully equipped 300 professors, who teach at all three levels of study. Professors
to effectively use advanced digital technologies. This problem is are a key link in the educational-teaching and guide students
particularly pronounced in the context of higher education, where towards research and professional goals. Through their
digital technologies are used in research, learning and engagement in undergraduate, graduate, and doctoral studies,
communication, but students and professors are not always aware professors have a broad perspective on the challenges and
of the importance of developing a wider range of digital skills. benefits of each of these educational stages. Interestingly, this
The subject of the research is the analysis of multiple digital sample includes professors of different specializations and
literacy, its application in higher education, as well as the factors academic backgrounds, which explores how their experience at
that influence the level of literacy and development of digital different levels of education influences their approach to
skills among students and professors. teaching, interaction with students, and the academic community.
The main objective of this research is to examine the level of The combination of students and professors in the sample allows
development of multiple digital literacy among students and for in-depth research from both aspects of the educational
professors at higher education institutions, as well as to identify process. Students provide insight into their own experiences with
key factors that influence its adoption and application, while the curricula, learning methods, and the challenges they face, while
specific objectives are: professors, for their part, offer a broader picture of the academic
• to examine the level of development of different system, educational policies, and trends in higher education.
dimensions of multiple digital literacy (technical literacy, Also, a sample that includes students and professors from all
information literacy, media literacy, critical digital literacy, levels of study helps to understand how access to education
ethical literacy) among students and professors; changes at different stages of study, and how this affects the
• to analyze the attitudes and perceptions of students and quality of teaching, student engagement, and academic
professors towards the importance of multiple digital literacy in excellence. Given the diversity of students by study level, and the
their educational and professional lives, and its application in wide range of professors’ experiences, this sample provides a
everyday contexts; deep understanding of the dynamics of the education system in
• to study the impact of digital tools and technologies on Croatia. Additionally, the sample of 1200 participants provides
the quality of the educational process and on students' critical exceptional representativeness for exploring attitudes and
thinking and information analysis skills; experiences within the academic community, making the
• develop recommendations for improving education research results useful for improving educational policies and
programs and curricula in higher education institutions to teaching environments in the country. Finally, such a sample is
increase the level of multiple digital literacy among students and crucial for drawing informed conclusions that can help shape
teaching staff. future strategies for improving higher education in Croatia.

16
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Given the inclusion of all levels of education and professors as Ability to recognize
key stakeholders in the educational process, the research offers a manipulation on social
rich insight into the current situation and provides a foundation networks
for further research and potential changes in the higher education Academic programs focused
system. When it comes to graduate students, the demographic on digital security
picture becomes somewhat different. In graduate studies, which Education on multiple Education about digital
represent a higher level of education, students are usually older, digital literacies literacy
have already acquired basic knowledge in their profession, and The role of mentors in
have been in the education system for several years. Among the guiding the use of digital
300 graduate students, 43% are men (130), while 57% are women tools
(170), which confirms the somewhat lower, but still significant Frequency of use of digital
representation of women in this segment of education. tools – learning management
When it comes to the age structure, graduate students are mostly systems
in their late twenties and early thirties. The largest number of Application of digital Frequency of using the
students (47%) is in the age group of 23 to 25, which is common, technologies in the teaching online database
since many graduate students start their studies immediately after process
completing their undergraduate studies. The next age group (26- Implementation of
28 years old) makes up 33% of the respondents, while a smaller interactive materials in the
percentage (13%) are students aged 29 to 31. Twelve per cent of teaching approach
graduate students are older (32 years and older), indicating that Assessment of readiness to
many graduate students already have professional or family use digital tools only
commitments that may extend the time needed to complete their
Preparing students for Familiarity with digital skills
studies. digital challenges in the currently in demand in the
Doctoral studies, as the highest form of education, are labor market job market
characterized by a specific socio-demographic structure, which
Focusing education on the
includes older and more experienced students. Among the 300
development of digital skills
doctoral students, the gender distribution is balanced, with 50%
Safety in the use of digital
men (150) and 50% women (150), which indicates a balance in
tools for academic and
gender representation among doctoral students. The age structure
professional activities
among doctoral students is, of course, older. The largest number
of respondents (47%) falls into the age group of 26 to 30 years, Safety in the use of digital Easy-to-use digital platforms
which is common for doctoral studies, as many students begin technologies
doctoral studies after they have already gained experience in the Feeling secure in managing
profession or have completed a master's degree. The next age personal data and protecting
group (31-35 years) makes up 33% of students, while 13% are privacy
students aged 36 to 40. A smaller percentage (7%) are older Only assessment of
students, aged 41 and over, which indicates the fact that many engagement in online
people decide to pursue a doctoral degree after a long period of educational activities
professional life and seek additional training or reconsidering Engagement in online Frequent participation in
their career goals. educational activities and research
To prove the above variables, it is necessary to define specific digital research
items that will be used in the research instrument, the survey. The The importance of using
items are focused on different aspects of each variable and enable digital tools in research
their quantification and analysis.
The variables defined to measure engagement in online
Table 1: Critical Digital Literacy Variables educational activities and digital research will provide a clear
Components of critical Variable picture of how students and professors use digital resources, how
digital literacy engaged they are in online educational and research activities,
knowledge in the use of basic and how digital tools affect their productivity and work
digital tools (e.g. Microsoft organization. These variables will allow testing hypotheses
Word, Excel, PowerPoint) related to engagement in the online environment and
Level of technological confidence in your ability to understanding the factors that influence the effectiveness of
literacy recognize unreliable sources digital education and research.
on the internet
frequent use of digital tools
(e.g. online databases, Table 2: ANOVA test – Impact of critical digital literacy
learning management concerning education level
systems) for academic Table 2. Influence literacy skill
activities critical digital key
Credibility assessment to the educatio
Ability to recognize and Additional verification when level n
analyze misinformation you encounter suspicious Critical Undergradua Graduat Doctoral ANOV
content digital te level of e level level of A
literacy education of educatio
n

17
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

educatio compone
n nt
Combine 13.84 13.92 14.27 F=1.70; Attitudes 3.14 3.11 3.21 F=0.51
d measure p=0.18 and ;
Knowled 5.33 5.24 5.56 F=2.86; beliefs p=0.80
ge p=0.06 compone
compone nt
nt Behavior 5.45 5.55 5.51 F=0.76
Attitudes 3.20 3.07 3.23 F=2.59; al ;
and p=0.08 compone p=0.51
beliefs nt
compone
nt Table 2 presents the results of the analysis of variance that tested
Behaviora 5.39 5.44 5.43 F=0.07; the hypotheses on the impact of critical indicators of
l p=0.93 disinformation recognition and analysis as key digital literacy. In
compone the case of the combined measure and the knowledge component,
nt there are statistically significant differences concerning
disinformation recognition and analysis, in which respondents
The influence of the level of education of the respondents on develop critical digital literacy concerning disinformation (at the
critical digital literacy was tested by analysis of variance. Of the significance level p<0.01). In both of the above measures, critical
four analyzed measures of critical digital literacy, two measures digital literacy is higher with higher levels of education. A higher
(the knowledge component and the attitude and belief level of technological literacy among students and professors can
component) have statistically significant differences in values be considered a positive indicator of their ability to recognize and
concerning the level of education of the respondents (at p<0.1), analyze digital disinformation for several reasons. Technological
while two measures (the combined measure and the behaviour literacy, which includes knowledge and skills in using digital
component) have no statistically significant differences (Table tools and resources, also implies developed critical thinking
2). The highest level of critical digital literacy measured by the regarding information found in digital media. Students and
knowledge component is shown by doctoral study respondents professors with higher levels of technological literacy tend to
who are more familiar with the concepts of Basic understanding have better-developed skills in distinguishing credible sources
of cyber threats, such as viruses, malicious software, identity from unreliable ones, as well as the ability to analyze and
theft, use of security tools such as antivirus programs, evaluate content that is disseminated via the Internet. Through
understanding the importance of personal data management, developed knowledge, attitudes and behaviour regarding the
digital content management and creative tools. In the case of the digital environment, they become more responsible and critical
attitude and belief component, the highest level of critical digital consumers of digital information, which is crucial in today's
literacy is shown by doctoral and graduate study respondents and information society. Although research results do not always
finally, undergraduate students, which means that they are more show a significant difference between levels of education, there
focused on planning the future and are more careful about the is a clear connection between technological literacy and the
development of critical digital literacy. Through understanding ability to recognize and analyse disinformation, which confirms
and applying technological knowledge, developing responsible the importance of technological literacy in the educational
behaviour and critical thinking, students will become more process.
aware, confident and effective users of digital tools. The various
components of critical digital literacy, such as knowledge, Table 4: ANOVA test on the difference between students and
attitudes and behaviour, enable students to better cope with the professors on critical digital literacy as a key skill in higher
challenges of the digital era and use technology responsibly for education
educational and professional purposes. Table 4. critical literacy
Influence digital
Table 3: ANOVA test – Influence critical digital literacy as key
indicator recognition and analyzing disinformation Critical Students Professors ANOVA
Table 3. Influence literacy as key digital
critical digital and literacy
indicator recogniti analyzing Combined 13.69 14.34 F=3.16;
on disinformat measure p=0.00
ion Knowledge 5.15 5.61 F=4.01;
Critical Undergrad Graduat Doctoral ANOV component p=0.00
digital uate level e level level of A Attitudes and 3.16 3.17 F=0.23;
literacy of of education beliefs p=0.23
education educatio component
n Behavioral 5.31 5.54 F=1.76;
Combine 14.02 14.27 14.45 F=3.43 component p=0.08
d ;
measure p=0.02 The result for the combined measure of critical digital literacy
Knowled 5.43 5.58 5.70 F=6.92 shows a statistically significant difference between students
ge ; (13.69) and teachers (14.34), with a p-value less than 0.05 (p =
p=0.00 0.00). This indicates that teachers have a higher level of critical

18
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

digital literacy compared to students. This difference may be the and professional activities, with an education focus on the
result of different educational and professional experiences, development of digital skills, contributes to their readiness for
given that teachers often have greater exposure and experience in the labour market. Statistically significant differences (F=3.43;
applying digital tools and evaluating digital resources in their p=0.02) in the combined measure of misinformation recognition
teaching. A similar statistical significance (p = 0.00) was and analysis further confirm the value of digital literacy for future
recorded in the knowledge component, where teachers (5.61) professional challenges. Professors show a higher level of safety
show a higher level of technical and theoretical understanding of and engagement in online educational activities compared to
digital tools compared to students (5.15). This result can be students (F=3.16; p=0.00 for the combined measure). This can be
expected because teachers have a greater responsibility for attributed to their professional experience and frequent use of
training students in the use of digital tools and resources, which digital tools in teaching. Nevertheless, differences in the
requires a deeper and broader understanding of technology. Also, components of attitudes and behaviour are not statistically
teachers may have access to more advanced tools and platforms significant, indicating a similar level of acceptance and use of
in their daily work. There was no statistically significant digital technologies among both groups.
difference (p = 0.23) between students (3.16) and professors The results obtained emphasize the importance of continuous
(3.17). This means that attitudes and beliefs towards digital education on digital tools and safety, especially in higher
technologies and their application in the educational process are education. The development of critical digital literacy should be
not significantly different between students and professors. a priority, with a special emphasis on the integration of digital
Although attitudes towards digital tools may vary from person to technologies into the educational process and preparing students
person, in general, both groups seem to share similar beliefs for the challenges of the labour market. Furthermore, systematic
about the value of digital technologies in education, with no support for professors and students is needed to ensure greater
major differences in their acceptance or negative attitudes engagement and safety in online educational activities.
towards these technologies. In the behavioural component (active Due to relatively simple access to information on the Internet and
use of digital tools in educational and research activities), there fast search results, there is an understanding that it is easy to get
was also no significant difference (p = 0.08) between students information today, easier than ever before in the history of
(5.31) and professors (5.54). Although professors show a slightly civilization. The fact is that today, via the Internet, huge amounts
higher level of engagement in the use of digital tools, this of the most diverse information are available. However, it is only
difference is not statistically significant, suggesting that both an abundance of information, but not knowledge. In practice,
groups use digital tools for educational purposes, although technology-assisted learning is not the automatic process of
professors may do so to a greater extent due to their role in the acquiring knowledge. Digital technology more often plays the
educational process. role of an "information tool" than a "learning tool". To learn
through technology, it is necessary to know strategies for turning
information into knowledge.
3.1. Discussion of research results and conclusion
This research has shown that the majority of students do not have
The results of the study show how different variables related to advanced internet search skills, let alone evaluate the quality of
digital literacy, technological competence and engagement in collected information. The results indicate that finding relevant,
online educational activities affect the educational and high-quality information requires sophisticated literacy skills.
professional performance of the respondents. The analysis of the One of the main limitations of this study concerns the sample of
key results follows. respondents. Although the sample included students and
Respondents at the doctoral level of education demonstrate the professors from different levels of education, it may not reflect a
highest level of knowledge in using basic digital tools, sufficiently broad demographic and geographical diversity. A
recognizing unreliable sources on the Internet and assessing the limitation was also observed in the data collection method, which
credibility of content. The knowledge component (F=2.86; relied on self-reports of respondents, which may lead to
p=0.06) shows statistical significance at the p<0.1 level, subjective biases. Furthermore, the study focused on a specific
suggesting that higher levels of education lead to better set of digital tools and skills, which may limit the generalizability
technological literacy. This is expected given the greater of the results to the broader context of digital literacy. Finally,
exposure to digital tools in more advanced academic programs. the study did not include a longitudinal approach, which would
The ability to recognize and analyze disinformation is also have allowed for monitoring changes in digital literacy over time.
associated with the level of education. Statistically significant
differences (F=6.92; p=0.00) in the knowledge component Future research should include a larger and more diverse sample
indicate that respondents at the doctoral level of education have of respondents to ensure greater representativeness and
a higher level of critical digital literacy. This confirms that a more generalizability of the results. In addition, the use of combined
advanced educational level contributes to the development of data collection methods is recommended, including objective
skills needed for critical thinking and evaluation of digital measures such as knowledge tests or analysis of actual behaviour
content. when using digital tools. Longitudinal studies would be useful to
The results show that digital security education, the role of track the development of digital literacy over time and analyze
mentors and the frequency of use of learning management the impact of different educational interventions. Also, future
systems have a positive impact on technological literacy. The research could expand the focus to specific aspects of digital
integration of interactive materials and online databases into the literacy, such as online safety, the ability to analyze
teaching process allows students to better understand digital disinformation, or the integration of advanced technologies such
technologies. In this way, students become more confident in as artificial intelligence into educational processes. Finally, it is
managing digital tools and develop responsible behaviour in the recommended to investigate the influence of cultural and social
online environment. factors on the development of digital literacy to gain a deeper
Familiarity with digital skills that are currently in demand in the perspective on a global scale.
labour market is crucial for students' professional development.
The results show that the safe use of digital tools for academic

19
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

4. CONCLUSIONS cyberbullying, plagiarism and online discrimination. Security

and trust in the use of digital tools had a significant impact on the
In recent years, the view that formal (traditional) education is engagement of students and teachers in online educational
unable to meet the needs of young people for "new literacies" that activities. The research showed that those who feel secure in the
"arrived" with "new technology" has become increasingly use of digital technologies show a higher level of engagement in
prevalent. The need for "new pedagogical methods" stems from online teaching activities, as well as in digital research and
the fact that today's formal education (based on the industrial projects. This conclusion indicates the need to strengthen digital
model) is inert, rigid, outdated, in a word, incompatible with security in educational institutions through educational programs
"new technology". Incompatibilities between "new" technology that cover topics such as data protection and privacy protection.
and traditional education are evident: the possibility of adapting One of the key conclusions of the research is that students who
the teaching process to the individual needs of students - versus develop multiple digital skills, not only technical but also critical
uniform learning, the availability of various sources of and ethical, are better suited to the needs of the labor market.
information - versus the understanding that the professor is an Although many students are highly educated in technical skills,
expert whose task is to transfer his knowledge to students, they there is a significant gap in developing critical and analytical
rely on external resources - versus understanding that knowledge skills, as well as the ability to make ethical decisions in a digital
is in the student's head, mastering the methods and ways in which environment. This shows that higher education institutions need
information is obtained - as opposed to acquiring the information to integrate training on all dimensions of digital literacy into their
itself, practical knowledge - as opposed to academic (factual) curricula to a greater extent so that students are better prepared
knowledge. In today's digital age, multiple digital literacy for the challenges of professional life. Professors, although often
becomes a key competence that enables individuals to effectively technically literate, are not always fully equipped to use
use and analyze digital tools, resources and information. In the advanced digital tools in education, nor to develop digital skills
context of higher education, the development of these skills is not in their students. The research indicated the need for continuous
only useful but also necessary to prepare students and professors professional development of professors in connection with new
for the challenges of modern society and the labour market. The digital tools, as well as methods for integrating technology into
increasing availability of digital technologies, as well as their teaching. This includes not only technical aspects but also
ubiquitous impact on the educational process, implies not only pedagogical strategies that enable the efficient use of digital
technical literacy, but also the ability to think critically, use resources in the educational process. Although higher education
online resources ethically, and recognize misinformation. These institutions recognise the importance of digital literacy to a
abilities form the basis of multiple digital literacy, which certain extent, research has shown that existing education on this
encompasses a wide range of skills, from technical to analytical topic is not sufficiently integrated into educational curricula.
and ethical. This research aimed to examine the current state of There is a clear need for a wider inclusion of multiple digital
multiple digital literacy in higher education institutions. , analyze literacy topics in academic plans and curricula, to better prepare
the attitudes of students and professors towards the importance students and professors for the challenges and opportunities
of these skills, and investigate the impact of digital tools on the brought by the digital world. For future generations, it is
quality of the educational process. Through the hypotheses set, important that higher education institutions not only develop
the key dimensions of digital literacy were explored, including technical skills but also strengthen the ability to analyse, evaluate
technical, information, media, critical and ethical literacy. Based and ethically use digital resources. The implementation of
on the data collected and analysis of attitudes, we have come to multiple digital literacies in educational curricula will enable
several key conclusions that can serve as guidelines for future students and professors to be better prepared for the dynamic
initiatives and strategies within higher education institutions. The challenges of digital society and the labour market.
research showed that technical literacy, which encompasses the
basic use of digital tools, computing, and the internet, is an
important prerequisite for all other dimensions of digital literacy. 5. REFERENCES
However, many students and teachers do not pay enough
attention to more advanced technical skills, such as data [1]Ala-Mutka, K. (2011). Mapping Digital Competence:
management and the use of specialized tools. for information Towards a Conceptual Understanding. Seville:
analysis. This conclusion points to the need for additional JRC-IPTS
training that would enable further development of these skills. [2]Balyer, Aydin, and Ömer Öz. (2018). “Academicians’ Views
The research results show that students and professors are aware on Digital Transformation in Education.” International
of the importance of media literacy, which includes the ability to Online Journal of Education and Teaching 5 (4). ERIC:
analyze and evaluate information sources on the Internet. Also, 809–830.
critical literacy, which implies the ability to recognize [3]Bawden, D. (2008). Origins and Concepts of Digital Literacy.
disinformation and manipulation, has become extremely In: Lankshear, C. & Knobel, M. (ed.). Digital
relevant. Literacies — Concepts, Policies and Practices. New
However, there is still significant room for improvement in this York: Peter Lang Publishing, pp. 17-32.
area, as many internet users do not always recognize false [4]Belshaw, D. (2012). What is “digital literacy”? A pragmatic
information or biased sources, which has a serious impact on the investigation. Durham University.
quality of the educational process. Ethical literacy is key to the [5]Buckingham, David. (2015). “Defining Digital Literacy-What
responsible use of digital technologies. The research showed that Do Young People Need to Know about Digital
although students and teachers are mostly familiar with the basics Media?” Nordic Journal of Digital Literacy 10
of ethical behaviour in the digital environment, there is a need for (Jubileumsnummer): 21–35.
additional education regarding issues of privacy protection, data [6]Calvani, A., Fini, A., & Ranieri, M. (2010). Digital
security and ethical behaviour on social networks. Strengthening Competence In K-12. Theoretical Models, Assessment
ethical literacy can contribute to reducing the risk of misuse of Tools and Empirical Research, Anàlisi, 40, 157–171.
digital tools and resources, as well as reducing problems such as

20
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[7]Calvani, A., Fini, A., Ranieri, M., & Picci, P. (2012). Are
young generations in secondary school digitally
competent? A study on Italian teenagers. Computers &
Education, 58(2), 797–807.
doi:10.1016/j.compedu.2011.10.004
[8]Comba V. (2011). Net generation and digital literacy: a short
bibliographical review and some remarks, Journal of e-
Learning and Knowledge Society, Vol.7, Num. 1,
English Edition, 59-66. ISSN: 1826-6223, e-
ISSN:1971-8829
[9]] Ferrari, A. (2012). Digital Competence in Practice: An
Analysis of Frameworks. Seville: JRC-IPTS
[10]Ferrari, A. (2013). DIGCOMP: A Framework for
Developing and Understanding Digital Competence in
Europe. Seville: JRC-IPTS
[11]Galloway, S. (2006). C21 literacy: what is it, how do we get
it? A creative futures think tank. Glasgow: Centre for
Cultural Policy Research, University of Glasgow.
[Online].
http://www.gla.ac.uk/media/media_231168_en.pdf
[12]Lankshear, Colin, and Michele Knobel. (2007). Sampling"
the new" in new literacies.
[13]Leino, K. (2014). The relationship between ICT use and
reading literacy: focus on 15-year-old Finnish students
in PISA studies. Tutkimuksia/Koulutuksen
tutkimuslaitos, (30).
[14]Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and
Tools for Digital Literacy Development. Innovation in
Teaching and Learning in Information and Computer
Sciences, 5(4), 249–267.
doi:10.11120/ital.2006.05040249
[15]Rodríguez-Abitia, Guillermo, and Graciela Bribiesca-
Correa. (2021). “Assessing Digital Transformation in
Universities.” Future Internet 13 (2). MDPI: 52.
[16]Säljö, R. (2012). Literacy, Digital Literacy and Epistemic
Practices: The Co-Evolution of Hybrid Minds and
External Memory Systems. In: Hetland, P. (Ed).
Nordic Journal of Digital Literacy, 7(1), pp.7-1.
[17]Schmar-Dobler, E. (2003). Reading on the Internet: The link
between literacy and technology. Journal of adolescent
& adult literacy, 47(1), 80-85.

21
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

The dynamics of Industry 4.0 in the context of engineering & technology education in
a VUCA world: A causal loop diagram perspective
Kgabo MOKGOHLOA
School of Business Leadership, University of South Africa
Pretoria, South Africa
Ngaka MOSIA
Department of Mechanical, Bioresources and Biomedical Engineering
Pretoria, South Africa
Masengo ILUNGA
Department of Civil & Environmental Engineering and Building Science, University of South Africa,
Pretoria, South Africa
Samukelisiwe MATHENJWA
Department of Civil & Environmental Engineering and Building Sciences, University of South Africa,
Pretoria, South Africa

ABSTRACT to adapt to the VUCA-driven world or face decline. The

combination of technologies to reach the desired results
The advent of the fourth industrial revolution triggered a for teaching and learning may increase learning and
response by the manufacturing industry in the form of teaching environment complexities [1]. Science,
Industry 4.0, which was spearheaded by the foresight of Engineering, and technology education should be the hub
the German Government. Germany is known for its of generating and applying new technologies. Teaching
engineering excellence. The fourth industrial revolution staff should upgrade their knowledge of the use and
has touched all corners of society, and Higher Education application of modern technologies.
(HE) is not immune to these sweeping winds of digital
transformation. This research explored the dynamics of A crucial task in responding to a VUCA-driven world and
Industry 4.0 influence on Education 4.0, a causal loop associated disruptive technologies ushered by Industry 4.0
diagram (CLD) was conceptualized to capture the is the adaption of engineering and technology education to
dynamics that are at play in the higher education sector. the requirements of skills of the future that engineering,
and technology education must equip with the required
Keywords: Causal Loop Diagram (CLD), Industry 4.0,
soft and hard skills to be equipped for Industry 4.0
Fourth Industrial Revolution, Higher Education, VUCA
environment. Academic development, curriculum
development, scholarship of teaching & learning, student
1. INTRODUCTION
support, student assessment, and technology-enhanced
teaching tools & aids are some of the key attributes
The term Industry 4.0 originates from Germany as part of assessed by this paper to explore the dynamics of Industry
the German Government as the lead of sagacity into the 4.0 adoption in engineering & technology education in a
future. This foresightedness is not surprising to emanate VUCA driven world, identify challenges and opportunities
from the German Government. Germany has a reputation that emanate from the interaction of drivers and inhibitors
for engineering excellence, which is evident from its and lastly purposes to developing a conceptual framework
manufacturing industry, which is high-tech, agile, to enhance effectiveness and efficiency of teaching and
effective, and efficient. Industry 4.0 comprises the design, learning within the context of the digital age. In recent
development, unification, and utilization of disruptive years, technology has been dynamically evolving at a very
Information and Communications Technologies in high level; hence, it does not remain static over time.
industry. It is the sum of all the disruptive technologies
such as Cloud Computing, Advanced Robotics, Big Data 2. LITERATURE REVIEW
Analytics, 3D Printing, Augmented Reality and virtual
reality, Smart Sensors, Location Detection, Internet of Engineering Education in the Context of Industry 4.0
Things, et al., that are geared toward delivering value to
the customer, effectively, efficiently, first time every time. M [1] argues that the concept of Education 4.0 is
based on symbiosis achieved among different role players
In today's fast-paced world, where volatility, uncertainty, in an educational eco-system, i.e., learners, teaching staff,
complexity, and ambiguity (VUCA) have become the new and administrative and managerial staff should strive to
normal, it is key for engineering and technology education improve the practice in the education sector. A generic

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
22 https://doi.org/10.54808/ICSIT2025.01.22
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

framework of Industry 4.0 engineering education was Hidayatno et al. [7] developed a conceptual model based
suggested as having main components related to on the input process output where the input is
curriculum, laboratory, and student club, with interdependent variables, the process is the components
interdependences among these components by [2]. Mian et and their interlinks in the system referred to as the Causal
al. [3] developed a framework that evolved on the various Loop Diagram (CLD), and the output is considered as
factors that affect the planning and application of Industry output. These authors investigated the impact of Industry
4.0 planning and applications for sustainable education in 4.0 on sustainable transition energy in developing
universities. The factors were, among others, employee countries. Rajab et al. [8] developed a causal loop of the
willingness, learner understanding, infrastructural Internet of Things and showed the relationships between
configuration, experts' availability, program of training, the following factors individual, instructional and
access to the internet, and partnership with industry. structural factors. The use of big data and cloud computing
was key to the implementation of IoT. From the literature,
Neaga [4] argues that Education 4.0 is an expansion based it is apparent that CLDs have not been explored adequately
on Industry 4.0 applied concepts and digitalization of in the context of technology and engineering education.
higher education institutions and teaching and learning
practices. Advancement of digital and/or online education 3. RESEARCH METHODOLOGY
supported by an Education 4.0 framework will facilitate
the development of skills and develop graduates' Leedy and Ormrod [9] propose that research is a
competencies for modern-day industry based on Industry systematic process of collecting, analyzing, and
4.0 principles. Education 4.0 is a transformation of interpreting information and data in order to increase our
education institutions and teaching and learning (T&L) understanding of a phenomenon about which we are
methods depend on Industry 4.0 principles and interested or concerned. Saunders et al. [10] coined the
digitalisation. Developing skills and creating graduates' research onion which proposes that research comprises of
competencies for the current industry based on Industry layers starting with the outermost layer which is
4.0 will be facilitated by the evolution of digital and virtual philosophical worldviews comprising of constructivist,
education accompanied by an Education 4.0 framework positivist, and pragmatist worldviews. The second layer
[5]. comprises a research approach which comprises of a
deductive and an inductive approach. The third layer is the
Mokhtar and Noordin [6] propose a process of adaption to research strategy which comprises of grounded theory,
Industry 4.0 technology and digitisation in the educational archival research, case study, ethnographic research, and
process and argue that it is critical to emphasize teachers' so forth. The fourth layer comprises research method
competencies, as depicted in Figure 1. The conceptual choice which can be qualitative, quantitative, or
model suggests that Industry 4.0 technologies greatly mixed-method and the innermost layer comprises data
influence the teaching and learning environment. The collection procedures and analysis tools.
Industry 4.0 teaching and learning environment is
influenced by university administrators, lecturers and This research adopted a constructivist philosophical
professors, and students. The teaching and learning worldview supported by an inductive approach where
environment are further influenced by industry theory is developed. The research strategy adopted in this
expectations to prepare future-ready graduates that can study is archival research combined with system dynamics
meet industry requirements. Accreditation bodies research strategy to conceptualize the interacting factors in
influence teaching and learning environments by setting a dynamic setting, with a view on engineering education,
teaching and learning standards to which universities must including implicitly science and technology. Hence, the
adhere in the form of graduate attributes.

Figure 1. Industry 4.0 Teaching and Learning conceptual model

23
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

causal loop constitutes the backbone of the dynamics at technology adoption is uncertain, it is imperative to be
play in a higher education setting. At the level of the prepared for that reality and make a quick adjustment. The
student, engineering education, as is the case for other development of the framework, as proposed in this study,
disciplines, is naturally on Kolb's Theory since changing demonstrates the different relationships between the key
experiential learning is involved. Therefore, the basis is plays at an organisational scale, with ICT at the center,
the System Dynamics approach intends to define and which includes intelligent tools. However, caution is made
identification of the different variables in the form of the to the complexities that exist between the different stages
Causal Loop Diagram and the different sets of of the institution of teaching and learning.
interventions to reach the desired output of engineering
education in the context of the Fourth Industrial Therefore, it will be unavoidable for engineering, science,
Revolution. and technology not to capitalize on the opportunities
presented by Industry 4.0, considering the uncertainties
4. FINDINGS AND DISCUSSIONS and complexities that it introduces. Hence a harmony
between the goals of the institution and Industry 4.0 would
The outcome of the study was a causal loop diagram that be essential in attaining the desired outcomes.
depicts the interacting factors in a dynamic setting. The
causal loop diagram further doubles as a conceptual Proposed CLD for Education 4.0
framework that illustrates how effective and efficient
teaching and learning could be attained in a VUCA-driven
The CLD is restricted to an educational organization rather
world powered by Industry 4.0 21st century disruptive
than the whole education system. It refers to academic
digital technologies. The tremendous advantages of
departments, students, support staff, managers, and
Industry 4.0 in engineering education and beyond may
Information and Communication Technologies (ICT). The
increase efficiency and flexibility in teaching and learning
relationships among the different key players in the
in a way to accelerates the sustainable ethos of education. institution are understood at different levels and may
Training students in the usage of technology is inevitable
reflect a certain degree of complexity. It is important to
for a successful industry-ready graduate, which further
note that the different key players should participate in the
builds the brand of the universities.
co-creation of values of the education within the
The survival of engineering education is a quick
organization al., 2018) by maximizing the use
adjustment to the new trends of technologies inherent to of the technological tools that are based. The technological
teaching and learning. In this way, the graduate is
architecture should be at the core of the educational
well-equipped with skills and values to respond to the
business since efficiency is required in the operations and
needs of the market and face societal challenges. The
contributes to the effectiveness of the institution. Mian et
co-existence of different relationships among actors of the al. (2020) articulate factors in the form of a SWOT
educational institutions should be handled with care as far
analysis that are at play in the development of a framework
as ICT and all associated technologies play a catalytic role
around Education 4.0. The SWOT analysis is depicted in
in reaching the common goal of the institution.
Table I below.
Essentially, the health of the organization should not only
be based on human or financial capital but on the TABLE I: SWOT ANALYSIS ON DEVELOPING A FRAMEWORK
utilization of different technologies. AROUND EDUCATION 4.0

SWOT Dimensions Outcomes

Due to the complex nature of the different actors and
Strengths Strong desire for
processes, especially for large educational institutions,
administration,
technology may become an inhibitor if not handled
The sophistication of
adequately. This has been experienced by the authors of
departments
this paper have experience in open distance education,
Weaknesses Limited funding
where technology is an essential medium for teaching and
Insufficiently specialized
learning. To mention that the misalignment of the learning
personnel
management system with assessment administration may
Opportunities Skills development,
be challenging. Industry 4.0 applied in an educational
Internationalisation
setting should enhance co-created values by the different
Popularity
participants in the institution.
Threats Security concerns
Reinhard et al. [11] argue that the significance of Industry Employee fear
4.0 should be understood in engineering education and
beyond. Although the future of education as far as

24
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Figure 2: CLD of Education 4.0 dynamics 5. CONCLUSIONS AND

RECOMMENDATIONS
Figure 2 captures the dynamics at play in the context of the
Education 4.0 environment in higher education which The advent of the Fourth Industrial Revolution, which
comprises of tripartite partnership between the triggered the phenomenon of Industry 4.0, can be
Government which includes Regulators (Council for characterized as the appropriation of the Fourth Industrial
Higher Education, CHE) and the accreditation body Revolution in the manufacturing sector. It has disrupted all
(Engineering Council of South Africa, ECSA); Industry industries across the world, and the Higher Education
(Private and Public sector) and the universities. The sector is not immune to the winds of change that are
dynamics consider the strengths, weaknesses, threats, and transmuting almost all sectors of society. The causal loop
opportunities that are at play in the development of a diagram and conceptual model reveal that Industry 4.0
framework around Education 4.0. Threats and weaknesses disruptive technologies are fundamental to leveraging
are represented in red and carry a negative sign which opportunities that are brought to the fore by the disruptive
means these factors limit the growth of the overall system technologies ushered by the Fourth Industrial Revolution.
while opportunities and strengths reinforce the growth of These opportunities can be leveraged by universities to
the overall system. Four reinforcement loops that are develop industry-ready graduates who are geared for the
dominant are explained in Table II below. digital age.
TABLE II: CLD LOOPS AND EXPLANATORY NOTES OF THE
INTERCONNECTEDNESS It is recommended that universities should adopt Industry
4.0 disruptive technologies as the foundation of Education
Loop Explanation 4.0 from a teaching and learning perspective. This will
R1: Industry 4.0 Industry 4.0 disruptive technologies build capabilities and goodwill within universities and
disruptive technologies provide opportunities that universities position universities as innovators in the Education 4.0
Opportunities - could leverage to transform and context to develop industry-ready graduates.
Universities innovate. Collaboration of stakeholders in the higher education
Industry 4.0 disruptive Industry 4.0 disruptive technologies
technologies provide a foundation for Education 4.0
eco-system (Universities, regulators, industry, and
Education - that could nurture and cultivate accreditation bodies) is critical to ensure successful
Universities innovation in universities. 21st-century ready graduates able to function in a world
R2: Industry 4.0 Industry 4.0 disruptive technologies that has become volatile, uncertain, complex, and
disruptive technologies provide a foundation for Education 4.0 ambiguous.
Opportunities that provides opportunities for
Education 4.0 innovation in universities.
6. REFERENCES
R3: Industry 4.0 Industry 4.0 disruptive technologies
disruptive technologies provide a foundation for Education 4.0
Education 4.0 which will produce industry-ready [1] R.I. Mogos, C.N. Bodea, M.I. Dascalu, O. Safonkina,
Graduates - Industry graduates. E. Lazarou, and E.L Trifan, Technology enhanced
R4: Industry 4.0 Industry 4.0 disruptive technologies learning for Industry 4.0 Engineering Education.
disruptive technologies provide a foundation for Education 4.0 Romanian Journal of Technical Sciences Electrical
Education 4.0 which will produce industry-ready
Engineering and Energy,Vol.63,2018,pp.429 435.
Graduates Industry - graduates and will reinforce the
Universities credibility of universities.

25
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[2] D. E. Salinas-Navarro, C. L. Garay-Rondero, and I. A.

Arana-Solares, eriential
Learning Spaces for Education 4.0 Education
Sciences, Vol. 13, No. 1, 2023, pp.63.
[3] S. H. Mian, B. Salah, W. Ameen, K. Moiduddin, and
Engineering
sustainability education in industry 4.0: Channel of
challenges an Sustainability, Vol. 12,
No. 15, 2020, pp.6100.
[4] I.
Proceedings of Canadian
Engineering Education Association, 2019, pp. 0 6.
[5] M. Al, B. Marzuki, and J. N. Y Industry-4 . 0
Based Teaching and Learning Technology : An
Acceptance Investigation Among Mechanical
Engineering Lecturers in Higher TVET Education
. Advances in Business Research
International Journal, Vol. 8, No. 3, 2022, pp. 1 9.
[6]
of industry 4.0 in Malaysia: A case study of higher
Indonesian
Journal Electrician Engineering and Computer
Sciences, Vol. 16, No. 2, 2019,pp. 978 987.
[7] A. Hidayatno, A. R. Destyanto, and C. A. Hulu,
gy implementation impact to
industrial sustainable energy in Indonesia: A model
Energy Procedia, Vol. 156, 2019,
pp. 227 233.
[8] A Multi-Level
Analysis of the Implementation of Industrial Internet
SSRN
Electronic Journal, 2020.
[9] P. D. Leedy and J. E. Ormrod, Practical Research:
Planning and Design, Eleventh E. Essex: Pearson
Educational Limited, 2015.
[10] M. Saunders, P. Lewis, and A. Thornhill, Research
methods for business students, Fifth Edit. New
York: Pearson Educational Limited, 2009.
[11] Industry 4.0:
2016.

26
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Education, Training and Informatics go hand in hand in (Foreign) Higher

Education Institutions (HEIs).
Case Studies from live and online classrooms
Ekaterini NIKOLAREA
School of Social Sciences, University of the Aegean
Mytilene, 81100 Lesvos, Greece

ABSTRACT (3) in a directly translated citation of an English passage into

their local language (i.e. Modern Greek), when they want to
The purpose of this paper is to show how Education, Training and emphasize their point and avoid at the same time plagiarism.
Informatics go hand in hand in (Foreign) Higher Education
Institutions (HEIs) by presenting (1) the needs of non-native (or Non-English (and Greek) university students can perform these
foreign) English students of ESP and EAP1 classrooms; and (2) tasks only if they are trained in carrying out research both in their
how these needs are fulfilled with students’ training in how to use local language (i.e. Modern Greek) and in English on the Internet.
the Internet to: (a) do research required in their regular and In the first case, when students search for some information in
ESP/EAP classes; (b) search for and find the appropriate the local language, they do not usually have special problems
terminology; and (c) to get some crucial aid from engines of provided that they know how to do the research with key
machine translation in order to write an essay in English as a words/terms. The difficulty arises when they must do the same
requirement in their EAP classes. It also discusses how general research in
English (ELT)2 online classes (e-learning) have helped a wider English, when they do not find enough information about the
public (i.e. students, administrative staff and staff of Hospitality subject of their research in their local language. Then, students
Industry) to use English orally and in writing and, thus, obtaining should know where to find and how to select the appropriate
FCE(B2) and Proficiency (C2) in English, important certificates equivalent terms in English. To achieve that, students should be
for their career development in Greece and Europe. What is trained in where to find these terms on the Internet and how to
presented is taken either from the 24-year teaching ESP/EAP use them in the essays they write. In other words, they should
experience of the author of this paper or from her one and half know:
years of ELT online teaching experience and observations at the (1) where to find bilingual (or multilingual) specialist
University of the Aegean (Lesvos, Greece). dictionaries [5, pp. 329-333];
(2) where to find Internet-based engines of machine translation
Key words: Education, Training, Informatics, HEIs, ESP, EAP, [5, p, 331] [10] [12]; and
ELT, Machine-aided translation. (3) how to manage all this knowledge acquired by constructing
a bilingual (or multilingual) Terminological Data Bank
(TDB) [2 -18].
1. INTRODUCTION By definition, these processes require: (a) training; (b) the use of
the Internet (part of Informatics and AI); and (c) awareness and
ESP classes critical thinking (on behalf of students) of which equivalent they
In her early and most of her recent studies [1, 3-17], the author of found is the most appropriate to be used in the texts they must
the present study has emphasized that non-English (or foreign) write either in their parallel classes (in their local language)
university students usually have to search for, find and read and/or in the ESP classes (in English). These issues will be
extended bibliography written in English and use the information examined in Section 2 of the present paper, and samples of four
and knowledge they acquire in: (a) oral presentations, (b) essay students’ TDBs will be provided, which reveal how differently
writing in their parallel courses, whose language of instruction is students approach TDB.
other than English (Modern Greek, in our case), and/or (3) in
their ESP classes. To do that, students should first find a EAP classes
(difficult) text written in English most times on the Internet, Nevertheless, some students, as they advance their studies, would
second, understand it and, third, transfer their acquired like to participate in the Erasmus Exchange Program, present a
knowledge to their local language (i.e. Modern Greek) in three paper in an International Conference (such as IIIs) and/or have a
forms: paper published in a well-known academic journal. The EAP
(1) in terms of a summary (in their local language) that is in- class that has been taught by the writer aims to fulfill these needs,
cluded in the essays they write for their subject classes since she has been training students how to search for materials
(when they want to avoid plagiarism); written in English on the Internet, how to organize their thoughts
(2) in oral presentations (in their local language) in their subject in a comprehensible way and how to support their views by citing
classes; different English and international writers (avoiding plagiarism)
in their essays and construct bibliographical references [12].
Once again, these teaching/learning processes require training in

1 2
ESP: English for Specific Purposes; and EAP: English for ELT: English Language Teaching.
Academic Purposes.

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
27 https://doi.org/10.54808/ICSIT2025.01.27
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

a variety of kinds of Informatics (ICT, AI), since students should Section 4 by the author of this study who is also the instructor of
know where and how to search for and find: (a) appropriate this eLearning initiative.
materials (i.e. bibliographical references) to make up their minds
as to which topic they will write about; (b) Internet-based The implementation of the integrated approach to ESP and EAP
bilingual/multilingual specialist dictionaries [16-17]; (c) (formal education) as well as the initiation of ELT online classes
Internet-based engines of machine translation to get some help (informal education), as presented in the following Sections
when they are “stuck” and how they can edit the final text [16- combine education, training and extensive use of Informatics in
17]; (d) technical styles (i.e. APA, Harvard etc.) according to the form of Internet-based electronic dictionaries, engines of
which they make their in-text citations and compile their machine translation, e-learning and electronic correspondence
bibliographical references [12]. These issues will be examined in can be applied to any ESP/EAP and ELT courses at other non-
Section 3 of the present paper, and two drafts of a student’s English universities and pairs of languages, scientific discourses
sample writing will be provided to show how an Internet-based and cultures, as the writer of this study claims.
engine of machine translation can help a student with very little
knowledge of English to advance her academic writing in
English.
2. COMBINATION OF EDUCATION, TRAINING
AND INFORMATICS IN ESP CLASSROOMS
ELT online classes (eLearning)
The last one and half years the author of this study has realized
The interrelationship between Training and Informatics in
that there has been a need for learning general English (or ELT)
teaching ESP in Higher Education and, especially in foreign
by the student population and the administrative staff of the
HEIs, is presented in Figure 1.
University of the Aegean as well as by the general (Greek) public
of six islands where the University is located.3 The importance of
online classes (eLearning) and its outcomes are discussed in

Figure 1: How Training and Informatics are involved in ESP teaching in Foreign HEIs

At this point, the primary aim of ESP courses that the author has 17]; (b) engines of machine translation so they can get a gist of
been teaching is for her to share with her students the knowledge what a difficult scientific text written in English is all about [2-
she acquired from her specialty in Translation Studies. In other 17]; and how to construct a bilingual and/or a multilingual TDB,
words, how students can overcome their difficulty with extensive so they do not lose the knowledge they have acquired and are
difficult passages of scientific discourse written in English by able to manage it.
training them in how to search on the Internet for finding: (a)
monolingual, bilingual and/or multilingual dictionaries [1], [3-

3
The University of the Aegean is dispersed on six islands in the
Aegean Sea, that is, on: Lesvos, Lemnos, Chios, Samos, Syros
and Rhodes.

28
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Different approaches to TDB, their implications and students who constructed this TDB wrote the English term in
usefulness bold face and the Greek terms in italics, adding an equivalent
Figures 2, 3, 4 and 5 below have been constructed by current term in English in italics, too. To their credit, they also cited the
students of the Departments of Cultural Technology and sentence from the English scientific text they were dealing with.
Communication (2 and 3) and Sociology (4 and 5) as part of their
final ESP assignment, which can exempt them from the Figure 3 is an overt case of inter-scientificity about which the
upcoming final ESP examinations (between January and writer has discussed and presented thoroughly in [6 – 17]. Inter-
February 2025). All these TDBs are presented with the students’ scientificity is a neologism introduced by the author of this article
consent. and refers to interlinguistic communication, that is, when two
scientists from different linguistic backgrounds communicate in
What is very interesting in these Figures is that they are not only a lingua franca (: a common language of communication), which
bilingual (Fig. 2 and 3) but also multilingual or polyglot (Fig. 4 nowadays is English. Therefore, inter-scientificity is a skill
and 5). There is, however, a fundamental difference between acquired by a non-English student/researcher/scientist who can
them, if one looks up them closely. Figures 2, 4 and 5 are based distinguish between various readings of a polysemous
on 1: 1 equivalence, that is, an English term (1) is equivalent to terminological entity or polyseme in English (e.g. see Custom in
one (1) Greek, Bulgarian, Albanian and French. Figure 3, Figure 3) and can render it and use its equivalent polyseme in
however, shows some English terms that acquire two different his/her own local language accurately (e.g. (1) Έθιμο (cultural
meanings in the text, but these two different meanings have two tradition); (2) Συνήθεια in Figure 3.)
different terms in Modern Greek, depending on the context. The

Expensive Goods Ακριβά Εμπορεύματα

Eyeshot Οπτικό Πεδίο
Facebook Environment «Περιβάλλον» του Facebook
Facebook Profile Προφίλ Facebook
Face-to-face interaction Αλληλεπίδραση Πρόσωπο με Πρόσωπο
Figure 2: Part of the English: Greek TDB by Dimitris Kolios
(a student in the Department of Cultural Technology and Communication, 2024-2025)

Consumption: (1) Κατανάλωση (eating). "Food consumption habits differ culturally." (2) Χρήση (usage). "Resource
consumption impacts the environment."
Cultural: (1) Πολιτιστικός (societal values). "Cultural diversity enriches societies." (2) Κοινωνικός (social customs)."Cultural
gatherings foster social cohesion."
Culture: (1) Πολιτισμός (society's practices). “Food culture is understood as the set of representations, beliefs, knowledge
associated with food shared by individuals from a given culture.” (2) Καλλιέργεια (crop cultivation). “Food production,
processing, and storage entail cultures and ceremonies during these stages.”
Custom: (1) Έθιμο (cultural tradition). "Sharing meals is a valued custom in many cultures." (2) Συνήθεια (habit)."The
preparation style became a custom."
Figure 3: Part of the English: Greek TDB by Paris Angeladakis & Emmanouil Mouzourakis
(students in the Department of Cultural Technology and Communication, 2024-2025)

English Greek Bulgarian

Bourgeois society Αστική κοινωνία Буржоазно общество
Broad cultural consensus Ευρεία πολιτιστική Широк културен консенсус
συναίνεση
Brunt of the attack Το κύριο βάρος της επίθεσης Основната тежест на атаката
Figure 4: Part of the English: Greek: Bulgarian TDB by Nevena Mintseva
(a student in the Department of Sociology, 2024-2025)

English Greek Albanian French

Activism Ακτιβισμός Aktivizëm Activisme
Activity Δραστηριότητα Aktivitet Activité

Age Ηλικία Mosha Âge

Air transport Αεροπορική μεταφορά Transport ajror Transport aérien
Alter-globalization Εναλλακτική Alter-globalizëm Alter-mondialisation
παγκοσμιοποίηση
Figure 5: Part of the English: Greek: Albanian, French TDB by Eirini Karna
(a student in the Department of Sociology, 2024-2025)

29
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Although the author has discussed thoroughly about the At this point, it should be clarified that writing an academic essay
usefulness of the TDB as a mnemonic tool and knowledge in English and its in-classroom oral presentation in English is part
management tool [2-17], Figure 3 shows that students, having of the final assignment and one of the assessment criteria for
searched in Internet-based dictionaries, can be aware of students’ exception from the final examinations.
polysemy of an English term and can render it in their local
language (i.e. Greek) in the most appropriate way. Essay Writing. During this process, the EAP instructor
(the author of this study) provides her students with some general
guidelines for essay writing in electronic form and discuss
3. COMBINATION OF EDUCATION, TRAINING thoroughly in the classroom what steps they should take,
AND INFORMATICS IN EAP CLASSROOMS especially if they decide to write an essay as a final assignment,
with which they can be exempted from the final exams.
Development of academic discourse in English
During EAP classes, to help her students acquire and develop Since the students are going to select their own topic, the
their academic discourse in English orally and in writing, the instructor advises them to jot down their initial thoughts of their
writer of this study encourages them to carry out research on the topic as brainstorm. Then, the instructor and all the students
Internet (part of Informatics and AI; see Figure 6), recalling what discuss in the classroom whether the various topics are
they learned in the ESP class, that is, to use key words/terms in manageable or not and how the students can proceed with their
English (see Section 2). After they have done this research, they own research. The instructor makes clear to her students that they
can propose the topic of their own essay and try to write an should make advanced search onto the Internet using key
academic essay in English, thus, showing their academic words/terms to see whether there are enough bibliographical
independence. references.

Figure 6: How Training and Informatics are involved in EAP teaching in Foreign HEIs

However, during this kind of search the students usually come bibliographical references. During these discussions the
across difficult scientific texts that raise issues of terminology, following issues are usually raised as how the students can:
general understanding and inter-scientificity, as discussed in (1) distinguish between personal writing style and technical
Section 2 of the present paper and in [6-7]. For students to styles (e.g. Harvard Style, Chicago Style, APA Style, MLA
overcome these issues, the instructor repeats some of the training Style);
that was done in the ESP class, that is, how to use the Internet, (2) use a specific Methodology of how find one of the technical
where to find and how to use electronic monolingual and styles, decode it and then recode it into their essay (see be-
bilingual (multilingual) online dictionaries (e.g. Cambridge low); and
dictionary online, Meriam-Webster dictionary online), engines of (3) avoid plagiarism by paraphrasing, rephrasing and summa-
machine translation (e.g. Google translate, DeepL translate etc.), rizing important parts of bibliographical references (that is
as presented in Section 2. the reason why the instructor trains her students how to sum-
Once the students have found the appropriate materials, they marize short and/or long passages in her ESP classes; see
bring them to the classroom. Then, the instructor discusses with Section 2).
them how they can plan and draft their essay and use the

30
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Sometimes in the EAP classes, there are students who may not translation has helped the student to write the essay entitled
know English very well or they may have almost a zero Understanding Anxiety and Panic Disorders (Causes, Effects,
knowledge of English. Then, wishing to help them, the instructor and treatment).
advises them to use one of the available engines of machine
translation, and, afterwards, she helps them to edit their text. Her first step was to write the whole essay in Modern Greek (see
The following sub-section will show how a female Greek student, Draft 1 below), and the second step was to translate her essay
with very little knowledge of English, has used an engine of from Modern Greek into English with the aid of one of the
machine translation to write an essay in English. applications of the Interned-based machine translation (see Draft
2 below).
Machine-aided translation
With the consent of Afentoula Konstantelou, a third-semester It should be noted that the instructor has not intervened (i.e.
student of the Department of Social Anthropology and History at edited) Afentoula’s English version. The student herself edited
the University of the Aegean (Lesvos, Greece), the EAP teacher the English text/translation, as shown in Draft 2.
and the author of this study presents how an engine of machine

Draft 1: Excerpt from the essay that the student wrote first in Modern Greek.

Draft 2: The English translation of the previous excerpt in Modern Greek.

Technical Styles the students of subject classes in the Department of Sociology

After 24 years’ experience of EAP teaching at the University of do have an issue with doing research, writing an essay (not only
the Aegean, the instructor is fully aware of the students’ in English but even in Greek) and compiling bibliographical
confusion between personal writing style and technical style, references. Therefore, she was invited to give a live presentation
so in her EAP classes she discusses that the latter is used when “Methodology in finding and compilation of Technical Styles”4
one makes in-text citations and compiles one’s bibliographical on November 23, 2024, and an online presentation on the same
references. topic on December 14, 2024; both presentations were delivered
in Modern Greek.
Only very recently, the EAP instructor and the writer of this study
became aware that not only her students in EAP classes but also

4 compilation of Technical Styles”; and (3) “Organization of mixed

This is one of the three parts of the general presentation entitled:
“Translation issues in writing scientific papers”. The other two bibliographical references (when using bibliographical
parts were: (1) “Insertion of excerpts or statistical tables and references written in non-Latin system, i.e. Greek, Arabic,
figures of foreign bibliographical references in scientific papers Chinese etc.)”.
(which are written in Greek)”; (2) “Methodology in finding and

31
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

During those presentations, the instructor emphasized the knowledge of what they have in their hands). If they do not have
importance of four factors: (1) Knowledge of what one has in it, then they should use either an Internet-based bilingual
one’s hands, that is, a writer of a book, an article etc.; (2) Which (English: Greek) dictionary or an Internet-based engine of
technical style the instructor of each subject requires; (3) Where machine translation.
to find the various technical styles – An Internet-based research;
see the links provided in Figure 7; and (4) A Methodology how From the above discussion, it becomes evident the importance of
to extrapolate the information about in-text citations and HEIs students’ training in using a variety of sorts of Informatics
references. – such as: research on the Internet, use of monolingual, bilingual
and multilingual electronic dictionaries and a variety of engines
The instructor’s advice to the Sociology students was that they of machine translation as well as in methodology of how to use
should have a very good knowledge of English (apart from the technical styles.

APA (American Psychological Association) is used in various fields in Social Sciences: https://apastyle.apa.org/
HARVARD is used in various fields in Social Sciences and Sciences
1. https://www.mybib.com/tools/harvard-referencing-generator
2. https://librarydevelopment.group.shef.ac.uk/referencing/harvard.html
3. https://www.sbs-studies.gr/harvard-
style/?gad_source=1&gclid=EAIaIQobChMIh4bCsMWkigMVlKiDBx32tgGqEAAYASAAEgLjmfD_BwE (This link has the Harvard
style in Greek)
TURABIAN/CHICAGO is used in various fields in Social Sciences (especially in History and Archaeology)
https://www.chicagomanualofstyle.org/turabian/citation-guide.html
MLA (: Modern Language Association) is used primarily in (World/Comparative) Literature, Linguistics and Translation Studies.
https://style.mla.org/; see CITING SOURCES.
IEEE (: Institute of Electrical and Electronic Engineers) is used primarily in New Technologies and Computer Science
http://journals.ieeeauthorcenter.ieee.org/wp-content/uploads/sites/7/IEEE_Reference_Guide.pdf
Helping Links
1. https://www.scribbr.co.uk/referencing/generator/ (This link is helpful, if you don’t have bibliographical references in translation)
2. https://pitt.libguides.com/citationhelp/ieee
Figure 7: Links of different Technical Styles.

4. THE USE OF TRAINING AND INFORMATICS staff from all the islands where the University of the Aegean is
IN ELT ONLINE CLASSROOMS dispersed (see footnote 3), so online ELT help students and
(E-LEARNING) administrative staff from different islands to participate in these
online classes.
For the last one and half years the author of this study has been 1. There has been a good number of participants, especially of
volunteering and offering an ELT online class, named “General Hospitality Industry, who have felt the pressing need to
English for All!”, which is open-accessed and free of charge to a practice their general and special English orally and in
wider public (Greek and international), that is, to undergraduate writing.
and graduate students and administrative staff of the University 2. Depending on their level (Beginners - Intermediate and/or
of the Aegean. There are two levels: (1) Beginners – intermediate; Upper-Intermediate – Advanced), all participants, whose
and (2) Upper Intermediate - Advanced. The announcement, as majority is Greek, try to communicate in English. Only if they
seen in Figure 7, is written in both Greek and English (for non- are “stuck”, they use Greek. When this situation arises, the
Greek public) by the writer of this study and is made public by instructor helps students by explaining to them linguistic and
the Administration of the University. The online classes are cultural differences between Greek and English; she uses
offered at specific hours on specific Saturdays (dates). Greek when she finds it necessary.
3. The participants are motivated to participate in these online
The would-be participants express their willingness to participate classes because: (a) these classes are free of charge; and (b)
in these online courses to the writer, who compiles an e-mail list the participants wish to participate in international
so that she can contact them and inform them about their zoom examinations in English, such as: FCE / ECCE (B2) and/or
meeting. The instructor, with the help of the IT technicians of the Proficiency of Cambridge / ECPE (C2),5 which are one of the
Department of Geography has created an open-accessed e-class requirements either to get into a Master’s or a Ph.D. Program
(https://eclass.aegean.gr/courses/GEO-OTHER369/), where she in Greece or in Europe or to get a job in the public or private
has been posting several teaching/learning materials. sector in Greece.
4. The participants do ask questions the instructor during the
Instructor’s Observations online class (and/or e-mail them to her) about how they
Although the instructor was initially hesitant for this e-learning should deal with vocabulary and terminology issues, phrasal
adventure, the outcomes have been encouraging. There have been verbs etc.
undergraduate and graduate students as well as administrative

5 Competency in English (Michigan Language Assessment);

FCE: First Certificate of English (Cambridge Language
Assessment); ECCE: Examination for the Certificate of ECPE: Examination for the Certificate of Proficiency in English
(Michigan Language Assessment)

32
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Figure 8: The Announcement

Outcomes terminology issues, have “liberated” them from stress and

Most participants have felt comfortable speaking in English – have made them feel very comfortable when using English
whereas before they had shied away. This has been evident in the in their demanding jobs.
following situations:
1. Undergraduate and graduate students participated in
international examinations of English, such as: FCE (B2) 5. CONCLUSIONS
and ECPE (C2) and succeeded, with only the help of the
online classes and the instructor’s guidance. Nowadays, Informatics in different forms has become an integral
2. Undergraduate and graduate students have been able to part of people’s lives. The same is valid for Education and,
communicate in English with foreign distinguished especially, for Higher Education Institutions (HEIs) all over the
professors who were invited by the University of the world. What is, however, very crucial from an educational point
Aegean. of view is that University students (native and non-native English
3. The speaking part of these online classes has helped ones) should be trained to use certain applications of Informatics
administrative staff of the University, located on different to their advantage. This is a staggering point at non-English
islands, to communicate orally and in writing in English (Foreign) HEIs if students, academics and administrative staff are
with Erasmus students and professors (i.e. in the Erasmus not well versed in English, which the language of international
Exchange Program) as well as with administrative staff communication (lingua franca). As the ESP/EAP instructor at a
from other European universities. non-English University and the author of this article has tried to
4. Participants from the Hospitality Industry have admitted show, non-English (Foreign) students, academics and
that these online classes and, especially the speaking part administrative staff of HEIs should be trained not only in using
and the discussion about how they should deal with the variety of forms of Informatics but also in understanding the

33
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

English language that most of these forms are written, because, Research Papers in Language Teaching and Learning,
as the writer has shown especially in Section 3, non-English Vol. 10, No 1, 2019, pp. 427-440; available at:
students, academics and administrative staff cannot function in https://rpltl.eap.gr/current-issue/volume-10-february-2019
an international context and, therefore, their knowledge and [11] E. Nikolarea, “Cognitive Problem-Solving tools in a
research produced in their local language cannot become known glocalized academic environment – Two Case Studies in a
to a wider public and market. non-English academic context.” 13th International Multi-
Conference on Society, Cybernetics and Informatics
(IMSCI 2019). Vol. 1. IMSCI, Florida, USA, 2019, pp. 26-
6. REFERENCES 32.
[12] E. Nikolarea, “A description and an implementation of an
[1] E. Nikolarea, “Research Methodologies and ELT at Greek eclectic approach to ESP and EAP teaching at non-English
Universities.” Eds. Briony Beaven and Simon Borg. The Universities: A Greek case study”; Asian ESP Journal,
Role of Research in Teacher Education. 2003 Notting- Vol.16 No 3 (June 2020), pp. 116-158.
ham Conference Proceedings. Whistable, UK: Oyster Press [13] E. Nikolarea, “Intellectual rigor and beyond: Inter-discipli-
for IATEFL, 2003, pp. 71-75. nary communication in glocalized context (or inter-scien-
[2] E. Nikolarea, “Creating a Bilingual Glossary for Transla- tificity).” Eds. Thomas Marlow and Nagib Callaos Rigor
tors.” Translatum Journal (a Greek electronic Journal) and Inter-disciplinary Communication. Journal of Sys-
(January 2003); viewed at www.translatum.gr/journal or tematics, Cybernetics and Informatics, Vol. 18 No 11
www.translatum.gr/journal/3/translator-glossary-en.htm (2020), pp. 45-51; available at: (1)
(in English). http://www.iiisci.org/journal/sci/contents.asp; (2) Journal
[3] Nikolarea, E. “Translation Methods and Methodologies in of Systemic, Cybernetics, and Cynernetics:
ELT for Social Sciences Students.” Eds. M. Sidiropoulou http://www.iiisci.org/jour-
and A. Papaconstantinou. Choice and Difference in nal/sci/FullText.asp?var=&id=IP086LL20; (3) A Printed
Translation - The Specifics of Transfer. Athens, Greece: Copy via Amazon: https://www.iiis.org/ridc/pb.asp; (4)
The National and Kapodistrian University of Athens, 2004, ebook via Amazon: https://www.iiis.org/ridc/eb.asp; (5)
pp. 221-238. Academia.edu (131,187,080 Academics and Researchers)
[4] E. Nikolarea, “ELT for Social Sciences students at non- at https://www.academia.edu/43648784/RI-
English Universities.” Ed. Robert Wilkinson. Conference GOR_AND_INTER-DISCIPLINARY_COMMUNICA-
Proceedings ICL (Integrating Content and Language) TION_Intellectual_Perspectives_from_Different_Disci-
Meeting the challenge of multilingual higher education. plinary_and_Inter-Disciplinary_Fields
Maastricht, the Netherlands, 2004, pp. 251-263 [14] E. Nikolarea, “Cognitive Problem-Solving Tools in a Glo-
[5] E. Nikolarea, “Uses of the Internet in teaching English in a calised Special and Bilingual Education Environment.”
glocalised world.” Eds. F. Malpica, F. Welsch and A. Tre- Eds. V. Chiou, L. Geunis, O. Holz, N.O. Ertürk, F. Voices
mande. The 3rd International Conference on Education from the Classroom: A Celebration of Learning. Shelton
and Information Systems: Technologies and Applica- Münster, New York: Waxmann, 2021, pp. 216-227.
tions. EISTA ’05. Proceedings. Vol. II. Florida, USA: EI- [15] E. Nikolarea, “The Interface of Nous and Computer in
STA, 2005, pp. 329-334. Inter-disciplinary Research, Communication and
[6] E. Nikolarea, ‘‘Inter-scientificity’ in interdisciplinary Education.” Co-Editors: Jeremy HORNE and Nagib
fields, such as Geography: A case study of ESP at a Greek CALLAOS. SPECIAL ISSUE Inter-Disciplinary
University.” ESP Across Cultures, Vol. 3, 2006, pp. 66- Research, Vol. 19 No. 7, 2021, pp. 57-81; available at:
77. https://www.iiisci.org/Journal/SCI/FullText.asp?var=&id=
[7] E. Nikolarea, “Glocalisation in FLT.” Eds. E. Leontaridi, ZA630OW21
K. Spanopoulou, A. Georgoubtzou, S. Evangelou, M. Ielo, [16] E. Nikolarea, “The Translator’s Black Box: Cognitive
E. Balassi, N. Tassopoulou, E. Tsitou. Proceedings of In- Challenges in Inter-Linguistic and Inter-Disciplinary
ternational Conference on Language in a Changing Communication,” Proceedings of the 26th World Multi-
World. Vol. 1. Athens (Greece): The Language Centre of Conference on Systemics, Cybernetics and Informatics:
National and Kapodistrian University of Athens, 2008, pp. WMSCI 2022; available at
664-670. https://www.iiis.org/CDs2022/CD2022Summer/papers/C
[9] E. Nikolarea, “Advanced translation research steps and K852VC.pdf
tools used in ESP Teaching”. Eds. Eleni Agathopoulou, [17] E. Nikolarea, “Voices from an ESP Classroom at a Greek
Terpsi Danavassi and Lia Efstathiadi. Selected Papers on University. Examples from Educational Practices.” Eds. V.
Theoretical and Applied Linguistics from ISTAL, Vol Chiou, L. Geunis, O. Holz, N. O. Ertürk, J. Ratkowska-
22 (2017), Thessaloniki, pp. 402-415; available at: Pasikowska, F. Shelton. Contemporary Challenges in
https://ejournals.lib.auth.gr/thal/article/view/6006 Education. Paradoxes and Illuminations. Münster, New
[10] E. Nikolarea, “Challenges in ESP/EAP Teaching at a Greek York: Waxmann, 2023, pp. 324-331.
University: ‘Inter-scientificity’ in interdisciplinary fields.”

34
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Home-based Long-term Care Management Systems in Taiwan:

Application Experiences from a Qualitative Study

Yi-Fen WANG
Department of Senior Citizen Services, National Tainan Junior College of Nursing
Tainan City, 700007, Taiwan

Ya-Hui LEE
Department of Adult and Continuing Education, National Chung Cheng University
Chiayi County, 621301, Taiwan

Hsien-Ta CHA*
Department of Adult and Continuing Education, National Chung Cheng University
Chiayi County, 621301, Taiwan, (Corresponding author)

ABSTRACT from the National Development Council [2], the proportion of the
elderly population aged 65 and above in Taiwan will surpass 20%
As Taiwan transitions into a super-aged society, the demand for by 2025, marking its transition into a super-aged society.
long-term care services has surged alongside demographic shifts, Concurrently, the number of functionally impaired individuals
particularly in home-based care institutions. However, given the continues to rise, with approximately one in every 5.7 elderly
constraints of caregiving workforce resources, leveraging digital individuals experiencing a loss of self-care ability and requiring
technology systems to enhance service efficiency has become a long-term care for an average of 7.3 years [3]. Consequently, the
critical issue. This study adopts a qualitative phenomenological demand for long-term care services has surged.
approach to explore the application experiences of home service Despite this escalating demand, the supply of caregiving
management systems in Taiwan’s home-based long-term care personnel remains insufficient. The National Development
institutions, focusing on the benefits, challenges, and coping Council Taiwan projected that from 2011 to 2060, the number of
strategies associated with system implementation. The results functionally impaired individuals aged 65 and above in Taiwan
indicate that the system provides several advantages for will at least double, while those aged 85 and above may more
managers, including: (a) intelligent scheduling, which than triple, indicating a continual rise in the need for long-term
streamlines paperwork and improves efficiency; (b) precise care services [4]. The Control Yuan of the Republic of China has
calculation of service fees, reducing administrative workload and also pointed out that although the Taiwanese government
saving time; and (c) location-based check-in functionality, actively promotes training programs for long-term care personnel,
effectively monitoring the attendance of home service workers. only 24.5% of trained individuals actually enter the workforce,
For home service workers, (d) the system allows instant access highlighting a substantial gap in caregiving personnel [5]. Given
to case records and service details. However, users also face this workforce shortage, gerontechnology—which reduces
challenges, such as: (a) standardized module functions that fail to reliance on human labor while enhancing caregiving
meet the individual needs of institutions; (b) inaccuracies in effectiveness—has emerged as a promising solution [6, 7].
location-based check-in due to network quality issues; (c) To support aging in place, the Taiwanese government has
difficulties in system adaptation for middle-aged and older home implemented the "Long-term Care Plan 2.0" (LTC 2.0), covering
service workers; and (d) the need for a more age-friendly system home-based, community-based, and institutional care services.
interface design. To address these challenges, institutions have Notably, home-based services have exhibited significant growth.
adopted strategies such as: (a) implementing verification This initiative particularly emphasizes deinstitutionalization,
measures to confirm attendance and service quality; and (b) allowing long-term care services to extend beyond institutions
utilizing diverse learning models to help middle-aged and older and integrate community support and family caregiving, thereby
home service workers adapt to digital management systems. The enabling the elderly to receive care in familiar environments [8].
findings of this study provide valuable insights for developers of The number of home-based long-term care institutions has
gerontechnology systems and services, offering practical steadily increased, from 1,388 in 2021 to 2,022 in 2023, with the
references for enhancing the quality of long-term care services. number of service users rising from 250,000 to 330,000. This
growth underscores both the high demand for home-based care
Keywords: gerontechnology, user experience, home-based services and the importance of operational quality and
services, long-term care institution, home caregivers management in these institutions.
To enhance service efficiency and quality, home-based long-term
care institutions have increasingly adopted technological
1. INTRODUCTION management tools to reduce administrative burdens [9, 10], such
as home service management systems. These systems replace
With the accelerating global trend of population aging, traditional manual and paper-based records, assisting home
caregiving needs have become a pressing issue worldwide, service workers with scheduling, documenting service content,
particularly given the constraints on caregiving workforce and managing case information. For care providers, systematic
resources [1]. Taiwan is no exception. According to estimates management enhances work efficiency and minimizes human

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
35 https://doi.org/10.54808/ICSIT2025.01.35
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

errors, while for managers, real-time data access and transparent enables older adults to acquire digital skills through daily
processes save time and improve service quality. Moreover, these interactions and self-directed learning, such as watching
technological innovations help in optimizing workforce instructional videos or using simple digital manuals [23, 24, 25].
allocation, facilitating the expansion of long-term care services. Research suggests that many older adults prefer self-regulated
However, the characteristics of home-based caregiving—such as learning, allowing them to learn at their own pace and revisit
the need to monitor real-time case demands and caregiver information as needed to reinforce comprehension and memory
schedules—make service management more complex. [26].
Additionally, studies have revealed significant differences in Additionally, one-on-one guidance is a preferred digital learning
logical thinking between users and developers of caregiving method for older adults [25]. This approach enables learners to
technology products, leading to notable cognitive gaps [11]. track their progress, feel more confident in their learning process
These challenges highlight the necessity of exploring [27], and receive personalized support that addresses individual
practitioners' actual usage experiences to ensure that differences in language ability, memory, executive function, and
technological innovations deliver meaningful benefits. Therefore, digital skills. Personalized training sessions effectively enhance
the objectives of this study are: confidence and participation in digital learning activities [28, 29].
(a) To understand the benefits of applying home service In conclusion, home service management systems—a specific
management systems; application of gerontechnology—provide essential support for
(b) To explore the challenges encountered in the application of home-based long-term care institutions, helping managers and
home service management systems; home caregivers improve service efficiency and optimize
(c) To analyze strategies employed by home-based long-term caregiving quality. However, challenges persist in implementing
care institutions to address these challenges. and integrating such systems within real-world caregiving
environments. Given these barriers, understanding how home-
based long-term care workers successfully adapt to and utilize
2. LITERATURE REVIEW home service management systems is crucial for improving the
quality and effectiveness of home-based care services.
Middle-aged and older users experience age-related declines in
vision, hearing, memory, and hand dexterity, making it difficult
for them to use technological products with complex interfaces 3. METHOD
or small touch buttons, which negatively impacts their user
experience [11, 12]. Additionally, Hsu argues that limited digital This study adopted a qualitative phenomenological approach to
literacy inhibits users’ ability to operate technological devices, explore the application experiences of home service management
leading to lower acceptance of digital technology and even systems in Taiwan. The phenomenological perspective was used
learning anxiety [13]. Concerns about complexity, usability, to objectively understand the phenomenon and facts without any
insufficient technical support, and high costs further reduce their preconceived notions [30].
willingness to use digital tools [14]. Moreover, studies indicate
that privacy and data security concerns also influence older Participant
adults' trust and willingness to engage with digital technology [15, The study employed purposive sampling to select participants,
16]. with additional eligible participants being introduced through
Given these challenges, age-friendly technology design should recommendations from interviewees. The inclusion criteria for
prioritize simplicity, reduced physical burden, enhanced participants were: (a) Currently employed in a home-based long-
readability, and security. Fisk et al. emphasize that designing term care institution that has implemented a home service
technology for older adults must consider physiological and management system. (b) At least one year of system usage
cognitive changes, reducing fear, rejection, and frustration while experience and willingness to participate in an interview.
increasing their willingness to learn and adapt [17]. In general, A total of ten participants were selected, including four
age-friendly technology should incorporate the following institution managers or directors and six supervisory personnel.
features [11, 12, 15, 16, 17, 18, 19, 20]: The participants comprised one male and nine females, aged 40
1. Simplified operation: Minimizing complex button to 66 years (average age: 52.1 years), with long-term care service
designs and processes by using intuitive graphical interfaces and experience ranging from 1 to 8 years (average tenure: 4.3 years).
large buttons to facilitate ease of use.
2. Enhanced readability and visibility: Increasing font Procedure
size and improving color contrast to ensure ease of reading for From December 2023 to January 2024, the researcher contacted
users with declining vision. participants, explained the study objectives, and obtained written
3. Optimized touch controls: Reducing reliance on informed consent before conducting interviews. Each interview
keyboards and fine motor skills for easier interaction. lasted approximately 40–60 minutes, ensuring that all topics were
4. Practice and adaptation mechanisms: Allowing thoroughly addressed.
repetitive learning, providing error prompts and simple This study utilized semi-structured one-on-one guided interviews,
instructional texts to reduce learning anxiety. characterized by flexibility and openness, allowing participants
5. Privacy and security protections: Ensuring transparent to express their usage experiences and perceptions freely [31].
privacy policies that allow users to easily understand and control The interview questions included: (a) How does the home service
how their personal data is managed. management system benefit internal management or caregiving
After leaving formal education, adults can enhance their digital work? (b) What challenges are encountered during the
literacy through non-formal learning and informal learning [21, implementation of the home service management system? (c)
22]. Non-formal learning refers to structured educational training How are these challenges addressed during system usage?
programs provided by institutions or organizations, helping To protect participants' privacy and confidentiality, the research
middle-aged and older adults adapt to new technologies through findings were anonymized using a coded identifier format, where
planned learning activities [22]. Alternatively, informal learning "Interview Order - Job Title" was assigned (e.g., 1-D represents

36
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

the first interviewed institution director, while 10-C represents comparative examination across different levels of interpretation
the tenth interviewed supervisory personnel). [33].
The researcher progressively integrated emerging concepts and
Data Analysis categorized them into four analytical levels: 1. Summarized
Data were analyzed using the constant comparative method, meaning, 2. Meaning units, 3. Sub-themes, and 4. Themes [34].
ensuring a rigorous and iterative approach. After each interview, To enhance the validity and reliability of the data analysis, the
the research team reviewed verbatim transcripts to ensure data study applied the triangulation method, involving cross-
completeness [32]. The collected qualitative data were validation and verification across different sources. This
systematically analyzed through thematic coding, allowing for approach minimized the risk of researcher bias and strengthened
the credibility of the findings [35]. See Table 1.

4. RESULTS 1.1 Intelligent Scheduling: Simplifying Paper-Based Tasks and

Enhancing Efficiency
This study identified three key findings: (a) Benefits of Applying Traditional home care scheduling relied on manual records or
Home Service Management Systems: For managers, intelligent spreadsheet management, which was time-consuming and prone
scheduling streamlines paper-based tasks, improving efficiency; to errors. Interviewees indicated that implementing a service
precise service fee calculation reduces administrative workload management system significantly reduced the burden of manual
and saves time; and location-based check-in effectively tracks operations. The intelligent scheduling feature allows for real-
home service workers’ attendance. For home service workers, the time workforce adjustments, ensuring optimal staff allocation.
system enables easy access to case records and service items. (b) For example, institutional managers can instantly check staff
Challenges in the Application of Home Service Management schedules and adjust assignments according to availability:
Systems: These include standardized module limitations, which “They developed this nursing system to go paperless.” (1-
fail to address institutional needs; location-based check-in D)
accuracy issues due to connectivity quality; difficulties in “The case manager assigns cases… they can see which
technology adaptation for middle-aged and older home service home service worker is available and immediately adjust
workers; and the need for a more age-friendly system interface. the schedule.” (3-C)
(c) Strategies Implemented by Home-Based Institutions to
Overcome Challenges: Institutions employ verification measures 1.2 Accurate Service Fee Calculations: Reducing Administrative
to ensure attendance accuracy and service quality; and adopt Workload and Saving Time
various learning models to support middle-aged and older home Salary calculation for caregivers is complex, and manual
service workers in adapting to digital management systems. calculations are time-consuming. The service management
system automatically generates payroll based on work schedules
Theme 1: Benefits of Applying Home Service Management and attendance records, allowing administrative staff to process
Systems salaries and financial reports efficiently. For instance:
Caregiving professionals in home-based institutions identified “The system generates a payroll summary, making it easy
three major benefits of using home service management systems. for us to calculate caregivers’ wages and fees.” (4-D)
For managers: (a) Intelligent scheduling simplifies paper-based “The system automatically calculates service claims and
tasks and enhances efficiency. (b) Accurate service fee caregiver payroll based on our schedules. It’s very clear
calculations reduce administrative workload and save time. (c) and significantly reduces the workload for our accounting
Location-based check-in allows for effective tracking of home team.” (6-D)
service workers’ attendance. With the support of the system,
institutional managers can focus more on caregiving services, 1.3 Location-Based Check-In: Effectively Tracking Home
rather than being burdened by administrative tasks, thus Service Workers’ Attendance
enhancing the overall quality of service. For home service Due to the dispersed nature of home-based care services,
workers: (d) The system enables them to easily access basic case institutions need effective tracking of service workers’ locations
information and service items anytime. to ensure timely service delivery. The location-based check-in
function helps reduce workforce management difficulties,
allowing administrators to monitor real-time attendance and
ensure proper service execution. For example:

37
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

“The institution uses this system to monitor employee 2.3 Extended Learning Curve for Middle-Aged and Older Home
attendance.” (5-C) Service Workers
“We can check whether home service workers arrived on Compared to younger workers, middle-aged and older home
time.” (6-D) service workers require more time to learn and adapt to digital
systems. Interviewees mentioned that older employees often
1.4 Easy Access to Case Records and Service Items struggle with system operations, requiring additional time and
Home service workers need real-time access to client information, guidance to become proficient. For example:
including service needs and past care records. Previously, case “Older workers need a bit more time to learn these things.”
records were paper-based, making them difficult to manage, (2-D)
retrieve, or update in a timely manner. The home service “For older staff, operating the system might not come as
management system digitizes case records, enabling systematic easily.” (10-C)
organization and storage, thereby improving precision and
efficiency in care services. For example: 2.4 Need for a More Age-Friendly System Interface
“The reason for using the system is to systematically Since middle-aged and older users are the primary system users,
organize and store case records.” (5-C) the interface design should be more intuitive and simplified.
“With a growing number of cases, using the system is Interviewees emphasized the need for streamlined operations,
essential. Otherwise, we’d run out of space on a reducing unnecessary steps to allow faster task completion. For
whiteboard.” (2-D) example:
“It should be simpler to operate and allow for faster
Theme 2: Challenges in the Application of Home Service navigation.” (9-D)
Management Systems “The interface should be straightforward and user-friendly.
While implementing home service management systems It would help supervisors with scheduling and make data
enhances operational efficiency and service quality, interviewees management more accessible.” (10-C)
identified four key challenges: (a) Standardized module
limitations, which fail to accommodate the specific needs of
different institutions. (b) Location-based check-in accuracy Theme 3: Strategies Implemented by Home-Based
issues due to connectivity quality. (c) Extended learning curves Institutions to Overcome Challenges
for middle-aged and older home service workers in operating the The identified challenges highlight areas where system
system. (d) The need for a more age-friendly system interface. improvements are needed. Institutions have adopted various
The following sections provide a detailed explanation of these strategies to compensate for system limitations, ensuring smooth
challenges. operations and enhancing caregivers’ adaptation to the system.
The key strategies include: (a) Verification measures to ensure
2.1 Standardized Module Limitations Failing to Address attendance accuracy and service quality. (b) Diverse learning
Institutional Needs models to help home service workers adapt to the system.
Although home service management systems are designed for
easy integration, their highly standardized module structure 3.1 Verification Measures to Ensure Attendance Accuracy and
poses challenges for institutions with varying operational Service Quality
requirements. Interviewees reported that institutions often need Due to GPS inaccuracies, institutions have adopted additional
to modify or remove features to meet internal management verification methods to confirm attendance and reduce disputes.
demands or governmental evaluation standards. For example: These include direct communication with clients, photo
“Each institution has different evaluation requirements, documentation, and real-time updates through messaging
and each system is designed differently. We have to platforms to cross-check attendance records. For example:
manually adjust or remove some parts.” (9-D) “We can quickly discuss the situation with the client… or
“The evaluation forms are too simple and not very useful. have home service workers send photos to verify
It would be better if they were customized for evaluation attendance.” (6-D)
needs.” (6-D) “We use location-based clock-ins to check attendance, and
we also verify if workers arrived on time.” (7-C)
2.2 Location-Based Check-In Accuracy Issues Due to
Connectivity Quality 3.2 Diverse Learning Models to Enhance System Competency
Although the location-based check-in function helps institutions Among Home Service Workers
track the attendance of home service workers, interviewees noted Since middle-aged and older caregivers have unique learning
accuracy issues caused by GPS or network connectivity problems. needs, institutions provide structured learning support to
Incorrect location data can lead to discrepancies in attendance facilitate system adoption. Interviewees mentioned group
records, potentially causing disputes and additional training, mentorship programs, instructional videos, and real-
communication burdens between caregivers and clients. For time support via chat groups as effective learning strategies.
example:
“We think location tracking is important, but the system 3.2.1 Non-Formal Learning: Group Training
doesn’t always pinpoint the location correctly.” (4-D) Institutions organize training sessions conducted by system
“A client’s family once told us the home service worker providers, ensuring that home service workers understand basic
didn’t show up, but our system records showed that the system functions and operations. For example:
worker had submitted logs, written records, and clocked in.” “We invite system providers to train our staff. We inform
(6-D) everyone in advance so they can make time for the session.”
(9-D)
“For the first session, system providers send trainers to
guide us.” (7-C)

38
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

3.2.2 Non-Formal Learning: Individual Mentorship 22, 23, 24, 25, 26, 27, 28, 29]. The findings indicate that technical
Apart from formal training, some institutions implement a aspects of the system are not the sole factor contributing to
"senior guiding junior" mentorship approach, where experienced challenges; rather, user adaptability and learning support
employees help new workers with hands-on system training. This mechanisms play equally crucial roles. Future improvements
method reduces learning barriers and ensures a smoother should not be limited to technical aspects, such as enhancing
transition for new users. For example: customization features and strengthening technical stability, but
“When new employees join, supervisors teach them how to should also integrate multiple learning models to help users adapt
use the system.” (7-C) effectively. This approach can further improve the efficiency of
“We use a senior mentoring junior approach for new staff digital care management and promote the application of
training.” (9-D) gerontechnology in long-term care services.

3.2.3 Informal Learning: Instructional Videos

System providers offer online learning resources, allowing home 6. CONCLUSION
service workers to learn at their own pace. Video tutorials enable
workers to replay instructional content as needed, reinforcing This study demonstrates that technology-based and systematic
their understanding. For example: management significantly enhances care management efficiency
“The system provides an online platform with training in home-based long-term care services. However, challenges
videos.” (4-D) remain in the application process, including the limitations of
“They provide links to video tutorials, similar to YouTube standardized module functions, accuracy issues in location-based
content.” (9-D) check-ins, and the increasing trend of an aging workforce among
home service workers. Strengthening the digital literacy and
3.2.4 Informal Learning: Real-Time Support via Chat Groups operational skills of middle-aged and older home service workers
Real-time interaction enables instant troubleshooting, has become a key issue. In addition to designing interfaces that
minimizing disruptions in learning and operations. Institutions align with user characteristics, diverse learning strategies must be
create dedicated chat groups, allowing workers to ask questions implemented to provide adequate technical support, ensuring the
and receive immediate support. For example: effectiveness of technology adoption.
“We have a group chat with the system provider where we The study proposes the following recommendations:
can ask questions anytime.” (10-C) (a) Enhancing system flexibility by allowing customizable
“If an issue arises, we contact the provider via our group adjustments to meet different institutional management and
chat for assistance.” (4-D) evaluation requirements.
(b) Improving the accuracy and stability of location-based check-
in technology while providing backup mechanisms to prevent
5. DISCUSSION disputes between institutions and clients.
(c) Optimizing the system for age-friendly design, such as
The objective of this study was to explore the experiences of simplifying operation procedures, improving readability, and
home-based long-term care institutions in implementing integrating voice assistance functions to support middle-aged and
management systems. The intelligent scheduling function of the older users in learning digital technologies.
system prevents unnecessary workforce waste and enhances The findings of this study can serve as a reference for the
flexibility in work assignments. The service fee calculation development of gerontechnology system services, offering
function helps reduce manual errors and administrative workload, practical insights for improving the quality of long-term care
while the location-based check-in function enables real-time services.
tracking of home service workers’ attendance, ensuring service Since this study employed purposive sampling, it may not
execution. These findings indicate that system platforms encompass all types of home-based long-term care institutions.
contribute to reducing administrative burdens and improving Future research could expand the sample size through large-scale
work efficiency [9, 10]. surveys to obtain a more comprehensive understanding of the
Despite the convenience brought by system implementation, impact of home service management system applications.
several challenges persist. First, standardized module functions Furthermore, this study did not explore issues related to the
fail to fully meet the specific needs of institutions, requiring them security of personal information within management systems.
to manually adjust and modify system settings to comply with Future studies could investigate the perspectives of institutions
evaluation or internal management requirements, demonstrating and home service workers on digital information security,
the limitations of system flexibility [11]. Second, the technical contributing to the advancement of more comprehensive service
inaccuracies of the location-based check-in function necessitate management systems.
additional verification by institutions. Finally, middle-aged and
older users require more time to adapt to digital systems due to
their lower digital literacy [13]. Furthermore, their declining 7. REFERENCE
physiological functions and the complexity of interface design
increase the difficulty of learning and usage [11, 12, 17, 18]. [1] Rieland, R. (2017). How will artificial intelligence help the aging?
To address these challenges, institutions employ strategies Retrieved from
such as real-time discussions with clients or photo documentation https://www.smithsonianmag.com/innovation/how-will-artificial-
to verify home service workers' attendance, compensating for intelligence-help-aging-180962682/
inaccuracies in location-based check-in technology. Additionally, [2] National Development Council (2018). Population Projections for
institutions provide various learning supports, including non- the Republic of China (Taiwan): 2018-2065. Taipei: National
formal education training, individual guidance, video tutorials, Development Council。
and group-based Q&A forums, which facilitate middle-aged and [3] Ministry of Health and Welfare (2015). The improvement of long
older workers in mastering system operations more quickly [21, term care services capacity (2015-2018). Taipei: Ministry of Health
and Welfare.

39
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[4] National Development Council Taiwan (2009). [22] OECD (2021). Recognition of non-formal and informal learning.
Estimation of Long-Term Care Demand and Current Retrieve from https://www.oecd.org/education/skills-beyond-
Service Supply in Taiwan. Taiwan Economic Review, school/recognitionofnon-formalandinformallearning-hom e.htm
7(10), 54-71. [23] Mitzner, T. L., Fausset, C. B., Boron, J. B., Adams, A. E., Dijkstra,
[5] The Control Yuan of The Republic of China (2021). K., Lee, C. C., ... & Fisk, A. D. (2008, September). Older adults'
Effectiveness of the Implementation of the Long-Term training preferences for learning to use technology. In Proceedings
Care 2.0 Plan. Retrieved from of the Human Factors and Ergonomics Society Annual
https://www.cy.gov.tw/CyBsBoxContent2.aspx?n=718& Meeting (Vol. 52, No. 26, pp. 2047-2051). Sage CA: Los Angeles,
s=17202 CA: Sage Publications.
[6] Wachter, R. (2016). Making IT work: harnessing the power of [24] Tsai, W. C., Rogers, W. A., & Lee, C. F. (2012). Older adults’
health information technology to improve care in England. London, motivations, patterns, and improvised strategies of using product
UK: Department of Health, 1-71. manuals. International Journal of Design, 6(2).
[7] Wright, J. (2018). Tactile care, mechanical Hugs: Japanese [25] Barnard, Y., Bradley, M. D., Hodgson, F., & Lloyd, A. D. (2013).
caregivers and robotic lifting devices. Asian Anthropology, 17(1), Learning to use new technologies by older adults: Perceived
24-39. difficulties, experimentation behaviour and usability. Computers in
[8] Chuang, L. H., & Hwang, Y. S. (2021). Reviewing a community- human behavior, 29(4), 1715-1724.
based care model: perspective of network governance. NTU Social [26] Aly, Y. Z. (2024). Unleashing creativity through AI collaboration:
Work Review, 44, 133-173. how do employeeslearning behavior and wellbeing
[9] Huang, E. W., Chiou, S. F., Pan, M. L., & Ku, C. K. (2012). A mediate?. Pharos International Journal of Tourism and
Review of Information and Communication Technologies for Hospitality, 3(2), 13-27.
Long Term Care Applications. The Journal of Long-Term Care, [27] Mayer, R. E., & Alexander, P. A. (Eds.). (2011). Handbook of
16(3), 219-235. research on learning and instruction (p. 1014114352). New York:
[10] Fu, L. C., Hsu, Y. J., Chen, S. H., Hung, Y. P., Chen, C. H., Liao, Routledge.
C. F., Wu, C. H., Chen, H. C., Peng, H. N., Chuang, W. L., Chen, [28] Chiu, C. J., Hu, Y. H., Lin, D. C., Chang, F. Y., Chang, C. S., & Lai,
T. F., & Chiu, M. J. (2018). Innovative Technologies for Dementia C. F. (2016). The attitudes, impact, and learning needs of older
Care. Journal of Gerontechnology and Service Management, 6(4), adults using apps on touchscreen mobile devices: Results from a
365-388. pilot study. Computers in Human Behavior, 63, 189-197.
[11] Chou, Y. H., & Wang, S. Y. (2020). Dual Nature of Surveillance [29] Barlott, T., Aplin, T., Catchpole, E., Kranz, R., Le Goullon, D.,
Technology: Exploratory Study on the Application of an Infrared Toivanen, A., & Hutchens, S. (2020). Connectedness and ICT:
Thermal Image Sensing Module on Elderly Care. Taiwanese Opening the door to possibilities for people with intellectual
Journal of Social Welfare, 16(1), 1-52. disabilities. Journal of Intellectual Disabilities, 24(4), 503-521.
[12] Loureiro, B., & Rodrigues, R. (2011). Multi-touch as a natural user [30] Van Manen, M. (2016). Writing in the dark: Phenomenological
interface for elders: A survey. In 6th Iberian conference on studies in interpretive inquiry. Routledge.
information systems and technologies (CISTI 2011) (pp. 1-6). [31] Packer, M. (2011). The science of qualitative research. New York,
IEEE. NY: Cambridge.
[13] Hsu, M. C. (2015). E-learning for the elderly in major countries. [32] Marshall, C., & Rossman, G. B. (2011). Designing qualitative
Pulse of Education, 1, 147-155. research (5th ed.). Thousand Oaks, CA: SAGE.
[14] Chang, T. H., Yeh, M. C., Lou, M. L., Liu, L. F., & Hung, L. C. [33] Creswell, J. W. & Poth C. N. (2017). Qualitative Inquiry and
(2007). Comparison perception regarding telehome care between Research Design: Choosing Among Five Approaches (4th ed.)
home caregiver and home nurse. Cheng Vhing Medical Journal, SAGE Publications.
3(1), 27-34. [34] Merriam, S. B. (2002). Assessing and evaluating qualitative
[15] Fu, C. Y., & Li, J. T. (2016). The status and development of care research. In S. B. Merriam (Ed.), Qualitative research in practice:
services and smart healthcare in the aged society. Public Examples for discussion and analysis (pp. 18-33). San Francisco,
Governance Quarterly, 4(1), 84-91. CA: Jossey-Bass.
[16] Tsai, F. H. (2019). Application development of AIoT smart [35] Creswell, J. W. (2009). Research Design: Qualitative, Quantitative
healthcare in chronic diseases. Economic Outlook Bimonthly, 182, and Mixed Methods Approaches. Los Angeles, CA: Sage.
116-120.
[17] Fisk, A.D., Czaja, S.J., Rogers, W.A., Charness, N., Czaja, S.J., &
Sharit, J. (2009). Designing for Older Adults: Principles and
Creative Human Factors Approaches (2nd ed.). CRC Press.
[18] Chen, C. Y. (2015). Probing the Technology Acceptance for Older
Adults: A Case Study on Southern Part of Taiwan. Journal of Kun
Shan University, 10, 132-144.
[19] Iijima, K. (2018). Assistive technology in elderly care: Japanese
perspectives and current situation. Journal of Gerontechnology and
Service Management, 6(2), 179-192.
[20] Wang, Z. (2024). Research on Mobile Application Interface Design
Strategy under the Background of Aging
Society. Europe, 12(19.85), 24-72.
[21] OECD (2007). Terms, concepts and models for analyzing the value
of recognition programmes. Retrieve from
https://www.oecd.org/education/skills-beyond-
school/41834711.pdf

40
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Exploring Computer Science Student Perceptions on Service Learning:

Online and On-Campus Modality Comparative Study

Sarah WRIGHT
School of Computing and Design, California State University Monterey Bay
Seaside, CA 93955, United States of America

Miguel LARA
School of Computing and Design, California State University Monterey Bay
Seaside, CA 93955, United States of America

ABSTRACT settings while addressing community needs. According to

Bringle and Hatcher (1996), service learning involves "a
This study examines computer science students’ course-based, credit-bearing educational experience in
perceptions of their service learning experiences, which students participate in an organized service activity
comparing fully online and on-campus modalities. Service that meets identified community needs and reflect on the
learning is a teaching approach that integrates community service activity to gain further understanding of course
engagement with academic learning, offering students content, a broader appreciation of the discipline, and an
opportunities to apply technical knowledge in real-world enhanced sense of civic responsibility."
settings while addressing community needs. An electronic
mixed methods survey was developed, tested for validity In the field of computer science, service learning is
and reliability, and distributed to 110 college students particularly valuable for enhancing technical and
enrolled in both modalities of our 400-level Race, Gender, interpersonal skills, fostering career readiness, and
and Class in the Digital World course. About 57% of promoting ethical awareness.
students responded to the survey: 50 on campus and 13
fully online. Using survey data, this research evaluates This study focuses on understanding computer science
students’ views on skill development, career preparation, students’ perceptions of their service learning experiences,
and their ability to apply computer science concepts to specifically comparing the experiences of fully online
practical challenges. Additionally, qualitative analysis of students with those of on-campus students. Additionally,
open-ended responses reveals insights into students’ open-ended survey responses were analyzed to provide
reflections on social responsibility, professional growth, deeper insights into students' reflections on social
and challenges faced during their service learning. The responsibility, professional development, and the
findings indicate minimal differences between the two challenges faced during their service learning.
modalities, suggesting that service learning offers
consistent benefits regardless of how it is delivered. The study aims to address the following research
However, unique challenges were highlighted, including questions:
managing expectations in virtual collaborations and
navigating non-technical client relationships. Implications 1. Are there differences in perceived knowledge
for curriculum design, strategies to foster deeper acquisition, skill development, practical application,
community impact, and directions for future research are and satisfaction between students in on-campus and
discussed, emphasizing the value of service learning in fully online service learning courses?
computer science education. 2. Are there potential issues or challenges that students
face in both on-campus and online service learning
Keywords: Service Learning, Undergraduate CS modalities?
Students, Computer Science Service Learners, Service 3. What are student perceptions of the effectiveness of
Learning Modalities, CS Service Learners. the Service Learning class within the computer
science undergraduate programs?

1. INTRODUCTION To answer these questions, we analyzed quantitative

survey responses and qualitatively examined open-ended
Service learning integrates community engagement with feedback to gain deeper insights into students' reflections
academic coursework, providing students with on their service learning experiences.
opportunities to apply their knowledge in real-world

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
41 https://doi.org/10.54808/ICSIT2025.01.41
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

2. LITERATURE REVIEW improved communication, teamwork, and leadership

skills—essential competencies for career readiness (Astin
2.1 Service Learning Policy and Practice et al., 2000). Furthermore, service learning fosters civic
In the early 1990’s the United States of America’s federal engagement and ethical awareness by prompting students
government committed to reinvesting in technology for to reflect on social issues and their role in addressing them
education and training. Funding the following philosophy, (Saltmarsh, 2005).
“high quality education and training pay off for the
individual whose skills are upgraded, for the companies In computer science, service learning projects often
seeking a competitive edge, and for the nation in achieving involve solving technical challenges for nonprofit
overall productivity and competitiveness” (Schmidt, organizations or developing software to address
1994). Furthering this federal initiative, California’s community needs. These projects provide students with
Senate mandated the California high school service hands-on experience in applying technical skills while
learning requirement through Assembly Bill (AB) 189. working collaboratively in diverse teams.
Outlining the Edward M. Kennedy Serve America Act of
2009 to define service learning, AB189 requires students Prior studies highlight several key benefits of service
experientially learn, serving their communities in learning: Improved communication and teamwork skills,
preparation for their roles and responsibilities as active and enhanced understanding of professional ethics, greater
informed citizens of our state. awareness of societal challenges and how technology can
address them (Salam et al., 2019). The Asia Pacific
Mandating service learning seeks to address digital skill Education systematic review details 133 existing service
shortages by enhancing students’ competencies in learning articles to find service learning is most frequently
information communication technology, which can used in health sciences, business and economics, computer
positively impact both economic and social outcomes. and information sciences and social sciences respectively.
Service learning bolsters student’s digital skills through Building upon traditional service learning, online service
experiential learning opportunities, employing learning leverages modern ICT tools to create the virtual
California’s service learning alumni, reduces the digital collaboration environment, allowing for acceptance of
skills gap, caused by the lack of digitally skilled workers service learning pedagogy across modalities (Salam et al.,
entering the workplace (Taylor-Smith et al., 2019, p.126). 2019).
Undergraduate computer science service learners utilize
information communication technology to drive economic Expanding the service learning offerings to multiple
development and social change through service to not-for- modalities reduces barriers, equitably engaging students in
profit service learning partners. Reducing the digital skills the pursuit of life-long learning. Education is an
gap by employing service learner alumni competent in interactive and developmental process. Students
information communication technology (ICT) contributes participating in service learning during their junior or
to global economic and social development (Kozma, 2005, senior years report an enhanced perception of their
p.117). academic experience (Burke & Bush, 2013). Service
learning changes perspectives, identified in recurring
2.2 Service Learning in Higher Education student evaluations throughout the service learning course
Service learning has emerged as a transformative (Stevenson & Peterson 2015).
pedagogical approach that integrates academic learning
with meaningful community engagement. This 2.3 Service Learning and Experiential Learning
educational method fosters civic responsibility enhances Theory
professional competencies, and enriches students’ Kolb's Experiential Learning Cycle (1984) provides a
understanding of real-world challenges. For undergraduate valuable framework for understanding how service
students, service learning provides opportunities to apply learning fosters skill development. According to Kolb,
theoretical knowledge in practical settings while learning occurs through a cyclical process involving four
simultaneously benefiting the communities they serve stages: concrete experience, reflective observation,
(Eyler & Giles, 1999). abstract conceptualization, and active experimentation.

Service learning has been widely adopted in higher

education as a pedagogical strategy that bridges academic
knowledge and practical application. Additionally,
service learning fosters critical thinking and problem-
solving skills by exposing students to real-world
challenges that require innovative solutions (Jacoby,
2015). Beyond academic benefits, service learning
enhances professional and personal development. Studies
indicate that students involved in service learning report

42
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

13% had 3–4 years, and 17% had over five years of
experience.

All students have just completed the required 25 hours of

service learning as part of a 400-level course “Race,
Gender, and Class in the Digital World”. On-campus,
service learners complete the course over the 16-week
term period, while fully online complete the course over
an 8-week term period. All students in the fully online
program completed their service learning remotely
whereas 29 on-campus students (58%) completed their
service learning remotely and the 21 remaining on-campus
students completed their service learning in person.

All service-learning sites had been pre-selected by the

course instructor, ensuring they aligned with the learning
objectives of the class. Students were provided with a
curated list of available sites, each accompanied by a
Figure 1. Kolb’s Learning Styles and Experiential detailed description of the activities and responsibilities
Learning Cycle (Mcleod, 2024) involved. To accommodate individual preferences,
students were asked to submit their top three choices.
Service learning aligns well with this model, as students Based on these preferences, the instructor carefully
engage in hands-on projects (concrete experience), reflect assigned students to a site, making every effort to match
on their work and its’ impact (reflective observation), them with one of their preferred options while also
connect their experiences to academic theories (abstract considering logistical constraints and the needs of the
conceptualization), and apply lessons learned to improve partnering organizations.
their performance or approach (active experimentation).
This iterative process ensures that students develop both 3.2 Data Collection and Analysis
technical and interpersonal skills in meaningful ways. By A survey instrument was developed and used to gather
engaging in service projects, students experience real- data on students’ perceptions of their service learning
world applications of their academic knowledge, reflect on experience in four constructs: Communication and Critical
their experiences, conceptualize broader implications, and Thinking Skills, Career Preparation and Marketability,
apply their learning in new contexts (Furco, 1996). Ethical Awareness, and Technical and Professional Skills.
The survey included 17 five-point Likert-scale items
(1=Strongly Agree to 5=Strongly Disagree), 7 open-ended
3. METHODOLOGY questions, and 5 demographic-related questions.
3.1 Participants The open-ended questions asked students to describe their
The study involved 110 computer science students tasks, challenges, and how their service learning
enrolled in two service learning courses, with 30 fully experience contributed to social responsibility and
online students and 80 on-campus students. Among them, systemic change. Some Likert-scale survey items were
63 students responded to the survey: 50 on-campus adapted from Drewery and Lollar’s (2024) study on
students and 13 fully online students, resulting in a 57% undergraduate service learning perceptions to align with
response rate. the research focus on computer science students. The
survey was administered via Qualtrics, and all students
Regarding gender distribution, 64% of participants received an email invitation at the end of the course to
identified as male, 32% as female, and 4% as non-binary. participate. Responses were anonymous, and no
Most participants (72%) were between 18 and 25 years compensation or extra points were provided for
old, while 4% were aged 26–30, 13% were 31–35, and 6% participation.
were 36–40. In terms of enrollment status and
employment, 58% were full-time students without The quantitative data were analyzed using descriptive
professional employment, while 34% were full-time statistics and independent t-tests to compare the
students with professional jobs. Additionally, 4% were perceptions of fully online and on-campus students.
part-time students without professional employment, and Homogeneity of variances was tested, and Welch’s t-test
another 4% were part-time students working in was applied. Open-ended responses were analyzed
professional roles. qualitatively using thematic analysis to identify recurring
patterns and insights.
Regarding prior computer science experience, 55% had no
professional experience, 15% had 1–2 years of experience,

43
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

4. RESULTS 4.3 Ethical Awareness

Fully Online On-Campus
The following tables include the means and standard
deviations for the items in each of the four constructs. Mean SD Mean SD
My service
4.1 Communication and Critical Thinking Skills learning skills
allowed me to take
Fully Online On-Campus
critical equitable
Mean SD Mean SD action through the
My service use of technology 3.69 1.32 3.68 1.08
learning experience My service
enhanced my learning helped me
ability to to become more
communicate in a aware of
“real-world” professional ethics 3.54 1.20 3.66 1.02
setting. 3.69 1.11 3.74 1.08 My service
I shared new ideas learning facilitated
in my service engagement in
learning role. 3.46 0.97 3.30 1.18 responsive and
Service learning reciprocal service 3.69 0.95 3.54 1.05
empowered me to My service
make decisions 3.62 1.19 3.54 1.11 learning helped to
Service learning become more
strengthened my aware of ethical
critical and abstract issues in my
thinking skills 3.31 1.25 3.46 1.13 discipline 3.46 1.33 3.36 1.19

The calculated Cronbach's alpha for the four items in this As the first construct, Cronbach's alpha for the four items
construct is 0.89, indicating a high level of internal in this construct is also 0.89. No statistically significant
consistency and reliability for these items. differences were identified (p > 0.05).
No statistically significant differences (p > 0.05) were
identified in any of the four items. 4.4 Technical and Professional Skills
Fully Online On-Campus
4.2 Career Development and Marketability
Mean SD Mean SD
Fully Online On-Campus Service learning
Mean SD Mean SD experience
Service learning improved my
helped me clarify abilities as a CS
which career path I student 3.77 1.30 3.08 1.12
would like to Service learning
pursue or continue 3.31 1.18 3.04 1.16 projects required
Service learning management skills 4.0 0.82 3.90 1.13
made me more I believe service
marketable in my learning improved
chosen profession 3.46 1.39 3.26 1.12 my leadership
Application of skills 3.62 1.12 3.26 1.26
service learning Service learning
experience will skills are
enhance CS course transferable to CS
performance 3.69 1.11 3.02 1.29 required skills 3.69 1.11 3.52 1.11
CS skills are
Cronbach's alpha for the above three items is 0.84, transferable to
indicating good internal consistency and reliability. While service learning
the fully online students’ ratings for all items in this required skills 3.69 1.18 3.70 1.09
construct were slightly higher than on-campus students, Service learning
the difference was not statistically significant (p > 0.05). connects computer
science concepts to 3.85 1.21 3.76 1.08

44
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

real-world students across both modalities agreed that service

scenarios learning strengthened their ethical awareness and ability to
apply computer science concepts to practical challenges.
These findings suggest that service learning can be equally
The calculated Cronbach's alpha for the above six items effective in both face-to-face and virtual learning
is 0.92, indicating excellent internal consistency and environments when properly structured.
reliability. This suggests that these items are highly .
coherent in measuring the construct related to technical 5.2 Research Question 2: Are there potential issues or
and professional skills in computer science through challenges that students face in both on-campus and
service learning. While the fully online students’ ratings online service learning modalities?
were slightly higher in five out of the six items in this The qualitative responses revealed distinct challenges
construct, the difference was not statistically significant (p experienced by students based on their service learning
> 0.05). modality.

Faced by On-Campus Students Among

5. DISCUSSION students in the on-campus program the most commonly
reported challenges included:
This study aimed to explore computer science students’
perceptions of service learning, comparing experiences • Communication difficulties: A few students
between fully online and on-campus modalities. The mentioned that more communication was needed
findings suggest that service learning provides consistent between them, their peers, and their service learning
educational benefits across both modalities, with students organizations to ensure clarity in expectations and
reporting enhancements in problem-solving, career responsibilities.
preparedness, ethical awareness, communication, and • Alignment with their field of study: Approximately
technical skills. However, students also highlighted 5% of students struggled to see the direct relevance of
challenges unique to each modality, particularly in virtual their service learning tasks to their computer science
collaboration and balancing logistical constraints in on- coursework. These students felt that their assigned
site placements. tasks did not align closely with their technical skill set,
indicating a need for better integration of computer
To better understand these results, this section addresses science skills into service learning projects.
the study’s three research questions by interpreting the • Engagement and task variety: A few students found
quantitative and qualitative findings in depth. The that their tasks were repetitive or administrative in
implications of these findings for curriculum design, nature, which limited their engagement and learning
instructional strategies, and future research are also opportunities.
discussed.
These responses suggest that on-campus students could
5.1 Research Question 1: Are there differences in benefit from structured guidance and better-defined
perceived knowledge acquisition, skill development, project expectations to ensure their service learning
practical application, and satisfaction between experiences are both meaningful and technically relevant.
students in the on-campus and fully online service
learning courses? Challenges Faced by Fully Online Students
The independent t-tests revealed no statistically significant Fully Online students, on the other hand, reported
differences (p > 0.05) in perceived knowledge acquisition, challenges primarily related to independent learning and
skill development, and satisfaction between on-campus technical skill application. Common difficulties included:
and fully online students. Across all constructs—
Communication and Critical Thinking Skills, Career • Collaboration and engagement: Since virtual service
Preparation and Marketability, Ethical Awareness, and learners relied on digital communication tools, some
Technical and Professional Skills—students in both students found it difficult to engage meaningfully
modalities reported similar levels of perceived benefits. with their teams or service organizations, leading to
The independent t-tests revealed no statistically significant feelings of isolation.
differences between the two groups in any of the measured • Lack of familiarity with required technologies: One
categories, suggesting that service learning effectively student mentioned that the programming language
fosters comparable learning outcomes regardless of they were expected to use was unfamiliar, making it
delivery modality. difficult to contribute effectively. This suggests that
online students may require additional training or
Notably, both fully online and on-campus students preparatory resources before starting their service
acknowledged the value of service learning in enhancing learning projects.
their critical thinking, decision-making, and ability to
communicate in real-world scenarios. Furthermore,

45
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

• Lack of direct mentorship: All fully online students This distinction suggests that in-person service learning
performed their service learning remotely and often fosters interpersonal collaboration, while remote service
worked independently, which made it harder to learning challenges students to develop adaptability and
receive immediate feedback or guidance from their independence.
service learning partners.
5.4 Limitations and Future Research
Despite these challenges, students in both modalities While this study provides valuable insights into computer
recognized the value of their service learning experience science students’ perceptions of service learning, several
in terms of skill development and professional growth. The limitations should be acknowledged. These limitations
findings suggest that clearer communication channels, highlight areas for future research to deepen our
better-defined roles, and stronger faculty or mentor understanding of the impact of service learning across
involvement could improve the service learning different modalities.
experience across both face-to-face and virtual modalities.
. Limitations Limited Sample Size – The study
5.3 Research Question 3: What are student perceptions was conducted with a relatively small sample of on-
of the effectiveness of the Service Learning class within campus and fully online students. While the findings
the computer science undergraduate program? suggest consistent learning outcomes across modalities, a
The qualitative responses indicate that students from both larger and more diverse sample across multiple institutions
Fully Online and On-Campus programs found service would enhance the generalizability of the results.
learning to be a meaningful experience, enhancing their
sense of social responsibility, professional growth, and Self-Reported Data – The study relies primarily on student
technical application. However, differences emerged in self-reports through surveys, which may introduce
how each group related their service learning experience response bias. Students may overestimate or
to coursework and the specific challenges they faced. underestimate their learning experiences, engagement, or
skill development. Future research could incorporate
Perceptions of Social Responsibility and objective performance assessments or faculty evaluations
Systemic Change Both groups recognized the value of of student progress.
service learning in contributing to community
development. On-campus students highlighted their Lack of Longitudinal Data – This study captures students’
participation in community-based events and the direct perceptions at the end of their service learning experience
impact of their technical work on nonprofit organizations. but does not assess the long-term impact on their academic
One student noted that they attended an event that or professional growth. A longitudinal study tracking
promoted service learning initiatives, reinforcing their students before, during, and after service learning could
commitment to community engagement. provide deeper insights into its lasting effects on career
readiness, technical proficiency, and civic engagement.
Fully Online students, on the other hand, emphasized the
importance of providing digital support to organizations. Variability in Service Learning Experiences – The nature
One student mentioned that their service learning role of service learning projects varied significantly across
allowed them to provide support to an established digital students, which may have influenced their perceptions.
literacy initiative, demonstrating how technology-focused Some students engaged in technically intensive projects,
projects can foster social responsibility. These responses while others performed more administrative or
suggest that service learning is effective in fostering civic organizational tasks. Future research could explore how
engagement across modalities, though the nature of different types of service learning projects impact student
engagement varies depending on delivery format. learning outcomes in computer science education.

Strengths Developed During Service Learning Future Research Directions To build upon these
When reflecting on their personal growth and skill findings, future research should consider the following
development, students from both groups identified key directions:
strengths that they demonstrated during their service
learning projects: 1. Comparative Studies Across Institutions –
Expanding the study to include multiple universities
• On-Campus Students: Frequently mentioned and diverse student populations would help
collaboration, creativity, and critical thinking as determine whether findings are consistent across
strengths developed through their experiences. different educational settings.
• Fully Online Students: Highlighted strengths such as 2. Impact on Career and Professional Development –
patience, resolve, open-mindedness, and leadership, Future research could assess whether service
which were necessary to navigate remote teamwork learning participation leads to improved job
and asynchronous communication. placement, internships, or professional networking
opportunities in computer science fields..

46
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

3. Faculty and Community Partner Perspectives – 7. REFERENCES

Investigating faculty and service learning partner
experiences could provide a more comprehensive [1] Bringle, R. G., & Hatcher, J. A. (1996).
view of the effectiveness of service learning Implementing service learning in higher education.
programs and reveal strategies to enhance Journal of Higher Education, 67(2), 221–239.
collaboration between academia and the community. [2] Schmidt, M. (1994). (rep.). Federal Learning
4. Longitudinal Tracking of Student Growth – A multi- Technology demonstration workshop - Incumbent
year study tracking students from their initial service Workers list [partial] (1 page) (pp. 1–93). Little
learning experience through graduation and into Rock, AR: Clinton Library. Retrieved 2023.
their professional careers could offer stronger [3] Taylor-Smith, E., Smith, S., Fabian, K., Berg, T.,
evidence on the long-term benefits of service Meharg, D., & Varey, A. (2019). Bridging the
learning in computer science education. Digital Skills Gap. Proceedings of the 2019 ACM
. Conference on Innovation and Technology in
Computer Science Education.
6. CONCLUSION https://doi.org/10.1145/3304221.3319744
[4] Kozma, R. B. (2005). National Policies that Connect
This study examined computer science students’ ICT-Based Education Reform to Economic and
perceptions of service learning, comparing experiences Social Development. Human Technology, 1(2), 117–
between fully online and on-campus modalities and 156
incorporating qualitative insights from open-ended [5] Eyler, J., & Giles, D. E. (1999). Where's the
responses. The findings indicate that service learning is an Learning in Service-Learning? Jossey-Bass.
effective pedagogical strategy that fosters skill [6] Jacoby, B. (2015). Service-learning essentials:
development, career readiness, and the practical Questions, answers, and lessons learned. Jossey-
application of computer science concepts in real-world Bass.
contexts. [7] Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee,
J. A. (2000). How service learning affects students.
Thematic analysis revealed the importance of social Higher Education Research Institute, University of
responsibility, professional growth, and overcoming California, Los Angeles.
unique challenges faced in service learning environments. [8] Saltmarsh, J. (2005). The civic promise of service
While both fully online and on-campus students reported learning. Liberal Education, 91(2), 50–55.
similar benefits, differences emerged in technical skill [9] Salam, M., Awang Iskandar, D. N., Ibrahim, D. H.
application, communication dynamics, and engagement A., & Farooq, M. S. (2019). Service learning in
strategies, highlighting areas for program improvement. higher education: a systematic literature review. Asia
Pacific Education Review, 20(4), 573–593.
These findings underscore the value of integrating service [10] Burke, A. S., & Bush, M. D. (2013). Service
learning into computer science curricula to ensure students learning and criminal justice: an exploratory study of
develop both technical competencies and civic awareness. student perceptions. Educational Review
Moving forward, continued research should focus on (Birmingham), 65(1), 56–69.
enhancing course alignment, improving mentorship https://doi.org/10.1080/00131911.2011.638138
opportunities, and exploring innovative strategies for [11] Stevenson, Kathryn T. & Peterson, M. N. (2015).
virtual service learning to ensure inclusive and impactful How Experiential Service-Learning Affects Student
educational experiences for diverse learners. Perceptions of Education in Their Careers and as a
Wildlife Management Activity. Wildlife Society
While these findings contribute to the understanding of Bulletin (2011), 39(4), 732-737.
service learning in computer science education, the study https://doi.org/10.1002/wsb.594
is limited by its sample size and reliance on self-reported [12] Mcleod, S. (2024). Kolb’s Learning Styles And
data. Future research should explore long-term impacts Experiential Learning Cycle. Simply Psychology.
and expand the participant pool across multiple https://www.simplypsychology.org/learning-
institutions. kolb.html
[13] Furco, A. (1996). Service-learning: A balanced
approach to experiential education. Expanding
Boundaries: Serving and Learning, 1, 2–6.
[14] Drewery, M. L., & Lollar, J. (2024).
Undergraduates’ perceptions of the value of service-
learning. Frontiers in Education, 9.
https://doi.org/10.3389/feduc.2024.1330456

47
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

From Transactions to Transformation:

Rethinking Business Management Education Through Service-Learning
Genejane ADARLO
Sabrina Kate PANER-MONTIEL
Ma. Lourdes OLIVEROS
Eduardo Victor VALDEZ
Mark Anthony ABENIR
Ateneo de Manila University
Quezon City 1108, Philippines

ABSTRACT equips students with a set of skills, it limits their capacity to adapt
to and innovate when confronted with unfamiliar problems.
This study examined the effectiveness of service-learning as a Third, business management education is more inclined to
pedagogical approach in a course offered to business perceive human interactions through a transactional perspective.
management students. Employing a quasi-experimental design, This narrow perspective stems from overreliance on economic
the research compared student outcomes between an models that prioritize individual gains and reduce complex social
experimental group that incorporated service-learning and a relationships to simple transactions. Lastly, the business
control group that underwent traditional teaching methods. These management curriculum often perpetuates the notion that the
student outcomes included knowledge application, personal and ultimate moral purpose of a business is to maximize shareholder
professional skills, civic orientation and engagement, and self- wealth. It neglects the broader responsibilities of businesses to
awareness. The results revealed that students participating in their employees, communities, and the environment, reinforcing
service-learning significantly gained self-reflection skills, self- a narrow view of business management, wherein profit is
efficacy, and a sense of social responsibility compared to their prioritized over social impact [2].
peers undergoing traditional teaching approaches. However, no
statistically significant differences were observed in the other These critiques draw attention to the need for a more holistic and
areas. These results suggest that while service-learning offers ethically grounded approach to business management education
unique advantages in specific areas, its broader impact may that equips students with not only technical skills but also a
depend on the depth and duration of community immersion in broader understanding of the business’ role in society. Among
service-learning. This study shows the transformative potential the pedagogical approaches in higher education, service-learning
of service-learning in rethinking business management can address the narrow perspective and practice prevalent in
education, emphasizing its ability to bridge theory and practice contemporary business management education. By integrating
while fostering socially responsible professionals. community engagement with academic learning, service-
learning can expand students’ viewpoints and foster a more
Keywords: Service-Learning, Community Engagement, holistic and ethically informed understanding of business and its
Business Management, Obligations and Contracts, Student impact on society [2, 3].
Outcomes.
Service-learning involves structured service initiatives that
address community needs. By critically reflecting on these
1. INTRODUCTION experiences, students enhance their grasp of course materials,
broaden their understanding of their academic discipline, and
Students continue to show a strong interest in pursuing a develop heightened awareness of their civic responsibilities [4].
bachelor’s degree in business management, especially in In turn, students find value in service-learning for its contribution
institutions that embrace a liberal arts approach to education. to personal growth, citizenship skills development, and the
These students are drawn to this field because of their broad opportunity to apply classroom knowledge in real-world contexts
applicability across various industries and their potential to open [5, 6].
doors to diverse career paths. The integration of business
management education within a liberal arts framework further However, business management education has only recently
enhances its appeal, as it combines practical business acumen explored service-learning as a pedagogical approach. Most
with critical thinking, communication, and analytical skills [1]. faculty members have limited familiarity with this teaching
method and its prospective educational outcomes [7]. While
However, several scholars have criticized contemporary business service-learning is often associated with enhanced student
management education. First, the business management engagement and skill development, there is a lack of quantitative
curriculum focuses on functional and discrete knowledge rather studies measuring its outcomes in students compared to
than on cross-functional and holistic knowledge. This approach traditional methods. Existing research frequently relies on
results in graduates struggling to integrate their specialized qualitative assessments or self-reported data, which may not
knowledge into a broader organizational context. Second, provide objective comparisons [8, 9]. Additionally, there is a
business management education tends to provide students with scarcity of studies comparing service-learning approaches with
practical problem-solving skills, without delving into the conventional teaching methods in developing competencies
underlying theoretical frameworks. Although this approach within the field of business management [10].

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
48 https://doi.org/10.54808/ICSIT2025.01.48
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Hence, this study sought to evaluate the effectiveness of service- Service-learning can also equip students with creative problem-
learning as a pedagogical approach in business management solving skills, which are essential to today’s complex and rapidly
education compared to traditional teaching methods. changing world. This pedagogical approach immerses students in
Specifically, this research investigated whether there were real-world scenarios, often characterized by unpredictable
significant differences in educational outcomes from pre- to post- challenges and constraints. Through this, students not only
test between service-learning and non-service-learning students generate ideas and methods to solve problems but also adapt
in a business management class. The measured student outcomes strategies when initial solutions fall short [11].
included knowledge application, personal and professional skills,
civic orientation and engagement, and self-awareness. Additionally, service-learning provides students with meaningful
opportunities to develop relationship and team skills. Working
This study contributes to educational theory by exploring how collaboratively to address community needs prepares students for
service-learning, as a pedagogical approach, aligns with theories professional environments in which teamwork and interpersonal
of experiential and transformative learning. By comparing its skills are crucial. This helps them understand the nuances of
effectiveness with traditional teaching methods, this research can teamwork, including task delegation, conflict resolution, and
corroborate service-learning’s potential to address critiques of consensus-building, and learn to navigate group dynamics,
contemporary business management education. By including managing differing opinions and personalities [12].
demonstrating the measurable benefits of service-learning, this
study provides actionable insights for curriculum developers in An integral part of service-learning is the process of reflection,
business management programs. The results can guide the in which students assess their personal and professional growth.
integration of service-learning activities into courses, fostering a Structured reflection necessitates students to evaluate their
more comprehensive educational experience that combines performance, identify areas for improvement, and celebrate
technical, interpersonal, and civic competencies. With limited successes. This self-reflection helps them recognize their
faculty familiarity with service-learning, this research serves as a strengths and areas of development, which is a vital aspect of
valuable resource for educators. It shows the specific educational lifelong learning [11, 12].
outcomes of service-learning and offers evidence-based
recommendations for its implementation in business Service-learning can sharpen critical thinking skills, as students
management classes. The findings can also help higher education analyze community problems, identify solutions, and evaluate
institutions better prepare business management students for the effectiveness of their actions. Understanding the needs of the
careers that demand adaptability, ethical decision-making, and community requires students to gather and analyze data, observe
social consciousness. social dynamics, and consider the cultural, economic, and
environmental factors that contribute to the issue. The iterative
nature of service-learning strengthens students’ ability to adapt
2. CONCEPTUAL FRAMEWORK and refine their solutions to community problems based on
feedback and observed outcomes [12, 13].
Service-learning in the Asian context has been tailored to reflect
local cultural and educational values. Unlike their Western Service-learning also plays a pivotal role in fostering civic
counterparts, which may prioritize democratic engagement and orientation and engagement, helping students understand the
social justice, Asian service-learning programs emphasize moral unique challenges, needs, and strengths of the community they
development, practical skills, and self-reflection. It prepares serve, recognize their roles in society, and develop a sense of
students not only to excel in their careers but also to contribute responsibility toward others. The real-world experience in
meaningfully to society, embodying both personal development service-learning cultivates a sense of commitment to the
and collective well-being, which are central to many Asian community among students by deepening their emotional
cultures [11, 12]. investment in meaningfully contributing to society. Given that
service-learning often exposes students to perspectives and lived
The conceptual framework used in this study to assess student realities different from their own, students learn to approach
outcomes through service-learning programs within an Asian others with care, understanding, and respect. They, in turn,
context is built on four overarching domains that involve 11 develop a strong sense of responsibility to effect social change
learning subdomains. These student outcomes include [11, 12, 13].
knowledge application, personal and professional skills (creative
problem-solving skills, relationship and team skills, self- Another significant outcome of service-learning is self-
reflection skills, and critical thinking skills), civic orientation and awareness. Community engagement in service-learning
engagement (community commitment and understanding, caring challenges students in realizing their potential, recognizing areas
and respect, and sense of social responsibility), and self- for growth, and taking proactive steps to enhance themselves.
awareness (self-efficacy, self-understanding, and commitment to Service-learning facilitates self-efficacy or the confidence to
self-improvement) [11]. effect change and solve problems by allowing students to see the
tangible outcomes of their actions. Self-understanding also
One of the most significant outcomes of service-learning is the develops as students gain insights into their strengths,
ability of students to apply academic knowledge to real-world weaknesses, values, and motivations by reflecting on their
situations. This knowledge application helps bridge the gap service-learning experiences. This self-understanding allows
between theoretical concepts taught in classrooms and the them to align their personal goals with broader societal needs.
complex challenges faced in community settings by engaging Commitment to self-improvement is also a key aspect, as
students with projects that demand innovative and thoughtful students are challenged to seek opportunities for growth and
applications for their learning [12, 13]. develop resilience in the face of challenges [11, 12, 14].

49
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

3. METHODOLOGY On the other hand, LLAW 113-B and 113-C teachers required
their students to carry out group projects involving simulated
This study employed a quasi-experimental design to measure the learning. Groups of LLAW 113-B students created a “network”
differences in outcomes between business management students of businesses, with each group representing a business dealing
participating in service-learning and those not involved in such with at least two to three other groups. Using the legal principles
community engagement. A quasi-experimental design resembles learned in class, the groups negotiated with each other to create
true experiments but lacks the key feature of random assignment contracts in conformity with the law and were best suited for the
of study participants to experimental and control groups. A purposes of their businesses. In LLAW 113-C, students formed
common experimental design in educational research is the non- groups to prepare a standard contract for an assigned business
equivalent control group design, featuring an experimental group type (e.g., restaurants, markets, advertising agencies, security
and a control group that both underwent a pre- and post-test. agencies, or accounting firms), incorporating key concepts from
However, these experimental and control groups are not obligations and contracts. Each group shared their contracts with
equivalent, or may differ in characteristics that could influence another group for review and analysis.
the results of the study [15].
Study Participants
Research Setting and Context
Business management students enrolled in LLAW 113 at Ateneo
Ateneo de Manila University, located in the capital of the de Manila University during the first semester of the academic
Philippines, is renowned for its Jesuit tradition in liberal arts year 2024 to 2025 were recruited to participate in the study. Only
education. The University’s educational approach seeks to those students who provided informed consent to participate in
nurture students into professionals with conscience, competence, the study were included. LLAW 113-A students were assigned to
compassion, and commitment [16]. Service-learning is a the experimental group (with service-learning), while LLAW
cornerstone of the University’s educational philosophy that 113-B and 113-C students were delegated to the control groups
seamlessly integrates community engagement with academic (without service-learning). Students who did not complete the
learning. This form of experiential learning allows students to pre- and post-tests were excluded from the study.
apply theoretical knowledge to real-world challenges,
particularly within the Philippine context [17]. Data Gathering and Analysis

The use of service-learning in business management, particularly To measure the effectiveness of service-learning as a pedagogical
in the course delivery of Obligations and Contracts (LLAW 113), approach to LLAW-113 compared to conventional teaching
remains underexplored throughout the University. LLAW 113 is methods, the Service-Learning Outcomes Measurement Scale
a three-unit undergraduate course that is part of the curriculum of (S-LOMS) was used. S-LOMS proposed knowledge application,
most business management students. It is designed to provide personal and professional skills (creative problem-solving skills,
students with a comprehensive understanding of the legal relationship and team skills, self-reflection skills, and critical
principles governing obligations and contracts. This requires thinking skills), civic orientation and engagement (community
students to apply the relevant legal principles on obligations and commitment and understanding, caring and respect, and sense of
contracts in a given business case, situation, or transaction. The social responsibility), and self-awareness (self-efficacy, self-
course is divided into modules covering basic legal concepts and understanding, and commitment to self-improvement) as
their applications; definitions of obligations and their nature, possible student outcomes from service-learning. The scale
types, and effects, including their extinguishment; formation, demonstrated high internal consistency, with reliability
interpretation, and essential elements of contracts; legal remedies coefficients (Cronbach’s alpha) ranging from 0.75 to 0.96 [11,
and implications of defective contracts; and obligations arising 12]. Confirmatory factor analysis showed that its domains and
from quasi-contracts and related acts without contracts. subdomains could accurately measure the intended constructs in
Asian contexts [14].
In the first semester of academic year 2024 to 2025, three
teachers taught LLAW 113. They used case studies and class S-LOMS was administered using Google Forms to both
discussions to facilitate students’ understanding of obligations experimental and control groups at the start (pre-test) and end of
and contracts. They employed a mix of formative and summative the semester (post-test). Study participants were asked to rate
assessments, including quizzes and exams, that require problem- each S-LOMS item on a ten-point Likert scale, where higher
solving for common legal issues. scores indicated stronger agreement with the construct being
measured. Each subdomain consisted of multiple items. The
However, the teacher of LLAW 113-A incorporated a service- scores for each subdomain were calculated by averaging the
learning component, where students engaged with a social responses to all items under the construct. The scores for each
enterprise catering to marginalized communities to explore real- domain were then aggregated. Finally, scores from all domains
world applications of obligations and contracts to enhance their were combined to obtain an overall score.
understanding of societal needs and legal principles. The
community engagement included activities, such as consulting The spreadsheet containing the study participants' responses at
with the social enterprise to understand their legal concerns and the pre- and post-tests underwent data cleaning and matching
providing guidance grounded in the principles of obligations and prior to data analysis. To determine if there were significant
contracts. After community engagement, the students submitted differences in educational outcomes from pre- to post-test
a written reflection that detailed their insights into the application between the experimental and control groups, Kruskal-Wallis
of course content and opportunities for personal, professional, ANOVA was performed at 0.05 level of significance using
and socio-civic growth. This structured approach allowed Jamovi Statistical Software. This study used non-parametric
students to demonstrate their ability to apply legal knowledge statistics because of the small sample size. A p-value of greater
while fostering personal and civic growth. than 0.05 was considered statistically insignificant.

50
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Table 1. Comparison of Student Outcomes between the Experimental and Control Groups
LLAW 113-A LLAW 113-B LLAW 113-C
Student Outcomes Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-Test p-value
Knowledge Application 07.46 + 1.11 08.23 + 1.47 07.38 + 0.99 07.72 + 1.40 07.97 + 1.28 08.44 + 1.28 0.53
Personal and Professional Skills 28.61 + 4.40 31.09 + 5.31 30.74 + 3.45 33.44 + 3.77 32.33 + 4.62 32.70 + 4.10 0.05
Creative Problem-Solving Skills 07.13 + 1.26 07.57 + 1.44 07.73 + 0.97 08.36 + 1.30 07.92 + 1.26 08.23 + 1.31 0.93
Relationship and Team Skills 06.57 + 1.14 07.42 + 1.51 06.69 + 1.48 07.75 + 1.55 07.51 + 1.53 07.72 + 1.12 0.12
Self-Reflection Skills 07.40 + 1.68 08.10 + 1.50 08.03 + 1.30 08.88 + 1.11 08.78 + 1.39 08.43 + 1.35 0.02
Critical Thinking Skills 07.51 + 1.18 08.00 + 1.39 08.29 + 0.68 08.46 + 0.89 08.12 + 1.39 08.32 + 1.52 0.15
Civic Orientation and Engagement 23.08 + 3.13 25.34 + 4.66 23.95 + 2.55 25.28 + 3.03 25.96 + 3.00 26.10 + 2.42 0.04
Commitment and Understanding 07.04 + 1.06 08.01 + 1.53 06.75 + 1.05 07.91 + 0.93 07.77 + 1.54 08.05 + 1.26 0.11
Caring and Respect 08.63 + 1.04 08.71 + 1.50 09.07 + 1.00 08.88 + 1.11 09.49 + 0.63 09.44 + 0.71 0.83
Sense of Social Responsibility 07.41 + 1.80 08.62 + 1.79 08.13 + 1.19 08.50 + 1.31 08.70 + 1.30 08.62 + 1.21 0.02
Self-Awareness 19.97 + 2.77 23.12 + 4.69 22.92 + 2.42 25.15 + 2.20 23.46 + 4.31 23.56 + 4.60 0.02
Self-Efficacy 06.02 + 0.95 07.52 + 1.71 07.00 + 1.48 07.94 + 1.23 06.94 + 1.91 07.20 + 1.85 0.02
Self-Understanding 06.85 + 1.01 07.67 + 1.82 07.50 + 1.27 08.38 + 1.12 08.26 + 1.68 08.15 + 1.80 0.14
Commitment to Self-Improvement 07.10 + 1.17 07.92 + 1.67 08.42 + 0.68 08.83 + 0.82 08.26 + 1.55 08.21 + 1.54 0.17
Total 79.11 + 9.52 87.77 + 14.91 84.98 + 8.40 91.59 + 8.26 89.72 + 12.01 90.81 + 11.09 0.004

4. RESULTS that service-learning may not have a distinct advantage over

conventional teaching methods in these areas.
This study comprised 43 students with a mean age of 19.37 years
+ 0.90, ranging from 17 to 22 years old. 51.16% (22 students) of The civic orientation and engagement domain exhibited
the study participants were male, 46.51% (20 students) were significant gains for the experimental group (p = 0.04, ε2 = 0.15),
female, and 2.33% (one student) preferred not to disclose their especially in the subdomain of sense of social responsibility (p =
gender. 58.14% (25 students) came from BS Management 0.02, ε2 = 0.18). Students in the experimental group demonstrated
Engineering, 25.58% (11 students) from BS Management a stronger responsibility to contribute to societal well-being,
Applied Chemistry, and 16.28% (seven students) from other illustrating the effectiveness of service-learning in fostering a
business management programs. 30.23% (13 students) were sense of purpose in addressing broader social challenges.
enrolled in LLAW 113-A, 18.60% (eight students) in LLAW However, other subdomains within this domain, such as
113-B, and 51.63% (22 students) in LLAW 113-C. community commitment and understanding (p = 0.11) as well as
caring and respect (p = 0.83), demonstrated no significant
As shown in Table 1, the statistical results of the gathered data differences in mean scores between the experimental and control
using S-LOMS revealed significant differences between the groups. These results suggest that while service-learning
experimental and control groups in several student outcomes. succeeded in instilling a sense of responsibility, it may not have
These results underscore the added value of incorporating fully engaged students in ways that deepened their connection to
service-learning into business management education, the community or enhanced their empathy and respect for diverse
particularly for an undergraduate course on obligations and perspectives. Based on the faculty and students’ feedback, one
contracts. plausible reason is that many students in the experimental group
interacted minimally with the partner beneficiaries, often
For knowledge application, the mean differences in the pre- and engaging only with staff or through online channels, limiting
post-test scores across all groups were not statistically significant opportunities for meaningful community engagement.
(p = 0.53). This result suggests that service-learning did not
considerably impact this domain compared to traditional The domain of self-awareness displayed statistically significant
teaching methods. Nonetheless, the observed increase in post-test changes in scores (p = 0.02, ε2 = 0.19) for the experimental group,
scores for the three groups indicates that both service-learning reflecting the positive influence of service-learning on students’
and traditional methods are similarly effective in offering self-perception and personal growth. Specifically, the
opportunities for the application of course content in real-world experimental group demonstrated a substantial increase (p =
situations. 0.02, ε2 = 0.18) in self-efficacy or confidence in solving problems
and making meaningful contributions. While growth was noted
Statistical analysis showed evidence that service-learning can in self-understanding (p = 0.14) and commitment to self-
foster personal and professional skills, with 14% of the changes improvement (p = 0.17), particularly among LLAW 113-A and
in scores explained by this pedagogical approach (p = 0.05, ε 2 = 113-B students, the mean differences in the scores for these
0.14). The post-test scores demonstrated substantial subdomains were not statistically significant. These results
improvement in the experimental group, particularly in self- suggest that students in the experimental group may not have
reflection skills (p = 0.02, ε2 = 0.18). This result signifies that engaged in the depth of reflection needed to fully understand
service-learning can enhance students’ ability to critically their strengths, limitations, and motivations, or commit to
evaluate their actions, thoughts, and growth. However, the mean ongoing personal development.
differences in the pre- and post-test scores in other subdomains—
creative problem-solving skills (p = 0.93), relationship and team Nonetheless, the overall scores between the experimental and
skills (p = 0.12), and critical thinking skills (p = 0.15)—were not control groups were significantly different (p = 0.004, ε2 = 0.18).
statistically significant between the experimental and control Students in the experimental group exhibited greater
groups. While these skills were enhanced across all groups by improvements from pre- to post-test compared to those in the
the end of the semester, the lack of statistical significance implies conventional teaching methods. Contributories to these results

51
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

are significant gains in areas such as self-reflection skills, sense The non-significant results for these subdomains may indicate
of social responsibility, and self-efficacy in the experimental that the traditional teaching methods used in the control groups,
group. These results provide insights into the key benefits of such as simulated business negotiations and contract drafting,
service-learning as a pedagogical approach. were equally effective in developing problem-solving,
teamwork, and critical thinking skills. These methods also
emphasize collaboration, strategic decision-making, and
5. DISCUSSION practical application, which could reduce the observable impact
of service-learning in these areas. Developing these personal and
Service-learning provides students with invaluable opportunities professional skills might also require more intensive service-
to engage with their communities and to apply classroom learning experience to demonstrate statistically significant gains.
knowledge to real-world challenges. In contrast to abstract
learning, which is often associated with traditional classroom For the civic orientation and engagement domain, only a sense of
settings, this experiential approach immerses students in real- social responsibility showed a statistically significant
world situations, where they must work with others, consider improvement in the experimental group compared to the control
multiple perspectives, and address complex problems. These groups. Service-learning likely encouraged the students to
experiences often challenge students to think critically, adapt to directly engage with real-world challenges, prompting them to
unforeseen circumstances, and develop innovative solutions to reflect on their roles in addressing broader social issues. This
community issues [2]. engagement helped students feel a sense of duty and
accountability toward their communities.
Additionally, the reflection component inherent in service-
learning encourages students to examine their experiences, However, the lack of substantial improvements in community
connect them to theories, evaluate their own values and commitment and understanding as well as caring and respect in
assumptions, and develop a more nuanced understanding of the experimental group raises important considerations in
societal challenges [2, 18]. Reflection not only allows students to designing service-learning activities. These key civic orientation
bridge the gap between classroom learning and real-world and engagement aspects necessitate deeper and sustained
applications but also instills a lifelong commitment to interactions with communities to develop a genuine sense of
community engagement and social responsibility [19]. connection and empathy. Short-term service-learning
engagements or activities with limited community interaction
Notable about service-learning is that the engagement is based on might not provide the immersive experience needed to foster
a reciprocal relationship between students and community these outcomes. Students’ reflections on their experience in
partners [2, 20]. Both benefit from an exchange of knowledge, service-learning might have also fallen short in exploring the
skills, and resources. This reciprocity helps students perceive broader context of the community to gain deeper insights into
business management as more than just a transactional process their needs and truly relate with them.
[2]. When community engagement is built on reciprocity,
service-learning can lead to transformative experiences for As seen in this study, service-learning allowed students to reflect
students and meaningful impacts on communities [21]. on themselves, their capabilities, and their personal growth,
while also identifying areas where further improvement may be
Knowledge application is often a core aspect of both service- necessary. Specifically, the experimental group reported greater
learning and traditional teaching methods. In the control groups, self-efficacy than the control groups. These results show that
case studies, group discussions, and problem-solving exercises students who participated in service-learning tended to develop
might have effectively provided opportunities for students to greater confidence in their ability to apply their skills effectively
apply theoretical concepts to practical scenarios, reducing the and make meaningful contributions to addressing real-world
relative advantage of service-learning. In the experimental group, challenges. Witnessing the tangible outcomes of their efforts
limited occasions for immersion might be contributory, since might have contributed to this self-efficacy.
knowledge application requires longer engagement with real-
world challenges or repeated opportunities to reinforce learning However, the impact of service-learning on self-understanding
in various contexts. Students across all groups might also have and commitment to self-improvement was less pronounced.
similar levels of prior knowledge and competencies in applying These findings suggest the need for more structured and
legal principles. This comparable baseline knowledge could have intentional approaches to foster these dimensions of self-
lessened the observable impact of different teaching awareness. While students engaged in service-learning might
methodologies. have gained some insight into their strengths, weaknesses, and
values, their community engagement experience might not have
The results for self-reflection skills showed a statistically been sufficient to foster deeper levels of self-awareness.
significant improvement in the experimental group compared Focusing on task outcomes rather than meaningful personal
with the control groups. This finding suggests that service- insights might have limited the development of these dimensions.
learning effectively fosters students’ ability to critically evaluate
their actions, identify areas for growth, and internalize lessons
from their experiences. Service-learning’s experiential and 6. PRACTICAL IMPLICATIONS
reflective nature is likely a key factor in this outcome, as it
encourages structured introspection and active engagement with The results of this study on the effectiveness of service-learning
real-world challenges. for business management education, particularly LLAW 113,
offer important practical implications for its design and delivery.
However, there were no significant differences between the Service-learning stands out for its ability to immerse students in
experimental and control groups in creative problem-solving real-world challenges, encouraging them to connect theoretical
skills, relationship and team skills, and critical thinking skills. knowledge with practical applications in meaningful community

52
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

settings [22]. Unlike traditional classroom approaches, service- Another limitation is the small sample size, which restricts the
learning fosters a dynamic, experiential environment in which generalizability of the findings. Non-parametric tests, such as
students engage with diverse perspectives, address complex Kruskal-Wallis ANOVA, were used to accommodate this
societal problems, and navigate real-world uncertainties. limitation. However, these tests are less sensitive in detecting
However, the findings indicate that maximizing the benefits of subtle differences and can potentially underestimate the impact
service-learning requires intentionality in how activities are of service-learning. Larger and more diverse samples can
structured, delivered, and integrated into the curriculum. improve the generalizability of the results.

Service-learning benefits significantly from extended Furthermore, the study relied on self-reported data from
engagement, as longer durations allow students to deepen their S-LOMS. While validated and reliable, this scale is subject to
understanding of community contexts and develop more social desirability bias. Incorporating qualitative methods, such
meaningful relationships with the people they serve [22, 23, 24]. as interviews, focus groups, or content analysis of reflective
A year-long or multiphase project would allow them to see the journals, can offer a richer understanding of students’
outcomes of their efforts, refine their approaches, and adapt to experiences in service-learning and how these contribute to
evolving challenges, giving them opportunities to gain self- identified student outcomes.
efficacy [25, 26]. This iterative learning process reinforces
knowledge application along with personal and professional The current research measures the immediate impact of service-
skills, as students experience the real-world complexities of learning on student outcomes within a single semester. While this
sustaining initiatives over time. Additionally, prolonged service- provides valuable insights into short-term changes, it does not
learning experiences provide more opportunities for reflection, capture whether these developmental gains, such as self-
which is crucial for integrating course content with real-world awareness, self-efficacy, and civic orientation, are sustained over
experience. Extended engagement helps students develop a sense time or whether they translate into meaningful impacts on
of ownership and a lasting commitment to community service students’ professional and civic lives after they leave the
[22, 24]. academic setting. Conducting longitudinal studies can address
this limitation by exploring the long-term retention and
Sustained and immersive interactions with communities are application of skills acquired through service-learning.
essential to fostering empathy, understanding, and a genuine
sense of civic commitment. Surface-level activities may fail to Finally, the study was conducted in a specific cultural and
build the depth of connection needed for students to appreciate institutional context. While this setting provides a rich context
the lived realities of others. Community immersion can help for service-learning, the findings may not be directly applicable
students move beyond transactional relationships to develop to institutions with different educational philosophies or cultural
authentic partnerships based on mutual respect and shared goals norms. Including students from various institutions, disciplines,
[27]. and cultural contexts can provide broader insights into the
effectiveness of service-learning.
Finally, reflection in service-learning should be intentionally
structured to maximize its impact on students’ personal and
professional growth. Reflection activities must go beyond simple 8. CONCLUSION
summaries of experiences and encourage deep introspection [28].
Guided prompts could ask students to examine how their actions The findings of this study show the transformative potential of
aligned with their values, what they learned about themselves and service-learning in enriching the educational experience of
their community, and how they could apply these lessons to business management students. The results revealed that service-
future endeavors. By connecting their service-learning learning effectively enhances specific student outcomes,
experiences to theories and personal goals, students can better particularly in fostering self-reflection skills, self-efficacy, and a
understand societal challenges and their roles in addressing them sense of social responsibility. By engaging directly with
[26]. Structured reflection also supports the development of self- community needs, students participating in service-learning
awareness by prompting students to critically evaluate their demonstrated statistically significant improvements in these
strengths, weaknesses, and areas for growth [26, 28]. areas compared to their peers in traditional learning
environments.

7. LIMITATIONS AND FURTHER RESEARCH However, the study also points to limitations in service-
learning’s immediate impact on other key aspects. These findings
This study employed a non-equivalent control group design to suggest that while service-learning has distinct advantages in
measure student outcomes of service-learning. Although this cultivating reflective and civic-minded individuals, its
research design is suitable for educational research, it has effectiveness in different areas may depend on the design,
inherent limitations. One key limitation was the lack of random duration, and depth of engagement activities.
assignment of participants to the experimental and control
groups. As a result, differences between the groups, such as prior Overall, the evidence from this study supports the integration of
knowledge, learning preferences, or motivation, might have service-learning into business management education. Its
influenced the measured outcomes, reducing their ability to draw findings not only validate the relevance of service-learning in
causal conclusions about the effectiveness of service-learning. business management but also provide a roadmap for optimizing
To establish causal relationships, future studies should consider its design to ensure broader and deeper impacts on students and
randomly assigning students to the experimental and control communities alike.
groups. This random assignment can minimize biases related to
group differences and enhance the internal validity of the
findings.

53
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

9. DECLARATION OF COMPETING INTERESTS [14] K. H. Lau and R. S. Snell, “Validation of S-LOMS and
Comparison Between Hong Kong and Singapore of Student
The authors declare that they have no conflicts of interest. Developmental Outcomes after Service-Learning
Experience,” Michigan Journal of Community Service
10. DECLARATION OF USE OF GENERATIVE Learning, Vol. 27, No. 2, 2021, pp. 77–106.
ARTIFICIAL INTELLIGENCE [15] W. R. Shadish, T. D. Cook, and D. T. Campbell,
Experimental and Quasi-Experimental Designs for
Paperpal was used for the literature search and language editing, Generalized Causal Inference, Houghton: Mifflin and
while Grammarly Premium was employed for copyediting. Company, 2002.
[16] Ateneo de Manila University, “Undergraduate Studies”,
10. ETHICS CLEARANCE www.ateneo.edu, 2022. https://www.ateneo.edu/college/
academics/core-curriculum
Ethics approval (ADMU_24_044) was obtained from Ateneo de [17] Ateneo de Manila University, “Ateneo's Service-Learning
Manila University prior to data collection. Soars: Improved Processes Lead to 50% Increase in Faculty
Participation”, www.ateneo.edu, 2024. https://www.
11. REFERENCES ateneo.edu/news/2024/10/02/ateneos-service-learning-soars
-improved-processes-lead-50-increase-faculty
[1] M. Delucchi, “Strange Bedfellows: Explaining the Popularity [18] D. Bennett, C. Thomson, A. Power, B.-L. Bartleet, and B.
of Business Majors at Self‐Proclaimed Liberal Arts Colleges Mason, “Reflection for Learning, Learning for Reflection:
in the USA”, Research in Post-Compulsory Education, Developing Indigenous Competencies in Higher Education”,
Vol. 14, No. 2, 2009, pp. 171–188. Journal of University Teaching and Learning Practice,
[2] P. C. Godfrey, L. M. Illes, and G. R. Berry, “Creating Breadth Vol. 13, No. 2, 2016, pp. 99–118.
in Business Education through Service-Learning”, Academy [19] J. M. Brown and N. A. Schmidt, “Service–Learning in
of Management Learning & Education, Vol. 4, No. 3, Undergraduate Nursing Education: Where is the
2005, pp. 309–323. Reflection?”, Journal of Professional Nursing, Vol. 32, No.
[3] P. C. Godfrey, “Service-Learning and Management 1, 2015, pp. 48–53.
Education”, Journal of Management Inquiry, Vol. 8, No. [20] M. Asghar and N. Rowe, “Reciprocity and Critical
4, 1999, pp. 363–378. Reflection as the Key to Social Justice in Service Learning:
[4] R. G. Bringle and J. A. Hatcher, “A Service-Learning A Case Study”, Innovations in Education and Teaching
Curriculum for Faculty”, Michigan Journal of Community International, Vol. 54, No. 2, 2016, pp. 117–125.
Service Learning, Vol. 2, 1995, pp. 112–122. [21] S. Sabo, N. Teufel-Shone, J. de Zapien, D. Taren, L.
[5] D. Caspersz and D. Olaru, “The Value of Service-Learning: Bergsma, and C. Rosales, “Service Learning: A Vehicle for
The Student Perspective”, Studies in Higher Education, Building Health Equity and Eliminating Health Disparities”,
Vol. 42, No. 4, 2017, pp. 685–700. American Journal of Public Health, Vol. Suppl 105 1, No.
[6] E. McLaughlin, “The Real-World Experience: Students S1, 2015, pp. S38–S43.
Perspectives on Service-Learning Projects”, American [22] S. M. Hart and J. R. King, “Service Learning and Literacy
Journal of Business Education, Vol. 3, No. 7, 2010, pp. Tutoring: Academic Impact on Pre-Service Teachers”,
109-117. Teaching and Teacher Education, Vol. 23, No. 4, 2007, pp.
[7] P. Poon, T. S. Chan, and L. Zhou, “Implementation of 323–338.
Service-Learning in Business Education: Issues and [23] K. Resch and I. Schrittesser, “Using the Service-Learning
Challenges”, Journal of Teaching in International Approach to Bridge the Gap between Theory and Practice in
Business, Vol. 22, No. 3, 2011, pp. 185–192. Teacher Education”, International Journal of Inclusive
[8] J. Pinto and S. Costa-Ramalho, “Effects of Service-Learning Education, Vol. 27, No. 10, 2021, pp. 1118–1132.
as Opposed to Traditional Teaching-Learning Contexts: A [24] L. Hess Brown and P. A. Roodin, “Service-Learning in
Pilot Study with Three Different Courses” Frontiers in Gerontology: An Out-of-Classroom Experience”,
Education, Vol. 8, 2023, p. 1185469. Educational Gerontology, Vol. 27, No. 1, 2001, pp. 89–
[9] S. Brail, “Quantifying the Value of Service-Learning: A 103.
Comparison of Grade Achievement between Service- [25] B. Mayer, S. Stevens, C. Black, and A. Blume, “Improving
Learning and Non-Service-Learning Students”, Student Learning Outcomes through Community-based
International Journal on Teaching and Learning in Research: The Poverty Workshop”, Teaching Sociology,
Higher Education, Vol. 28, No. 2, 2016, pp. 148–157. Vol. 47, No. 2, 2018, pp. 135–147.
[10] M. Salam, D. N. Awang Iskandar, D. H. A. Ibrahim, and M. [26] E. A. Parker, N. Myers, H. C. Higgins, T. Oddsson, M. Price,
S. Farooq, “Service Learning in Higher Education: A and T. Gould, “More Than Experiential Learning or
Systematic Literature Review”, Asia Pacific Education Volunteering: A Case Study of Community Service Learning
Review, Vol. 20, No. 4, 2019, pp. 573–593. within the Australian Context”, Higher Education
[11] K. H. Lau and R. S. Snell, Service-Learning Outcomes Research & Development, Vol. 28, No. 6, 2009, pp. 585–
Measurement Scale (S-LOMS): The User Manual, Hong 596.
Kong: Lingnan University, 2020. [27] D. E. Giles and J. Eyler, “The Impact of a College
[12] R. S. Snell and K. H. Lau, “The Development of a Service- Community Service Laboratory on Students’ Personal,
Learning Outcomes Measurement Scale (S-LOMS)”, Social, and Cognitive Outcomes”, Journal of Adolescence,
Metropolitan Universities, Vol. 31, No. 1, 2020, pp. 44–77. Vol. 17, No. 4, 1994, pp. 327–339.
[13] K. H. Lau and R. S. Snell, “Confirmatory Factor Analysis [28] J. M. Brown and N. A. Schmidt, “Service–Learning in
for a Service-Learning Outcomes Measurement Scale (S- Undergraduate Nursing Education: Where is the
LOMS)”, Metropolitan Universities, Vol. 32, No. 1, 2020, Reflection?”, Journal of Professional Nursing, Vol. 32, No.
pp. 3–34. 1, 2015, pp. 48–53.

54
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Impacts of AI Usage Ethically on Students

Salem Al SHAMSI
College of Interdisciplinary Studies, Zayed University
Abu Dhabi, United Arab Emirates

Reem Al HAMAMI
College of Interdisciplinary Studies, Zayed University
Abu Dhabi, United Arab Emirates

Sara ALI
College of Interdisciplinary Studies, Zayed University
Abu Dhabi, United Arab Emirates

Areej ELSAYARY
College of Interdisciplinary Studies, Zayed University
Abu Dhabi, United Arab Emirates

ABSTRACT which include plagiarism, lack of vital wandering abilities, and

educational dishonesty.
This study explores the impact of ethical artificial intelligence
(AI) usage on university students' academic experiences, The significance of moral AI use in schooling cannot be
performance, and knowledge acquisition. Conducted at Zayed overstated. Ethical suggestions ensure that AI acts as a
University in the UAE, this cross-sectional study assesses supportive device instead of a substitute for human effort,
student perceptions of ethical AI practices, including fairness, retaining fairness, duty, and integrity in academic paintings. For
transparency, and responsibility, using a conceptual framework students, this is vital for both academic and personal success [3,
adapted from prior research. Findings reveal that ethical AI 4]. Understanding the ethical dimensions of AI use is critical for
practices, such as the responsible use of adaptive learning creating a balanced and responsible technique for integrating
systems and AI-driven feedback mechanisms, significantly generations into schooling.
enhance students' academic outcomes while addressing issues
like plagiarism and over-reliance on AI. However, challenges This takes a look at what is vital for numerous motives. First, it
such as biases, reliability, and context understanding in AI tools addresses the growing reliance on AI equipment amongst
highlight the need for enhanced development and guidelines. university college students within the UAE, a trend that mirrors
By integrating ethical considerations and reflecting on these worldwide traits. Misuse of this equipment can compromise
challenges, this study underscores the importance of balancing academic integrity, which can have lengthy-term effects on the
AI’s transformative potential with responsible implementation quality of schooling and the credibility of instructional
to foster equitable and effective learning environments. establishments. Second, ethical AI utilization aligns with the
Recommendations for educators, students, and developers UAE’s National Agenda, which emphasizes fostering
include promoting ethical AI usage, developing reliable innovation while retaining the values of equity, responsibility,
systems, and enhancing awareness of privacy concerns to and transparency. This study additionally helps the Sustainable
maximize AI’s benefits in education. Development Goal (SDG) four, Quality Education, by
exploring how AI may be used to enhance getting to know
Keywords: Ethical AI, academic performance, personalized results ethically and equitably [5]. By focusing on university
learning, AI in education, academic integrity. students in the UAE, they have a look at contributing to local
and international discussions on the function of ethics in AI and
schooling.
1. INTRODUCTION
The following question is developed to guide this study is:
Artificial Intelligence (AI) is reshaping numerous fields,
consisting of training, where it's miles remodeling how students
What is the impact of the usage of AI ethically on
learn and engage with academic content material. AI equipment
college students?
provides quite a number of possibilities, inclusive of
personalized knowledge of experiences, automated remarks,
and the capability to deal with personal student desires [1, 2]. This question seeks to discover the impact of ethical AI usage
However, this developing reliance on AI has raised massive on students’ academic reviews, performance, and average
moral worries, in particular concerning its responsible and understanding acquisition. To deal with this question, the look
honest use in educational settings. When used ethically, AI can hypothesizes:
serve as a precious device that helps college students get to
know and academic performance. In contrast, misuse or over- H: If college students use AI ethically in their
reliance on those technologies can also result in harmful effects, academic work (which include tasks, essays, and

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
55 https://doi.org/10.54808/ICSIT2025.01.55
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

checks), then their average experience, overall overall experience. However, we have a conceptual framework
performance, and expertise will considerably that we can discuss and explain that is relevant to our topic. The
enhance. conceptual framework is a research paper that has a similar
purpose as our study; it was published by Jang et al. [3]. This
This speculation is both potential and testable, because it builds research paper's purpose was to apply an instrument to assess
on existing studies that propose a link among ethical practices undergraduate attitudes toward AI ethics. The instrument used
and high quality academic consequences. was a survey that contained five dimensions: Fairness,
Transparency, Non-maleficence, Responsibility, and Privacy
Through this look, we aim to contribute significant insights into (See Figure 1). They received 1076 undergraduate responses.
how ethical concerns in AI usage can form the instructional While analyzing the data, they checked the differences between
landscape. By specializing in college students’ experiences and their attitudes towards AI. They found that female
perceptions, this study highlights the significance of balancing undergraduate students showed more sensitivity toward AI
technological improvements with ethical attention to enhance ethics compared to male undergraduate students in many
each educational best and integrity. dimensions like Fairness,, Non-maleficence, and Privacy [3].
They also found the students who had prior knowledge about AI
education were more sensitive regarding the fairness dimension
Theoretical Framework
[3].
The study topic has no relevant theories regarding the
relationship between AI ethical use and undergraduate students'

Figure 1. The conceptual framework that guided this study was adapted from Jang et al. [3].

Context of the study over reliance on AI, and an increase of academic dishonesty.
These gaps increase the unethical use of AI in education which
A few gaps regarding AI and education are: Increases in makes it important to discover students' perception on AI
plagiarism in education, students’ over-reliance on AI, and ethical use to be able to improve the educational environment.
Increased academic dishonesty. The rapid development of AI This research took place in the UAE in Zayed university, a
made undergraduate students realize how powerful it is to a federal university in the country that has two campuses one is in
point they realized that they can use AI unethically to increase Abu Dhabi and the second one is in Dubai. Zayed university
their academic grades. This led to an increase of plagiarism, undergraduate students were the main focus of this study.

56
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

2. LITERATURE REVIEW the main goal was to investigate the effect of AI on higher
education in Saudi Arabia. They conducted a quantitative
A recent article by Wang et al. [6] has explored the integration approach using a survey questionnaire as their study instrument.
of AI in educational settings, highlighting its ability to improve Their survey consisted of two sections: the first one was the
learning outcomes and tailor educational experiences. AI- demographic section, and the second one had 32 items to
enabled personalized learning by adapting content to individual explore dimensions like perspective on AI in higher education,
student’s needs and paces. Tools like chatbots and adaptive surrounded attitudes, perceptions, the role of AI in teaching and
systems facilitate engagement, while predictive analytics learning, future role of AI, and ethical implications. They found
identify students at risk of underperformance. Additionally, positive attitudes towards AI in higher education since the
these applications boost retention rates and enhance academic results conveyed potential enhancement in teaching and
achievement, making AI a transformative force in education. learning and increasing innovation.
Furthermore, another recent article by Singh & Hiran [7]
showed how students feel about using AI ethically in academic
work, especially in publishing and assessment. It shows that 3. METHODOLOGY
most students care about transparency and accountability and
are educated on using AI responsibly. Many are worried that Study Design
relying too much on AI might lower the quality of academic
work. They believe AI should be a helpful tool, not a This study aims to find a relationship between the ethical use of
replacement for human effort. Moreover, the article mentions AI and the overall experience of students. An observational
that students from different fields view AI ethics differently. study will allow us to conduct a survey that would ask students
For example, those studying social sciences are more concerned about their own experience regarding the impact of using AI
about these issues than engineering students. Lastly, the article ethically and their overall academic experience. This study
highlights the need for more education and clear guidelines to design is cross-sectional because we focus on observing
ensure AI is used responsibly and in a way that supports university students at a single point.
academic integrity. Moreover, a recent study about ethics and
privacy in Irish higher education was conducted by Wenhui et Participants
al. [8]. In this research, the purpose was to investigate the
perception of ethical considerations of students regarding the Our sample population is located in the United Arab Emirates,
use of AI tools in academia. The researchers conducted a and the key characteristic of our sample is that they are
quantitative research methodology, and their instrument was a university students. Our study sample size is intended to be
structured survey questionnaire that had three dimensions, more than 50 participants. However, only 38 university students
which are concerns about data privacy, accuracy of AI tools, were selected randomly and completed the survey.
and ethical considerations. This survey was sent to 120
students, and 93 students responded. The researchers found that Instruments
students from technology and science-based schools were more
concerned about privacy. However, arts, public administration, The students’ survey was conducted using a web-survey
humanities, and social science students were less concerned (Google form) to find the relationship between AI ethical use
about AI than technology and science-based school students. In and overall university students' experience. The survey consists
addition, research about chatbots in education and research of three categories: the ethical use of AI, its impact on learning,
conducted by Kooli [9]. In this paper, the researchers discussed and challenges and recommendations adapted from [2, 3].
a critical examination of ethical implications and solutions Furthermore, the survey includes 15 questions, and the scale
regarding AI. The study’s purpose was to discover the potential varies from open-response answers to gathering qualitative data
use of AI systems and chatbots in academia and their impact on in the challenges and recommendations section. Moreover,
research from an ethical point of view. They conducted a using a Likert scale from 1-strongly disagree to 5-strongly agree
qualitative methodology by performing exploratory research to get quantitative data from the ethical use of AI and its impact
and data collection expertise analysis and interpretation. on learning sections. Additionally, the use of Excel and Python
Regarding the potential ethical challenges associated with the program language for creating data visualizations and the use of
use of AI, they found that AI fails to understand the context as external research/articles. Moreover, we will use already-made
humans do, data AI provides is biased to contain errors, results visualizations provided by Google Forms.
by AI needs human interpretation and evaluation to be
meaningful and helpful, and it lacks transparency. Procedure

While many studies explore the role of AI in education, there is This study is conducted to create a survey to find the
still limited research on how ethical AI usage affects students’ relationship between AI ethical use and the student’s overall
academic experiences and outcomes. Much of the existing performance. In the study guidelines, we made sure that our
literature focuses on the technological capabilities of AI, like survey and study followed ethical standards by explaining the
personalization, while overlooking critical ethical issues such as participant rights and the confidentiality of their answers.
responsibility and transparency in its use. Furthermore, most Participants were informed that they could drop the survey if
current research focuses on theory or technical details without they were unwilling to continue. Descriptive statistics using
showing how these relate to a student's academic outcomes. frequency, mean, and standard deviation were implemented,
This gap in research highlights the need for more studies to and the data selected already made and created self-made
explore how ethical AI practices can influence students’ visualizations. We also created tables to separate the qualitative
learning processes and overall academic performance. Finally, a and quantitative data.
study exploring the impact of AI on higher education was
conducted by Al-Zahrani & Alasmari [2]. In this research paper,

57
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

4. RESULTS Challenges and Recommendations

Demographics data table What challenges did you face while using AI tools?

Table 1. Not accurate Not understanding Ethical concerns

Demographic information for participants. user needs and the risks of
over-reliance on
Demographics Construct % AI

Age 18-19 68.4% The majority of Many students Some students

students mentioned AI highlighted that emphasized
20-21 23.7% providing outdated, or AI struggles to ethical use and
wrong answers. understand user caution against
22-23 5.3% needs or context over-reliance.
fully.
24-25 2.6%

>25 0%
What recommendation would you give to students to use AI
Gender Males 15.8% safely?

Females 84.2%
Not to rely Avoid sharing Verify the Ethical Usage
on AI. personal accuracy of
Ethical Use information. information.

The findings for the ethical use, as shown in Table 2, dimension The Many students Many students Some students
highlight strong student agreement on the need for clear ethical majority of emphasized not recommended emphasized
guidelines to govern AI in higher education. Key points include students sharing personal double- the importance
addressing biases in AI algorithms, ensuring fairness, suggested information with checking AI- of using AI
responsibly collecting and managing student data, and not to rely AI. generated responsibly
promoting education on ethical issues to prevent misuse. fully on AI information and ethically.
Students also emphasize the role of guided instructions for but to use it for reliability.
ethical AI development and the need to prioritize student as a
autonomy and agency. learning
tool.
Impact on learning

The findings for the impact on the learning, as shown in Table

3, dimension highlight strong student agreement on AI's What recommendations would you give to AI creators in
potential to enhance education through personalized feedback, creating and/or developing any AI tool.
adaptive learning environments, and improved accessibility for Accuracy Privacy Ethical use Adding
diverse learners. Students recognize AI’s role as a personal tutor features
for understanding complex concepts, its ability to provide real-
time performance insights for timely interventions, and its The majority Many students Several Some students
overall contribution to creating more tailored and effective of students suggested students suggested
learning experiences. recommended ensuring user emphasized enabling
making AI privacy and programmin offline access,
tools more security, g AI for live chat
accurate, including not ethical uses support, and
reliable, and saving and more
up-to-date. personal data. protecting advanced
users. features like
reading PDFs.

58
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Table 2.
The frequency of students' responses for Ethical Use.
Survey items M SD D N A SA

Ethical guidelines and regulations should be

established to govern the use of AI in higher 3.66 10.5% 0% 26.3% 39.5% 23.7%
education.

AI should be developed and used in a manner 4.13 5.3% 2.6% 15.8% 26.3% 50%
that respects student autonomy and agency.

AI should be used responsibly to avoid the 4.05 5.3% 0% 23.7% 26.3% 44.7%
increase of societal inequalities.

AI algorithms should be designed to address 3.82 10.5% 0% 26.3% 23.7% 39.5%

potential biases and ensure fairness in higher
education.

The use of AI in higher education should 3.84 5.3% 2.6% 21.1% 44.7% 26.3%
prioritize the ethical collection and use of student
data.

To avoid the potential misuse of AI, a lot of 4.32 2.6% 0% 7.9% 42.1% 47.4%
people should be educated on relevant ethical
issues.

AI creators should consider the ethical use of AI 4.05 5.3% 2.6% 15.8% 34.2% 42.1%
through guided instructions.

Overall mean for Ethical use: 3.98

Table 3.
The frequency of students' responses for Impact on learning.

Survey items M SD D N A SA

AI has the potential to improve the accessibility of 4.16 2.6% 5.3% 10.5% 36.8% 44.7%
higher education for diverse learners.

AI technologies have provided constructive feedback 4.21 2.6% 7.9% 7.9% 28.9% 52.6%
that facilitate personalized learning experiences for
students.

AI can help create adaptive learning environments 4.05 7.9% 2.6% 7.9% 39.5% 42.1%
tailored to individual student needs.

AI can provide real-time insights into student 4.05 2.6% 10.5% 15.8% 31.6% 39.5%
performance, allowing for timely interventions.

AI can act as my personal tutor to learn about 4.42 2.6% 0% 10.5% 26.3% 60.5%
complex concepts.

Students should ensure the proper use of AI 4.11 2.6% 5.3% 13.2% 34.2% 44.7%
technology and not be reliant on it.

Overall mean for Impact on learning: 4.16

59
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Figure 2. Histogram graph that highlights the comparison of overall means for ethical use vs impact on learning. The mean value is on the
x-axis, and the frequency is on the y-axis.

Pie Chart

Figure 3. Pie chart represents the percentage of each theme in the challenges and recommendation dimension

60
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

5. DISCUSSION inclusivity, ensuring that AI usage does not exacerbate

inequalities in education. However, the take look also
The hypothesis states that if students use AI ethically in their highlighted a few challenges and worries over students
academic work, their overall experience, performance, and becoming overly dependent on AI, doubtlessly hindering their
knowledge will significantly improve. The result largely critical thinking and hassle-solving capabilities. Additionally,
supports this. A significant number of students (60.5%) strongly troubles associated with the reliability and accuracy of AI
agreed that AI tools function as personal tutors, helping them equipment have been raised, emphasizing the need for chronic
understand complex concepts, and 42.1% noted that AI development of these technologies to ensure their effectiveness.
improves accessibility for diverse learners, thereby enhancing
their academic experiences. Additionally, issues like The broader importance of these findings lies within the
inaccuracies and outdated responses from AI tools were capacity of AI to transform educational practices through
highlighted, indicating that the reliability of AI is crucial for its presenting customized knowledge of experiences and
effectiveness in education. For instance, in Wang et al. [6] facilitating well-timed interventions that could improve
research, they found out AI in education settings improves educational performance. As AI continues to evolve, its
learning outcomes and tailors educational experiences. In Singh integration into academic systems should contribute to more
& Hiran [7] research paper, they found that most students care inclusive and accessible learning environments, benefiting
about transparency and accountability when using AI. In students from diverse backgrounds and gaining knowledge of
Wenhui et al. [8] research study, they found technology and styles. By knowing how AI may be ethically applied, academic
science-based students are more concerned with privacy establishments can expand techniques to harness its full ability
regarding AI than other students in different majors. In Kooli while mitigating the risks of over-reliance and inequality.
[9] research paper, they found ethical challenges associated with Moreover, the take look underscores the importance of
AI, such as AI lacking to understand the context as humans do, developing policies and frameworks for the moral use of AI in
the data AI provides being biased to contain errors, and results training, ensuring that student's rights are protected and that AI
by AI needing humans. In Al-Zahrani & Alasmari [2] study, technology is used responsibly and correctly.
they found positive attitudes toward AI in higher education.
These results from previous studies indicate that AI has a In terms of recommendations, further studies have to explore
positive impact on students, but at the same time, it carries the unique styles of AI equipment that have the most
challenges and limitations regarding the ethical aspect of AI. widespread impact on scholarly consequences, as well as the
When we come and reflect on our own study results, we can first-class practices for integrating AI into the curriculum.
notice that our results directly align with these past research Additionally, it'd be precious to investigate the lengthy-time
studies since A significant number of students (60.5%) strongly period results of AI on students' instructional growth and expert
agreed that AI tools function as personal tutors, helping them improvement. Further studies can also discover the moral
understand complex concepts, and 42.1% noted that AI implications of AI use in more intensity, mainly regarding
improves accessibility for diverse learners thereby enhancing privacy issues, statistics protection, and the capability for
their academic experiences. Not only that, but in the qualitative algorithmic bias. Institutions may benefit from incorporating
questions in our instrument, most students mentioned those findings into their coaching practices and developing
challenges of AI, such as AI providing outdated or wrong guidelines to help ethical AI utilization amongst college
answers and AI struggling to understand user needs or context students and educators. Training packages on accountable AI
fully. Additionally, some students emphasized ethical use and use should be established, making sure that students understand
caution against over-reliance. the capacity dangers and benefits of the equipment.

Despite the critical insights gained, numerous barriers to this

6. CONCLUSION AND RECOMMENDATION examination must be acknowledged. First, the sample length
and demographic range of the individuals were restrained,
The primary aim of this study was to explore the impact of which could have affected the generalizability of the findings.
ethical AI use on university students' academic experiences, They look at primarily trusted self-suggested records, which can
performance, and knowledge. By examining using AI tools in introduce biases in college students' perceptions of AI's
an educational context, this study sought to determine whether effectiveness. Additionally, they have a look centered on a
ethical AI practices ought to enhance gaining knowledge of specific organization of university students, and the
consequences and beautify the overall academic experience. consequences won't represent college students from different
The examination additionally aimed to evaluate capacity- academic ranges or areas. Another hassle is the scope of the
demanding situations and limitations in adopting AI technology observation, as it no longer looks into the actual implementation
inside schooling. of AI equipment in instructional settings, focusing on a
substitute for students' perceptions and stories. Future studies
The essential findings of this examination monitor that moral ought to address those limitations by undertaking longitudinal
AI use influences college students' gaining knowledge of research with various samples, examining the actual global
experiences and academic performance. Many members said application of AI equipment in classrooms, and exploring the
that AI equipment, including adaptive learning systems and AI- effectiveness of AI interventions in enhancing educational
pushed feedback mechanisms, contributed to progress in effects across unique instructional contexts.
expertise in complicated subjects and facilitated personalized
studies. More than 1/2 of the respondents agreed that AI's Ultimately, this examination gives treasured insights into the
ability to provide optimistic feedback, together with its ability fantastic impact of ethical AI use on university students'
to impart actual-time educational insights, helped to enhance academic studies and overall performance. While the findings
their performance. Furthermore, college students recognized the support the hypothesis that ethical AI practices can enhance
importance of ethical AI practices in selling equity and getting to know, additionally, they spotlight the need for a

61
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

balanced approach to AI adoption in education. By addressing

the demanding situations associated with over-reliance and
device reliability, institutions can harness the capacity of AI to
improve instructional consequences and create more equitable
studying environments.

7. REFERENCES

[1] A. Grájeda, J. Burgos, P. Córdova, and A. Sanjinés,

“Assessing student-perceived impact of using artificial
intelligence tools: Construction of a synthetic index of
application in higher education,” Cogent Educ., vol. 11, no. 1,
2023. [Online].
Available: https://doi.org/10.1080/2331186x.2023.2287917
[2] A. M. Al-Zahrani and T. M. Alasmari, “Exploring the
impact of artificial intelligence on higher education: The
dynamics of ethical, social, and educational
implications,” Humanit. Soc. Sci. Commun., vol. 11, no. 1,
2024. [Online]. Available: https://doi.org/10.1057/s41599-024-
03432-4
[3] Y. Jang, S. Choi, and H. Kim, “Development and
validation of an instrument to measure undergraduate
students’ attitudes toward the ethics of artificial intelligence
(AT-EAI) and analysis of its difference by gender and
experience of AI education,” Educ. Inf. Technol., vol. 27, no.
8, pp. 11635–11667, 2022. [Online].
Available: https://doi.org/10.1007/s10639-022-11086-5
[4] A. ElSayary, “An investigation of teachers’ perceptions of
using ChatGPT as a supporting tool for teaching and
learning in the digital era,” Journal of Computer Assisted
Learning, vol. 40, no. 3, pp. 931–945, Dec. 2023, doi:
10.1111/jcal.12926.
[5] UAE National Committee on SDGs, “UAE and the 2030
Agenda for Sustainable Development: Excellence in
Implementation,” 2017. [Online].
Available: https://sustainabledevelopment.un.org/content/docu
ments/20161UAE_SDGs_Report_Full_English.pdf
[6] T. Wang, B. D. Lund, A. Marengo, A. Pagano, N. R.
Mannuru, Z. A. Teel, and J. Pange, “Exploring the potential
impact of artificial intelligence (AI) on international
students in higher education: Generative AI, chatbots,
analytics, and international student success,” Appl. Sci., vol.
13, no. 6716, 2023. [Online].
Available: https://doi.org/10.3390/app13116716
[7] S. Singh and K. Hiran, “The impact of AI on teaching and
learning in higher education technology,” J. High. Educ.
Theory Pract., vol. 22, no. 13, 2022. [Online].
Available: https://doi.org/10.33423/jhetp.v22i13.5514
[8] W. Zhang, M. Khan, and S. I. Khan, “From the ‘lock’ to
‘advanced’: The Midwest higher education revitalization of
path dependence and possible solutions,” Glob. Soc. Sci.
Rev., vol. VIII, no. II, pp. 177–190, 2023. [Online].
Available: https://doi.org/10.31703/gssr.2023(viii-ii).17
[9] C. Kooli, “Chatbots in education and research: A critical
examination of ethical implications and
solutions,” Sustainability, vol. 15, no. 7, p. 5614, 2023.
[Online]. Available: https://doi.org/10.3390/su15075614

62
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Multidimensional Model of Teachers’ Competencies in the Age of AI Progress:

Summarizing Realities of Pedagogical and Socio-Cultural Dynamics in Uzbekistan

Saidakhror Saidakhmedovich GULYAMOV

Doctor of Economics, Professor,
Head of the Department of ICT and Digital Economy
Institute for Advanced Training of Personnel and
Statistical Research,
Tashkent, 100077, Uzbekistan

Ismoil Saifnazarovich SAIFNAZAROV

Doctor of Philosophical Sciences, Professor of Philosophy,
Tashkent State University of Economics,
Tashkent, 100063, Uzbekistan

Munavvarkhon MUKHITDINOVA
PhD, Lecturer, Tashkent State University of Economics,
Tashkent, 100063, Uzbekistan

ABSTRACT The idea of teacher competencies emerged once again, as it did

in the previous stages of scientific and technological disruption,
The proposed multidimensional model of teacher competencies and scholars need to examine it thoroughly. It is obvious that the
in the AI era emphasizes the importance of balancing traditional model of teacher competencies does not meet the
technological skills with socio-cultural and humanistic elements needs of today's digital educational environment.
in education. This reflects the challenges posed by the
revolutionary changing educational landscape. The model can be This paper presents a multidimensional model that we developed
integrated into professional development programs to enhance based on our research on teacher competencies. The model is
the quality of education and equip teachers to effectively address tailored to the realities of the AI era while taking into account the
the challenges and opportunities presented by advancements in specific characteristics of national educational systems,
AI in the daily lives of educators and students. specifically those of Uzbekistan.

Keywords: Teacher Competencies, AI in Education, What does literature contain, and what is the primary novelty of
Multidimensional Model this paper? There are a number of good research and
presentations addressing the issues of teacher competencies in
the digital age [1]. Miskhra and Koehler [2] contributed to the
1. INTRODUCTION TPACK model, which lays the groundwork for understanding the
interconnectedness of technological and pedagogical knowledge.
Let us begin with two apparent observations that have become However, this model fails to fully consider the socio-cultural
almost truism in the last several years. First, education must be context. In contrast, Redeker's research on the European
changed and transformed cardinally. Second, current higher framework of digital teacher competencies, known as
education worldwide, which needs to be changed, was formed in DigCompEdu [3], is more expansive, yet it remains somewhat
the industrial era and developed according to its specific laws. At mismatched with the realities of the AI era.
the time, specialists were trained in higher education institutes
for 3-4- Our paper attempts to consolidate four key dimensions of
competencies: technological, pedagogical, sociocultural, and
5 years, and they expected changes in production no earlier than adaptive. We believe that our approach encompasses not only the
5-10-15 years. technical skills needed for working with AI systems but also how
Thus, the expected specialists out of universities corresponded to these skills are applied in the context of effective teaching, social
the level of changes taking place in production. Now the rate of interaction, and cultural relevance. The adaptive dimension is
change has completely different orders in relation to the especially emphasized, highlighting the teacher's ability to
manufacture of a product, the emergence of new products/ goods, respond flexibly to rapidly changing technological and
and, consequently, new specialties. Of course, the changes educational trends.
should also affect the time required for higher education. And
most importantly, the changes should meet the requirements of We developed the four-dimensional model based on the
those who teach and provide education. It is evident that who will following key components: 1) a comparative sociological
teach teachers is one of the main problems of AI progress in analysis of current AI utilization in education globally; 2) an
everyday life and the development of artificial sociality. examination of the cultural and pedagogical characteristics of
various countries with regard to the realities in Uzbekistan; 3) the

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
63 https://doi.org/10.54808/ICSIT2025.01.63
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

formulation of models for integrating AI technologies into teacher employ the speech recognition system effectively to test
national educational systems; and 4) an assessment of the pronunciation in language classes. A basic understanding of
effectiveness of these proposed models in preserving cultural machine learning will help interpret recommendations from the
identity while enhancing the quality of education [4]. adaptive learning platform.

Competencies in working with AI platforms: Substantial skill in

2. METHODS configuring and working in adaptive learning systems, such as
those from Carnegie Learning or Knewton, is required. A teacher
In order to develop a new model, we utilized the following needs to be able to analyze the data of student progress that these
methods in our research: systems will be producing in order to adapt the learning process
1) Critical review of the published empirical research on AI accordingly. For example, if a teacher looks into error patterns in
usage in education. math problems, then he will be able to find knowledge gaps and
2) A comparative analysis of the cultural and pedagogical provide additional exercises targeting those knowledge gaps.
characteristics examined in different socio-economic settings.
3) Developing New Pedagogical Models with AI Integration. Pedagogical dimension
4) Content analysis of educational programs and the policies of The ability to design tasks that foster higher-order thinking skills
various countries regarding the use of artificial intelligence. while utilizing AI will be crucial. Educators can assign projects
5) Expert assessment method for validation of developed models. that challenge students to critically assess the outcomes
generated by AI systems. For instance, students might explore
potential biases in the recommendations offered by an AI
3. DIGITAL TRANSFORMATION AND EDUCATION IN assistant when making career choices.
UZBEKISTAN
To effectively support student learning, educators need to
Since 2019, the government has launched several state programs interpret detailed data on individual learning styles, progression
aimed at integrating modern information and communication rates, and preferences that are gathered by AI systems. This
technologies into the educational process. However, the information allows teachers to tailor the curriculum to meet the
digitalization of education and the adaptation of the teacher unique needs of each student. For example, if a student shows a
training system in Uzbekistan are still in the early stages. preference for visual learning, the teacher might recommend
additional graphic materials, such as infographics or illustrated
Our research reveals specific challenges and obstacles to the guides, to enhance comprehension and engagement with the
effective development of digital transformation in Uzbekistan's subject matter.
educational structures and institutions. Here are some key issues:
1) digital transformation in education is unevenly distributed Harnessing the power of intelligent systems to monitor and
across regions and universities; evaluate learning outcomes can greatly enhance the feedback
2) the digital infrastructure is lacking, particularly in regional process. In the field of programming education, tools such as
educational institutions; automated code-checking systems and advanced speech analysis
3) language barriers arise when using international educational technologies can be effectively employed, for example, to assess
resources; students’ language skills. These innovative technologies provide
4) there are issues regarding the security of information and the instantaneous feedback, allowing learners to quickly understand
protection of personal data within the education sector; their strengths and weaknesses. By receiving immediate insights
5) innovative technologies will require overcoming some cultural into their performance, students can engage in a more dynamic
and institutional barriers; the changes will face some resistance and accelerated learning process, ultimately fostering deeper
from both teachers themselves and administrators. understanding and proficiency in their coding and
6) there is a significant lack of financial resources for large-scale communication abilities.
digitization of education.
Sociocultural dimension
The digitization of education presents numerous opportunities Effective interaction in a multicultural online environment is
for Uzbekistan, such as: crucial within globalized education. The teacher should be able
1) Offering educational services via online platforms. to use AI tools to overcome language barriers, for example, using
2) Developing innovative educational products that harness simultaneous translation systems in foreign language classes or
artificial intelligence and digital technologies. international educational projects, i.e., everything that is called
3) Integrating into the global educational landscape by ‘intercultural digital communication’.
participating in international educational platforms.
4) Employing digital tools to enhance instructors' teaching skills In the AI era, teachers' competencies must include careful
and their communication with students. consideration of ethical issues. Educators must comprehend and
implement ethical principles while utilizing AI technologies in
their teaching practices. This entails a thorough understanding of
4. KEY CHARACTERISTICS OF THE FOUR- data privacy regulations, which means being vigilant and
DIMENSIONAL MODEL OF TEACHER considerate when observing student behavior to protect their
COMPETENCIES privacy. Additionally, teachers must carefully reflect on
authorship concerns that arise when generative AI models are
Technological dimension employed to create educational resources, ensuring that proper
We believe today teachers should possess a basic-level credit is given, and intellectual property rights are respected in
understanding of how the AI systems work. For instance, some the educational context.
basic understanding of how neural networks work will help a

64
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Competencies that help to organize effective communication in approach to understanding professional requirements within the
environments that mix real and virtual interaction are becoming modern landscape of education. This includes technological,
increasingly important. The teacher should be able to exploit pedagogical, socio-cultural, and adaptive dimensions, referring
augmented and virtual reality technologies to offer immersive to the complexity and multilateralism of the teacher's role within
educational experiences, such as virtual reconstructions of the digital era.
historical events or simulations of scientific experiments.
To summarize the key points:
Adaptive dimension 1) Pedagogical principles and the ability to critically evaluate
New teachers’ competencies have to include the necessity of technology are as important as developing technical skills.
being adaptive to continuous learning, to stay in line with the idea 2) Sociocultural competencies are increasingly vital in a global
of ‘lifelong learning’. To keep skills up to date, knowledge must educational framework, particularly in the context of utilizing AI
be continuously updated on AI progress and innovations in technologies within multicultural environments. This aspect
pedagogical methods. This means that teachers have to take new holds particular significance within the multinational society of
online/offline courses on AI technologies in education and the Republic of Uzbekistan.
participate in professional communities’ discussions. 3) Embracing adaptability and a commitment to continuous
learning are vital for educators aiming to thrive in today's rapidly
The ability to use AI tools effectively requires educators to learn evolving technological landscape. These qualities empower
how to master new AI technologies and adapt them for teachers to stay current with innovations and effectively engage
educational purposes. Teachers should explore various AI their students in meaningful ways.
platforms to evaluate different systems for generating
educational content and select the most effective one. In presenting this model, we assert that its theoretical
significance is rooted in the expansion of the concept of teacher
The rapid evolution of AI and educational techniques competence within the context of the AI era. Furthermore, it
necessitates resilience in adapting to change. As technology combines various theoretical approaches that may provide a
continues to advance at an unprecedented pace, it becomes foundational basis for subsequent research in this domain. The
increasingly important to maintain effective teaching practices in practical implications of this model are evident in its potential
this dynamic environment. Teachers must develop the skills to applications for developing training and professional
navigate new technological realities and adjust their teaching development programs for educators, as well as in the assessment
methods to meet emerging demands, all while focusing on the and advancement of their professional competencies.
educational goals and needs of their students.
Our study does have some limitations and requires further
development. The proposed model is based on theoretical
5. INSTITUTIONALIZATION OF FOUR- reflections, decades of our pedagogical experience, and field
DIMENSIONAL MODEL IN THE SYSTEM OF research. However, it needs additional empirical validation
EDUCATION IN UZBEKISTAN across various educational contexts. Future research could focus
on the practical implementation of the model, the development
To effectively utilize the new modes of teachers’ competencies, of methods and tools for competency assessment, and the
a system of continuing professional education based on the investigation of the effectiveness of different approaches to
principles of micro-learning and personalized educational enhancing teachers' AI competencies.
trajectories must be created. It will involve flexible modular
programs of advanced training tailored to the needs of every
teacher. 7. REFERENCES

A mechanism for Assessing and certifying Teachers' Digital [1] M.A. Cardona, R.J. Rodríguez, K. Ishmael, Artificial
Competencies must be developed. Such a mechanism needs to Intelligence and Future of Teaching and Learning: Insights
correlate to international standards while considering national and Recommendations, U.S. Department of Education, Office
specifics. It has to include both formal assessment procedures of Educational Technology, Washington, DC, 2023.
and elements of peer-to-peer assessment. [2] O. Zawacki-Richter, V.I. Marín, M. Bond, F. Gouverneur,
"Systematic Review of Research on Artificial Intelligence
We believe the proposed model will be both adaptable and Applications in Higher Education – Where Are the
flexible. This system of continuous professional development, Educators?", International Journal of Educational
based on microlearning principles, allows teachers to regularly Technology in Higher Education, Vol. 16, No. 39, 2019.
update their skills without disrupting their main activities. [3] P. Mishra, M.J. Koehler, "Technological Pedagogical
Content Knowledge: A Framework for Teacher
There is a risk of imbalance when too much emphasis is placed Knowledge", Teachers College Record, Vol. 108, No. 6,
on technological aspects at the expense of pedagogical and 2006, pp. 1017-1054.
sociocultural considerations. It is essential to ensure that both [4] P. Mishra, M.J. Koehler et al., The Technological
pre-service and in-service teacher education strike a balance Pedagogical Content Knowledge Framework for Teachers
between developing new digital skills and maintaining core and Teacher Educators, 2014. [Online].
pedagogical competencies. Available: https://www.researchgate.net/publication/2670287
84_The_Technological_Pedagogical_Content_Knowledge_Fr
amework_for_Teachers_and_Teacher_Educators
6. CONCLUSION [5] C. Redecker, European Framework for the Digital
Competence of Educators: DigCompEdu, Joint Research
The proposed multidimensional model of teacher competencies Centre, European Commission, 2017. [Online].
in the era of AI technology progress reflects an integrative

65
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Available: https://publications.jrc.ec.europa.eu/repository/han
dle/JRC107466
[6] OECD Education Policy Perspectives, OECD Publishing.
[Online].
Available: https://www.oecd.org/en/publications/oecd-
education-policy-perspectives_5cc2d673-en.html

66
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Applying the HAC-SECI Model to Faculty Members for Effective Active Learning
Chikako MORIMOTO
Department of International Design Management, Tokyo University of Science
Tokyo, 1020071, Japan

ABSTRACT the HAC-SECI model as an AI-assisted approach to encourage

faculty to reflect on their teaching styles more effectively. This
Today, active learning has become commonplace in university is a reasonable approach for busy faculty.
education. However, unlike traditional classes, active learning
requires that faculties prepare exercises and think of ways to
encourage mutual learning in addition to lectures. Faculties have 2. RELATED RESEARCH
a lot to do not only in the preparation stage of lessons, but also
during class, and experience and training are required to teach When we think of education, the general goal is to change
active learning with a relaxed attitude. In this paper, we refer to knowledge, abilities, understanding, and behavior. Traditionally,
the HAC-SECI model, an extension of the SECI model, a education has been thought of as being about teachers "giving"
knowledge circulation model, and introduce an initiative that and students "receiving." Fenstermacher separated the act of
encourages teachers to reflect on their own attitudes when teaching from learning itself, arguing that learning is something
implementing active learning. that is obtained as a result of "the learner's activities," not as a
result of the teacher "teaching" [2]. Biesta states that education
Keywords: Active Learning, Reflection, SECI Model, HAC- functions in the areas of qualification, socialization, and
SECI Model. subjectification, with subjectification being particularly
important[1]. These three areas are inseparable and interrelated.
The role of teachers is to support learners in order to "promote"
1. INTRODUCTION learning. This idea is also deeply related to AL. Because faculty
members are not in a position to provide knowledge but rather to
As Gerd Biesta points out in his book, the roles of "teaching" and facilitate it, they need to reflect on their interactions with students
"learning" have been reversed [1]. As a result, active learning and learn to adopt an attitude that will further promote learners'
(AL) has become commonplace in today's educational field. learning. However, in university education, university faculty
University education is also shifting from a style of listening to members are generally researchers and are in a position to lead
lectures to AL. their own research. It can be said that their role in generating new
In AL, the role of the teacher changes from conveying the knowledge is more important than supporting others.
contents of the textbook from the podium to supporting learning. As a result, the reality is that faculty members lack the time or
However, most university professors are researchers and not attitude to reflect on their interactions with students.
education experts. Unlike traditional classes, active learning On the other hand, with regard to reflection, there is the SECI
requires teachers to prepare exercises in addition to lectures and model of knowledge transfer and organizational growth. This is
to devise ways to promote mutual understanding. Teachers have a knowledge growth model based on the development of tacit and
a lot to do not only in the lesson preparation stage but also during explicit knowledge in individuals and organizations.
class, so they need experience and training to teach in an AL style Matsumoto et al. developed this SECI model into an expert
in a relaxed manner. knowledge circulation model using AI, creating the HAC-SECI
In this paper, we constructed a reflection model in which a busy model [3](Fig.1). The HAC (Human-AI Collaboration)-SECI
professional university professor reflects on his own teaching model is a model that circulates knowledge between humans and
style with AI as a conversation partner. We are considering the AI, where Human refers to a specific individual (target). The
limitations of traditional faculty training methods; we propose

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
67 https://doi.org/10.54808/ICSIT2025.01.67
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

LLM-based AI used in the HAC-SECI model causes a generative information, and the words spoken in class and the facial
AI that mimics the digital twin AI based on expert knowledge. expressions were mapped to the flow of time.In the experiment,
The model uses Retrieval Augmented Generation (RAG) as the first 30 minutes of the lecture part of the class and the last 20
domain knowledge to train target humans. minutes of the exercise part were filmed with a camera.In this
It consists of two parts: an inner loop in which the AI learns from experiment, the teacher was not given real-time feedback, and the
the output of the target person, and an outer loop in which the AI changes in facial expressions were converted into text and
reflects on itself and the target person gains new insights from entered as data into the target AI. The data from the lecture part
the learning results it outputs. Specifically, the inner loop in Fig. and the exercise part were added to the inner loop learning.
1 is the loop where the generated AI is learned as a digital twin, Next, we instructed the AI trained as a digital twin to create
and the outer loop is the loop where the human learns from the additional exercises. The digital twin called the exercise it had
output of the generated AI. learned Exercise A and the exercise it had created Exercise B.
The HAC-SECI model is intended to target professionals who We and the target teacher evaluated the difficulty of the
produce many articles. Therefore, university professors who generated Exercise B and found it to be of the same level. The
produce a lot of output in their classes are suitable targets. In this target teacher was able to reduce the time it took to create
study, we apply the HAC-SECI model to university professors questions by half and use that time to provide feedback to
who need reflection, and attempt to encourage reflection for students.
effective AL.

4. RESULT AND DISCUSSION

3. OUR RESERCH
As a result of the experiment, in the inner loop, the AI learned
First, we planned to apply the HAC-SECI model to teachers in the speaking habits of the target teacher. The teacher repeatedly
charge of seminar subjects. To apply the HAC-SECI model, we explained the instructions for the exercise content. He used many
videotaped the behavior of teachers in class and analyzed their analogies in his lectures. Considering this characteristic, the AI
facial expressions. For the facial expression analysis, we used the repeatedly explained the same content in response to the
analysis tool used in an experiment in which facial expressions instruction "Explain Exercise B." It also explained the
from an interview survey were shown to interviewees [4]. We relationship between the parts that were repeatedly emphasized
selected young teachers with short teaching experience as in the lecture and Exercise B. However, many of the examples
subjects for the experiment. output were inappropriate. We and the target teacher revised the
In the experiment, the first 30 minutes of the lecture part of the examples and had the AI relearn them. As a result of the re-
class and the second 20 minutes of the exercise part were filmed learning, the new Exercises C and D that were output had been
on camera. He lectured enthusiastically. In the practical course, improved to be in line with the purpose of the lesson. Exercise D
he came to the front of the podium and explained while watching in particular was at a level that could be used as is in the next
the students' reactions. Figure 2 shows his position. lesson.
In the outer loop, the teacher read the instructions for Exercise B
output by the AI and noticed the characteristics of his speaking.
He realized that if there were too many examples, students'
concentration might be distracted. He also noticed that he had a
habit of turning his body toward the screen on the right side by
watching the recorded video. As a result, he tended to overlook
the fact that the student on the left side stopped moving his hands
during the exercise. University teachers have few opportunities
to notice their own teaching habits. Especially in active learning,
there is a lot to do, and it is difficult to make time for reflection
because you are distracted by progressing according to the
Fig.2 Standing position
schedule. In this experiment, it took only about two hours to
In this experiment, the teacher was not given real-time feedback, record the lesson and reflect on it. This is considered to be a very
efficient and effective method.
but the changes in facial expressions were converted into text and
input as data into the target AI. The data from the lecture part was
learned in the inner loop, and the data from the exercise part was
learned in the outer loop. 5. CONCLUSIONS
First, we planned to apply the HAC-SECI model to teachers in
This experiment showed that the HAC-SECI model is effective
charge of practical subjects. Young teachers with little teaching
in giving university faculty the experience of reflection. However,
experience were selected as subjects for the experiment. In
advance, the lectures of the target teachers were recorded on the subject of the experiment was a single junior faculty member,
and there is a large degree of individual bias. In future efforts, we
video and the results of transcription were trained on the AI. At
will verify whether the model is effective for experienced faculty
this stage, the AI learned the frequently used words and speech
members and faculty members who engage in AL other than
structure as a digital twin.
Next, to apply the HAC-SECI model, the teacher's behavior exercises, such as PBL.
during class was recorded on video and facial expressions were
analyzed. For facial expression analysis, the analysis tool used in
ACKNOWLEDGEMENTS
the experiment in which the facial expressions in the interview
survey were shown to the interviewees was used [4]. Facial
This work was supported by JSPS KAKENHI Grant Number
expression changes were recorded in 5-second intervals. Next,
JP22K02839.
the recorded facial expressions were converted into text

68
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

REFERENCES

[1] Gert J.J. Biesta, The Redicovery of Teaching, Routledge,

2017.
[2] Fenstermacher, G.D, Philosophy of research on teaching,
Handbook of research on teaching (3rd edition), Collier
Macmillan, 1986.
[3] Takashi Matsumoto, Ryu Nishikawa , Chikako Morimoto,
"Reflection through interaction with digital twin AI in the
Human-AI-Collaboration SECI Model", Agents and
Multi-Agent Systems: Technologies and Applications 2024,
Proceedings of 18th KES International Conference, KES-
AMSTA 2024, June 2024.
[4] Kazuma Ishida, Chikako Morimoto, “Propose using real-
time facial expression recognition tool for the interview
research”, Proceedings of rePiT Symposium 2024.

69
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Innovativeness Scales:
Validity and Reliability of Measuring Innovation Competency

Noawanit SONGKRAM
Program in Educational Measurement and Evaluation,
School of Educational Studies, Sukhothai Thammathirat Open University,
Bangkok, 11120, Thailand

Nalinee NAKORN
Department of Educational Measurement and Evaluation,
School of Educational Studies, Sukhothai Thammathirat Open University,
Bangkok, 11120, Thailand

Sungworn NGUDGRATOKE
Department of Educational Measurement and Evaluation,
School of Educational Studies, Sukhothai Thammathirat Open University,
Bangkok, 11120, Thailand

ABSTRACT challenges. This multifaceted capability extends beyond mere

ideation to include strategic thinking, problem-solving efficacy,
This study aimed to develop and validate innovation competency and the ability to drive sustainable value creation through
indicators for undergraduate students by adapting the FINCODA systematic innovation processes [5].
(Framework for Innovation Competencies and Assessment)
model. The research utilized the Innovation Barometer The accelerating pace of technological advancement and market
Assessment Tool, a psychometric instrument that evaluates transformation has amplified the strategic significance of
individual innovation capabilities across five dimensions: innovation competency. Organizations must cultivate this
Creativity, Critical Thinking, Initiative, Teamwork, and capability not only at the leadership level but across their entire
Networking. The methodology integrated a systematic synthesis workforce to maintain adaptability and resilience in an
of indicator components from international studies that increasingly volatile business landscape [6]. This systematic
previously implemented the FINCODA Framework. This approach to innovation capability development represents a
quantitative investigation collected data from 265 senior paradigm shift from traditional innovation management models,
undergraduate students across Thai public universities, with emphasizing the need for a more holistic and integrated
voluntary participation and anonymity maintained throughout. framework.
The measurement instrument comprised 34 items distributed
across the five core components. Confirmatory Factor Analysis Current literature suggests that innovation competency
demonstrated robust psychometric properties, with factor comprises several interconnected dimensions, including creative
loadings ranging from 0.58 to 0.89, indicating strong construct thinking, strategic risk assessment, change management
validity. The results revealed that the model demonstrated capability, and implementation efficacy [7]. Understanding these
satisfactory fit indices, meeting established criteria for Structural dimensions and their interrelationships is crucial for developing
Equation Modeling (SEM) effective strategies to enhance both individual and organizational
innovation capabilities.
Keywords: Innovativeness Scales, Validity and Reliability,
Innovation Competency.
2. LITERATURE REVIEW AND FRAMEWORK
1. INTRODUCTION The Framework for Innovation Competences Development and
Assessment (FINCODA) traces its origins to INCODE, a
In today's rapidly evolving global business environment, pioneering instrument initially conceived for evaluating students'
innovation competency has emerged as a fundamental innovation competencies. The foundational development of
determinant of organizational sustainability and competitive INCODE emerged from a comprehensive analysis of innovation
advantage [1,2]. While traditional perspectives often confined concepts, synthesized through collaborative efforts between
innovation to research and development departments, academics and human resource management experts from
contemporary organizational dynamics necessitate a more
comprehensive and integrated approach to innovation capability leading innovation-centric organizations [8]. The framework
development across all organizational levels [3,4] underwent rigorous pilot testing and iterative refinement through
systematic trials within university environments [8,9]. Despite
Innovation competency encompasses a complex matrix of INCODE's robust theoretical underpinnings, its psychometric
knowledge, skills, and behavioral attributes that enable properties remained partially unexplored due to insufficient
individuals and organizations to systematically identify, develop, statistical data for comprehensive analysis.
and implement novel solutions to existing and emerging

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
70 https://doi.org/10.54808/ICSIT2025.01.70
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

The framework's evolution progressed through its transformation FINDOCA serves dual purposes in quality assurance: enhancing
into INNOKOMPPI, which enhanced the statistical robustness of higher education standards and facilitating organizational
the assessment methodology, albeit within the context of the development. In educational contexts, it provides structured
Finnish educational ecosystem. A significant transformation evaluation mechanisms for competency assessment [18]. Within
occurred between 2 0 1 4 and 2 0 1 7 , culminating in the corporate environments, FINDOCA offers a flexible framework
development of FINCODA, which was specifically designed to for measuring human resource development across multiple
bridge the gap between academic institutions and industry dimensions: knowledge acquisition, skill development, and
partners. This collaborative initiative resulted in an innovative personal attribute enhancement [18]. Recognizing that
assessment toolkit that transcended the limitations of competencies are inherently internal constructs that resist direct
conventional evaluation methods in both university and measurement [9], FINDOCA employs observable behavioral
corporate settings [10]. indicators as proxies for underlying competencies.

FINCODA's development was grounded in empirical research Innovation competencies, within this framework, encompass the
spanning both academic and professional contexts, with rigorous integrated set of behavioral patterns, knowledge bases, skill sets,
reliability studies conducted through factor analysis and internal and personal attributes that enable individuals to drive innovation
consistency evaluation across multiple measurement dimensions. within organizational settings. The concept of innovation itself is
This methodological rigor led to the establishment of the defined as the systematic development and implementation of
Framework for Innovation Competences and Assessment novel ideas, processes, or products that generate positive
(FINCODA), manifesting as a sophisticated online self- organizational and societal impact [19]. This innovation
assessment platform serving both students and professionals. The spectrum spans multiple levels - from global to organizational
framework functions as a crucial interface between academic and contexts [20]. and encompasses the entire value-creation process,
industrial sectors, illuminating critical elements essential for from ideation through implementation [10].
successful innovation initiatives, team dynamics, and
organizational development. [11] Building on this theoretical foundation [10]. refined the
FINDOCA model to delineate five core dimensions of innovation
Furthermore, FINCODA extends its utility to talent acquisition competencies:
processes by facilitating structured behavioral interviews for
identifying innovative candidates. The framework's distinctive 1. Creativity: The capacity to generate novel and valuable ideas
feature lies in its exceptional reliability and validity metrics; its
components demonstrate significant positive correlations with 2. Critical Thinking: The ability to systematically evaluate and
multiple assessment measures, including self-reported innovative solve complex problems
behaviors, supervisor evaluations, and documented innovation 3. Teamwork: The capability to collaborate effectively in diverse
outcomes. [11] group settings
4. Initiative: The propensity to take action and drive change
INCODE INNOKOMP FINCODA proactively
ㆍCo-funded by PI ㆍCo-funded by 5. Networking: The skill to build and maintain productive
LLP ㆍCo-funded Erasmus KA professional relationships
ㆍHow to by ERF ㆍ From higher
measure Validating the education to the
tool enterprises
ㆍinnovation INNOKOMPPI
competencies barometer ㆍFINCODA
ㆍtheoretical 2012-2014 barometer to be
used
background
also in
building
enterprises
INCODE
barometer ㆍ software
ㆍ2011-2013 application tool
for competence
assessment
ㆍ2014-2017

Figure 1 Developing the Innovation Competences

Assessment [12]
Figure 2 Dimensions of innovation competencies [11]

The Framework for Innovation Competencies Development and The FINDOCA framework operationalizes innovation
Assessment (FINDOCA) represents a systematic approach to competencies through five key dimensions, incorporating
evaluating innovation capabilities in organizational contexts. Its behavioral indicators across corporate and academic settings.
theoretical foundation aligns with established assessment These dimensions evaluate observable behaviors ranging from
methodologies, including the Assessment Tool Master idea processing to team coordination [10]. Implementation
Pedagogics [13]. and specialized tools for doctoral education and occurs through a developmental self-assessment instrument,
practice-oriented research [14,15]. Central to FINDOCA's designed primarily for growth-oriented evaluation rather than
conceptual framework is the emphasis on meaning-making and summative judgment. The framework's versatility enables its
identity formation in competency development [16,17] application in selection processes, team formation, and
performance assessment [14,18]

71
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

3. METHOD Data analysis was performed using SPSS version 28 and LISREL
version 8.72. The analysis followed the procedural steps outlined
The Development and Validation of the Innovative Competency with to structural equation modeling [21]. The factor loadings
Measurement Model. The conceptualization of innovative ranged from 0.58 to 0.89, compared to the standard threshold of
competency was derived from the FINDOCA framework. 0.7 or higher [22].
Through comprehensive literature review, operational definitions
were established and subsequently transformed into
measurement items. To ensure content validity, the Index of
Item-Objective Congruence (IOC) was conducted with subject
matter experts evaluating each item. The measurement
instrument employed a seven-point Likert scale ranging from 1
( completely disagree) to 7 ( completely agree). To enhance face
validity, cognitive interviews were conducted with three
undergraduate students to verify the comprehensibility and
interpretability of the questionnaire items.

The study utilized a sample of 265 senior undergraduate students

(fourth to sixth year) enrolled in thirteen public universities
across Thailand. The measurement model was developed to
examine the linear relationships between latent constructs and
their corresponding observed variables through Confirmatory
Factor Analysis (CFA).

The validation process encompassed a rigorous examination of

factor loadings to verify that the observed variables adequately Figure 3 Research framework
represented their underlying constructs. The model's fit was
assessed using multiple statistical criteria to ensure alignment Table 1. Analysis of Factor Loading, CR, and AVE.
with established standards in structural equation modeling. The
analytical procedure involved evaluating the magnitude and Items Factor CR AVE
significance of factor loadings to confirm the observed variables' Loading
effectiveness as construct indicators. The measurement model
underwent comprehensive validity and reliability testing, with 1. Creativity 0.93 0.60
various statistical indices employed to verify that the model met C1. You think "outside the 0.70
acceptable threshold values, thereby establishing its box" and beyond routine
psychometric properties. solutions
C2. You apply different 0.58
1. Content Validity kinds of knowledge to your
The measurement instrument was developed through a tasks
systematic review of pertinent theoretical frameworks and C3. You find ways to turn 0.78
empirical literature to ensure comprehensive coverage of the ideas into action
construct domain. To establish content validity, the instrument C4. You come up with 0.80
underwent expert panel validation comprising six subject matter creative solutions to
experts, each possessing a minimum of five years of specialized problems
experience in innovation competency or related disciplines. This C5. You suggest ways to 0.80
rigorous expert review process helped ensure that the improve existing processes,
measurement items adequately represented the intended products, or services
theoretical constructs and aligned with the research objectives. C6. You share new ideas 0.89
The results of CR and AVE are between 0.87-0.93, 0.56-0.70 with others
respectively. C7. You make new things 0.80
from what's available
2.Reliability Analysis
C8. You look for better 0.78
Internal consistency reliability was assessed using Cronbach's
ways to do your work
alpha coefficient, a fundamental psychometric property that
C9. You build your 0.81
should be established prior to conducting further analyses. The
thinking skills through
reliability analysis was performed using statistical software to
practice
compute item variances and total scale variance. The obtained
2. Critical Thinking 0.88 0.56
Cronbach's alpha coefficients ranging from 0 . 8 9 to 0 . 9 3
substantially exceeded the conventional threshold of 0 . 7 0 , CT1. You make decisions 0.63
indicating robust internal consistency. These values demonstrate by carefully considering
that the instrument items cohesively measure their intended different outcomes
constructs, providing strong evidence for the measure's CT2. You try out new ideas 0.80
reliability. The high reliability coefficients support the to see what works
instrument's consistency in measuring the underlying theoretical CT3. You are willing to 0.76
constructs across multiple items within each dimension. look at things differently

72
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Items Factor CR AVE The results of analysis showed that items C2, CT1, I4. and N5
Loading had factor loadings below 0.70. Therefore, the researcher revised
these items to align with the operational definitions.
CT4. You carefully weigh 0.77
your options before
deciding 4. ANALYSIS RESULTS
CT5. You consider the 0.79
outcomes and potential The results of the construct validity analysis for components and
impacts your work might indicators of innovation competency among undergraduate
have on users students can be summarized as follows:
CT6. You ask questions to 0.72
understand things better The dimensions of Creativity, Critical Thinking, Initiative,
3.Initiative 0.87 0.61 Teamwork, and Network were empirically measurable in the
I1. You encourage positive 0.71 model. Therefore, the measurement model of components and
changes and improvements indicators for innovation competency among undergraduate
I2. You're flexible and open 0.73 students demonstrated construct validity. The details of the
to new ideas second-order confirmatory factor analysis model are as follows:
I3. You go above and beyond 0.74
in your work The Creativity model was measured through 9 observable
variables, with results showing P-value = 0.06, Chi-square = 1.52
I4. You can get people on 0.68
(X²/df = 30.40/20), Goodness Fit of Index (GFI) = 0.98,
board with new ways of
Comparative Fit Index (CFI) = 1.00, Adjusted Goodness of Fit
doing things
Index (AGFI) = 0.94, Standardized Root Mean Square Residual
I5. You implement new 0.83
(SRMR) = 0.02, and Root Mean Square Error of Approximation
ideas in a systematic way
(RMSEA) = 0.04.
I6. You are quick to learn 0.81
and eager to get involved The Critical Thinking model was measured through 6 observable
4.Teamwork 0.93 0.70 variables, with results showing P-value = 0.21, Chi-square = 1.40
T1. You listen well and 0.82 (X²/df = 9.54/7), Goodness Fit of Index (GFI) = 0.99,
give meaningful responses Comparative Fit Index (CFI) = 1.00, Adjusted Goodness of Fit
T2. You take feedback 0.86 Index (AGFI) = 0.96, Standardized Root Mean Square Residual
positively (SRMR) = 0.02, and Root Mean Square Error of Approximation
T3. You are a good team 0.85 (RMSEA) = 0.04.
player
T4. You can spot what's 0.76 The Initiative model was measured through 6 observable
causing conflicts with variables, with results showing P-value = 0.38, Chi-square = 1.07
others and take steps to fix (X²/df = 4.46/1), Goodness Fit of Index (GFI) = 0.99,
them Comparative Fit Index (CFI) = 1.00, Adjusted Goodness of Fit
T5. You pick up on what 0.76 Index (AGFI) = 0.97, Standardized Root Mean Square Residual
others need (SRMR) = 0.01, and Root Mean Square Error of Approximation
T6. You are ready to handle 0.79 (RMSEA) = 0.02.
changes
T7. You are open to 0.85 The Teamwork model was measured through 7 observable
changing your ideas when variables, with results showing P-value = 0.20, Chi-square = 1.38
working in teams (X²/df = 13.28/10), Goodness Fit of Index (GFI) = 0.99,
5. Network 0.89 0.60 Comparative Fit Index (CFI) = 1.00, Adjusted Goodness of Fit
N1. You build working 0.78 Index (AGFI) = 0.96, Standardized Root Mean Square Residual
networks with people who (SRMR) = 0.01, and Root Mean Square Error of Approximation
have diverse thoughts and (RMSEA) = 0.03.
perspectives
N2. You apply knowledge 0.82 The Network model was measured through 6 observable
from outside sources to variables, with results showing P-value = 0.14, Chi-square = 1.71
your work (X²/df = 6.82/4), Goodness Fit of Index (GFI) = 0.99,
N3. You keep connected 0.82 Comparative Fit Index (CFI) = 1.00, Adjusted Goodness of Fit
departments properly Index (AGFI) = 0.96, Standardized Root Mean Square Residual
informed (SRMR) = 0.01, and Root Mean Square Error of Approximation
N4. You make connections 0.73 (RMSEA) = 0.05.
in the wider community
N5. You stay connected 0.64
with outside organizations 5. CONCLUSIONS
N6. You adapt your working 0.79
style in diverse academic In conclusion, this research mainly conducted to verify the
environments measurement of fit which all components of the measurement
All factor loading p < .001 model passed the evaluation. The results indicated that the model
fit was satisfactory as below:

73
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Table 1 Model fit results (n = 265) Innovation Competencies Development and Assessment
(FINCODA). WPOM-Working Papers on Operations
Results Management, 7(2), 119-126.,2016
Test Criteria [11] FINCODA Team. The Fincoda Project: 2 0 1 5 - 2 0 1 7 .
1 2 3 4 5
X2-test (p>0.05)      Retrieved from: https://www.fincoda.eu.
X2/df <2.00-5.00      [12] T. Penttilä, L. Kairisto-Mertanen. ASSESSING
GFI ≥ 0.90      STUDENTS’ INNOVATION COMPETENCIES AS
CFI ≥ 0.95      LEARNING OUTCOMES IN HIGHER EDUCATION,
AGFI ≥ 0.90      EDULEARN11 Proceedings, pp. 526-531.,2011
RMSEA < 0.05      [13] Keinänen, MM and R Butter. Applying a self-assessment
     tool to enhance personalized development of students’
SRMR < 0.05
1. Creativity 2. Critical Thinking 3. Teamwork 4. Initiative 5. Networking innovation competences in the context of university-company
cooperation. Journal of University Pedagogy, 2(1), 18–
In discussion analysis of the factor structure revealed that three 28.,2018
items exhibited factor loadings below the conventional threshold [14] Butter, R., & Van Beest, W. (2017). Psychometric
of 0.7, specifically within the domains of Creativity, Initiative, validation of a tool for innovation competencies development
and Networking. Notably, these items shared a common and assessment. Retrieved from
theoretical underpinning related to thinking processes. This https://www.fincoda.eu/fincoda-blog/2017/3/27/psychometric-
pattern suggests potential construct ambiguity in the item validation-of-a-tool-for-innovation-competencies-development
formulation. The observed loading patterns indicate a need for [15] Keinänen, MM, J Ursin and K Nissinen. How to measure
item refinement to enhance construct clarity and measurement students’ innovation competences in higher education:
precision which in suggestion the item should be C2-you apply Evaluation of an assessment tool in authentic learning
distinct types of knowledge to your tasks, CT1-you make environments. Studies in Educational Evaluation, 58, 30–36,
decisions by carefully considering alternative outcomes, I4-you doi: 10.1016/j.stueduc. 2018.05.007, 2018
can get people on board with creative approaches of doing [16] Robert B. Kaiser and Robert B. Kaplan. The Deeper Work
things, N5-you maintain connections with outside organizations. of Executive Development: Outgrowing Sensitivities. Academy
of Management Learning & Education, Dec., 2006, Vol. 5,
No. 4 (Dec., 2006), pp. 463-483, 2006
REFERENCES [17] Bezerra, Charles. Building Innovation Competencies.
Proceedings of the Canadian Engineering Education
[1] Tidd, Joe & Bessant, John. Managing Innovation Integrating Association. 10.24908/pceea.v0i0.3898., 2005
Technological, Market and Organizational Change. 8th [18] Butter, R. (2013, November). Online self-assessment as a
edition.,2024. quality assurance tool in higher professional education. Paper
[2] Pisano, Gary P. "The Hard Truth About Innovative presented at the Consortium on Applied Research and
Cultures." Harvard Business Review 97, no.1 (January– Professional Education, Manchester, England
February ):2019 pp.62–71. [19] European Commission. Communication from the
[3] Saunila, Minna. Innovation capability for SME success: Commission to the European Parliament, the Council, the
Perspectives of financial and operational performance. Journal European Economic and Social Committee and the
of Advances in Management Research. 11. 163-175. Committee of the regions on a renewed EU agenda for higher
10.1108/JAMR-11-2013-0063.,2014 education. Brussel, Belgium 30.5.2017. Retrieved from:
[4] Andersson, Marius & Moen, Øystein & Brett, Per. (2020). https://eur-lex.europa.eu/legal-content/EN/TX
The organizational climate for psychological safety: T/?uri=CELEX%3A52017DC0247, 2017.
Associations with SMEs' innovation capabilities and innovation [20] Patterson, Fiona & Kerrin, Maire & Gatto-Roissard,
performance. Journal of Engineering and Technology Geraldine & Coan, Phillipa. Everyday Innovation: How to
Management. 55. 101554. 10.1016/j.jengtecman.2020.101554. enhance innovative working in individuals and organizations.,
[5] Matthews, Charles & Brueggemann, Ralph. Innovation and National Endowment for Science, Technology and the Arts,
Entrepreneurship: A Competency Framework. 2nd Edition, 2009
2024 [21] Schumacker, R.E. & Lomax, R.G. (2010). A beginner’s
[6] Stephen X. Zhang, Jiyao Chen, Liangxing He, Afreen guide to structural equation modeling. New York: Routledge,
Choudhury. Responsible Innovation: The development and p. 55-178.
validation of a scale,Technovation, Volume 124,2023, [22] Statistics Solutions. Confirmatory Factor Analysis.
[7] Williams et al. Accelerating Innovation Ecosystems: The Retrieved from https://www.statisticssolutions.com/academic-
Promise and Challenges of Regional Innovation Engines. solutions/resources/directory-of-statistical-analyses/
Entrepreneurship and Innovation Policy and the Economy, confirmatory-factor-analysis/,2013.
Volume 3,2024
[8] Watts, F., García-Carbonell, A., & Andreu-Andrés, M. Á.
Innovation competencies development: INCODE Barometer
and user guide. Finland: Turku University of Applied
Sciences,2013.
[9] Marin-Garcia, J. A., Pérez-Peñalver, M. J., & Watts, F. How
to assess innovation competence in services: The case of
university students. Dirección y Organización, 50, 48-62.,2013
[10] Marin-Garcia, J. A., Andreu-Andres, M. A., Atares-Huerta,
L., Aznar-Mas, L. E., Garcia-Carbonell, A., González-Ladrón-
de-Guevara, F., ... & Watts, F. Proposal of a Framework for

74
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Assessing Students' Ability to Identify AI-Generated Images:

A Two-Dimensional Study of Realistic and Artistic Content
Hao WU
School of Education, University of Saint Joseph
Macau

ABSTRACT created to identify if content (e.g., text, images) is generated or

edited by AI, these tools are not infallible and can make mistakes.
With the rapid development of artificial intelligence (AI), For instance, a study conducted by Liang et al. [4] showed that
especially generative AI, there is increasing concern regarding current GPT detectors are biased against non-native English
the risk of misinformation from AI-generated content. This study writers. In their study, the selected GPT detectors incorrectly
designed a two-dimensional instrument to assess students' ability labeled more than half of the essays written by non-native
to identify AI-generated images in both realistic and artistic English writers as “AI-generated”. Additionally, such software
contexts. The sample consisted of a group of university students and platforms are not always easily accessible in everyday life.
(n=112). The instrument included 8 images (4 realistic and 4 Thus, it is still necessary for students to develop the ability to
artistic), and students were required to identify whether the image recognize AI-generated content to a certain extent.
was AI-generated. The instrument demonstrated acceptable
reliability and good construct validity. The results suggested that To reach this goal, students need to have a good understanding
students' abilities to identify AI-generated images are two of AI and be able to recognize the characteristics of AI-generated
independent constructs but are positively correlated. content. Although AI-generated content is increasingly similar to
Additionally, the findings indicated that it is particularly human-created content, there are still some differences that can
challenging for students to identify AI-generated images in the be used to distinguish between the two. For instance, Georgiou’s
artistic context. The results highlight the importance of providing study [5] identified significant differences between AI-generated
training to students in this area, laying a foundation for future text and human-written text in many linguistic features, such as
studies. “consonants, word stress, nouns, verbs, pronouns, direct objects,
prepositional modifiers, and the use of difficult words, among
Keywords: AI Literacy; Generative AI; Educational Assessment; others”. In regard to images, Mathys et al.’s study [6] pointed out
Misinformation that AI-generated images often contain subtle artifacts, such as
inconsistencies in lighting, geometry, or human anatomy, which
1. INTRODUCTION reveal their synthetic nature. In contrast, real images lack these
anomalies and appear more natural and consistent. Common
Nowadays, artificial intelligence (AI), particularly generative AI, mistakes in AI-generated images include distorted human
has rapidly become one of the most hotly debated technologies anatomy (e.g., an incorrect number of fingers or unnatural limb
worldwide. Generative AI refers to “computational techniques positions), inconsistent lighting and shadows, and unrealistic
capable of generating seemingly new, meaningful content such object shapes or sizes. AI-generated images may also exhibit
as text, images, or audio from training data” [1]. With the symmetrical inconsistencies, blurred or unnatural textures, and
widespread success of ChatGPT and other generative AI errors in rendering fine details like hair or text [6].
platforms (e.g., Midjourney, DALL·E, Copilot, etc.), the use of
generative AI has become increasingly common in daily life, When distinguishing between AI-generated and real images, the
work, and education, significantly enhancing efficiency and approach may differ between realistic and artistic contexts. For
transforming how people interact with the world. realistic images, individuals might focus on identifying specific
technical flaws, such as incorrect anatomy, inconsistent lighting,
However, alongside the growing popularity of generative AI, or unnatural textures, which could indicate the image's synthetic
several risks have emerged. Concerns have been raised about its origin. However, in artistic images, the evaluation may be more
potential threats to data security and privacy, as well as its ability subjective, as artistic content often employs abstraction and
to create biased content [2]. Moreover, generative AI can easily creative distortion. This could make it harder to rely on typical
contribute to the spread of misinformation by producing artificial markers of authenticity. Instead, viewers might need to look for
content that is difficult to distinguish from authentic sources [3]. things like patterns that are too regular or repeated brushstrokes
Therefore, in this rapidly changing world, AI literacy has become and textures, which could be the hint that the image was
one of the most important skills to focus on in education, generated by AI. These potential differences in detection
preparing students for future challenges. This includes equipping strategies are worth exploring and could be tested further in this
them to understand and mitigate the risks posed by AI, especially study.
generative AI.
This study will focus on assessing students’ ability to identify AI-
One of the important tasks for educators to do is to help our generated images. The study will be built on a two-dimensional
students to develop their ability to distinguish whether content model consisting of Realistic and Artistic contexts, providing
has been generated by AI, in order to avoid being misled or insights into how students can further develop this important skill
deceived. Although some software and platforms have been in the current age.

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
75 https://doi.org/10.54808/ICSIT2025.01.75
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

2. RESEARCH AIMS root-mean-square error of approximation (RMSEA), and

standardized root mean square residual (SRMR) were used as
The aim of this study is threefold: (1) to assess students' ability model fit indicators. A TLI and CFI greater than .90, an RMSEA
to identify AI-generated images from both realistic and artistic less than .08, and an SRMR less than .08 are commonly
contexts, (2) to determine whether students' abilities in these two considered indicators of acceptable model fit [8].
contexts are independent constructs, and, (3) if so, to explore the
relationship between these two constructs. A descriptive analysis was conducted to examine students’
performance in the realistic and artistic sections. For the second
3. METHODS and third research aims—to determine whether students' abilities
in these two contexts are independent constructs, and to explore
Participants the relationship between these constructs—these were
The participants of the study were drawn from a university in investigated using the confirmatory factor analysis model.
China through convenience sampling. The sample consisted of a
group (n=112) of second-year Bachelor’s students. All students 4. RESULTS
participated voluntarily.
The reliability of the test was acceptable. The internal
Instrument consistency for the whole test, evaluated by Cronbach's alpha,
The instrument was designed by the author and contained 8 items was .77. The alpha values for the realistic and artistic sections
in total. The first 4 items were based on realistic images, and the were .81 and .70, respectively.
remaining 4 items were based on artistic images. Students were
asked to view each image and decide whether they thought the To assess the construct validity, a two-dimensional model
picture was generated by AI. consisting of the realistic (items 1 to 4) and artistic (items 5 to 8)
sections was built using confirmatory factor analysis. The model
In the assessment presented in this paper, 2 AI-generated images fit indices (TLI=1.00, CFI=1.00, RMSEA= .00, SRMR= .06)
and 2 real images were provided in both the realistic and artistic indicated that the data fit the two-dimensional model perfectly.
sections. The AI-generated images were created using Additionally, all factor loadings were strong and statistically
Midjourney and DALL·E model embedded within ChatGPT 4o. significant (see Table 1). Therefore, the test demonstrated good
The images in the assessment were carefully selected to include construct validity, confirming that the realistic and artistic
typical unnatural features found in AI-generated images, such as sections are independent constructs and should be analyzed
unnatural fingers, unnatural lighting, repeated brushstrokes, and separately.
illogical structures. For instance, Figure 1 shows an image from
the artistic section: a watercolor-style cityscape with unnatural Dimensions Items Factor Loadings
lighting and an illogical railway design. These features gave Realistic Item 1 .76**
students the opportunity to recognize whether the images were Item 2 .84**
generated by AI. Item 3 .85**
Item 4 .98**
Artistic Item 5 .83**
Item 6 .67**
Item 7 .78**
Item 8 .69**
Table 1. Factor Loadings from the Confirmatory Factor Analysis
(**p<.01)

Students' performance in the realistic section (accuracy:

M=65.18%, SD=38.17%) was higher than in the artistic section
(accuracy: M=54.91%, SD=36.12%). However, although the
assessment was not intended to make the artistic section more
difficult than the realistic section, the difficulty level of the
assessment was not standardized. Therefore, while the results
Figure 1. Sample AI-Generated Image Used in the Assessment suggest that students may have found the artistic section more
challenging, there is still a lack of solid evidence to confirm this
The assessment was conducted using the quiz function of the finding.
Learning Management System at the sampled university.
Students were given 10 minutes to complete the test. If a student
correctly identified whether an image was or wasn’t generated by
AI, the system automatically awarded 1 point; otherwise, a point
of 0.

Data analyses
As the instrument was originally developed by the author and had
not been used before, both the reliability and validity needed to
be tested. Reliability was assessed using Cronbach's alpha, which
was run through SPSS, while construct validity was evaluated
using confirmatory factor analysis (CFA), run through Mplus [7]. Figure 2. Results of the Confirmatory Factor Analysis Model
The Tucker–Lewis index (TLI), comparative fit index (CFI), (**p<.01)

76
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

As the realistic and artistic constructs were proven to be 7. REFERENCES

independent, it was possible to examine the relationship between
these two constructs. We checked the correlation between the [1] Feuerriegel, S., Hartmann, J., Janiesch, C., & Zschech, P.
latent factors, realistic and artistic, which were created by the (2024). Generative ai. Business & Information Systems
confirmatory factor analysis (see Figure 2). The two latent factors Engineering, 66(1), 111-126.
showed a moderate yet significant positive correlation (r=.48; [2] Wach, K., Duong, C. D., Ejdys, J., Kazlauskaitė, R.,
p<.01). In other words, if students can more effectively identify Korzynski, P., Mazurek, G., Paliszkiewicz, J., & Ziemba, E.
AI-generated images in a realistic context, there is a higher (2023). The dark side of generative artificial intelligence: A
chance they will also be able to identify AI-generated images in critical analysis of controversies and risks of
an artistic context more effectively, and the reverse is also true. ChatGPT. Entrepreneurial Business and Economics
Review, 11(2), 7-30.
5. DISCUSSIONS [3] Monteith, S., Glenn, T., Geddes, J. R., Whybrow, P. C.,
Achtyes, E., & Bauer, M. (2024). Artificial intelligence and
The presented study used a newly designed instrument to assess increasing misinformation. The British Journal of
students' ability to identify AI-generated images, designed with Psychiatry, 224(2), 33-35.
two dimensions: realistic and artistic, as AI-generated images [4] Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., & Zou, J.
exhibit different characteristics in these contexts. The newly (2023). GPT detectors are biased against non-native English
designed assessment instrument demonstrated acceptable writers. Patterns, 4(7).
reliability and good validity, allowing us to rely on it to further [5] Georgiou, G. P. (2024). Differentiating between human-
explore this domain. written and AI-generated texts using linguistic features
automatically extracted from an online computational
Students’ performance in the realistic section was higher than in tool. arXiv preprint arXiv:2407.03646.
the artistic section. Although all the AI-generated images were [6] Mathys, M., Willi, M., & Meier, R. (2024). Synthetic
deliberately designed to include some typical features, students' Photography Detection: A Visual Guidance for Identifying
accuracy in the artistic section was only slightly higher than what Synthetic Images Created by AI. arXiv preprint
would be expected from random guessing (50%), proving that arXiv:2408.06398.
identifying AI-generated artistic images is indeed a challenging [7] Muthén, L. K., & Muthén, B. O. (2010). Mplus user’s guide.
task. The students’ average accuracy in the realistic section was Los Angeles, CA: Muthén & Muthén.
higher than in the artistic section. Although, as mentioned, the [8] Van de Schoot, R., Lugtig, P., & Hox, J. (2012). A checklist
difficulty level was not standardized, we cannot conclude that for testing measurement invariance. European journal of
students had a better ability to identify AI-generated images in developmental psychology, 9(4), 486-492.
the realistic context. However, it suggests the possibility that [9] Hanson, D., Olney, A., Prilliman, S., Mathews, E., Zielke, M.,
students can use their real-world experience to more naturally Hammons, D., Fernandez, R., & Stephanou, H. (2005).
recognize unnatural features in realistic images. For instance, an Upending the uncanny valley. In AAAI (Vol. 5, pp. 1728-
abstract artistic human image might not evoke discomfort (e.g., 1729).
in cartoons or anime), while in a realistic context, it might trigger
the 'Uncanny Valley' effect [9]. Although the underlying reasons
for this difference in perception are still being explored in
cognitive science, this study highlights that the cognitive
processes involved in identifying realistic and artistic images are
different (as indicated by the CFA results), and there may be
differences in the development levels of these abilities in
individuals.

Furthermore, the results indicated that the ability to identify AI-

generated images in realistic and artistic contexts is positively
correlated. This suggests that although the abilities assessed in
the two contexts are independent constructs, they still share some
common underlying features. This finding implies the potential
for educators or researchers to provide explicit training to
students, raising their awareness of the risks posed by AI-
generated content and helping them learn skills and techniques to
effectively identify AI-generated content in both contexts.

6. LIMITATIONS

The limitations of the study include generalizability. The study

used convenience sampling, and the sample size is not large
enough to make generalized conclusions. Follow-up studies are
recommended to further validate these findings. Additionally, the
study is based on the current version of generative AI, and due to
the rapid advancement of AI technology, the results may be time-
sensitive. In other words, the findings might not remain accurate
if generative AI undergoes significant improvements or changes
in the future.

77
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Improving pedagogical and digital competencies through digital tools:

a proposal for semi-school language teaching programs in Oaxaca, Mexico
José de Jesús BAUTISTA HERNÁNDEZ
Economic, Administrative, and Social Research Center - National Polytechnic Institute,
Mexico City 11360, Mexico

Dr. Eduardo BUSTOS FARÍAS

Higher School of Commerce and Administration Santo Tomás Unit - National Polytechnic Institute,
Mexico City 11340, Mexico

ABSTRACT Today's digital literacy is considered a foundational skill in

modern education, it involves the ability to maneuver, assess, and
This investigation examines the effectiveness of digital create digital content while keeping track of rapidly evolving
technology in enhancing the teaching of semi scholar language at technological environments. Fraillon's team claims that digital
the Universidad Autónoma Benito Juárez de Oaxaca (UABJO). literacy is not simply a technical ability, but a crucial facilitator
Despite their potential to facilitate inclusive and versatile of innovative teaching methods [2]. Ertmer’s observations reflect
educational opportunities, these programs have significant the kind of barriers one may encounter when integrating any kind
limitations, including a lack of technological infrastructure, of technology, in that they include first-order barriers such as lack
insufficient professional training, and resistance to change that is of infrastructure, and second-order barriers such as unwillingness
based on social-cultural factors. This research proposes a to change or lack of sufficient training [3]. In places like Oaxaca,
pedagogical approach that would address these issues, it would it becomes apparent that looking for these barriers at the
improve the teaching and learning practices of both educators and confluence of cultural and linguistic diversity should make any
students. solution possible and practical.

By blending numbers from institutional audits and surveys with This research analyzes the use of digital tools in teaching semi-
personal stories from focus groups, this study paints a vivid school language programs at the Universidad Autónoma Benito
picture of the many hurdles people face when trying to adopt Juárez de Oaxaca (UABJO). Although these programs are
digital technologies. Integrating digital tools that address designed to engage and serve different types of students, they are
linguistic and cultural pluralism in the context of Oaxaca, the also plagued by the absence of adequate technology, limited
framework includes blended learning, gamification strategies, opportunities for professional growth, and sociocultural
and culturally friendly digital tools. stagnation, among others. This research seeks to offer some
pedagogical interventions to these problems to improve the
The results seek to provide answers to the problems of closing practices of educators and students.
the digital divide in marginalized areas such as Oaxaca and
provide practical and scalable solutions that can be applied in In addition, there is an additional evaluation of the training of
different but similar contexts. Understanding the importance of trainers, which examines aspects of socioeconomic digital
teacher training and institutional support, this document inclusion. The digital skill of the 21st century teacher is
emphasizes how digital tools, when integrated into the local considered as the level at which he or she teaches by engaging
context, can improve access to education and promote positive students [2]. Also, new realities related to the scope and practice
educational outcomes. of online education are explored, as well as how teachers of semi-
school language programs are trained or taught. The literature
Keywords: digital inclusion, educational innovation, advocates for a more technologically-driven, self-regulatory and
pedagogical framework, digital tools, semi-school programs. self-improvement approach to the self-provision of students’
digital literacy [3].

INTRODUCTION Furthermore, as with any other major community, this analysis

of the barriers and obstacles to the adoption of digital
The integration of digital technologies in education is a technologies in marginalized cultures is indisputably one of the
significant impetus for global innovation and development, most significant parts of this study. Effective integration of
however, most of its adopters are in a position of power, educational technology requires relevant socioeconomic
specifically in marginalized regions. In Oaxaca, Mexico, the lack opportunities, digital literacy, and reliable internet service. This
of infrastructure, socio-economic differences, and a lack of study will explore best practices from other similar educational
institutional support have led to significant difficulties in contexts in the hope that they will help develop specific strategies
achieving digital equality. [1]. The difficulties are increased in for Oaxaca.
programs that are semi scholars, which attempt to provide
educational options for populations that are underserved by Oaxaca’s socioeconomic problems stem from historical and
combining direct instruction with digital components. These systemic injustices. High levels of poverty estimated at over sixty
initiatives are crucial to filling educational gaps, but their percent, poor internet connectivity, and a high level of
efficacy is contingent on addressing universal and local barriers Indigenous peoples in the area, the state shows the difficulties of
that impede the adoption of technology.

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
78 https://doi.org/10.54808/ICSIT2025.01.78
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

achieving social justice in education among resource-limited RESEARCH OBJECTIVES

settings [4]. The COVID-19 pandemic made these challenges
even worse, as the sudden shift to online learning painfully The main aim of this research is to design and put into practice a
exposed the stark differences in access to devices. The present teaching model that embraces digital tools at the UABJO semi-
study delves into these problems by crafting a pedagogical medium language school. The identification of missing factors in
approach suited to the characteristics of UABJO’s semi-school the implementation, the development of recommendations for the
programs. The framework is intended to address the challenges implementation and the evaluation of the effects of the
of the digital divide and pursue sustainable educational equity by implementation for students. Establishing its objectives will
simultaneously improving pedagogical and digital skills. allow the investigated problem to be linked to a broader context
of reducing the digital divide and increasing accessibility to
education.
LITERATURE REVIEW

Among the main gaps in education that need to be addressed is METHODOLOGY

the one resulting from the lack of digital competence. In this
regard, Fraillon et al. observe that digital competence is not only The mixed methods approach is adopted in this concrete
about the technical aspects, but also includes a critical and research. Studying the problem of technology integration in
evaluative disposition, the ability to perform tasks and UABJO semi-school programs, the first stage provides for a
collaborate in a computerized environment [5]. Such diagnostic approach aimed at identifying barriers and
competences are crucial for educators who have the opportunities. After that, students and educators will be involved
responsibility of integrating technology into their workflow. in surveys about their achievements/competences in relation to
However, as Ertmer points out, there are first-order barriers, such technology and understanding of digital. These quantitative data
as devices and access to connectivity, and second-order barriers will be enriched through qualitative data obtained from focus
such as lack of evidence, change and motivation to learn new groups that will seek to understand how cultural and social
methods, which tend to affect the acceptance of digital tools in factors, such as language, shape the technological experience
teaching and learning [6]. [12]. In addition, institutional audits will enrich the research
design by outlining the comprehensive perspective of
Research on culturally responsive pedagogy emphasizes the need infrastructural readiness through investigating the scope and
to integrate the context of practice into educational processes. efficiency of available digital resources [13].
Where Indigenous communities, as in the case of Oaxaca, are
predominant, there is a real need for digital content to be This research analyzes and evaluates how digital literacy impacts
multilingual to spark interest and appropriate students' cultures language teachers and their ability to teach by examining the
[7]. It has been conceded that students who are subject to potential for innovation in the classes they teach. In addition, the
culturally relevant practices are more likely to perform better analysis investigates whether teacher development programs
than those who are not, especially within disadvantaged adequately prepare teachers to use hybrid learning pedagogical
populations. For example, the use of Indigenous languages in the techniques. A thorough review of existing literature seems to
development of digital tools has proven successful in improving indicate that institutional availability and support have a
learning outcomes in rural Mexico, suggesting good promise for substantial influence on a teacher’s ability to employ digital
local approaches [8]. technology in their teaching methods [14] [15].

Developed Knowledge Economies share the view that the In the second phase, a pedagogical framework will be designed
adoption of Information and Communication Technologies (ICT) incorporating the findings of the diagnostic assessment. This
as a tool in the design of educational programs is a necessity. The would include learning models that mix face-to-face teaching
introduction of computing and digital devices into the with online modules, fun elements like gamification to keep
educational system has transformed the retrieval, processing, and students engaged, and collaboration tools such as Google
application of information. As Atiaja (2021) points out, with the Workspace and Microsoft Teams. Attention will also be paid to
advent of technology, people can now access much more the localization of the content, to mention that it is applicable to
information than before without facing structural barriers. This the ethnographic and linguistic characteristics of Oaxaca [16].
advancement fosters global collaboration [9]. As Huth et al. Instructional units will be created for teachers to improve their
(2017) say, ICTs include all means of communication, mobile competence in using digital platforms, while for students such
phones, computers, the Internet, satellite technology, etc. In activities will be structured in a way that improves students'
addition to providing immediate access to knowledge, these digital literacy skills and academic performance.
technologies encourage people to interact with content critically
[10]. When planning the digital transformation of education in
Oaxaca, the historical, cultural, and linguistic particularities of
Additional findings on the effective use of digital tools in the the region must be considered. Since a large portion of students
educational process come from procurement and research being are part of Indigenous groups, the use of digital tools must be
conducted in different countries. For example, in India there was done in relation to such factors, ensuring the availability of
talk about connecting and training teachers in rural areas under multilingual, culturally appropriate, and Indigenous-sensitive
the “Digital India” program. Similarly, in sub-Saharan Africa, content and teaching materials. Furthermore, teacher training
programs were implemented that used mobile phone programs must go beyond ensuring that technology is used
technologies to bring educational materials to students living in effectively and focus on training educators to be culturally
remote areas of the country [11]. These examples underline how sensitive to the extent that digital education is designed and
effective tools, even under conditions of scarce resources in implemented in the context of the student experience in Oaxaca.
countries, can be used, but considering local needs.

79
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

The last phase concerns the incorporation of the framework to be Another important aspect of sustainable digital integration is the
evaluated by participants in target groups of UABJO's semi- level of institutional and political support. Governors and
curricular programs. Pre- and post-intervention tests will be educational authorities must make efforts to invest in broadband
applied to determine the results of the intervention in terms of expansion, device distribution, and the creation of community
digital competence, academic performance and teaching learning centers with technologies. Such investments are even
effectiveness. Qualitative feedback from participants will be more necessary in underserved and disadvantaged communities
collected to improve the framework and make it adjustable and that have limited access to connectivity and devices. In addition,
scalable. policies designed to ensure equal opportunities to use digital
resources are necessary, to ensure that all students and all
Case studies from other countries have also shown that successful educators from low-income families have advanced technology
digital integration in education correlates with the availability of [21].
training opportunities, institutional commitment, and culturally
responsive pedagogy [17]. This research seeks to situate It is quite clear that public-private partnerships have a significant
Oaxaca’s semi-school programs in broader discussions about role in addressing resource gaps. Integration with technology
educational inequality and the digital divide by framing this providers, NGOs, and local communities can bring resources and
within the context of global multiliteracies. skills to sustain the delivery of digital education projects. For
example, mobilizing partnerships with technology companies
can result in the provision of necessary devices and software,
DISCUSSION while NGOs can assist in the appropriate training that is needed.
However, community engagement is critical as it ensures that
The research findings reaffirm the existence of several industrialized education is tailored to the needs of the local
interrelated obstacles towards digital engagement in Oaxaca, population. Involving community stakeholders in building and/or
hence the insistent need for a targeted approach to address delivering these initiatives builds commitment and accountability
infrastructural, cultural and pedagogical issues. Among the most that improves the chance of success of the initiatives.
critical barriers are infrastructural limitations, including lower
broadband internet connectivity, lower penetration and access to Aside from overcoming existing limitations, this analysis details
devices, as well as disparities in the distribution of technological the broad ramifications of digital mainstreaming in relation to
resources. These statistics are supported by INEGI on rural and equity and social inclusion in education. Bringing technology
Indigenous communities, where these constructs are worse off into schools can truly transform them into more welcoming and
due to the dire consequences of poverty [18]. In these regions, engaging places that cater to the unique needs of every student.
unless aggressive infrastructural development plans are made, For those from disadvantaged backgrounds, having access to
students and teachers will remain in the dark about digital age digital education can open doors to better economic opportunities
education, widening the educational gap that already exists. and greater involvement in their communities, empowering them
to play an active role in society. Furthermore, knowledge of
Cultural resistance to the use of digital tools is an issue worth technology is considered an essential requirement for employees
noting in this study. Indigenous communities that make up in the current era, and therefore, imparting these skills to students
around 70 percent of the population in Oaxaca often view the is an important aspect for their employability in the future.
provision of digital education as a concept alien to their language
and culture. Note that this can also cause indifference towards The findings also provide suggestions on the need to evaluate and
using these tools in the first place, as easy as it may seem. The document successful programs on a larger scale. Programs such
answer to this problem involves the use of Indigenous languages as those in the present research are useful in providing the
and culture within digital content [19]. For example, necessary information on what to do and what not to do
incorporating bilingualism into the user interface of the tools, situations. But since these are currently focused and localized, it
along with their relevant educational content, can increase the is essential to look for broader mechanisms for them to have
acceptance and participation of these communities. These efforts greater impact. This means that systems for scaling up need to be
not only help address the challenge of the digital divide but also thought out in advance, including the necessary monitoring and
enhance the collective identity of Indigenous peoples; therefore, evaluation of progress and areas for improvement. It also
technology does not supplant their culture but rather includes long-term financial and organizational support, and
complements it. good organizational adaptability.

Overcoming these barriers has been favored through teacher Finally, the present study highlights the importance of a bigger
training as the most important factor. However, professional picture perspective in the field of digital education. It is true that
development programs should not be limited to technical aspects there are problems that demand immediate action, but substantial
of teaching but should help develop critical thinking processes in and long-term change can only be achieved by integrating
relation to the use of digital tools in stronger engagement and constant changes. Educational entities cannot afford to be passive
learning. It is argued that it is more effective for educators to go in their approach but rather must embrace new technologies and
through training modules that mix theory with practical practices in view of the rapid evolution of the digital age. There
application components, so that they are infused with confidence must be interaction between policy makers, educators, and
and knowledge on how to practice technology in their teaching researchers, and any development related to the integration of
[20]. For example, workshops that simulate real classrooms and digital elements must be at all levels, including resources and
use collaborative problem solving can be used by teachers to pedagogy.
evaluate different digital tools in a safe situation. An additional
point is that these programs must be in place and flexible to Overall, the expanded view presents other integration problems
support teachers in various contexts and situations as they arise in Oaxaca and, therefore, the need for comprehensive and
in the digital education field. contextualized approaches. By addressing the problems of

80
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

infrastructural deficits, appreciating the cultural context, Exploring the use of adaptive learning analytics as a means of
investing heavily in the professional development of teachers, improving instructional design is a future area of research to
and effectively engaging institutions, this study has contributed focus on, as well as developing specialized training programs for
in the quest to advance digital equity in disadvantaged language teachers. Also, the study will be extended to other
communities. These efforts have implications not only in developing countries to uncover effective digital learning
classrooms but contribute to better and more equitable strategies for disadvantaged societies.
educational systems that allow communities to function in the
digital age. Lastly, the research shows the importance of institutions being
willing and able to provide support as well as policy interventions
to facilitate long-term digital transformation in education.
CONCLUSIONS

This research proposal highlights the appropriate context to REFERENCES

address the integration of exceptional tools into broad semi-
school language teaching programs along with digitalization in [1] Instituto Nacional de Estadística y Geografía (INEGI),
Mexico, especially in Oaxaca, where it contributes to educational ENDUTIH 2020, Mexico: INEGI, 2020.
inequity due to historical technological and socioeconomic
inequalities. If students and educators are provided with the [2] J. Fraillon, J. Ainley, W. Schulz, T. Friedman, and E.
opportunities to develop digital and pedagogical competencies, Gebhardt, Preparing for Life in a Digital World: IEA
the proposed framework aims to close the gap and build more International Computer and Information Literacy Study 2018
equitable learning environments. There is virtually no shortage International Report, Springer International Publishing, 2020.
in the focus on both infrastructural and educational issues that
promote the entire purpose of this research. Furthermore, there is [3] P.A. Ertmer, "Addressing First-and Second-Order Barriers to
great importance in adapting digital material effectively for Change: Strategies for Technology Integration," Educational
learning and maintaining it in diverse local contexts of Oaxaca Technology Research and Development, Vol. 47, No. 4, 1999,
due to the persistent interest of students in using these tools in the pp. 47-61.
long term.
[4] R. Bordoloi, P. Das, and K. Das, "Perception Towards
Due to the inclusion of mobile learning applications, cloud-based Online/Blended Learning During COVID-19," Asian
learning management systems, and AI educational tools, this Association of Open Universities Journal, Vol. 16, No. 1, 2021,
study goes beyond conventional hybrid learning frameworks. pp. 41-60.
Furthermore, the results highlight the importance of establishing
effective collaboration between the education and government [5] E. Garzón Artacho, T. Sola Martínez, J.L. Ortega Martín, J.A.
sectors, as well as the private technology sector, for the digital Marín Marín, and G. Gómez García, "Teacher Training in
interventions undertaken to be sustainable in the long term. A Lifelong Learning—The Importance of Digital Competence in
robust digital infrastructure that caters to the needs of both the Encouragement of Teaching Innovation," Sustainability, Vol.
educators and students must be created to achieve greater impact 12, No. 2852, 2020.
in the future.
[6] F. Ferri, P. Grifoni, and T. Guzzo, "Online Learning and
One of the objectives of the methodological framework designed Emergency Remote Teaching: Opportunities and Challenges,"
in this study is to identify strategies to advance performance in Societies, Vol. 10, No. 4, 2020, Art. 86.
metrics that specifically target digital literacy, including the
diagnosis, design, and evaluation of the effectiveness of the [7] M.A. Adarkwah, "I'm Not Against Online Teaching, But
designed educational interventions. These strategies have the What About Us? ICT in Ghana Post COVID-19," Education and
potential to be effective in improving academic performance and Information Technologies, Vol. 26, 2021, pp. 1665-1685.
reducing switching costs in educational frameworks in the future.
Incorporating hybrid learning delivery modes, gamified content, [8] E.K. Constantinou and S. Papadima-Sophocleous, "The Use
and customized teacher training modules underscores the need of Digital Technology in ESP: Current Practices and Suggestions
for contextually appropriate solutions. As evidenced, these for ESP Teacher Education," Journal of Teaching English for
strategies are consistent with global best practices and can Specific and Academic Purposes, Vol. 8, No. 1, 2020, pp. 17-29.
potentially serve as a replicable model in similar educational
settings. As for the anticipated outcome, the increased [9] L. Atiaja, "Tecnologías de la Información y la
measurable input results obtained in educational processes Comunicación en la Sociedad del Conocimiento," Revista de
emphasize the fact that systemic barriers can, in fact, be Tecnología y Sociedad, Vol. 15, No. 2, 2021, pp. 45-60.
addressed through well-planned and targeted interventions.
[10] A. Huth, B. Jennings, and C. Miller, "Information and
Likewise, this research emphasizes the need for support at both Communication Technologies: A Comprehensive Overview of
institutional and policy levels to sustain ongoing digital Their Use in Modern Society," Journal of Global Information
integration efforts. For the integration and sustainability of these Systems, Vol. 22, No. 4, 2017, pp. 134-157.
initiatives, it is particularly important to develop digital
infrastructure, train teachers, and make free available teaching [11] K.-O. Jeong, "Facilitating Sustainable Self-Directed
and learning materials. As digitalization continues to change the Learning Experience with the Use of Mobile-Assisted Language
face of education systems around the world, this research offers Learning," Sustainability, Vol. 14, No. 2894, 2022.
pertinent insights into technology, teaching methods and cultural
adaptation, thereby illustrating how educational equity can be
achieved in regions that have previously been underserved.

81
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[12] N. Samoylenko, L. Zharko, and A. Glotova, "Designing

Online Learning Environment: ICT Tools and Teaching
Strategies," Athens Journal of Education, Vol. 9, No. 1, 2022, pp.
49-62.

[13] UNESCO, "The Futures of Education: Learning to

Become," United Nations Educational, Scientific and Cultural
Organization, 2021.

[14] J. Tondeur, J. van Braak, F. Siddiq, and R. Scherer, "Time

for a Digital Turn in Education: Exploring the Affordances of
Digital Technology for Teaching and Learning," Educational
Research Review, Vol. 24, 2017, pp. 37-44.

[15] S. Hennessy, B. Haßler, and R. Hofmann, "Pedagogic

Change by Integrating Digital Technologies into Teaching and
Learning: A Review of the Evidence," Educational Research
Review, Vol. 34, 2021, Art. 100394.

[16] Instituto Nacional de Estadística y Geografía (INEGI),

Censo de Población y Vivienda 2020, Mexico: INEGI, 2021.

[17] Redecker, C. (2017). European framework for the digital

competence of educators: DigCompEdu. Publications Office of
the European Union.

[18] R. Darling-Hammond, L. Hyler, and M. Gardner, "Effective

Teacher Professional Development," Learning Policy Institute,
2017.

[19] S. Mishra, "Technology Integration in Teacher Preparation:

The Need for Research-Based Practices," Education and
Information Technologies, Vol. 22, No. 3, 2017, pp. 1267-1284.

[20] World Bank, "Digital Skills: Unlocking the Potential of

Technology in Education," World Bank Group, 2020.

[21] OECD, Education at a Glance 2021: OECD Indicators,

Organisation for Economic Co-operation and Development,
2021.

82
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

The Model of Innovation Diffusion and Dynamic Multi-Generation for Prediction of

Market Potential in Smartphone Industry
Yen-Feng LEE
Department of Industrial and Information Management, National Cheng Kung University
Tainan City, 701, Taiwan

Wei-Tsong WANG
Department of Industrial and Information Management, National Cheng Kung University
Tainan City, 701, Taiwan

ABSTRACT iPhone as the major research objective to realize the most

significant multi generation product on innovation diffusion
The product life cycle has been shortened from decades to several model.
years with the advance of technology. Consumers are much more
likely to replace their used products or items with the new 2. LITERATURE REVIEW
generation of products debuts, such as smartphones, automobiles,
or fast-moving consumer goods industries. It has become more Rogers defined the theory of ‘Diffusion of innovations’ which
urgent and important for companies to modify marketing reveals ‘Diffusion is the process by which an innovation is
strategies and manufacturing processes based on the changes in communicated through certain channels over time among the
consumer interests and behavior. members of a social system’[5]. The novel idea of diffusion is a
special type of communication concerned about spreading
The purpose of this research mainly investigates and discusses messages perceived, which mainly contains four elements in the
multi-generation products with a dynamic potential market for diffusion process: 1. an innovation, 2. communication channels,
several specific industries and try to build an innovation diffusion 3. changes over time, and 4. among the members of a social
model for researchers to predict sales volumes by separating first- system [6]. Rogers also concluded the characteristics of an
time adopters and repeat adopters. innovation into several attributes: relative advantage,
compatibility, complexity, trialability, and observability, as
First, the proposed model will collect sales records, market share, perceived by the members of a social system.
price, and launch time of specific multi-generation product
industry, and deploy innovation diffusion model to test out Bass suggested the Bass diffusion model to describe the process
forecasting data. Second, Dynamic potential model will also be of new products getting adopted and the interaction between
applied to revise the innovation diffusion model. Finally, the users and potential users. The product life cycle curve was also
product development trend by analyzing the results will be represented for the influence of potential adopters by
compared to the collected sales data to suggest companies or communication channels and consumers [7].
manufacturers for the next generation product strategy and life
cycle management. Trott categorized innovation into incremental and radical
innovations. Incremental innovations mean gradually improving
Keywords: Diffusion of Innovation Theory, Multi-Generation an innovation over the long term by utilizing existing technology
Products, Dynamic Potential Model. and increasing competitiveness within current markets or
industries [8]. According to the degree of newness perceived by
1. INTRODUCTION both a company and target customers, Cooper et al. classified six
different types of new products [9].
The innovation of the smartphone changed the way people
communicate and also had a great impact on the The analog approach was the most common parameter estimate
telecommunication industry. Mobile phones have become a daily method for the diffusion model [10]. Thomas deployed the
necessary item for people in many aspects, such as parameters of a similar product as a reference to build a new
communication, working, learning, and social network condition from five aspects to evaluate: 1. Environmental
behaviors…etc. The time period of consumers that own a mobile situation, 2. Market structure, 3. Buyer behavior, 4. Marketing
phone would also be influenced by manufacturers launching new mix strategy, and 5. Characteristics of innovation [11].
generation of mobile phones, which would change the life cycle
of two generations products. The interaction of consumers’ In order to measure the diffusion model, researchers suggested
behavior, sales volume, and also revenues between present and three methods which were well known today.
new generation products would be important issues for mobile
phone industry. Entele and Acharya discussed the demands and Ordinary Least Squares (OLS)
forecast in mobile communication service from 3G to 4G [1]. Bass proposed the diffusion model and also suggested OLS
Guo and Chen developed an analytical model to explain the jump method, which decomposed the time into pieces with the same
as a market seeding effect of consumers’ strategic waiting by time intervals [7]. The continuous diffusion model was
using iPhone [2]. Sale et al., suggested success critical factors for transformed into a discrete model which made the OLS method
firms to introduce new products and marketing operation [3]. based on a discrete-time interval. OLS method made it possible
Lotfi et al., consider total transition scenario of two generation in to used short time interval data for parameter estimation.
television industry [4]. In order to probe the dynamic potential of However, the OLS method has several drawbacks such as small
multi generation mobile phones, this study would focus on time series or co-linear data would make the estimate of the

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
83 https://doi.org/10.54808/ICSIT2025.01.83
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

parameters will be unstable. Standard error can’t determine Nonlinear Least Square (NLS)
statistical significance directly. Srinivasan and Mason used NLS to correct the problem of
underestimation of standard error in parameters [13]. Scholars
Maximum Likelihood Estimation (MLE) compared the OLS, MLE, and NLS is a better parameter
Schmittlein and Mahajan addressed MLE method to eliminate estimation method for diffusion model, which eliminates failures
the errors which appeared in OLS method [12]. Reasonable related to statistical significance and also obtains the standard
continuous time intervals were used in the MLE method to error directly without any further calculation. NLS method also
represent the discrete time data, which made MLE can calculate considers non-sampling errors as a judgment of statistical
a parameter’s standard error directly. significance. The comparison of major estimated parameter
methodologies for diffusion model is listed as the following
Table 1.

Table 1: Major Methodologies of Comparison of Estimated Parameter for Diffusion Model.

Methods Ordinary Least Squares (OLS) Maximum Likelihood Estimation (MLE) Nonlinear Least Square (NLS)
Characteristics
Standard Error None Small Large
Power of Fitness Poor Good Excellent
Power of Forecasting Poor Excellent Excellent

The major two assumptions of Bass diffusion model are that ̅ (𝑡)
𝑚 = ̅𝑚
̅̅̅,𝑖 𝜏𝑖 ≤ 𝑡 ≤ 𝜏𝑖+1 , 𝑖 = 1,2 Eq. (1)
adopters only have two choices: to adopt or not adopt. However,
the situation in the real world might interfere with several phases Sharif and Ramanathan suggested four patterns to express the
between those two choices. Sharif & Ramanathan distinguished dynamic potential adopter population to renovate the original
adopters in different phases by analyzing time series data in the diffusion innovation binomial model [14].
diffusion process [14].
Mahajan et al. added both positive and negative words as factors 𝑖𝑓 ̅̅̅̅
𝑚0 > 0
of mouth into a diffusion process and tracked the potential
adopters [6]. The main purpose of the two-stage diffusion model 𝑚 𝑚0 𝑔𝑡 ,
̅(𝑡) = ̅̅̅̅𝑒 𝑔>0 Eq. (2)
is to figure out how innovation becomes noticed and, most
importantly, relative to the uncertainty of product performance. 𝑚
̅(𝑡) = ̅̅̅̅(1
𝑚0 + 𝛼𝑡), 𝛼>0 Eq. (3)
Which factors were also become the major attributes to the 𝑖𝑓 𝑘 > 0
adopters and market price. Kalish characterized the adoption of
𝑘
new products into awareness and adoption as the major part of ̅ (𝑡) =
m , 𝜇 > 0, 𝜆 > 0 Eq. (4)
two-stage diffusion model [15]. 1+𝜇𝑒 −λt

̅(𝑡) = 𝑘 − 𝐾𝑒 −𝜃t ,
𝑚 𝐾 > 0, 𝜃 > 0 Eq. (5)
3. MODEL & METHODOLOGY

This study will mainly discuss the multi-generation diffusion The propositions of the multi-generation diffusion model are:
model of innovation. The basic criterion is adopters will adopt 1.The new generation products will also maintain all the
old products because of the uncertainty associated with new functions of the old product and provide more advanced
generations. As a new generation of products debuts, potential functions. Once the new generation is adopted, adopters won’t
adopters might not adopt the new generation immediately. apply any earlier generation. 2. Sales price flexibility will also
However, the new generation will gradually draw more and more remain the same during different generations. 3. The decisions of
potential adopters. There are major four assumptions of this adopters in each time interval will also be independent of any
model are as follows: 1. Adopters will not apply any earlier other period, and this depends entirely on judgments of the actual
generation after adopting the new generation. 2.First-time value of a new generation of products. 4. Repeat adopters will
adopters haven’t adopted any past products before. 3.In each time also be affected by the mass media and word of mouth as the
interval, adopters made decisions independently of any other first-time adopters did.
period and only depended on the judgment of the real sales value
of a new generation of products. 4. Repeat adopters will also be 3.2 DATA COLLECTIONS and ANALYSIS
affected by the mass media and word of mouth as first-time
adopters did. The main research model and methodology will be The research data will be collected, which includes ales records,
introduced in this chapter. We are going to construct the market share, price, and launch time of multi-generation products
framework for this study, and the model will be introduced into as well as the global population. Then, the innovation diffusion
the following two sections: Proposed research model, and Data model will be applied to forecasting the next new generation
collection and analysis. product for the sale data and be tested as the research sample. In
the third step, the concept of the dynamic potential market model
3.1 PROPOSED RESEARCH MODEL will be utilized to moderate the diffusion model. Finally, the
industry development trend by analyzing research results and
The market potential might be influenced by the economic comparing it to sales data will be investigated and concluded. The
situation changes and the population of affordable consumers. equation for cumulative data and then substituted the data for the
The constant will be assumed to be a constant that does not Bass diffusion model is listed as below.
change by time [16]. τ_i is the launch time of product i. where 𝑛(𝑡) =
𝑑𝑁(𝑡)
= 𝑝(𝑚 − 𝑁(𝑡)) + 𝑞
𝑁(𝑡)
(𝑚 − 𝑁(𝑡))Eq. (6)
mi : the market potential for generation i 𝑑𝑡 𝑚

84
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

4. CASE STUDY AND DISCUSSION are also collected in the following Figure 1 and Figure 2. The
multi generation product are categorized into 3 generations and
In order to understand the influence between multi-generation the results are shown in Table 2. Parameter pi and qi are estimated
products while new generation ones launch, this study choose for each generation I, and F22 and F33 indicate the cumulative
smart phone industry to test the research model. The research probability of repeat adopters adopting generation 2 and
data is collected from every generation’s launch time and generation 3.
discontinued iPhones from 2014 to the present. The worldwide
sales volume and revenue of iPhone products from 2014-2023

Product Lifespan of Major iPhone Products from 2014 to Present

iPhone 15
iPhone 14
iPhone SE(3rd)
iPhone 13
iPhone 12
iPhone SE(2nd)
iPhone 11
iPhone X
iPhone 8
iPhone 7
iPhone SE
iPhone 6

2014/08 2015/12 2017/04 2018/09 2020/01 2021/06 2022/10 2024/03

Figure 1. The Product Lifespan of iPhone Products from 2014 to Present

The Sales Volume & Revenue of iPhone (2014-2023)

250 300

200 250
200
150
150
100
100
50 50
0 0
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Sales (mm) 169.2 231.2 211.8 216.7 217.7 187.2 196.9 242 232.2 231.3
Revenue ($bn) 101.9 155 136.8 141.2 166.2 142.3 137.7 191.9 205.4 200.5

Figure 2. Global Sales Volume and Revenue of iPhone (2014-2023)

Table 2 The Results of Co-efficient and Estimated Parameter for Multi Generation Diffusion Model.

The Coefficient of Parameter Estimate Adj. R-Square

p1 0.287
1 generation 0.9331
q1 0.009447
p2 0.21166
2 generations q2 0.02942 0.6011
F22 0.70539
p3 0.006338
3 generations q3 0.226889 0.5788
F33 0.293936

85
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

5. CONCLUSION AND FUTURE WORK [14] Sharif, M.N. and K. Ramanathan, Binomial innovation
diffusion models with dynamic potential adopter
This study utilized the innovation multi-generation model by population. Technological Forecasting and Social Change,
adding dynamic market potential based on the Bass diffusion 1981. 20(1): p. 63-87.
model to predict the sales data. The multi-generation model [15] Kalish, S., A New Product Adoption Model with Price,
provides an objective viewpoint for predicting future sales Advertising, and Uncertainty. Management Science, 1985.
volume and knowing how adoption develops between different 31(12): p. 1569-1585.
generations. The concept of dynamic market potential is utilized [16] Jun, D.B. and Y.S. Park, A Choice-Based Diffusion Model
in our research model for more reasonable and correct results. for Multiple Generations of Products. Technological
With the forecasted data, the purpose of the research model may Forecasting and Social Change, 1999. 61(1): p. 45-58.
help manufacturers or companies to understand first and repeat
adopters before launching the new generation products.
Therefore, managers may have guidance for amending market
strategies and optimizing business profit. In the future, other
different types of multi generation products or industries could
be investigated to understand the interactions between new
products launch, such as automobile, consumer electronics, or
health care industries.

6. REFERENCES

[1] Entele, B.R. and B. Acharya, Demand forecasting for

successive generations of mobile telecommunication
service in Ethiopia. Cogent Economics & Finance, 2021.
9(1): p. 1969111.
[2] Guo, Z. and J. Chen, Multigeneration Product Diffusion
in the Presence of Strategic Consumers. Information
Systems Research, 2018. 29(1): p. 206-224.
[3] Samuel Sale, R., H.I. Mesak, and R.A. Inman, A dynamic
marketing-operations interface model of new product
updates. European Journal of Operational Research, 2017.
257(1): p. 233-242.
[4] Lotfi, A., et al., Modeling Sales of Multigeneration
Technology Products in the Presence of Frequent
Repeat Purchases: A Fractional Calculus-Based
Approach. Production and Operations Management, 2024.
33(5): p. 1176-1195.
[5] Rogers, E.M., Diffusion of Innovations, 5th Edition. 2003:
Free Press.
[6] Mahajan, V., E. Muller, and R.A. Kerin, Introduction
Strategy for New Products with Positive and Negative
Word-of-Mouth. Management Science, 1984. 30: p. 1389-
1404.
[7] Bass, F.M., A New Product Growth for Model Consumer
Durables. Management Science, 1969. 15(5): p. 215-227.
[8] Trott, P., Innovation Management and New Product
Development. 2008: Financial Times/Prentice Hall.
[9] Cooper, R.G., S.J. Edgett, and E.J. Kleinschmidt, Portfolio
Management in New Product Development: Lessons
from the Leaders—I. Research-Technology Management,
1997. 40(5): p. 16-28.
[10] Kalish, S. and G.L. Lilien, A Market Entry Timing Model
for New Technologies. Management Science, 1986. 32(2):
p. 194-205.
[11] Thomas, R.J., Estimating market growth for new
products: An analogical diffusion model approach.
Journal of Product Innovation Management, 1985. 2(1): p.
45-55.
[12] Schmittlein, D.C. and V. Mahajan, Maximum Likelihood
Estimation for an Innovation Diffusion Model of New
Product Acceptance. Marketing Science, 1982. 1: p. 57-78.
[13] Srinivasan, V. and C.H. Mason, Nonlinear Least Squares
Estimation of New Product Diffusion Models. Marketing
Science, 1986. 5(2): p. 169-178.

86
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Statistical Analysis and Data Gathering in the Time of Digital Transformation

in the Republic of Uzbekistan: Theoretical and Methodological Reflections

Munavvarkhon MUKHITDINOVA
PhD, Lecturer, Tashkent State University of Economics,
Tashkent, 100063, Uzbekistan

ABSTRACT SCS has undergone significant modernization in recent years. In

2022, the World Bank approved a $50 million concessional credit
The paper is oriented toward understanding the reality of data to modernize Uzbekistan's national statistical system and
gathering and statistical analysis in the Republic of Uzbekistan improve the capacity of the SCS. The International Development
during the exponential data growth and machine learning Association (IDA), a part of the World Bank Group, will provide
development. It begins with a review of the historical background concessional financing to the Government of Uzbekistan at a
of data gathering in the country and an examination of its very low interest rate, with a repayment period of 30 years,
structures. Then, it reviews the general trends of modernization including a five-year grace period [3].
of government statistics in the country. After examining the key The most important part of the SCS is aligned with the process
features of the digital transformation processes in the Republic of the Digital Transformation of the economy in Uzbekistan.
of Uzbekistan, the paper discusses what has already been
effectively accomplished in Uzbekistan. In what follows, the
paper reviews new trends in statistical analysis developed 3. THE ESSENTIAL FEATURES OF THE DIGITAL
worldwide and discusses what has to be done in Uzbekistan. TRANSFORMATION PROCESSES IN THE REPUBLIC
OF UZBEKISTAN
Keywords: Statistics, Big Data, Digital Transformation
The “Digital Infrastructure Program” initiative launched in
Uzbekistan aims to modernize and expand the country's digital
1. INTRODUCTION infrastructure, laying the foundation for advanced technological
applications in various sectors. Key components of this program
The Republic of Uzbekistan is undergoing a fundamental can be summarized as follows:
paradigm shift in its statistical methodology and computational
infrastructure, marked by the transition from traditional First, it is the development of National Data Centers strategically
inferential statistical approaches to advanced multivariate located to provide reliable data storage and processing
analytics and machine learning implementations. This capabilities throughout the country. These data centers, of
methodological evolution, catalyzed by government-led digital course, are designed in accordance with international standards
initiatives and technological proliferation, has precipitated a of safety and efficiency, providing a robust platform for e-
restructuring of data acquisition protocols, processing government services, business applications, and research
frameworks, and analytical methodologies across the nation's initiatives.
economic sectors. The transformation is characterized by the
integration of high-dimensional data analysis techniques, Second, the development of smart city infrastructure elements
distributed computing architectures, and enhanced statistical such as IoT sensor networks and intelligent transportation
modeling capabilities that facilitate both cross-sectional and systems. It aims to improve urban governance, increase resource
longitudinal studies with unprecedented granularity and efficiency, and pave the way for developing smart cities in the
statistical power. region.

Third, the Uzbek government is also exploring the potential of

2. MODERNIZATION OF GOVERNMENT STATISTICS peripheral computing and distributed cloud infrastructure to
IN UZBEKISTAN support new technologies, such as artificial intelligence and big
data analytics nationally.
Statistics and data collection in Uzbekistan have a hierarchical
structure. They are organized according to the rules and Fourth, the country is working on a national cybersecurity
regulations developed by the central agency for statistics and data infrastructure to protect critical digital assets and ensure the
gathering in Uzbekistan, the State Committee of the Republic of sustainability of its digital ecosystem. This includes creating a
Uzbekistan on Statistics (SCS). SCS was established by a decree national Computer Emergency Response Team (CERT) and
of the President of the Republic of Uzbekistan, which implementing advanced threat detection and response systems in
reorganized the former Ministry of Macroeconomics and key public and private sector networks.
Statistics [1]. Regulations and organizational structure of the
State Committee of the Republic of Uzbekistan on Statistics are Fifth, programs oriented toward IT education. INHA University
approved by the Resolution of the Cabinet of Ministers of the in Tashkent has become a key player in the development of high-
Republic of Uzbekistan [2]. quality IT education in Uzbekistan. This project was developed
together with South Korea's INHA University. The Uzbek

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
87 https://doi.org/10.54808/ICSIT2025.01.87
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Government has initiated the establishment of National IT extensive digital collections, including e-books, academic
Education Centers throughout the country. These centers offer journals, and historical archives. Digitizing library resources not
practical training for a wide demographic group, including only preserves Uzbekistan's cultural heritage but also
school graduates, career changers, and professionals seeking to democratizes access to knowledge throughout the country.
improve their IT skills. The curriculum at these centers has been
developed in collaboration with industry partners to ensure that
the skills taught directly apply to the labor market's needs. 4. NEW TRENDS FOR STATISTICAL ANALYSIS AND
Six, the country is developing a national cybersecurity DATA GATHERING IN THE ERA OF BIG DATA AND
infrastructure to protect critical digital assets and ensure the MACHINE LEARNING IN THE WORLD
sustainability of its digital ecosystem. This includes creating a
national Computer Emergency Response Team (CERT) and The first quarter of the 21st century witnessed a revolutionary
implementing advanced threat detection and response systems in shift in statistical methodologies, which are adapting to the
vital public and private sector networks. challenges and opportunities presented by big data. Today new
paradigms have emerged in statistical modeling, challenging
What has been already effectively accomplished in traditional approaches and offering innovative solutions.
Uzbekistan? Machine learning methods have begun to integrate more closely
1) The E-Government portal was organized. It serves as the with statistical methodologies, blurring the boundaries between
central platform for digital government services in Uzbekistan, disciplines and contributing to the emergence of new
offering various applications designed to enhance citizen- interdisciplinary approaches.
government interactions. This portal provides access to a number
of services, including specific documents search, tax filings, and Ensemble methods and boosting algorithms in current statistics
business registrations, all through a single, user-friendly help to combine multiple learning models to improve predictive
interface. performance. Techniques such as random forests and gradient-
2) "Uzbekistan in Figures - UinF" is a result of joint efforts of boosting machines have shown remarkable success in various
UNDP Country Office and Center for Economic Research in machine-learning tasks, often outperforming single models [5].
Tashkent, Uzbekistan. This web resource is created in 2006 to Dimensionality reduction techniques aim to reduce the number
make statistical information and data available to the public of features in high-dimensional datasets while preserving
through Internet [4]. important information. Methods such as Principal Component
3) The State Tax Committee's digital systems represent one of Analysis (PCA) and t-SNE have become essential tools for
the successful cases of digital transformation in the public sector. visualizing and analyzing complex, high-dimensional data [6].
These systems have significantly streamlined tax administration UMAP (Uniform Manifold Approximation and Projection) and
by introducing electronic tax filing, automated audits, and real- t-SNE (t-distributed stochastic neighbor embedding) are popular
time reporting capabilities, reducing the compliance burden on non-linear dimensionality reduction techniques today. These
businesses and individuals. methods are particularly effective for visualizing high-
4) Industry 4.0 technologies have already been introduced in the dimensional data in lower-dimensional spaces while preserving
manufacturing sector of Uzbekistan, and several pilot projects local structure [7].
are implementing IoT sensors, predictive maintenance systems,
and quality control processes based on artificial intelligence. Changes in Data Gathering in Uzbekistan
These initiatives will be developed further. In statistical analysis and data gathering in Uzbekistan, digital
5) E—commerce is another fast-growing area in which local transformation at unprecedented speed transfers the SCS from
platforms such as UzumMarket and Zoodmall are gaining paper-based operations to electronic data collection and
popularity. These platforms facilitate online trading and provide distribution. The implementation of digital data collection
opportunities for small businesses and individual entrepreneurs methods has replaced traditional paper-based systems, leading to
to enter broader markets. more accurate and timely statistical information. The adoption of
6) Digital platforms are being developed in the tourism sector to international statistical standards and methodologies has
promote Uzbekistan's rich cultural heritage and simplify travel improved data quality and compatibility with global datasets,
planning. These include virtual tours, online booking systems for enabling more sophisticated comparative analyses.
visiting historical sites, and artificial intelligence-based travel The outcomes of digital progress in data gathering in Uzbekistan,
recommendation services. among others, include:
7) In the field of education, the ‘Digital University’ initiative has a) developing the SCS's official website and related databases
been launched in Uzbekistan. The goal of this initiative is to b) producing the Annual Statistical Yearbook electronically
modernize higher education institutions through the
implementation of modern learning management systems, digital However, despite significant progress in digital transformation in
libraries, and online education instruments. These digital general and statistical analysis and data gathering specifically,
platforms enhance the quality and accessibility of education, Uzbekistan still faces many hurdles, problems and challenges.
providing more flexible and personalized learning experiences Specifically, for advancing statistical analysis and data gathering
8) Virtual and Augmented Reality (VR/AR) technologies are the most obvious challenges are the following:
being integrated into educational programs in Uzbekistan to 1) Data quality and standardization remain big challenges for
support STEM education. These immersive technologies are SCS. The implementation of data governance frameworks and
used to create interactive learning experiences in subjects like quality control measures is ongoing, with a focus on establishing
chemistry, physics, and biology, making complex concepts more unified data standards across different government agencies and
accessible and engaging for students. private sector entities.
9) The National Library's digital systems represent another 2) Another challenge is the necessity of training and skill
significant step in the field of educational technologies. These development for young statisticians. Uzbek institutions of higher
systems provide students and researchers with access to learning and other educational establishments are responding by

88
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

introducing specialized programs in data science and statistical the digital divide, promoting digital entrepreneurship, and
analysis, though there remains a gap between statistical industry ensuring that digital technologies contribute to sustainable
needs and available professionals and talents. development goals.
3) Measuring the speed of big data, real-time speed, and
processing statistical information create big challenges in
processing and analyzing streaming data in real time. This 5. CONCLUSION
requires the development of specialized systems capable of
processing high-bandwidth and low-latency data streams. The digital transformation in Uzbekistan has catalyzed
4) The issue of data diversity determines the necessity of significant changes in statistical analysis practices. While
innovations in data integration methods, which has allowed for challenges remain, the combination of government support,
the analysis of multimodal datasets. technological advancement, and growing expertise is creating a
5) One of the most critical issues has become the necessity to robust ecosystem for statistical analysis. The continued evolution
ensure data privacy and security. As data collection and analysis of these trends will be crucial for Uzbekistan's development as a
become more sophisticated, the government is working on data-driven economy in Central Asia.
strengthening regulatory frameworks to protect personal data We believe that as the country continues its digital journey, the
while enabling beneficial statistical analysis. role of statistical analysis in decision-making processes will
become increasingly important. The success of this
There is no doubt that based on its organizational efforts, the transformation will depend on maintaining the balance between
future prospects for developing statistical analysis and data technological advancement, skill development, and appropriate
gathering are quite promising. To name just a few promising regulatory frameworks.
trends:

We believe that the adoption of cloud-based statistical analysis 6. REFERENCES

tools is expected to increase, providing scalable computing
resources for complex analyses. [1] "On the Reorganization of the Ministry of Macroeconomics
and Statistics of the Republic of Uzbekistan", Decree No. UP-
It is obvious that SCS must implement AI integration. Artificial 3183, December 24, 2002.
intelligence instruments and technologies are increasingly being [2] "On Organization of the Activity of the State Committee of
combined with statistical analysis, allowing for more the Republic of Uzbekistan on Statistics", Decree No. 8,
sophisticated predictive modeling and pattern recognition. January 8, 2003.
[3] World Bank, "Uzbekistan’s National Statistical System to
The emergence of Big Data Analytics in Uzbekistan as a reaction Modernize with World Bank Support", 2022. [Online].
to the proliferation of digital services in the country will be Available: https://www.worldbank.org/en/news/press-
developed. Mobile Data Analytics and Social Media Analysis release/2022/02/16/uzbekistan-s-national-statistical-system-
will have its stimuli from the increasing use of social networks to-modernize-with-world-bank-support
that provide valuable data for sentiment analysis and social trend [4] United Nations Statistics Division, "Country Profile of
identification, as well as telecommunications data is being Uzbekistan". [Online].
leveraged for population movement analysis, consumer behavior Available: https://unstats.un.org/unsd/dnss/docViewer.aspx?d
studies ocID=681#start
[5] T. Hastie, R. Tibshirani, J. Friedman, The Elements of
We also believe that progress in data gathering will be based on Statistical Learning: Data Mining, Inference, and Prediction,
international partnerships. collaboration. Cross-border data 2nd ed., Springer, 2009.
collaboration and international joint projects facilitate knowledge [6] I.T. Jolliffe, Principal Component Analysis, 2nd ed.,
exchange and access to advanced statistical methodologies. Springer, 2002.
[7] L. van der Maaten, G. Hinton, "Visualizing Data using t-
International Cooperation SNE", Journal of Machine Learning Research, Vol. 9, 2008,
International cooperation projects play an essential role in pp. 2579-2605.
allocating resources for digital development in general and data
gathering specifically. Uzbekistan has established partnerships
with countries such as South Korea, Japan, and Estonia, using
their expertise and resources in certain areas of digital
technology.

Several international projects have been introduced in

Uzbekistan in the last decade. First, the World Bank's Digital
CASA project provides recommendations for Uzbekistan's
digital development strategy. This project is oriented towards
regional cooperation in developing digital infrastructure and
harmonizing digital regulations to facilitate cross-border digital
trade and services.

Second, the United Nations Development Program (UNDP)

adjusts Uzbekistan's digital development and emphasizes the
need for inclusive digital growth that benefits all segments of
society. These recommendations include strategies for bridging

89
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

A Divergence-Based Pruning Approach for Tree Selection

in Continuous Data Streams
Danilo Rodrigues dos SANTOS
Department of Computer Science, Federal University of São Carlos
São Carlos, São Paulo 13565-905, Brazil

Diego Furtado SILVA

Institute of Mathematical and Computer Sciences, University of São Paulo
São Carlos, São Paulo 13566-590, Brazil

ABSTRACT this underscores the crucial need for scalable and efficient
algorithms that balance accuracy and computational cost in data
Processing non-stationary data streams presents significant stream mining.
challenges, particularly in maintaining model accuracy and
computational efficiency under dynamic conditions. Building Several streaming learning algorithms have been proposed in
on the previously proposed KTree algorithm, this work extends scientific literature to address these challenges, with ensemble-
its capabilities by introducing a dynamic tree pruning based methods such as Random Forest (RF) [4] and Adaptive
mechanism. KTree processes non-stationary data streams in Random Forest (ARF) widely adopted for data stream
fixed-size sliding windows, leveraging divergence measures to classification. RF maintains a large set of decision trees trained
identify stable attributes and select relevant prediction decision on different bootstrapped samples, while ARF incorporates
trees. In this continuation, decision trees within the ensemble adaptive strategies to detect and react to concept drift. However,
are assigned weights based on their predictive contributions. these methods face significant computational and memory
Prune trees with weights falling below a predefined threshold, constraints, especially in real-time applications with critical
and new trees are dynamically trained and added to maintain processing speed and resource efficiency. Thus, the models
ensemble diversity and accuracy. This mechanism reduces obtained with these algorithms often suffer from computational
computational costs while preserving predictive performance, inefficiencies as they continuously grow in complexity without
making KTree particularly suitable for resource-constrained mechanisms to optimize their structure over time, and this leads
environments. Evaluating diverse benchmark datasets shows to unnecessary memory usage and increased computational
competitive accuracy compared to Random Forest and Adaptive costs, particularly in long-running data streams.
Random Forest. Moreover, KTree achieved this with fewer
decision trees, emphasizing its efficiency. Future work will Therefore, the need for scalable and efficient algorithms that
explore dynamically adjusting pruning thresholds to enhance balance accuracy and computational cost is a crucial research
adaptability to changing data conditions. Additionally, challenge in data stream mining. The proposed KTree
advanced concept drift management techniques and multi-label enhancements address these limitations and provide a more
data stream processing will further expand KTree's applicability. efficient solution for continuous data stream processing [5, 6, 7].
These developments position KTree as a robust and efficient
solution for real-world, non-stationary data challenges in the A well-established strategy to improve the efficiency of tree-
private sector and data warehousing domains. based models is pruning, which removes nodes or entire trees
that contribute little to classification performance. In traditional
Keywords: Random Forest, Data Stream Classification, decision trees, pruning techniques such as cost-complexity and
Decision Tree, Pruning Tree, Divergence Measure. reduced-error pruning have effectively reduced overfitting and
improved generalization. However, pruning mechanisms
tailored for ensemble learning in data streams remain an open
1. INTRODUCTION research challenge. The continuous arrival of new data and
concept drift requires pruning methods to dynamically remove
The rapid expansion of continuous data streams across various underperforming trees while ensuring the ensemble maintains
domains — financial markets, industrial monitoring, diversity and adaptability [8].
cybersecurity, and IoT-based applications — has intensified the
demand for efficient and adaptive machine learning algorithms. Ensemble pruning for data stream mining is an emerging
These environments are inherently non-stationary, meaning research area. While previous works have focused on concept
underlying data distributions evolve due to seasonal variations, drift adaptation [9, 10, 11], few have explored the role of
system updates, or external influences [1]. So, these streams, pruning in maintaining long-term efficiency in streaming
characterized by their non-stationary nature, present unique environments. The proposed approach bridges this gap by
challenges such as concept drift, computational constraints, and integrating divergence-based selection and pruning strategies,
the need to process vast amounts of data in real time [2, 3]. ensuring that only the most relevant trees contribute to
Traditional batch learning methods struggle in these dynamic classification. This work extends the previously proposed
conditions, as they assume fixed data distributions, require KTree algorithm, introducing a divergence-based strategy for
periodic retraining, and cannot adapt to evolving patterns in dynamically selecting trees in ensemble learning. While KTree
data, which is computationally expensive and inefficient, and effectively reduced the number of trees required for

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
90 https://doi.org/10.54808/ICSIT2025.01.90
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

classification while maintaining competitive accuracy, it did not weighting mechanisms that adjust to concept drift, improving
include an adaptive mechanism to remove obsolete or redundant model adaptability in non-stationary environments.
trees. To address this limitation, we propose a pruning
mechanism that dynamically removes decision trees with low For data stream mining, ensemble methods are particularly
predictive contribution and replaces them with newly trained valuable as they allow continuous model updating without
trees, optimizing the balance between diversity and requiring full retraining. However, many traditional ensembles,
computational efficiency. including RF, suffer from increasing model complexity over
time, as they continuously add new models without optimizing
Beyond improving model efficiency, the proposed pruning existing ones. This leads to higher computational costs and
mechanism significantly enhances KTree’s adaptability in non- excessive memory consumption in long-running streams. To
stationary environments. Unlike traditional ensemble methods, address this, pruning strategies can be integrated into ensembles,
where tree selection remains static or is only expanded over selectively removing models that no longer contribute
time, KTree actively refines its structure by discarding trees that effectively to classification accuracy.
no longer contribute meaningfully to classification accuracy.
This continuous optimization not only reduces computational Data Streams and Concept Drift
costs but also prevents the model from being affected by
outdated patterns, allowing it to remain responsive to evolving Streaming data classification presents unique challenges, as
data streams. By integrating pruning with divergence-based models must learn incrementally while adapting to evolving
selection, the proposed approach ensures that KTree can data distributions. In contrast to static datasets, streaming data
dynamically allocate computational resources where they are arrives sequentially, and its distribution may shift due to factors
most needed, resulting in a model that is both efficient and such as seasonality, system changes, or external influences [19,
highly adaptive to concept drift. 20, 21].

The main contributions of this work are as follows: 1. Our work These distributional changes, known as concept drift, can
introduces a novel pruning mechanism for tree ensembles. This severely degrade a model’s predictive performance if not
key innovation assigns weights to decision trees based on tree adequately addressed. Concept drift is categorized into four
choices using divergence measures. This unique approach types [22]: 1. Sudden drift - The data distribution changes
allows for dynamic pruning and replacement, a significant abruptly (e.g., fraud detection after security updates). 2. Gradual
advancement in data stream mining. 2. Improved resource drift - The transition between concepts occurs progressively
efficiency, reducing the number of trees in the ensemble while over time. 3. Incremental drift - Small, continuous changes
maintaining or improving accuracy. 3. Evaluation of the accumulate into a significant shift. 4. Recurring drift - Past
extended KTree framework on diverse benchmark datasets, distributions reappear periodically (e.g., seasonal trends in
demonstrating its suitability for resource-constrained retail).
environments in handling non-stationary data streams. 4.
Analysis of KTree's adaptability to real-world non-stationary Existing approaches to handling concept drift include sliding
data challenges. window methods, which restrict training to recent data [20], and
explicit drift detection methods, such as ADWIN [21] and
The rest of this paper is structured as follows: Section 2 DDM [22], which monitor performance changes to trigger
describes the literature review, Section 3 describes the proposed model updates. However, these strategies do not inherently
methodology, Section 4 presents the experimental setup, optimize ensemble size, leading to potential inefficiencies.
Section 5 discusses findings and implications, and Section 6
outlines conclusions and future perspectives. Tree Pruning in Ensemble Models

2. LITERATURE REVIEW Pruning is a well-established technique in decision tree learning

to prevent overfitting and reduce model complexity. Traditional
The growing demand for real-time data processing has pruning methods include cost-complexity pruning [23], which
intensified research in streaming data classification and removes nodes based on their contribution to error reduction,
ensemble learning, particularly in environments where data and reduced-error pruning, which eliminates nodes that do not
distributions change over time. This section provides an improve validation performance [24].
overview of key concepts relevant to the proposed method,
including ensemble methods, streaming data classification, Pruning is less explored in ensemble learning, particularly in
concept drift, tree pruning techniques, and statistical divergence streaming environments where tree selection must be dynamic.
measures. Existing approaches focus on model selection, such as Online
Bagging [25], which maintains an adaptive pool of models, and
Ensemble Learning for Streaming Data Hoeffding Tree ensembles, which replace trees based on
statistical tests [26]. However, these methods lack divergence-
Ensemble learning is a widely used technique in machine based pruning, allowing models to discard outdated trees based
learning that combines multiple models to improve predictive on changes in feature distributions actively.
accuracy and robustness. Methods such as Random Forest (RF)
[4] and Adaptive Random Forest (ARF) [18] leverage The proposed KTree pruning strategy builds on these ideas by
ensembles of decision trees to enhance classification removing underperforming trees based on divergence measures
performance. In RF, trees are independently trained using and dynamically replacing them with newly trained models,
bootstrapped samples, reducing variance and increasing ensuring the ensemble remains compact and practical.
generalization. ARF extends this by incorporating adaptive

91
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Statistical Divergence for Tree Selection After the initial training, subsequent windows are processed,
and the ensemble is continuously evaluated. Between windows,
Statistical divergence measures quantify the difference between divergence measures are computed to detect distributional shifts
probability distributions, making them valuable for detecting in the data. Based on these shifts, trees are selected for pruning
shifts in streaming data. The Kullback-Leibler (KL) divergence and replacement.
[27] is widely used for comparing distributions, though it is
sensitive to small probabilities. Other metrics, such as Jensen- Divergence Measures for Change Detection
Shannon (JS) divergence [28] and Hellinger distance [29],
provide more stable alternatives. Divergence measures—such as Kullback-Leibler divergence—
are computed between consecutive windows to quantify shifts
These divergence measures have been successfully applied to in attribute distributions. Attributes that exhibit high divergence
change detection in data streams [30] but have not been indicate possible concept drift.
extensively explored for tree selection in ensemble models. The
KTree framework integrates these measures to evaluate the Our methodology integrates multiple measures to ensure
stability of feature distributions and selectively prune trees that robustness, allowing a more refined assessment of which
depend on drifting attributes, ensuring greater adaptability to attributes have changed significantly. Trees that rely heavily on
evolving data. unstable attributes become less reliable over time. These trees
are down-weighted in the ensemble selection, reducing their
Summary and Research Gaps influence on predictions.

While prior research has addressed ensemble learning, concept A key contribution of this approach is the use of a dynamic
drift adaptation, and decision tree pruning separately, no pruning threshold: 1. The algorithm maintains a history of
existing approach integrates pruning with divergence-based tree divergence values across multiple windows. 2. The pruning
selection for streaming data. The KTree pruning mechanism threshold is adaptive, calculated as the mean divergence plus an
fills this gap by combining these elements into a unified adjustable percentage factor. 3. If an attribute’s divergence
framework that dynamically selects, prunes, and replaces trees exceeds this threshold, trees that depend on it are considered
based on statistical divergence. This approach improves candidates for pruning.
computational efficiency, adaptability to concept drift, and
model scalability in non-stationary data streams. This strategy ensures that pruning decisions are based on real-
time changes in data rather than static predefined thresholds.
3. DIVERGENCE-BASED PRUNING METHODOLOGY
FOR TREE SELECTION IN STREAMING DATA Dynamic Pruning of Decision Trees

The proposed approach builds upon the KTree algorithm, Unlike traditional Random Forest (RF) and Adaptive Random
incorporating a pruning mechanism to enhance model Forest (ARF), which either accumulate trees or apply periodic
computational efficiency and adaptability in non-stationary data pruning, our approach uses a weight-based pruning mechanism
streams while maintaining classification accuracy. Unlike to optimize computational efficiency while preserving accuracy.
traditional approaches, which accumulate trees indefinitely or
apply static pruning rules, our method introduces a dynamic Each decision tree in the ensemble is assigned a weight based
strategy based on divergence measures and predictive on its predictive contribution. Trees that consistently perform
contribution weights. poorly—indicated by low accumulated weights over multiple
windows—are removed.
KTree processes incoming data in fixed-size sliding windows,
enabling incremental learning and adaptation. It applies Pruning occurs only when a tree’s weight falls below a
divergence measures to dynamically detect changes in data predefined threshold. Trees are removed incrementally,
distribution and prunes trees, ensuring that the ensemble preventing drastic performance drops. This strategy reduces
remains compact and practical in evolving data environments. memory usage and computational cost, as only the most
relevant trees remain active. To prevent over-pruning, the
This section details the methodology’s core components, number of trees removed per iteration is dynamically controlled
including window-based processing, divergence-based change based on the severity of the detected drift.
detection, and adaptive tree pruning strategies
Tree Replacement Strategy
Window-Based Processing and Initial Training
To maintain adaptability, new decision trees are dynamically
The algorithm processes data streams using a fixed-size sliding trained and added to the ensemble to replace pruned models.
window, allowing for periodic model updates while ensuring This prevents the ensemble from becoming too small or losing
that learning decisions rely only on the most recent instances. generalization ability. New trees are trained using the latest
labeled window, ensuring they reflect the most recent data
The first window, containing labeled instances, trains an distribution.
ensemble of decision trees. Each tree is trained using bootstrap
sampling of the instances and a random subset of attributes, The number of trees added follows a min-max parameter, In the
ensuring diversity within the ensemble while reducing minimum limit, new trees only are added when the number of
overfitting. This follows the standard Random Forest trees in the set is below the minimum threshold. If the algorithm
methodology. uses the maximum limit, it adds new trees until it reaches the
maximum limit.

92
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

To improve efficiency further, the most informative features are Logical - A toy dataset with three labels that represent the
selected for new trees using a weighted frequency approach, logical functions (OR, XOR, AND); Mixed - A synthetic data
prioritizing attributes that contribute most to accurate stream with abrupt concept drift and boolean noise-free;
predictions. Pokerhand – A dataset used for poker hand classification,
relevant for evaluating class imbalance; PowerSupply – Voltage
Evaluation Metrics prediction dataset with fluctuating patterns; RDT – Random
Decision Tree dataset evaluates streaming classifiers and helps
The extended KTree algorithm is evaluated using average test online classifiers; RRBF / RRBFDrift – Radial Basis
accuracy across multiple benchmark datasets. The primary Function-based datasets with gradual and sudden drifts; SEA –
metric for assessment is the accuracy over multiple windows, Simple artificial dataset frequently used in data stream
reflecting the model’s ability to maintain predictive evaluation; Sensor – Real-world dataset capturing sensor
performance over time. measurements with evolving distributions; Sine – Synthetic
dataset designed for binary classification under gradual drifts;
Limitations of the Proposed Approach Stagger – Concept drift dataset commonly used for evaluating
online classifiers; Waveform – Simulated dataset with
Despite its advantages, the pruning mechanism introduces some overlapping class distributions; Weather [13] – A
limitations: 1. Hyperparameter sensitivity - The divergence meteorological dataset used for weather event classification.
threshold and pruning parameters require careful tuning to
balance stability and adaptability. 2. Temporary accuracy drops These datasets provide various challenges, such as varying
- Removing trees may briefly reduce accuracy until new models degrees of concept drift, different feature dimensions, and real-
are fully integrated. 3. Computational overhead during world vs. synthetic data. The diversity of datasets allows us to
retraining - While pruning improves long-term efficiency, test our pruning mechanism proposed in the previous section
training new trees incurs short-term computational costs. under realistic and complex streaming conditions. Table 1
summarizes the datasets, including the number of attributes,
Future improvements will explore: 1. Adaptive pruning instances, and drift characteristics.
thresholds, dynamically adjusted based on real-time model
performance. 2. Integration with concept drift detection Data Preprocessing for Streaming Data Classification
algorithms for more refined pruning decisions. 3. Multi-label
streaming data support, expanding KTree’s applicability to The datasets used in this study required various preprocessing
more complex tasks. steps to ensure consistency and suitability for streaming
classification. The preprocessing focused on format unification,
4. COMPREHENSIVE EXPERIMENTAL SETUP FOR categorical encoding, attribute renaming, and handling
STREAMING DATA CLASSIFICATION inconsistencies while preserving the original data distribution to
reflect real-world streaming scenarios.
We conducted a comprehensive experimental study using
multiple benchmark datasets across different domains to Table 1 - Characteristics of the datasets
evaluate the effectiveness of the Divergence-Based Pruning Concept
Dataset Instances Attributes Classes
Approach for Tree Selection in Continuous Data Streams. We Drift
compared our method against state-of-the-art streaming Agrawal 1000000 9 2 Yes
classification algorithms. This section describes the datasets, Airlines 26969 7 2 Yes
their relevance to the study, the baseline algorithms used for Anomalysine 1000000 5 2 No
comparison, the evaluation metrics, and the experimental Covertype 581012 54 7 Yes
protocol. Electricity 45312 8 2 Yes
Hyperplane 1000000 10 2 Yes
Datasets InterRBF20D 201000 20 2 Yes
LEDDrift 1000000 24 10 Yes
Logical 1000000 2 3 No
We performed experiments on widely used benchmark datasets
Mixed 1000000 4 2 Yes
representing real-world and synthetic data stream scenarios. Pokerhand 1025010 10 10 No
These datasets include stationary and non-stationary PowerSupply 29928 2 24 Yes
environments, incorporating different types of concept drift RDT 1000000 10 2 Yes
(sudden, gradual, and recurring). Allowing for a thorough RRBF 1000000 20 2 No
assessment of the pruning mechanism's impact on model RRBFDrift 1000000 20 2 Yes
adaptability and efficiency. The selected datasets include: SEA 1000000 3 2 Yes
Agrawal – Simulated dataset representing financial applications Sensor 2219803 5 2 Yes
with abrupt concept drifts; Airlines – Real-world dataset flight Sine 1000000 2 2 Yes
delay with concept drift time-based; Anomalysine – Synthetic Stagger 1000000 3 2 Yes
anomaly detection dataset with controlled drift patterns; Waveform 1000000 21 3 No
Covertype – High-dimensional dataset for forest cover Weather 18159 8 2 Yes
classification, helpful in testing scalability; Electricity – Real-
world dataset tracking power consumption with recurring Dataset Formatting and Cleaning: Several datasets required
concept drifts; Hyperplane – Synthetic dataset designed to adjustments before being used in the experimental setup.
simulate gradual and sudden concept drifts; InterRBF20D [12] Covertype Dataset - The original CSV file lacked attribute
– Synthetic dataset with incremental changes in attribute names, requiring the addition of a proper header to define each
relationships; LEDDrift – LED digit recognition dataset with feature. Pokerhand Dataset - The dataset was provided in
artificial drift patterns, commonly used for drift evaluation; separate training and testing files. These were merged into a

93
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Table 2 - Parameters for generating synthetic data

Synthetic Dataset Parameter
Agrawal classification_function=0; seed=100; balance_classes=0; perturbation=0.0
Anomalysine n_samples=500000; n_anomalies=2500; contextual=False; n_contextual=2500; shift=4; noise=0.5; replace=True; seed=100
Hyperplane seed=100; n_features=10; n_drift_features=2; mag_change=0.0; noise_percentage=0.05; sigma=0.01
LEDDrift seed=100; noise_percentage=0.28; irrelevant_features=True; n_drift_features=4
Logical n_tiles=2; shuffle=True; seed=None
Mixed classification_function=0; seed=100; balance_classes=False
seed_tree=100; seed_sample=42; n_classes=2; n_num_features=5; n_cat_features=5; n_categories_per_feature=5;
RDT
max_tree_depth=5; first_leaf_level=3; fraction_leaves_per_level=0.15
RRBF seed_model=100; seed_sample=42; n_classes=2; n_features=10; n_centroids=50;
RRBFDrift seed_model=100; seed_sample=42; n_classes=2; n_features=10; n_centroids=50; change_speed=0.28; n_drift_centroids=50
SEA variant=0; noise=0.0; seed=100
Sine classification_function=0; seed=100; balance_classes=False; has_noise=True
Stagger classification_function=0; seed=100; balance_classes=False
Waveform seed=100; has_noise=True

single unified file to allow streaming processing. PowerSupply configurations were applied to ensure consistency across all
Dataset - Some rows contained additional commas, leading to experiments:
inconsistencies in data alignment. Additionally, the first column
mixed integer and floating-point values, standardized to a single Model Initialization and Tree Management: The initial
floating-point format. Electricity, Pokerhand, PowerSupply, and ensemble of trees is trained on the first window using bootstrap
Airlines Datasets - These datasets were originally in ARFF sampling, following the standard Random Forest methodology.
format and were converted to CSV. For each new window, divergence measures are computed for
each attribute to identify significant changes in feature
Standardization of Attribute Names and Label Columns: To distributions. The pruning mechanism removes trees whose
maintain consistency between datasets, we renamed the label weight is associated with them down the threshold, maintaining
column to the “target” name in all datasets. All attribute names only relevant trees in the ensemble. New decision trees are
were converted to lowercase to standardize the formatting, and trained on recent data and added to the ensemble to maintain
undesirable characters were removed from attribute names to predictive diversity.
ensure compatibility across different processing libraries.
Pruning Parameters: Each tree is assigned a weight based on its
Synthetic Dataset Generation: The River library [14] generated contribution to predictions over multiple windows. Trees with
most synthetic datasets, excluding InterRBF20D. Table 2 weights falling below a predefined threshold are removed from
details the specific parameters used to generate these datasets. the ensemble. A replacement mechanism trains new trees to
maintain ensemble size and diversity. The threshold for pruning
Encoding of Categorical Attributes: Some datasets contained is a key hyperparameter, and we performed a sensitivity
categorical attributes converted to numeric representations for analysis to determine optimal values. Sensitivity analysis occurs
compatibility with decision trees; Electricity and Airline with an empirical test of training and testing to reach the best
datasets contained categorical attributes encoded using result with the evaluation metric.
LabelEncoder from Scikit-learn [15].
Prediction and Evaluation Metrics: The ensemble predicted
Handling of Missing Values: Real-world datasets did not labels for each instance, recording the performance over
contain missing values, and synthetic datasets were generated multiple windows. The primary metric for comparison is
without missing values to maintain consistency. average accuracy across all processed windows. We conducted
a trade-off analysis to balance model accuracy and pruning
Feature Scaling and Data Normalization: We do not apply efficiency. This analysis occurs by adjusting the
normalization or standardization techniques to any dataset. We hyperparameters that control the pruning algorithm.
made this decision because Decision trees are inherently robust
to feature scaling. The KTree algorithm processes one sliding This experimental protocol ensures a rigorous evaluation of the
window at a time, making global normalization impractical in a Divergence-Based Pruning Approach. It assesses its ability to
real-time streaming scenario. The goal was to evaluate the maintain competitive accuracy while reducing the number of
models on raw data, simulating real-world conditions trees, ultimately improving efficiency for continuous data
streams.
Handling Class Imbalance: To ensure balanced training samples,
all decision trees were trained using the SMOTE (Synthetic Baseline Algorithms for Comparison
Minority Over-sampling Technique) [16, 17] to mitigate class
imbalance issues. To comprehensively assess the performance of the Divergence-
Based Pruning Approach, we compare it against seven
Experimental Procedure established ensemble learning methods used in data stream
classification: Random Forest (RF) – A traditional ensemble of
Each dataset was processed using a fixed-size sliding window decision trees trained with bootstrap sampling, serving as a non-
approach, with models trained on the first window and updated adaptive baseline; Adaptive Random Forest (ARF) – An
sequentially as new data arrived. We set the window size to 500 improved version of RF that incorporates explicit drift detection
instances, except for the PowerSupply dataset, which required a and tree adaptation; Aggregated Mondrian Forest (AMF) – An
window size of 300 due to data constraints. The following online adaptation of decision forests that incrementally updates

94
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

trees; ADWIN Bagging Classifier – A bagging-based ensemble addition of new estimators. PRUNE_MAX_ESTIMATORS (-
that utilizes ADWIN (Adaptive Windowing) for drift detection; pxe): Sets the maximum number of trees allowed in the
ADWIN Boosting Classifier – A boosting-based ensemble ensemble when adding new estimators.
leveraging ADWIN for adapting to data changes; Leveraging PRUNE_N_ADD_ESTIMATORS (-pne): Defines the number
Bagging Ensemble Classifier – An online bagging technique of new estimators added to the ensemble at each pruning
that adjusts weights based on instance importance; iteration.
AdaBoostClassifier – This widely used boosting algorithm
dynamically adjusts weak learners' contributions. Some hyperparameters remained with fixed values during
KTree's execution. Table 3 contains these hyperparameters,
These algorithms represent diverse drift adaptation strategies, their assigned value, and their description.
including explicit drift detection (ARF, ADWIN-based
methods), incremental model updates (AMF), and boosting Table 3 - Default hyperparameters for KTree
techniques (AdaBoost, Leveraging Bagging). The comparison Hyperpar
Value Description
provides insight into whether the pruning approach offers ameter
competitive accuracy while reducing computational costs. Divergence measures used
between data window and this
-d kl
Hyperparameter Configuration value set Kullback–Leibler
divergence.
Enable prune trees with weight
In this experimental setup, we initialized all baseline algorithms -pre True
estimators
using their default hyperparameters as provided in their
Float representing the percentage
respective implementations and, when available, changing only -pkt 1.0 of the k smallest estimators to be
the hyperparameter that controls the depth of the trees. Thus, we pruned
get an equitable comparison without introducing additional Enables adding new estimators to
-pae True
tuning bias. the ensemble when pruning occurs
Weight used for init the vector of
-wi 1.0
For the proposed KTree, a set of hyperparameters controls its weights for estimators
pruning and dynamic adaptation mechanisms. These parameters Vector with weights used by
include: PRUNE_THRESHOLD (-prt): A floating-point value KTree to weight the estimators,
with the first value being the
representing the percentage threshold used to estimate the limit
-we '[1, 0.5, 0.2, 0.6]' weight assigned to the best
for tree pruning. PRUNE_K_ESTIMATORS (-pkt): A floating- prediction case and the last value
point value defining the percentage of the smallest estimators being the weight assigned to the
pruned from the ensemble. PRUNE_ADD_ESTIMATORS (- worst prediction case.
pae): A boolean parameter that enables the addition of new
estimators to the ensemble when pruning occurs. These hyperparameters allow KTree to dynamically adapt its
PRUNE_METHOD_ADD (-pma): Specifies how the algorithm ensemble size, removing underperforming trees while
will add new estimators after pruning, with options {upperlimit, introducing new ones, ensuring improved efficiency in evolving
lowerlimit}. PRUNE_DATA_RETRAIN (-pdr): Method for data stream environments.
handle data used in to train new estimators, with options {train,
self, both}, train uses only the training data, self uses only the Limitations and Considerations
predictions made and both combines both data.
PRUNE_MIN_ESTIMATORS (-pnt): Specifies the minimum While the pruning strategy significantly reduces the number of
number of trees in the ensemble required before triggering the trees in the ensemble, there is a potential short-term accuracy

Table 4 - Hyperparameters for execution KTree

Dataset/Hyperparameter -n -w -t -sf -s -prt -pma -pnt -pxe -pne -pdr
Agrawal 33 500 0,06 6 0,3 0,03 upperlimit 33 100 100 both
Airlines 75 500 0,65 6 0,6 0,013 upperlimit 75 90 150 both
Anomalysine 30 500 0,5 2 0,5 0,035 upperlimit 30 100 60 both
Covertype 95 500 0,18 40 0,6 0,01 upperlimit 95 100 80 both
Electricity 75 500 1,3 7 0,3 0,011 upperlimit 75 100 80 both
Hyperplane 100 500 0,05 2 0,5 0,02 upperlimit 50 100 150 both
InterRBF20D 100 500 0,9 4 0,7 0,01 upperlimit 100 150 10 both
LEDDrift 100 500 8,00E-05 24 0,3 0,01 upperlimit 100 150 92 both
Logical 10 500 0,001 2 0,2 0,01 upperlimit 10 50 10 both
Mixed 89 500 0,035 3 0,2 0,01 upperlimit 80 100 100 both
Pokerhand 55 500 0,2 2 0,2 0,01 upperlimit 55 100 55 both
PowerSupply 100 300 0,6 2 0,1 0,03 lowerlimit 40 100 100 both
RDT 64 500 0,02 10 0,1 0,02 upperlimit 60 120 60 train
RRBF 100 500 1,5 6 0,9 0,02 lowerlimit 40 100 180 train
RRBFDrift 100 500 1,5 6 0,6 0,01 upperlimit 50 200 200 both
SEA 38 500 0,02 2 0,5 0,01 lowerlimit 35 100 44 train
Sensor 100 500 2 4 0,9 0,01 upperlimit 50 100 70 train
Sine 75 500 0,08 3 0,5 0,01 lowerlimit 30 100 36 both
Stagger 30 500 5,00E-04 2 0,5 0,01 lowerlimit 30 100 36 both
Waveform 90 500 1,5 19 0,5 0,01 upperlimit 50 90 92 train
Weather 92 500 2,5 5 0,5 0,005 upperlimit 50 100 67 train

95
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Table 5 - Average Accuracy (%) Across Datasets

Adaptive Aggregated
Random ADWIN ADWIN Leveraging AdaBoost
Dataset/Algorithm KTree Random Mondrian
Forest Bagging Boosting Bagging Classifier
Forest Forest
Agrawal 100 99,995 81,111 66,645 88,155 87,326 99,468 97,944
Airlines 59,511 59,949 57,902 53,474 57,766 57,769 57,962 56,561
Anomalysine 99,909 99,912 99,750 99,921 99,750 99,750 99,750 99,750
Covertype 58,800 61,311 50,108 51,147 52,628 53,024 51,751 52,404
Electricity 64,735 62,073 62,441 64,019 64,103 62,236 60,854 62,988
Hyperplane 53,042 55,096 50,005 52,133 56,684 56,688 57,175 55,435
InterRBF20D 16,509 16,508 16,485 16,508 16,509 16,509 16,509 16,509
LEDDrift 30,300 29,477 28,742 18,456 32,615 32,350 33,831 30,440
Logical 100 100 100 100 50,001 50,001 50,001 50,001
Mixed 50,347 49,991 49,993 50,022 49,993 49,973 49,971 49,982
Pokerhand 50,118 49,507 50,117 49,936 50,117 50,117 50,117 50,117
PowerSupply 9,886 11,819 7,663 9,335 13,484 13,521 13,919 9,855
RDT 86,955 81,390 71,698 68,916 69,764 69,915 75,022 67,391
RRBF 87,237 85,175 78,428 85,404 70,334 70,057 70,857 71,529
RRBFDrift 54,829 53,023 52,554 51,974 52,567 52,778 52,047 49,279
SEA 96,262 88,249 89,548 95,931 93,209 93,245 93,734 93,890
Sensor 5,646 5,088 3,013 5,672 1,942 1,954 2,224 1,965
Sine 53,465 52,178 51,925 52,055 51,949 52,088 52,424 52,207
Stagger 53,480 51,065 51,065 51,065 53,346 53,346 53,346 53,346
Waveform 83,225 83,714 76,355 70,270 80,450 80,242 80,356 81,920
Weather 75,774 75,418 71,250 72,773 71,867 72,252 70,717 74,614
drop when trees we removed before replacements stabilize. The Agrawal (100%), SEA (96.26%), RDT (86.95%), and RRBF
sensitivity of the pruning threshold also affects performance, (87.23%), surpassing traditional Random Forest and Adaptive
requiring careful parameter tuning. Future work will explore Random Forest. These results highlight KTree’s effectiveness in
dynamic threshold adaptation to optimize the trade-off between handling non-stationary data streams and handling concept drift
accuracy and computational cost. effectively.

This experimental setup ensures a fair comparison of the In some datasets, such as Covertype and Hyperplane, KTree
proposed pruning mechanism while addressing the challenges exhibited slightly lower accuracy than Random Forest but
of processing continuous data streams in dynamic environments. maintained better computational efficiency due to its pruning
strategy. Furthermore, for Electricity and LEDDrift, KTree
5. RESULTS AND DISCUSSIONS outperformed Adaptive Random Forest, showing better
adaptability to concept drift scenarios. However, in datasets
We evaluated the effectiveness of KTree through a comparative with high data volatility (e.g., PowerSupply and Sensor),
study with state-of-the-art streaming classification algorithms. KTree’s performance was affected by the sensitivity of the
The evaluation focused on datasets exhibiting varying degrees divergence-based selection process, indicating the possible need
of concept drift and complexity, ensuring a comprehensive for additional optimization in extreme cases of data instability..
assessment of the proposed pruning strategy.
Impact of Pruning on Computational Efficiency
Each dataset required a hyperparameter change, and the values
were adjusted during training and testing to find the best Analyzing Table 4 and Table 5, we observe that the pruning
average accuracy. The KTree implementation does not make an strategy effectively reduced the size of the ensemble by
automatic or prior assumption of these values, and it is removing low-performing trees, resulting in reduced
necessary to inform the hyperparameters so that the algorithm computational cost, pruning removed underperforming trees,
can function correctly. Table 4 contains the values for the minimizing memory usage and inference time, as fewer trees
KTree initialization hyperparameters and the hyperparameters were used for predictions while maintaining accuracy;
to control the tree pruning procedure. Enhanced adaptability to non-stationary environments, ensuring
that dynamically were discarded trees trained on outdated
The hyperparameter -n sets the number of estimators in the distributions; Greater interpretability of the model, as the
ensemble; -w sets the window size; -t sets the threshold used in ensemble remained compact, reducing redundancy in decision
calculating the statistical divergence between windows; -sf sets trees.
the number of attributes to use in training each tree; -s is a
hyperparameter that determines a minimum percentage of Although some configurations allowed for the addition of a
attributes to consider that there has been some change. large number of trees, the pruning strategy automatically
balanced the ensemble, preventing excessive model growth and
Accuracy Performance Across Datasets ensuring that computational resources were efficiently managed.

Table 5 presents the average accuracy obtained by each Hyperparameter Impact on KTree’s Performance
algorithm across the evaluated datasets. The results indicate that
KTree achieved competitive accuracy compared to state-of-the- In addition to analyzing accuracy and computational efficiency,
art algorithms while providing additional efficiency benefits. it is crucial to examine how hyperparameter configurations
KTree demonstrated superior accuracy in datasets such as influenced KTree’s performance across different datasets. Table

96
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

4 provides insights into how specific parameter choices affected drift, especially in highly dynamic environments. 3. Resource
pruning efficiency, concept drift handling, and overall overhead in tree retraining - While pruning reduces model size,
adaptability. adding new trees still incurs computational costs.

The pruning threshold (-prt) and pruning method for add trees (- Future work will address these challenges by: 1. Developing
pma) played a key role in KTree’s ability to maintain an adaptive pruning thresholds to dynamically adjust the pruning
optimal number of trees. Notably: 1. Datasets with strong criteria based on real-time model performance. 2. Exploring
concept drift (e.g., SEA, RRBFDrift, Electricity) required a advanced drift-handling mechanisms, integrating well-
lower pruning threshold (≤ 0.02), ensuring that unstable trees established concept drift detection techniques. 3. Extending
were frequently removed. 2. For more stable datasets (e.g., KTree to support multi-label data streams, broadening its
Agrawal, Logical), pruning thresholds were set slightly higher applicability to complex, evolving data environments. These
(~0.03-0.035) to avoid excessive model changes. 3. The pruning advancements will enhance KTree's robustness for real-world,
method (-pma) was predominantly set to "upperlimit", meaning non-stationary data stream applications.
trees were only added when necessary, preventing uncontrolled
ensemble growth. However, for datasets with rapid drift, like 6. CONCLUSIONS AND FUTURE PERSPECTIVES
SEA and RRBF, a "lowerlimit" strategy ensured that tree
replacement was triggered more frequently. In this study, we introduced KTree, a divergence-based pruning
approach for decision tree selection in continuous data streams.
These findings highlight that aggressive pruning is beneficial The proposed methodology integrates an adaptive pruning
for highly dynamic datasets, whereas a more conservative mechanism, which efficiently removes underperforming trees
approach is preferred for stable distributions. while maintaining model diversity and predictive accuracy.

From Table 4, we observe that datasets where KTree surpassed Our experimental results demonstrate that KTree achieves
Random Forest in accuracy (e.g., Agrawal, SEA, RRBF, RDT) competitive accuracy across most datasets compared to state-of-
had ensembles that were significantly smaller (30-100 trees) the-art ensemble methods while significantly reducing
compared to traditional Random Forest (which maintained 100 computational overhead. Unlike traditional ensemble classifiers
trees across all datasets). KTree consistently maintained an such as Random Forest (RF) and Adaptive Random Forest
adaptive tree count, whereas Random Forest operated with a (ARF), which rely on large static ensembles, KTree
fixed-size ensemble, increasing computational overhead dynamically adjusts its tree population, removing outdated
unnecessarily. In high-volatility datasets (e.g., PowerSupply, models and replacing them with trees trained on recent data
Sensor), KTree maintained a high number of trees (100 trees), distributions. This trade-off between accuracy and resource
yet its accuracy was impacted, suggesting that hyperparameter utilization is particularly beneficial in real-time applications,
tuning alone may not be sufficient for extreme drift scenarios. where computational constraints are critical.

In datasets with frequent changes (e.g., Electricity, RRBF, KTree dynamically adjusts its ensemble structure based on data
SEA), KTree's ability to replace outdated trees dynamically divergence, allowing it to react efficiently to sudden and
contributed to its superior performance over Adaptive Random gradual drifts. Unlike static ensemble methods, which may
Forest. However, in datasets like Hyperplane and Covertype, suffer from outdated models in evolving data streams, KTree
KTree’s pruning may have been overly aggressive, leading to continuously replaces trees, ensuring adaptability to changing
slight accuracy reductions compared to Random Forest. These distributions. It outperformed traditional Random Forest in
results indicate that future improvements in dynamic threshold datasets with strong concept drift (e.g., SEA, Electricity, RDT)
adjustment could enhance KTree’s ability to handle both and highly dynamic environments (e.g., Covertype,
gradual and abrupt concept drifts more effectively. PowerSupply), and it performed slightly below RF but
maintained efficiency benefits.
Finally, the key takeaways from the hyperparameter analysis: 1.
Datasets with strong drift require more frequent pruning (lower While KTree maintained competitive accuracy, its pruning
-prt values). 2. Stable datasets benefit from a higher pruning mechanism provided additional efficiency benefits: 1. Fewer
threshold to prevent unnecessary tree removal. 3. A trees per dataset - Lower memory footprint. 2. Controlled
dynamically adjusted pruning strategy could further improve pruning - Reduced training overhead compared to ensembles
performance, particularly in highly volatile datasets. 4. that grow indefinitely. 3. The flexibility to add or remove trees
Compared to fixed-size ensembles, KTree’s tree count remains dynamically - Better adaptability to evolving data streams. The
adaptable, reducing computational overhead. results confirm that KTree is a viable alternative to ensemble-
based data stream classifiers.
This additional analysis reinforces KTree’s efficiency as a
streaming classifier while also identifying areas for further Dynamic pruning provides competitive accuracy while reducing
optimization, particularly in datasets with extreme variability. computational complexity. By leveraging pruning strategies,
KTree demonstrated better adaptability to evolving data streams,
Limitations and Future Directions reducing the number of decision trees required for classification
without sacrificing performance. Nevertheless, KTree’s
Despite its advantages, KTree presents some limitations: 1. effectiveness is contingent on correctly tuning pruning
Sensitivity to pruning parameters - The selection of hyperparameters.
PRUNE_THRESHOLD and PRUNE_K_ESTIMATORS
directly affects performance, requiring tuning for different Future research will focus on adaptive pruning thresholds,
datasets. 2. Divergence measure constraints - The method relies enabling KTree to dynamically adjust its pruning criteria based
on detecting attribute shifts, which may not capture all types of on real-time drift detection, reducing the need for manual

97
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

hyperparameter tuning. Another key area of improvement is Transactions on Neural Networks, vol. 22, no. 10, pp.
enhancing concept drift management by integrating well- 1517-1531, Oct. 2011, doi: 10.1109/TNN.2011.2160459.
established drift adaptation techniques to improve resilience [14] J. Montiel et al., “River: machine learning for streaming
against extreme shifts in data distribution. Additionally, KTree data in Python”. Journal of Machine Learning Research,
will be extended to multi-label data stream classification, vol. 22, no. 110, pp. 1-8, 2021.
broadening its applicability to complex, evolving environments. [15] F. Pedregosa et al., “Scikit-learn: Machine Learning in
These advancements will further strengthen KTree as a robust Python”, Journal of Machine Learning Research, vol. 12,
and efficient solution for real-world non-stationary data stream no. 85, pp. 2825-2830, 2011.
processing, ensuring its effectiveness across diverse domains [16] N. V. Chawla, K. W. Bowyer, L. O.Hall, W. P.
and practical applications. Kegelmeyer, “SMOTE: synthetic minority over-sampling
technique”, Journal of artificial intelligence research, pp.
7. REFERENCES 321-357, 2002.
[17] G. Lemaître, F. Nogueira, and C. K. Aridas, “Imbalanced-
[1] H. C. M. Andrade, B. Gedik, and D. S. Turaga, learn: A Python Toolbox to Tackle the Curse of Imbalanced
Fundamentals of Stream Processing: Application Design, Datasets in Machine Learning”, Journal of Machine
Systems, and Analytics. Cambridge, Reino Unido: Learning Research, vol. 18, no. 17, pp. 1–5, 2017.
Cambridge University Press, 2014. doi: [18] P. Gama et al., "Learning with Drift Detection," in
https://doi.org/10.1017/CBO9781139058940. Advances in Artificial Intelligence – SBIA 2004, 2004, pp.
[2] S. Agrahari and A. K. Singh, “Concept Drift Detection in 286–295.
Data Stream Mining: A literature review,” Journal of King [19] G. Widmer and M. Kubat, “Learning in the presence of
Saud University - Computer and Information Sciences, concept drift and hidden contexts”, Mach Learn, vol. 23,
2021, doi: https://doi.org/10.1016/j.jksuci.2021.11.006. pp. 69-101, 1996, doi:10.1007/BF00116900.
[3] C. C. Aggarwal, “An Introduction to Data Streams,” in Data [20] A. Bifet and R. Gavaldà, “Learning from Time-Changing
Streams: Models and Algorithms, Boston, MA: Springer Data with Adaptive Windowing,” in Proceedings of the
US, 2007, pp. 1–8. doi: 10.1007/978-0-387-47534-9_1. 2007 SIAM International Conference on Data Mining
[4] L. Breiman, “Random forests”, Machine Learning, Vol. 45, (SDM), pp. 443–448. doi: 10.1137/1.9781611972771.42.
2001, pp. 5-32, doi 10.1023/A:1010933404324. [21] A. Bifet, G. Holmes, R. Kirkby, and B. Pfahringer, “MOA:
[5] M. Arya and C. Choudhary, “A Survey on Classification massive online analysis”, Journal of Machine Learning
Algorithm for Real Time Data Streams using Ensembled Research, vol. 11, 2010.
Approach,” in 4th International Conference on [22] J. Gama, I. Žliobaitundefined, A. Bifet, M. Pechenizkiy,
Multidisciplinary Research & Practice (4ICMRP-2017) , and A. Bouchachia, “A survey on concept drift adaptation”,
2017, pp. 95–100. ACM Comput. Surv., vol. 46, no. 4, 2014, doi:
[6] B. Tidke and R. Mehta, “A Comprehensive Review and 10.1145/2523813.
Open Challenges of Stream Big Data”, Soft Computing: [23] J. R. Quinlan, “Improved use of continuous attributes in
Theories and Applications, Vol. 584, 2018, pp. 89-99, doi C4.5”, J. Artif. Int. Res., vol. 4, no. 1, pp. 77–90, 1996.
10.1007/978-981-10-5699-4\10. [24] F. Esposito, D. Malerba, G. Semeraro, and J. Kay, “A
[7] A. Bifet, G. de Francisci Morales, J. Read, G. Holmes, and comparative analysis of methods for pruning decision trees”,
B. Pfahringer, “Efficient online evaluation of big data IEEE Transactions on Pattern Analysis and Machine
stream classifiers,” in Proceedings of the 21th ACM Intelligence, vol. 19, no. 5, pp. 476-491, 1997, doi:
SIGKDD International Conference on knowledge 10.1109/34.589207.
Discovery and Data Mining, 2015, pp. 59–68. doi: [25] N. C. Oza and S. J. Russell, “Online Bagging and
10.1145/2783258.2783372. Boosting”, in Proceedings of the Eighth International
[8] B. Prasad and S. Agarwal, “Stream Data Mining: Platforms, Workshop on Artificial Intelligence and Statistics, vol.
Algorithms, Performance Evaluators and Research Trends,” R3, pp. 229–236, 2001.
International Journal of Database Theory and [26] P. Domingos and G. Hulten, “Mining high-speed data
Application, vol. 9, no. 9, pp. 201–218, Sep. 2016. streams”, in Proceedings of the Sixth ACM SIGKDD
[9] D. M. V. Sato, S. C. De Freitas, J. P. Barddal, and E. E. International Conference on Knowledge Discovery and
Scalabrin, “A Survey on Concept Drift in Process Mining,” Data Mining, pp. 71–80, 2000, doi:
ACM Comput. Surv., vol. 54, no. 9, Oct. 2021, doi: 10.1145/347090.347107.
10.1145/3472752. [27] S. Kullback. R. A. Leibler. "On Information and
[10] V. Singh and M. A. Pradhan, “Advanced methodologies Sufficiency", Ann. Math. Statist., vol. 22, no. 1, pp. 79-86,
employed in ensemble of classifiers: A survey,” 1951, doi: 10.1214/aoms/1177729694.
International Journal of Science and Research (IJSR), [28] J. Lin, “Divergence measures based on the Shannon
vol. 3, no. 12, pp. 591–595, Dec. 2014. entropy”, IEEE Transactions on Information Theory, vol.
[11] A. Verikas, A. Gelzinis, and M. Bacauskiene, “Mining data 37, no. 1, pp. 145-151, 1991, doi: 10.1109/18.61115.
with random forests: A survey and results of new tests,” [29] E. Hellinger, "Neue Begründung der Theorie quadratischer
Pattern Recognition, vol. 44, no. 2, pp. 330–349, Feb. Formen von unendlichvielen Veränderlichen", Journal für
2011, doi: 10.1016/j.patcog.2010.08.011. die reine und angewandte Mathematik, vol. 1909, no.
[12] V. Losing, B. Hammer and H. Wersing, "KNN Classifier 136, 1909, pp. 210-271. doi: 10.1515/crll.1909.136.210.
with Self Adjusting Memory for Heterogeneous Concept [30] A. Bifet, B. Pfahringer, J. Read, and G. Holmes, “Efficient
Drift," 2016 IEEE 16th International Conference on Data data stream classification via probabilistic adaptive
Mining (ICDM), Barcelona, Spain, 2016, pp. 291-300, doi: windows”, in Proceedings of the 28th Annual ACM
10.1109/ICDM.2016.0040. Symposium on Applied Computing, 2013, pp. 801-806.
[13] R. Elwell and R. Polikar, "Incremental Learning of doi: 10.1145/2480362.2480516.
Concept Drift in Nonstationary Environments," in IEEE

98
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

The Notions of Education and Research

Nagib CALLAOS
International Institute of Informatics and Systemics (IIIS), USA

Jeremy HORNE
Newlane University, San Felipe, Baja California, Mexico
President-emeritus of the Southwest Area Division of the American Association for the Advancement of Science (AAAS), USA

ABSTRACT “notion” would be a related or relatable set, which by definition

it would be a “system”, a “semantic system”. A similar situation
This article starts examining the concept of "notion" as a happens with the “notion of research”. Given that these
semantic system encompassing both denotations and relationships can vary in their degree of belongingness we
connotations that are generated by different linguistic contexts. propose that the sets associated with education and research may
Then, notions like "education" and "research" are analyzed using be considered fuzzy sets, and since they are related sets, then the
two approaches: (1) the etymological approach, which provides word “notion” would mean a semantic system or, more precisely,
the general meaning, i.e. the root of the semantic branches fuzzy semantic systems.
generated by their historical evolution, and (2) the systemic
approach, which explores their general meaning based on what is Each of these two approaches provides a general meaning from
common to all systems, which is its telos (objective, purpose). which predicates can be applied to different specific meanings or
senses of words:
The term "education" originates from Latin roots meaning "to
nourish" and "to lead out," reflecting its development from child- 1. The Etymological Approach views the etymology of a word
rearing to formal learning. As a teleological system, education is as the root from which its subsequent denotations and
a “preparation for life” in the context of societal needs, connotations emerge. Through abductive reasoning,
integrating empirical reasoning, creativity, and interdisciplinary plausible specific senses may be derived for the species
perspectives. from the etymological root, i.e- the genus. In this context,
Predicate Logic allows us to attribute general predicates of
Similarly, "research" derives from the French "recercher," the genus to its derived species. Thus, while the genus
emphasizing an iterative process aligned with the well-known provides a broad foundational meaning, each species also
"trial and error" general method. As a cybernetic process, possesses specific predicates reflecting its particular sense.
research involves continuous feedback, refining knowledge, and Which would be added to the genus predicates.
fostering understanding. This iterative nature enhances
transdisciplinary communication and is exemplified by very 2. The Systemic Approach is inherently a transdisciplinary one
effective methods for understanding and, hence being able to that recognizes that mental and linguistic realities, as well
explain, like the Feynman technique, which proved its as natural and artificial systems, are structured as
effectiveness for explaining Quantum Mechanic to College interconnected systems. Consequently, it enables the
Freshmen. identification of a general genus within education and
research, from which predicates applicable to its species can
Education and research form an interdependent, cybernetic be logically derived. This approach, also, leverages
system of continuous feedback, evolving goals, and adaptive Predicate Logic or Categorial Logic—both foundational to
learning. Their relationship exemplifies second-order Formal Predicate Logic and naturally employed in human
cybernetics, where research informs education, and educational language—to systematically relate the general meaning to
advancements refine research methodologies. This dynamic its specific disciplinary contexts.
interplay supports knowledge development and the deepening of
understanding, especially for the researchers who identified new The above approaches support interdisciplinary communication
knowledge. In this case, the new knowledge is a product of active on transdisciplinary notions by integrating the specific senses
and reiterative thinking. (meanings) contributed by individual disciplines. These
disciplinary senses add specific predicates to the general
predicates derived from the genus. In this way, the specific
1. THE TERM NOTION predicates that emerge within a disciplinary context enrich the
transdisciplinary notion or concept, ensuring its adaptability to
We are using the term “notion”, in this article, not as a vague or diverse perspectives.
imprecise mental concept but in its linguistic sense—that is, as a
set of denotations and connotations that a word may carry across Since these meanings are not fixed but exhibit varying degrees of
different linguistic contexts. So, by referring to the “notion of membership and relevance across different contexts, the related
education”, we would be referring to the set of its denotations and
connotations. Being the word “education” common to its
different denotations, it communicates them. So, the word

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
99 https://doi.org/10.54808/ICSIT2025.01.99
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

sets of predicates can be considered fuzzy sets1. Furthermore, perspectives, encouraging knowledge synthesis to address
when we account for the relationships in these sets, they may be complex global challenges.
understood as fuzzy semantic systems. This perspective allows  Technical Education, including engineering and
for the application of the Systems Approach, where the inherent information technology, emphasizes applied skills,
flexibility of such systems facilitates the dynamic integration of precision, and adherence to industry standards, bridging
disciplinary insights, enhancing both the coherence and theoretical knowledge with professional practice.
applicability of transdisciplinary communication.
Thus, while education is broadly defined as the process of
acquiring knowledge, understanding, skills, and values, ensuring
2. THE NOTION OF EDUCATION its relevance and effectiveness requires complementing this
general meaning with discipline-specific predicates
2.1. Etymological Approach:
2.2. A Systemic Perspective of Education
The word education originates from Latin, primarily from two
terms: (1) educare, meaning "to nourish" or "bring up," and (2) Based on what has been termed Singer/Churchman’s "pragmatic
educere, meaning "to lead out" or "bring forth."2 The term Teleological Truth" (Churchman, 1971), the Systems Approach
entered the English language in the 1530s, initially referring to can be interpreted from two perspectives: (1) a pragmatic
child-rearing, later evolving by the 1580s to encompass academic philosophical framework and (2) the inherent nature of any
teaching (Online Etymological Dictionary). Today, education is system to have goals, objectives, or purposes. Within this
understood as both the transmission of knowledge and the framework, a system's truth is determined by its effectiveness in
cultivation of understanding and judgment. Our experience- achieving its goals, objectives, or purpose—its telos.
based opinion is that the transmission of knowledge is more
effectively and adequately addressed than the other two. Consequently, education, whether as a process, a formal structure
(for explicit formal education), and/or an informal organizational
We already mentioned above that the word’s etymology provides or cultural (for implicit informal education), can be defined by its
the foundation of a Semantic Structure based on predicate or telos. Its truth, in turn, is measured by its pragmatic effectiveness
categorial Logic providing general predicates while also in achieving that telos.
providing support for additional predicates of the different
specific uses in the word by adding emergent specific predicate In this context, I propose a teleological description (not
via the grammatical use of adjectives. necessarily a prescriptive definition) of education as
"preparation for life." This description aligns with:
For example, specific disciplines contribute unique meanings to
the notion of education, adding specialized predicates to the 1. A pragmatic teleological framework, where education's
general predicates derived from the genus. These specific value and truth lie in its capacity to prepare individuals for
predicates emerge from the disciplinary contexts in which life effectively, i.e. fulfilling its purpose.
education is conceptualized and applied. 2. An evolutionary perspective, where education can be seen
as a means for equipping individuals with knowledge,
General and Specific Meanings of Education: As discussed, a understanding, skills, judgment, and the necessary
general meaning of education serves as a necessary condition for adaptability for survival, reflects the principle of "survival
defining the notion or concept. However, education within of the fittest," where "fittest" may be interpreted in various
disciplinary and interdisciplinary fields requires additional ways, such as physical strength, intelligence, empathy, or an
specific predicates (or adjectives) to address the specificness of optimal combination of these and other traits necessary for
each field. While the general meaning provides a foundational adaptation and success in different life contexts.
baseline, it may not be sufficient to encompass the complexities
of education tailored to specific disciplines. In general, we may This teleological description situates education as a dynamic,
provide the following examples. purpose-driven system that evolves to meet the needs of
individuals and societies, emphasizing its role in fostering
 Scientific Education emphasizes empirical methods, resilience and adaptability in an ever-changing world.
experimental design, and hypothesis testing, fostering
critical thinking and problem-solving skills within the Education’s Telos is Associated with a Dynamic System in
natural or social sciences. Evolution: Education, as a purposeful system and/or process,
 Arts Education prioritizes creativity, aesthetic evolves to meet the changing needs of society and individuals.
interpretation, and self-expression, aligning with the unique This evolution aligns with the concept of telos, where education's
values of artistic disciplines. purpose adapts to cultural, environmental, and societal demands.
 Interdisciplinary Education, such as environmental studies, Its definition, whether prescriptive or descriptive, must remain
integrates ecological, economic, and sociocultural flexible to address evolving goals such as preparing individuals
for global citizenship and supporting sustainable development.

1
A fuzzy set extends the concept of a classical (crisp) set by particularly useful for modeling concepts with vague or
allowing elements to have varying degrees of membership rather overlapping boundaries.
than a strict binary classification (belonging or not belonging). In 2
The second etymological root is the basis of the well-known
a non-fuzzy (crisp) set, an element either fully belongs Socratic method, also called the "midwifery method," whose
(membership = 1) or does not belong (membership = 0). In function is to bring out the baby—in Socrates' case, to bring out
contrast, a fuzzy set assigns each element a membership value the truth from the student.
between 0 and 1, reflecting gradual or partial inclusion, which is

100
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

From an evolutionary perspective, education’s telos is to equip loop back into the exploration, refining the question, the answer,
individuals with the tools to adapt to an interconnected, or the transdisciplinary communication. This also explains the
technologically advanced, and still advancing, diverse world, well-known effectiveness of the Feynman technique that proved
fostering resilience and adaptability. Education, as a teleological to be effective in explaining quantum physics to freshmen.
system and/or process, plays a vital role in shaping individuals
and societies. Its truth lies in its effectiveness in achieving its The implicit and/or explicit cybernetic loop in a research process
telos, which evolves to meet individual and collective needs, (research as a verb) is a self-educational process, especially
ensuring its continued relevance in a dynamic world. because it provides understanding and not just knowledge. It
increases the understanding of the knowledge being applied in
the process as well as the new knowledge that the research
3. THE NOTION OF RESEARCH process may create. This is because applying knowledge is one
effective way to understand it. The implicit or explicit cybernetic
3.1. Etymological Approach: loops in a research process are a necessary condition for self-
education and, hence, for effective research because they provide
Research, as a noun, is from the “1570s, "act of searching a more or deeper understanding of the previous knowledge being
closely" for a specific person or thing, from French recerche applied, as well as of the new one that may be generated from the
(1530s, Modern French recherche), back-formation3 from Old research process.
French recercher "seek out, search closely" (Online
Etymological Dictionary). 3.2. A Systemic Perspective of Research:

As a verb, two terms were used: Research as a process (verb) or as a product (noun) is a temporal
 Research, since 1590s, to mean "investigate or study (a or atemporal system. i.e. a related set of parts with an intrinsic
matter) closely, search or examine with continued telos related to the objective(s) of the researcher(s).
care," from French recercher, from Old French
recercher "seek out, search closely," from re-, here 1. Research, as a verb, is typically a complex system,
perhaps an intensive prefix (…re-), + cercher "to seek especially when considered as a process that interacts with
for," from Latin circare "go about, wander, traverse," other highly intricate systems, such as the brain’s neural
in Late Latin "to wander hither and thither," from networks and the meta-networks related to a researcher
circus "circle".” (Online Etymological Dictionary) team, in which case the collective interplay of individual
 “Re-search”, in 1768, meant "to search again, examine neural networks forms an even more complex system,
repeatedly or anew” " (Online Etymological particularly when mediated by complex semiotic systems,
Dictionary). It was hyphenated to distinguish it from such as disciplinary frameworks and natural language.
“research” as a noun and emphasize the prefix RE
which means repetition and reiteration. In this context, team-based research functions as a highly
 In the 19th century, the differentiation between the complex meta-system, whose components—already
noun and verb forms of "research" became less complex in themselves—interact dynamically. This
necessary, as context typically clarified its meaning. complexity increases the likelihood of emergent properties,
The noun form was understood through the use of such as solving previously unsolved problems, generating
articles ("a research," "the research"), while the verb new knowledge, understanding this new knowledge, and
form appeared in phrases like "to research." By this uncovering facts or potential truths.
time, the singular form "research" had become fully
established, and the hyphenated "re-search" had fallen 2. While the telos of research as a verb is tied to the intentions
out of use, reflecting broader trends in English towards of the researcher(s), the telos of research as a noun can be
simplification. seen as an inherent orientation toward producing reliable,
structured, and meaningful contributions to knowledge.
We extended this etymological description to emphasize the
importance of the prefix “RE” because it represented the essence The general telos of research, as a noun, can be framed as the
of the notion of research, i.e. reiteration, a cybernetic process product of a reiterated systematic (structured) process. Since the
with loops of negative (regulative) and positive (reinforcing) reiteration of a systematic (structured) process generates implicit
feedback. and/or explicit cybernetic loops, the reiterative process is, as a
whole, a systemic one, making the systematic process self-
This aligns with the idea of research not just as a static search for regulating, self-reinforcing, and evolving. Research is not merely
answers but as an ongoing process of refinement, adjustment, and a linear accumulation of knowledge but a dynamic and adaptive
discovery. It also aligns with the very well-known and old “essay system that refines itself through feedback loops.
and error” which characterizes both: scientific and non-
scientific activities via explicit or implicit decision-making, as Since research, as a noun, refers to a reiterated structured process
well as with inter- and transdisciplinary communication where rather than a linearly achieved intentional act, its telos can be
iterations for improvements have, as a consequence, an increase understood as an emergent property of its reiterative
of the knowledge we are trying to communicate. As with methodology where reiteration adds complexity to the
scientific research, each "iteration" of the research process of methodology while inserting the huge complexity of the
transdisciplinary communication brings new insights, which then neurological networks of the researcher(s) brain(s). Among these

3
In this context “back-formation”, the term "formation" is used seek out or search closely") and altering it, often by dropping a
to describe how the word "research" (in its modern English form) suffix like "-er." The word "research" is an example of a back-
was created by taking the Old French recercher (which meant "to formation from the original verb recercher.

101
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

emergent properties, we may have the following, via creativity 4. THE CYBERNETIC RELATIONSHIPS BETWEEN
and insights, which themselves are emergent properties as well. : THE RESEARCHER SUBJECT AND THE OBJECT
BEING RESEARCHED
 Advances knowledge—whether by discovering new
facts or theories, refining existing theories, or This cybernetic relationship happens, at least, at two levels: at the
challenging assumptions or axioms used as biological and the intellectual levels: the biological level is based
foundations of other theories. on a bottom-up process while at the intellectual level, the process
 Generates and/or deepens understanding—i.e., not is mostly a top-down one. Both processes interact cybernetically
just accumulating information and knowledge, but with each other. Bottom-up processing relies solely on raw
making sense of it in a coherent and meaningful way. sensory data, building perception from external stimuli (sense
data) without preconceived influence. While bottom-up
 Solves problems—that may be theoretical, practical,
processing ensures accurate responses to new information, top-
scientific, philosophical, humanistic, etc.
down processing is an intellectual process involving the three
 Improves communication—as research contributes to components of the intellect: Cognition, Conation (Motivation),
shared knowledge, enabling inter- and and Affect (emotion), where prior knowledge, experiences,
transdisciplinary dialogues and cross-disciplinary expectations, beliefs, etc. shape the interpretation of sensory
knowledge sharing. input. It helps resolve ambiguity by filling in missing or non-
 Supports analysis and synthesis—and relating them perceived sense data and is essential for tasks like reading and
via. Mathematical analysis, for example, discovers focused attention. The cybernetic process that relates both of
mathematical proofs, while mathematical synthesis them enables a balanced and adaptive comprehension of the
generates the proofs that are used in education. This is environment. (Main, 2023)5
due to the method of mathematical analysis going from
potential theorems to their proof in the sense that they At the macro level the cybernetic relationship between research
can be derived from the respective. Mathematical and the self-education of the researcher is fundamentally rooted
synthesis has the opposite method that goes from the in the dynamic interactions between subject and object and these
axioms to the derivable theorems. Mathematical interactions are based on cybernetic relationships between sense
Analysis is a heuristic and creative process while data and perception as noted above. In this case, the interaction
synthesis is descriptive, demonstrative, and is initiated by the researcher’s objective6 determines the object
communicational process of observation or inquiry. In turn, the observed object, once
 Discovery and Explanation—these are the product of perceived, is processed through the researcher’s perceptual
analysis and synthesis, in general. Discovery is related system, which integrates empirical sense data with
to unveiling new facts, principles, or relationships; corresponding neural patterns evoked within the brain, via a
while explanation is related to providing a coherent and cybernetic process as highly summarized in the above paragraph.
structured presentation of phenomena, which may
support understanding and/or comprehending4 it. This apprehended perception provides input to a broader neural
network, where it is processed through cognition, affect
Consequently, any of the above or a combination of two or more (emotion), and conation (motivation)—the three components of
of them may be the telos of research. the intellect. As a result, the researcher’s neural network adapts
to assimilate this new information, forming the basis of learning
Because research functions within complex systems (cognitive, and, consequently, self-education. This self-education can, in
social, epistemic, linguistic, etc.) that interact through cybernetic turn, refine or modify the researcher’s objective, thereby altering
reiteration, its “telos” remains open-ended. This open-ended the research focus itself and, hence, closing the cybernetic loop
nature enables the emergence of (1) new purposes and between the processes of research and the self-education of the
applications beyond the initial intentions of the individual researcher.
researcher(s) and (2) serendipitous events where emergent
phenomena lead to valuable and unforeseen discoveries or These cybernetic loops exhibit both regulative (negative
insights within scientific research. feedback) and reinforcing (positive feedback) dynamics,
ensuring continuous adaptation and refinement of both the
research process and the researcher’s intellectual development.
This interplay sustains an ongoing, self-referential process of
inquiry, where each iteration contributes to the evolution of
knowledge and understanding of the researcher.

4
While often used interchangeably, understanding and requiring reflection, synthesis, and insight beyond mere
comprehension have slight differences. Comprehension refers to comprehension.
grasping the meaning of information, often through recognition 5
Paul Main´s work often focuses on educational innovation,
and recall (e.g., reading a text and knowing what it states). metacognition, and the science of learning. His article on top-
Understanding, however, implies a deeper cognitive integration, down and bottom-up processing aligns with his expertise in
where one not only comprehends but also connects, interprets, cognitive processes and their applications in education.
and applies the information meaningfully (e.g., explaining a 6
This is supported by the intellect as a whole, i.e. cybernetically
concept in one's own words or using it in a novel context). related Cognition, Conation (motivation), and Affect (emotion)
Understanding is thus a more holistic and dynamic process, often

102
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

After the summary, we made above, based on biological  Reflexivity as a Fundamental Epistemic Criterion:
processes, let us now make a summary of the cybernetic Knowledge production requires an awareness of the
processes at the conceptual or notional level. observer’s role, biases, and transformations within the
process.
4.1. A Systemic/Cybernetic Perspective of the Notions of
Subject and Object7 4.1.2. Towards a Plural Epistemology: Distributed Truth:
Traditionally, epistemology has oscillated between rationalist,
Edgar Morin (On Complexity, 2008) affirms clearly and empiricist, and pragmatic paradigms. Our research suggests that
emphatically that “Subject and object are indissociable…Our a plural epistemology—one that integrates subject-object
path is cleared on one side by micro-physics where subject and relations and action-oriented transformations—provides a more
objects become relation…and in the other by cybernetics comprehensive framework. This approach involves three notions
[especially Second Order Cybernetics] and the concept of self- of truth mentioned by (Churchman, 1971):
organization.” (p. 25) [Italic and emphasis added]
 Consensual Truth: Knowledge that is validated through
This evolution of epistemological paradigms has increasingly collective agreement and discourse within intellectual
emphasized the inseparability of subject and object, observer and communities.
observed. This shift, as Edgar Morin (2008) argues, is driven by
 Analytical Truth: Formalized, logical structures that provide
advancements in Quantum Mechanics8 and cybernetics—
coherence and internal consistency.
particularly Second-Order Cybernetics9—which reconceptualize
knowledge as a relational and self-organizing process, via  Pragmatic-Teleological Truth: Knowledge that proves its
reflexive practice. Building on these insights, our long-term validity through practical application and goal-oriented
research (Callaos, 1976) (Callaos, 1995) has sought to develop a transformation. And we should add
systemic epistemology that integrates subject-based rationalistic  Perception-Transformation Duality: Observers not only
epistemologies (Descartes, Leibniz, Spinoza), object-based perceive but are also transformed by their engagement with
empiricist epistemologies (Locke, Hume), and pragmatic- knowledge processes.
teleological truth (Singer-Churchman).
4.1.3. Reflexivity, Cybernetics, and “Transdisciplinary
Through extensive studies and approximately 100 action- Research, Education, and Communication”: One of the key
research, action-design, and/or action-learning projects, we implications of this plural epistemology is its relevance to
proposed a plural epistemology based on distributed truth—an transdisciplinary research, education, and communication,
approach that reconciles multiple epistemological perspectives because they may involve multiple epistemic frameworks. For
through systemic interrelations, feedback loops, and reflexive example, a cybernetic approach can facilitate the integration of
adaptation. This section summarizes the theoretical foundations diverse knowledge domains by:
and practical implications of such an epistemology, particularly
in the context of transdisciplinary communication.  Enhancing Reflexivity: Researchers must be aware of their
epistemological positioning and how it affects cross-
Given the interdisciplinary nature of the event, we hope the disciplinary dialogue.
following text may also provide information to readers from  Creating Meta-Communication Mechanisms: Shared
diverse backgrounds in navigating the material more effectively. conceptual tools, such as systemic methodologies and
cybernetic models, can help bridge disciplinary boundaries.
4.1.1. The Cybernetic Inseparability of Observer and Observed:  Facilitating Knowledge Co-Evolution: Through feedback
Morin’s assertion that "subject and object are indissociable" loops and iterative learning, transdisciplinary collaboration
reflects a paradigm shift in epistemology. This perspective aligns fosters emergent knowledge structures that surpass
with second-order cybernetics, where the observer is always individual disciplinary limitations.
embedded in the observing system.
The cybernetic interplay between education and research is
The consequences of this shift include: central to this epistemological framework. Research, as a
process, is inherently self-regulating, self-reinforcing, and
 Knowledge as Relational: Rather than being purely evolving, generating both new knowledge and new modes of
objective or subjective, knowledge emerges through learning. The implications for education include:
interactions between the observer and the observed.
 Self-Organization of Epistemic Systems: Knowledge  Embedding Reflexivity in Curricula: Encouraging students
processes are adaptive, self-regulating, and subject to and researchers to critically examine their epistemological
positive and negative feedback loops. assumptions.

7
This sub-section is based on (Callaos, 1995, pp. 389-416) being observed. Unlike first-order cybernetics, which focuses on
8
There are two reasons in Quantum Mechanics: 1) the observer controlling observed systems, second-order cybernetics
Effect: measurement affects the system being observed, recognizes that observation itself influences the system. This
reinforcing the inseparability of subject and object, and 2) perspective, advanced by Heinz von Foerster and others,
Quantum Entanglement that demonstrates nonlocal relationships, emphasizes that knowledge production is inherently recursive,
suggesting that knowledge and systems cannot be understood in involving feedback loops that shape both the observer and the
isolation but as interrelated wholes. observed (Von Foerster, 1981)
9
Second-order cybernetic reflexivity refers to the self-referential
process in which the observer is an integral part of the system

103
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

 Promoting Action-Research as a Learning Model:

Integrating iterative cycles of observation, reflection, and
adaptation into academic training.
 Leveraging Cybernetic Feedback for Institutional Learning:
Universities and research institutions can adopt self-
organizing principles to continuously refine their
knowledge-production processes.
 Cybernetic Complementarity Between Analogical and
Logical Thinking:
It is important to make explicit—and perhaps repeatedly—
that analogical thinking provides the entry point for logical Figure 1. Cybernetic-systemic relationships integrating
thinking in the creative process. Consequently, logical subject and object into a whole. It is based in 1) an
thinking would be sterile without analogical thinking, and expansion of Singer-Churchman’s (Churchman, 1971)
analogical thinking would be intellectually risky without teleological-pragmatic conception of the truth, and 2) 2nd
logical thinking. Both types of thinking are cybernetically Order Cybernetics by means of which we added subject’s
related, almost always implicitly. Therefore, making their self-perception and self-action
relationship explicit would enhance their efficacy,
understanding efficacy as an appropriate tradeoff between
efficiency and effectiveness within their cybernetic loop. In Figure 1 we contrasted the words ‘in-formation’ and ‘ex-
formation’10 i ii to refer reciprocal transformation of internal with
We may conclude in this section that by integrating first- and external “words and worlds”11.iii That respectively refers to:
second-order cybernetics, systemic methodologies, and a plural
epistemology, we may be suggesting a framework where
knowledge is not an isolated product but an emergent, self- 1. the ‘forms’ originating from the object (and other subjects)
organizing process. This perspective challenges traditional and are instilled into the subject, i.e. in-formation’, and
epistemological dichotomies and fosters a more dynamic, 2. the ‘forms’ originating in the subject’s mind (or neural
reflexive approach to integrating research and education. networks), who trans-forms them into physical signals
(language, for example) in order to communicate them to
Figure 1 schematizes the main object-subject relationships that his/her external environments, or to express, exteriorize
supported the perspective with which we developed (and still them via external objects or to other subjects, i.e. ex-
developing in an evolutionary-incremental way Systemic Systems formation. The subject may exteriorize his/her mental forms
Methodology. Details are provided in (Callaos N. , 1995, pp. via: 1) communicational signals, or verbal action, 2)
369-416), which provides the conceptual foundations for making technological action processes ending in technological
explicit the implicit relations between object and subject and, innovations or products, or 3) direct physical action. In any
hence education and research. We may conclude that research case, forms that are internal to a subject’s mind are
is always educational and education is, or should be, always exteriorized into physical forms and/or into mental forms of
based on inquiry. Developing inquiry motivation (Conation) and other subjects. In the way we are using the term ‘subject’,
cognition is, or should be essential, in educational processes, we are including the minds of observers (philosophers and
especially at a young age because of its respective high level of scientists, for example), as well as doers and creators (e.g.,
engineers and artists). On the other side of the coin, the term
neural plasticity.
“object” will also include technological and aesthetic
objects, and not just what is observed by the observer and
what is known by the knower.

Although some authors refer to ‘subjective’ and ‘objective’ in the

Cartesian sense of these terms, i.e., as Cartesian dichotomies, by
no means we are using, in this section ‘subject’ and ‘object’ in
their Cartesian sense. Object and subject are being used here,
from a systemic perspective, i.e. as highly interrelated notions via
cybernetic loops. The object is what is related to the objective of
the subject, so it is what the subject observes and/or mentally or
physically structures or construes. We are not using the term
“subject” in its sense of “mental substance”, but in its sense of

10
We need to alert that the reader we are not using the term “ex- Information, 1997) used it to designate “information explosion,”
formation” in the sense of “explicitly excluded information” as (See End Note ii)
11
it was used by Danish physicist Tor Nørretranders (The User In the meaning of the phrase Internal and external “words and
Illusion: Cutting Consciousness Down to Size, 1999) who used worlds”, internal words refer to thought, inner dialogue, and/or
the Danish word eksformation (translated as ex-formation by J. mental representation, while external words are expressed
Sydenham (1998) to English as ‘exformation’. Hugh Fox III language oriented to the exterior in communication processes.
(Science Fiction Dictionary) affirms that Tor Nørretranders used Internal worlds encompass subjective cognition and perception,
the word Exformation to mean “the information which has been whereas external worlds refer to symbols shared with others and
abstracted away, and now is implicitly included in the message.” objective reality. Their interplay shapes understanding and
(see End Note i). Likewise, we are not using the term either in communication (see End Note iii)
the sense that Stanislaw Lem (Exformation: Die explosive

104
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

‘substratum’, substructure’, or ‘infrastructure’, i.e. what 2. Hence, there are explicit and implicit continuous
underlies and supports our thoughts, what relates our perceptions feedback loops between objectives, methods, and
and ideas and, potentially, integrate them in a whole; what findings.
structures and construes our mental constructs; what forms, get
informed, and ex-forms, via speech or writing. This means that the objectives define the research focus, yet
interaction with the object can lead to a shift in objectives through
We are using the terms “object” and “subject” in their general reflection and metacognitive, reflexive practice. This process,
meaning, not in the many specific or technical senses they have whether unconscious or highly deliberate, aligns with the
had in different thinkers and philosophers. With the terms principles of Second-Order Cybernetics, mentioned several times
“object” and “subject” we are trying to distinguish between above, which emphasizes metacognitive self-reference and
knowers and knowns; As Jaquette (1995) did. This author adaptation in all forms of research.
affirmed:
As we mentioned in section 3, research is, implicitly or explicitly,
“[B]etween thinkers and what they think about. The an iterative process; an ongoing process of refinement and
distinction is not an exclusionary one, since subjects discovery, rather than a static search for answers. This approach
can also be objects, as it is the case in reflexive self- aligns with the very old and well-known "trial and error" notion
conscience thought, which takes the subject as its used in all, or most, fields. Iterative improvements include new
intended object. The dichotomy also needs not to be an insights that refine previous questions, answers, or methods. This
exhaustive distinction in the strong sense that cyclical process explains the effectiveness of techniques like
everything is either a subject or an object, since in a Richard Feynman’s method based on cybernetically reiterating
logically possible world in which there are no thinkers an explanation in order to increase the understanding of what is
[or knowers], there may yet be mind-independent already known knowledge. This increase in understanding
things that are neither subjects nor objects…The increases in turn the increase of the skills for explaining and
dichotomy is an inter-implicative distinction between communicating complex issues in understandable terms. Since
thinkers [knowers] and what they think about [known], the Feynman technique has shown once and again its high
in which each presupposes the other. If there are no educational effectiveness, then the iterations in research have
subjects, then neither are there objects in the true sense; also implicitly or explicitly an educational aspect for both: those
and conversely” (Jaquette, 1995, pp. 885-6) [Italics and who are making the reiteration (self-education) and for those to
emphasis added] whom the educational processes are oriented to. This is because
of the increased understanding the educator has of what s/he
already knows. So, research activities generate self-education
5. CYBERNETIC RELATIONSHIPS BETWEEN which, in turn, may increase the educational effectiveness of
RESEARCH AND EDUCATION the researcher. This supports, though in part, the diagram in
Figure 2
From the above, we easily may conclude that there is no genuine
research activity that does not generate implicit or explicit
learning, which is education because it is active learning in the
context of a contextual process and product.

Research is itself an educational journey, shaped by both the

researcher’s objective and the object of study12. Explicit research
inherently involves implicit or informal education, as it fosters
both unconscious and guided informal learning shaped by the
researcher's objectives and the nature of the object being
investigated. This means that research generates:

1. Explicit Learning: because of the intentional

acquisition of knowledge and skills directly related to
the research objectives; as well as
2. Implicit Learning: because of the non-intentional
absorption of information, patterns, and insights that
occur naturally during the research process.
Figure 2: The continuous cybernetic relationship between
The cybernetic relationships between subject and object are Research and Education generates a complex process or
mainly based on complex temporal system with its inherent emergent
properties part of which is creativity which may generate
1. The researcher is not separate from the object being new knowledge and/or solve a real live or theoretical
studied because it was determined by the researcher’s problem. This emergent property is shared by both
objective and the interaction may change the object or components of the cybernetic relationships (education and
add sub-objectives research) as well as by the process and its product.

12
This notion aligns with constructivist learning theories, which this environment includes both the subject matter and the
posit that knowledge is actively constructed through experiences research process itself.
and interactions with the environment. In the context of research,

105
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

The transhistorical and transdisciplinary nature of 'trial and error,' interdependent components within a complex knowledge
whether implicit or explicit, establishes it as the foundational ecosystem. In this sense, research not only enriches education
genre of research. As a process, this genre encompasses with new findings, but education also structures the interpretative
variations arising from (1) the historical evolution of research and and methodological frameworks of research. Depending on the
(2) the diversity of disciplinary, interdisciplinary, and context, one may function as a means or criterion for the other,
transdisciplinary fields of knowledge. These variations introduce as seen in 'educational research' and 'investigative education' or
specific predicates that supplement the general predicate of the 'education for research,' where the emphasis is either on studying
research genre (cybernetic reiteration, essay, and error). This educational processes or on developing investigative
structure formally relates research in general to research in competencies within education itself. This process is not linear
specific fields, which can be modeled using Predicate Logic, but adaptive and recursive, reflecting the emergent nature of
Categorial Logic, or more, precisely, Natural Language knowledge in complex systems.
Predicate Logic.
“Educational Research” and “Research Education” 1) may also
Effective research requires a foundational level of general be related cybernetically and 2) may support the “cybernetic
education and/or in the specific research field, as well as relationships between education and research”, because both
education in and for research processes. Let us reiterate that the “Educational Research” and “Research Education” function as
specific requirements may vary depending on the disciplinary or self-regulating, mutually reinforcing systems within the broader
interdisciplinary field, as previously mentioned, Natural cybernetic framework of knowledge production. This
Language Predicate Logic. And, Conversely, research generates perspective aligns well with second-order cybernetics, where
educational content as a direct outcome, besides the already systems reflect on and adapt their own processes, making
mentioned researcher education. This is because even if someone education and research not just interconnected but co-evolving
is not a researcher, they can still benefit from the research process systems.
by learning how to engage with new ideas, make informed
choices, and contribute to discussions that shape society. Findings from educational research can be incorporated into the
curriculum for research education methods, creating a feedback
Practical applications are among the most immediate benefits, loop where research about education informs how research
such as when medical research informs individuals about vaccine education may be handled, coached, or taught. Conversely, as
safety, agricultural studies help farmers improve yields, or potential researchers learn advanced research methodologies,
cognitive psychology enhances learning strategies in education. they become better equipped to conduct high-quality educational
Beyond direct applications, research also expands conceptual research, thereby improving the overall quality of the field. The
understanding. Discoveries in physics and cosmology reshape cybernetic relationship between these domains is characterized
how people think about the universe, while historical and by self-regulation, self-reinforcements, and adaptation.
archaeological findings offer new perspectives on human
civilization. Educational Research and Education for Research are linked
within a cybernetic framework in which both, mutually, reinforce
Research also strengthens critical thinking skills. Studies on each other as self-regulating and mutually reinforcing systems
misinformation and cognitive biases help individuals navigate within a broader network of knowledge production. This
media more effectively, while insights from behavioral perspective aligns with second-order cybernetics, where systems
economics make people more aware of how marketing tactics not only interact but also reflect on, are reflexive (i.e., its human
influence their choices. Ethical and social awareness is another components may make reflexive practice) and adapt their own
key outcome. Understanding AI ethics fosters discussions about processes. Thus, education and research are not only
algorithmic bias and digital privacy, while environmental science interconnected but also co-evolve.
research informs personal and policy decisions regarding climate
change and sustainability.
Findings from educational research can be incorporated into
Researchers in other fields and non-researchers benefit from research methodology curricula, creating a feedback loop where
research in learning and education by gaining practical the study of education informs how the education of future
knowledge, expanding their understanding of the world, and researchers can be designed, taught, and improved. In turn, as
developing critical thinking skills. For example, research in these researchers learn advanced methodologies, they become
cognitive psychology improves learning strategies, helping better equipped to conduct high-quality educational research,
students and educators optimize study techniques. Historical and thereby strengthening the field. The cybernetic relationship
scientific discoveries reshape how individuals perceive the past between these domains is characterized by self-regulation, co-
and the universe, fostering intellectual curiosity. Studies on evolution, and dynamic adaptation.
misinformation and biases enhance media literacy, equipping
learners with tools to assess information critically. Additionally,
interdisciplinary research introduces diverse cultural and REFERENCES
epistemological perspectives, enriching education beyond
traditional disciplines. Ultimately, research empowers lifelong Alderson-Day, B., & Fernyhough, C. (2015, September). Inner
learning by providing accessible knowledge and analytical skills Speech: Development, Cognitive Functions,
that help individuals navigate an increasingly complex world. Phenomenology, and Neurobiology. (D. Albarracín,
Ed.) Psychol Bull., 141(5), 931-65.
From a cybernetic and epistemological perspective, the processes doi:10.1037/bul0000021.
of research and education form a dynamic feedback system in
which each regulates and transforms the other (Figure 2). They
are not merely two sides of the same coin but rather

106
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Alverson, M., & Sköldberg, K. (2000). Reflexive Methodology: Jaquette, D. (1995). Subject-Object Dichotomy. In A. R. (Ed.),
New Vistas for Qualitative Research. London: Sage The Cambridge Dictionary of Philosophy. Cambridge:
Pub. Cambridge University Press.

Braybrooke, D., & Lindblom, C. E. (1970). A Strategy of Jarzębski, J. (1977, July). Stanislaw Lem, Rationalist and
Decision. New York: The Free Press. Visionay. Science Fiction Studies, 4, Part 2(12).
Retrieved 2 24, 2025, from Science Fiction Studies:
Callaos, N. (1976). A Conceptual Development of Sociopolitical https://www.depauw.edu/sfs/backissues/12/jarzebski1
Information System. Austin, Texas [Dissertation 2.htm
presented at the Faculty of the Graduate School of
The University of Texas at Austin]. Main, P. (2023, November 30). Top-Down Processing and
Bottom-Up Processing. Retrieved 2 23, 2025, from
Callaos, N. (1995). Metodología Sistémica de Sistemas [A Learning, Structural: https://www.structural-
Systemic Systems Methodology]. Caracas, Venezuela: learning.com/post/top-down-processing-and-bottom-
Universidad Simón Bolívar. Retrieved December 10, up-processing
2016, from http://159.90.80.55/tesis/000077222.pdf
and Morin, E. (2008). On Complexity. (R. Postel, Trans.) Cresskill,
http://www.academia.edu/10149068/Metodolog%C3 New Jersey: Hampton Press, Inc.
%ADa_Sist%C3%A9mica_de_Sistemas_Conceptos_
y_Aplicaciones Norretranders, T. (1999). The User Illusion: Cutting
Consciousness Down to Size. Penguin Books; New
Churchman, C. W. (1971). The Design of Enquiring Systems: edition.
Basic Concepts of Systems and Organization. New
York: Basic Books, Inc. Pub. Online Etymological Dictionary. (n.d.). Retrieved 12 31, 2024,
from https://www.etymonline.com
Delta Psychology. (2025). The Psychological Impact of
Misinformation and Information Overload,. Retrieved Quinion, M. (1998, October 26). Exformation. Retrieved 2 23,
2 24, 2025, from Delta Psychology: 2025, from world Wide Words – Investigating the
https://www.deltapsychology.com/psychology- English language across the globe:
ponderings/the-psychological-impact-of- https://www.worldwidewords.org/tp-exf1.html
misinformation-and-information-overload
Schön, D. A. (1983). The Reflective Practitioner: How
Fox III, H. (n.d.). Science Fiction Dictionary. Retrieved 3 8, Professionals think in Action. USA: Basic Book, Inc.
2025, from Dr. Hugh Fox III:
https://foxhugh.com/reference-fiction/science-fiction- Smith, K. (2024). Descartes’ Theory of Ideas, Summer 2024
dictionary/ Edition. (E. N. Nodelman, Editor) Retrieved 2 26,
2025, from The Stanford Encyclopedia of Philosophy:
Glinter, E. (2016, December 10). Los Angeles Review of Books. https://plato.stanford.edu/archives/sum2024/entries/de
Retrieved 3 8, 2025, from The World According to scartes-ideas
Stanisław Lem:
https://lareviewofbooks.org/article/world-according- Swirski, P. (1997). A Stanislaw Lem Reader. Northwestern
stanislaw-lem/ University Press, Series: Rethinking Theor.

Godhe, M. (2021). Review of Stanislaw Lem and Lemography. Weissman, J. (2008, January 28). Language is not a Signal:
Fafnir - Nordic Journal of Science Fiction and Notes on Wilhelm von Humboldt. Retrieved 2 26,
Fantasy Research, 8(1), 62–66. Retrieved 2 24, 2025, 2025, from Fractal Ontology - refracting theory:
from https://www.diva- politics, cybernetics:
portal.org/smash/get/diva2:1571885/FULLTEXT02.p https://fractalontology.wordpress.com/2008/01/28/lan
df guage-is-not-a-signal-notes-on-wilhelm-von-
humboldt
Gregory, D., & Langland-Hassan, P. (2023, September 14).
Inner Speech, Summer 2024 Edition. (E. N.
Nodelman, Editor) Retrieved 2 26, 2025, from The
Stanford Encyclopedia of Philosophy (:
https://plato.stanford.edu/archives/sum2024/entries/in
ner-speech

107
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

END NOTES Lem's exploration of exformation reflects his broader

philosophical approach, which often involved examining the
i
Regarding of how the word ex-formation was used by the unintended consequences of technological and scientific progress
Danish physicist Tor Nørretranders (The User Illusion, (Godhe, 2021) His perspective on information overload
1991/1999), Michael Quinion (Exformation, 1998) affirms: anticipates many of the challenges we face in today's digital
landscape, where the abundance of information can
“This word [ex-formation] is used by Tor paradoxically lead to a loss of meaningful understanding (Delta
Nørretranders in his book (1999) The User Illusion, Psychology, 2025)
published in Danish in 1991 and in English in 1998. He
argues that effective communication depends on a This means that:
shared body of knowledge between the persons  While Nørretranders and Quinion see exformation as a
communicating. If someone is talking about cows, for reduction or filtering of information, Lem explores it in
example, what is said will be unintelligible unless the the context of the modern explosion of information and
person listening has some idea what a cow is, what it is its unintended effects.
good for, and in what contexts one might encounter  Lem’s use of "EX-" does not just imply discarding (as in
one. In using the word “cow”, Nørretranders says, the Nørretranders' sense) but also connects to the idea of an
speaker has deliberately thrown away a huge body of EXPLOSION of information, where the sheer volume of
information, though it remains implied. He illustrates data overwhelms understanding.
the point with a story of Victor Hugo writing to his
 He critiques the information overload of the digital age,
publisher to ask how his most recent book, Les
arguing that vast amounts of data do not necessarily lead to
Miserables, was getting on. Hugo just wrote “?”, to
greater knowledge or wisdom. Instead, crucial information
which his publisher replied “!”, to indicate it was
can be lost in the noise.
selling well. The exchange would have no meaning to
a third party because the shared context is unique to iii
The highly used notion of "internal words and world" is deeply
those taking part in it. This shared context Tor
rooted in philosophical and cognitive traditions, though it seems
Nørretranders calls exformation. He coined the word as
not to have a clear attribution to any single thinker, in spite of its
a abbreviated form of explicitly discarded information,
frequent use. This idea supporting this notion has been shaped by
originally in Danish as eksformation; the word first
various influential figures across different disciplines. In
appeared in English in an article he wrote in 1992. He
philosophy, thinkers like:
says “exformation is everything we do not actually say
but have in our heads when or before we say anything
 Plato explored the notion of thought as an inner dialogue or
at all. Information is the measurable, demonstrable
inner speech [Gregory & Langland-Hassan (Inner Speech,
utterance we actually come out with”.
2023)], while
ii
Stanislaw Lem’s meaning of exformation in Exformation: Die  Augustine delved into the distinction between internal
explosive Information (1997), referenced by (Swirski, 1997) understanding and external signs; he uses the “notion of
appears to diverge, in an important way, from the previous two signification to relate the external to the internal” (Gregory
referred in End Note i [Tor Nørretranders (The User Illusion, & Langland-Hassan, 2023) .
1991/1999) and Michael Quinion (Exformation, 1998).  Descartes further developed the concept of mental
Stanislaw Lem's perspective on exformation in "Exformation: representation. Whose notion of ideas are presented as “as
Die explosive Information" (1997) [referenced by (Swirski, modes of thinking that represent (or present or exhibit)
1997)] indeed diverges from the views of Nørretranders and objects to the mind” [Kurt Smith (Descartes’ Theory of
Quinion in significant ways. While the latter two conceptualize Ideas, 2024)],
exformation as a process of information reduction or filtering,  The field of linguistics and psychology saw contributions
Lem explores it within the context of the modern information from scholars such as Humboldt, who proposed that
explosion and its unintended consequences [Jerzy Jarzębski language shapes thought, i.e. “Humboldt catches sight of a
(Stanislaw Lem, Rationalist and Visionay, 1977) more profound function of language, where it is no longer
understood primarily as communication, but rather as itself
an originary and formative “organ of thought” not in any
Lem's use of "EX-" in exformation goes beyond the idea of sense limited to representation, but which on the contrary is
discarding information. Instead, it connects to the concept of an instrumental in the genesis of (new) concepts themselves”
EXPLOSION of information, where the sheer volume of data [Joseph Weisman (Language is not a Signal: Notes on
overwhelms our ability to understand and process it effectively Wilhelm von Humboldt, 2008)
[Ezra Glinter, (Los Angeles Review of Books, 2016)]
 Vygotsky, who explored the concept of inner speech.
(Alderson-Day & Fernyhough, 2015) affirm that his “theory
This aligns with Lem's broader philosophical concerns about the of cognitive development, inner speech is the outcome of a
challenges of knowledge and understanding in an increasingly developmental process”. Vygotsky assumed that
complex world (Godhe, 2021). In his critique of information understanding how such a phenomenon emerges over the
overload in the digital age, Lem argues that the vast amounts of life span is necessary for full comprehension of its
available data do not necessarily translate into greater knowledge subjective qualities and functional characteristics. Via a
or wisdom.. He suggest that crucial information can be lost in the mechanism of internalization, linguistically mediated social
noise of excessive data, echoing his long-standing interest in the exchanges (such as those between the child and a caregiver)
limits of human cognition and the challenges of communication are transformed, in Vygotsky’s model, into an internalized
(Jarzębski, 1977) “conversation” with the self. The development of verbal

108
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

mediation is envisaged as the process through which

children become able to use language and other sign systems
to regulate their own behavior. Prelinguistic intelligence is
thus reshaped by language to create what Vygotsky and his
student Luria termed a “functional system,” a key concept
in their antimodularist view of functional localization in the
brain” [Italics added]

109
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Research-based Learning in Intergenerational Dialogue

and its relationship to education
Sonja EHRET
Heidelberg University, Germany
[email protected]

ABSTRACT 2. THE DIALOGICAL RESEARCH-BASED

LEARNING AND EDUCATION MODEL IN THE
In this article, I will show how the method of SEMINAR ETHICS OF GENERATION
intergenerational dialogue can promote transformative
learning and fosters personal growth through education in Based on the Humboldtian educational ideal, Heidelberg
both young and old people. Education is holistic in University is committed to research-based teaching and
Humboldt's sense because it reflexively links the world learning created on the latest scientific standards. This
and the theory with the individual's inner being. Students includes the development of innovative teaching and
become researchers of their own educational process. learning formats as well as the reflective use of proven
new approaches. My work deals with an intergenerational
The role of tacit knowledge in the context of experience, model using the dialogical and utopian method [1], which
but also creativity, are key phenomena with which the has been developed in recent years and is continually
learning and educational process can be made clear, both being developed further. Research-based learning in
in old and young people. All theoretical terms are intergenerational dialogue offers two transdisciplinary
explained using a practical dialogue example. Differences milestones: pure dialogue and intergenerationality by
between young and old people in the dialogue model including groups outside the university. Since old people,
contribute to refined insights. with their experience, can listen furthest into the past,
they are ideally suited for dialogue and are a rich source
Keywords: Education, Dialogue, Intergenerativity, of knowledge.
Research-based Learning, Transformative Learning.
The didactics of the seminar is illustrated in Fig.1.
Starting with the introduction to the theory, the first
1. INTRODUCTION questions are raised that, in the Kantian sense, reason
cannot initially clarify or can only clarify with great
“Man should seize as much of the world as possible and difficulty. Through real dialogue in a face-to-face
connect it with himself as closely as he can while placing situation, original and creative solutions and answers can
everything in relation to inner education towards an be found in the realm of the I and You, amidst the
ultimate purpose.” (Humboldt 1794) exuberance of spirits [2]. The experienced researcher will
uncover these treasures of implicit knowledge or
Education is a holistic process that fosters intellectual, spontaneity in the transcription and share them with the
moral, and social development, enabling individuals to students as feedback in the next lesson. This process
realize their potential and contribute to society. Rooted in leads to wondering, potential insight, new questions and
traditions like the Humboldtian educational ideal, it ideally, new theory.
emphasizes the integration of research and teaching,
critical thinking, and personal growth through Bildung, In the dialogue model (Fig. 1), “the university teacher is
connecting individuals deeply with the world. no longer a teacher, the student is no longer a learner, but
he does his own research, and the professor leads his
Modern approaches build on these foundations, research and supports him in it. Because university
incorporating dialogue for reflective thinking and mutual teaching now enables us to understand and produce the
understanding, and intergenerationality to enrich learning unity of science and therefore makes use of the creative
through diverse perspectives and shared experiences. forces.”[3].
These methods promote transformative education,
addressing contemporary challenges while staying true to This is how masters and fellows meet in a relaxed
the enduring goal of developing thoughtful and capable learning atmosphere to have inspiring, real dialogues
individuals. with old people. Science must be understood self-acting
in the word. In contrast to Humboldt, the “community of
like-minded people” is supplemented by people of
different ages, as this is the only way to capture historical
and future moments and ideas. The experience of old age

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
110 https://doi.org/10.54808/ICSIT2025.01.110
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

is of inestimable value for transformative learning and may generate beliefs and opinions that will prove more
thus the inner educational process of the human being. true or justified to guide action”[4].
We will see this with an example in the next chapter.
Transformative learning is an irreversible change in the
„Transformative learning refers to the process by which way a person interacts with the world. Thinking and
we transform our taken-for-granted frames of reference acting as a vegetarian was such a transformative learning
(…) to make them more inclusive, discriminating, open, process for me.
emotionally capable of change, and reflective so that they

Figure 1: Dialogical Research-based Learning and Education Model

3. HOW TRANSFORMATIVE LEARNING learning, which allow human personality to mature in the
FUNCTIONS IN INTERGENERATIONAL sense of Humboldt, is now elaborated by a practical
DIALOGUE example and explained theoretically, using the work of
Immanuel Kant.
The connection between dialogue research and learning
was empirically examined in our own studies. The following dialogue was conducted as part of the
Spontaneity, recognition, insight, and the extent of course Utopia and Human Questions. Based on the
experience are essential for learning processes of young questions that Immanuel Kant once asked so succinctly
and old people. These phenomena of deep transformative What can I know? What should I do? What can I hope

111
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

for? What is man? in all dialogues we asked central HD: The moment I publish I no longer have control over
human questions about the areas of faith and knowledge, it. I am responsible for whether I publish my knowledge.
good and evil, body and soul, man in nature and cosmos JP: Is it fair to the other person? If I find knowledge and I
in order to promote and develop a utopian consciousness recognize dangers about it, is it fair to say that I don't
based on the answers and reflections. explain it to the other person because I might expect them
to use it incorrectly? I find the idea of censorship
In the session Faith and Knowledge the following difficult. I know something that I don't want you to know
Kantian question was asked: because you can't handle it. This is paternalistic.”

How far can curiosity for knowledge go? Can we really Here we recognize the student's inner concern. He does
want to know everything or are there final limits or even not want knowledge to be withheld from him and is
taboos? firmly opposed to paternalistic ways of thinking. JP
expresses what many students could call a theme of being
Let us now have a look on the dialogue between JP and defends himself against paternalistic narrowing. The
(student) and HD (old man from outside university), with topic spans the spectrum between freedom and concern.
objections from JS (old researcher from university). I will This is where inner education and renewal comes into
explain the dialogue at the appropriate points and relate it play. Let's listen further.
to the Humboldtian ideal of education and transformative
learning. “HD: I understand, but emotionally I have the opinion
that I am critical of the approach that it has to be
“HD (85): There should be limits. I think when we want available to everyone. But there is censorship regulated
to know everything, this is dangerous. by law. When I discover that it is possible for anyone to
make the atomic bomb. - No-
JP (stud.): (…) but there are also metaphysical limits and
ethical limits. JP: I would classify this as potential for democracy. If I
look at all the aspects from a democratic point of view,
HD: Yes, see nuclear bombs. then I would claim that every person is equal and
rational, so that everyone should have the same
JP: Nuclear bombs. Is the knowledge so dangerous or opportunity to participate in knowledge. How does it
what we make of it? I would differentiate between the work with “some knowledge not everyone is allowed to
discoverer and the inventor, acquiring knowledge and know” when everyone should participate. So society
applying knowledge. places a taboo on science and not the other way around.”

JS (89): At the beginning you don't even know what can From the student's statement it can be concluded that
be done with the knowledge. You have to take the risk.... learning can increase the potential for democracy. This is
also a result of Mezirow. We will continue to see what
JP: That's a difficult point because curiosity is poking in implications of “good and evil” arise.
the dark, which can be destructive.”
“JS: We have to differentiate between basic research and
This is a very creative statement that arises applied research. Where the destructive potential
spontaneously. What is the dark? Is it a physical or becomes apparent.
religious term? Is evil in the dark? The statement
strikingly demonstrates the creativity of the mind in a JP: I recognize that knowledge itself has its dangers,
student and provides a starting point for new research especially when you look at applied knowledge. But I
questions and theories as described in my model. It is would be uncomfortable if researchers withheld
linked to the existential concepts of danger and concern, knowledge from me. That you don't throw out
as we will see later. knowledge, but rather embed it in contexts. That means
there are dangers that we don't want to have.”
“HD: Maybe it's a question of responsibility, do I pass on
knowledge knowing what will happen to it? JP spontaneously has an insight while recognizing that
knowledge itself has its dangers, but then he returns to his
JS: Who do I pass it on to? Knowledge should be central theme of paternalism. What becomes relevant
publicly available. here is the ethical concept of danger and what saves the
danger, but also the concern that precedes it. (see also
HD: My responsibility I have to take seriously, because Heidegger)
everything that is possible is done.
This is not a general insight, but rather an inverse insight,
JS: Science thrives on the publication of knowledge because it helps to recognize what is socially irrational in
people. But this subtle approach must be discovered,

112
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

taught and learned.[5]. In the classification of the HD: For me it can be decided, but not in the group. The
socially irrational, Lonergan agrees with Kant [6]. accumulation of more and more knowledge has actually
led to more and more material prosperity, but very
The example also shows how the inner education works differently for people. My point of view is very sceptical
in Humboldt's sense and tries to move towards perfection. of science. I would doubt better luck. This is where
philosophy comes into play. This is a purely ethical
“HD: And I give accompanying knowledge….. requirement that ethics provides the framework for
science to be able to act.”
JP: [on atomic bombs?] I wouldn't do that pass it on,, but
the principle is passing it on and making exceptions.” In this way, HD advocates a spread and infiltration of
ethics in research and teaching in the spirit of Humboldt.
Now JP again spontaneously works out principles: Science, understood as research, is subordinate to
passing on as an original phenomenon and the exception philosophy as the idea of the unity of science.
as a contingency phenomenon. This is because of the Philosophy, and in particular ethics with its connection to
ability to produce ideas itself or in other words the applied research, takes on new meaning as a higher-level
spontaneity of knowledge in the mind. [7] place for critical reflexion. At Humboldt it was given a
new priority over theology, jurisprudence and medicine.
JS: Agrees. “I would fundamentally reject knowledge Humboldt thus took up Kant's concern in his late work
censorship. about The Controversy of the Faculties [10].

HD: My scepticism comes from the fact that I have We have now seen how insight, experience and
experienced so many cases of abuse. As I got older, I spontaneity work together and initiate a continuous
became pessimistic.” search for the truth in dialogue. Because all topics and
programs in my seminar revolve around an ethical tribe,
Now experience comes into play. But what is this benefit fosters everyone who participates with
experience? Experience is an empirical knowledge. It is a interest.
synthesis of perceptions in a consciousness that
recognizes the essential. Or to put it another way: It is important to remember that older people have an
experience is an idea of the necessary connections of advantage in developing reason and truth because of their
perceptions in existence, not in time [8]. If a person lives experience if this experience has an existential impact.
a long time, proximity to existence and therefore real
experience is more likely. That is why experience plays
such a significant role in age creativity. The level of 4. WHAT ABOUT IMPLICIT KNOWLEDGE AND
concern for the world of tomorrow is increasing. EXPERIENCE
Creativity becomes more integrative, especially as we get
older. Old people usually succeed in combining a Tacit or silent knowledge is responsible for deep
multitude of important social elements into a new whole. learning. Polanyi distinguishes three forms: a)
One can speak of wisdom-related creativity here [9]. inexpressible, tacit knowledge, where articulation is
practically impossible, b) the area in which the tacit
“JP: When it comes to manipulatives, it's the asymmetry component is the information communicated through
of knowledge. easily understandable language and c) the area in which
the tacit and the formal fall apart and the speaker does not
HD: But I can't force the knowledge. know what he is talking about. [11]. Let's go to shape
form b first.
JP: What is knowledge that one should know?
To fully describe the experience, the language needs to be
HD: To address the next question, to prepare a canon of less precise. The greater lack of precision brings the
democracy-promoting knowledge.” forces of inarticulate judgment all the more effectively
into play in order to deal with the indeterminacy of
JP now asks the question that Humboldt was trying to language. So it is our personal involvement that directs
answer. How much humanistic education do people the richness of the experience. Only with this tacit
need? HD tries to adapt the task to our time by bringing knowledge is it possible to say anything about the
democracy into the field, but this raises a lot of more experience.
questions about the understanding of democracy and
human behaviour within. JP and HD do not agree on the Such a simple, somewhat imprecise expression can be
difference between theory and practice. found above in HD’s utterance: “My scepticism comes
from the fact that I have experienced so many cases of
“JS: We should leave it as an open problem abuse. As I got older, I became pessimistic.”

113
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

But the tacit knowledge is not yet reaching the young “In fact, dialogue is something new to our culture. We
student. They leave it as an open problem. And HD believe that it is an activity that might well prove vital to
continues to vehemently support scepticism. the future health of our civilization.” [13]

Further I could find form c in dialogues between young

and old, where a personal commonality and sympathy 6. REFERENCES
created a symmetry in the dialogic structure, while the
content, which could be traced back individually and [1] S. Ehret, “Knowledge integration in students after
biographically, had nothing to do with each other, except transdisciplinary communication with the oldest old”, Journal
for a meta-sense that connected the two again. of Systemics, Cybernetics and Informatics, 2024, pp.35-47.
[2] M. Buber, Das dialogische Prinzip, Gerlingen: Schneider,
1994
5. PERSPECTIVES FOR SOCIETY [3] W.v. Humboldt, Der Königsberger und der Litauische
Schulplan”, 1809, published in: German History Intersections,
https://germanhistory-intersections.org/de/wissen-und-
The dialogical research-based learning model (Fig. 1) has bildung/ghis:document-7
many potentials. Ethics is always in the foreground in [4] J. Mezirow, Learning to Think Like an Adult. Core
intergenerational dialogue, which is intended to educate Concepts of Transformation Theory. In: Mezirow, Jack and
future generations with the help of the elderly. Man Associates (Eds.) Learning as Transformation. Critical
becomes a scientist because his inner education is tied to Perspectives on a Theory in Pogress. San Francisco: Jossey-
scientific theory. The diversity and complexity of the Bass, 2000, pp. 3-31.
areas, including human individuality and creativity, [5] B.J.F. Lonergan, Die Einsicht, (Insight) Dartford: Traude
continually raise new questions that help develop new Junghans-Verlag, 1995, p. 774
[6] I. Kant, Die Religion innerhalb der Grenzen der blossen
theories. Vernunft, Leipzig: Felix Meiner, 1919.
[7] I. Kant, Kritik der reinen Vernunft, Hamburg: Felix
It can already be said that such a thinking and learning Meiner, 1998, p. 129
space promotes the creative participation of both young [8] ibid., p. 275
and especially old people in society. Fully mature age [9] S. Ehret, “Es ist unglaublich reich im Alter”, In A. Kruse &
creativity is of particular quality because it can integrate E. Schmitt (Eds.), „…der Augenblick ist
paradigms and thus help to create a new whole. [12]. This mein und nehm ich den in Acht“ Daseinsthemen und
can be seen in the following statement from an 85-year- Lebenskontexte alter Menschen.. Heidelberg
old woman, which emerged in dialogue: University Publishing, pp. 245-270.
[10] I. Kant, Der Streit der Fakultäten, Königsberg, 1798.
https://korpora.org/kant/aa07/Inhalt7.html
“LM (85) to student: If we think we have to subjugate the [11] M. Polanyi, Personales Wissen, Berlin: suhrkamp. 2023,
earth, we are no longer part of nature. We fall into p. 152
nothingness. We are caught as part of nature. Our soul [12] Ehret 2022, ibid.
then has nothing left. Maybe it's the same for both of us: [13] D.Bohm, D. Factor & P. Garrett, Dialogue – A proposal
how can we make good use of our time here, where we on Meaning, Purpose and Exploration in Dialogue, 1991.
are guests of the creatures on earth?” http://www.david-bohm.net/dialogue/dialogue_proposal.html

I think that such statements could be useful to society,

also including with the help of AI.

A further application that I have planned is the

interdisciplinary program for the summer semester 2025
on the topic of “Concern for the future of the world”. We
learn in an intergenerational thinking space model using
dialogue.

We dedicate ourselves to the topic in four blocks as

follows:
a) Ideas of the good life
b) The cultural spheres of the good life
c) Politics of concern for a good life
d) Adjusting screws for changeability

The next publication will report the dialogic products

gained in the sessions, possible applications and social
dissemination. Thus, I will close with a quotation from
David Bohm:

114
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

The Emergent Role of Artificial Intelligence as Tool

in Conducting Academic Research

Bilquis FERDOUSI
School of Information Security and Applied Computing
College of Engineering and Technology
Eastern Michigan University
Ypsilanti, Michigan, USA

ABSTRACT 1. INTRODUCTION

Academic and non-academic research institutes Context and Purpose

are the two key global sectors that are Academic and non-academic research institutes
accomplishing the research agenda. This paper play crucial roles in advancing global research
focuses on the implications of using AI tools in agendas, with academic institutions contributing
academic research. Academic institutions significantly to understanding multidisciplinary
conduct rigorous research to find the impact of issues across socio-economic, environmental,
different issues on society. Artificial scientific, and technological domains. Research,
Intelligence (AI) impacts society, organizations, being a transdisciplinary concept, provides a
and governance. AI has significantly solid foundation for fostering interdisciplinary
transformed various domains, including higher communication. The integration of Artificial
education and academic research. Because of its Intelligence (AI) into research further
effect on research and education in underscores this potential, as AI’s applications
multidisciplinary fields, there is increasingly span various disciplines and hold pragmatic
significant interest in finding AI's effect on value, motivating deeper engagement in
research. In this context, there is a growing interdisciplinary dialogue.
concern to find the impact of AI on research in
academic institutions. This article aims to AI is a transdisciplinary field with a long history
engage in a rigorous dialogue on AI’s role in and philosophy in education, computer science,
academic research. Conducting a systematic engineering, business, healthcare,
literature review of AI's impact on academic manufacturing, and management (Cao, 2023).
research, this study aims to investigate 1) how AI AI significantly impacts multidisciplinary fields
tools are affecting academic research and 2) to solve complex problems efficiently in areas
ethical dilemmas in using AI in academic such as education, engineering, business,
research. By exploring the advantages and medicine, etc., improving quality (Patil, Patel, &
challenges of using innovative applications of AI Lawand, 2023).
tools in academic research, this study will give
stakeholders, especially researchers, educators, Although adopting AI as a research tool is still in
and students, a comprehensive view of how AI the initial stage (Pigola et al., 2023), AI has
could shape educational and interdisciplinary dramatically altered the landscape of academic
research practices in the future. research, shifting scholarly paradigms (Pal,
2023). AI's growing capability is critical for
Keywords: Artificial Intelligence, Academic academic research at the intersection of
Research, Ethical Concern. technological innovation and academic inquiry.
AI is starting to unsettle established

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
115 https://doi.org/10.54808/ICSIT2025.01.115
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

methodologies, ethical paradigms, and 2. AI IN INTERDISCIPLINARY

fundamental principles that have long guided RESEARCH
scholarly work. Its transformative power is
evident across multiple disciplines, enabling AI facilitates interdisciplinary research by
researchers to engage with complex datasets and integrating methods and knowledge from
questions at an unprecedented level (Butson & different fields (Rolnik, 2024). The
Spronken-Smith, 2024). transformative impact of AI is most vividly
captured in its capacity to facilitate
Significance interdisciplinary research. AI's ability to quickly
Using AI tools poses risks that can negatively and efficiently analyze datasets from diverse
impact individuals, groups, organizations, academic fields allows researchers to make
communities, society, and the environment in the connections they might not have otherwise
long or short term. Without proper controls, AI considered, opening the door to novel
systems can exacerbate inequitable or interdisciplinary research and collaborations
undesirable outcomes for individuals and (Butson & Spronken-Smith, 2024). Academic
communities (OSTP, 2023). As AI increasingly research contributes to understanding
changes the world and raises important questions multidisciplinary concepts (Lovakov et al.,
for society, economy, and governance, scholarly 2022), which draws on knowledge from different
works have focused mainly on using AI. disciplines but stays within their boundaries
Therefore, it is critical to study and understand (Choi & Pak, 2006). That research covers
how AI systems will affect academic research in various factors in multidisciplinary fields related
the foreseeable future (Agbor et al., 2024). to socio-economic, environment, arts, science,
law, health, engineering, and technology
AI tools can contribute to academic research; (Chankseliani & McCowan, 2021).
therefore, more investigation is needed to Interdisciplinary research analyzes, synthesizes,
determine AI's impact on academic research and synchronizes multidisciplinary concepts into
(Pigola et al., 2023). It is important to know the a coordinated, integrated, and coherent whole
moral considerations in advancing the effect of (Choi & Pak, 2006).
AI in academic research. Limited scholarly
works address the potential effects of using AI AI’s integration into academic research offers
tools in academic research that unravel the transformative benefits, including streamlined
significant effect of AI in academic research data processing and support in academic writing,
(Agbor et al., 2024). Consequently, more but it also raises concerns such as biases, lack of
rigorous research is needed to determine AI creativity, and ethical challenges, like authorship
tools' impact on academic research activities and data misuse. All of these issues are also
(Chankseliani & McCowan, 2021). transdisciplinary ones that support and motivate
inter-disciplinary communication. Furthermore,
Goal addressing these issues requires transparency,
This paper attempts to examine the potential expert verification, and ethical regulations.
effect of AI on academic research. It focuses Transdisciplinarity integrates the natural, social,
explicitly on studying 1) how AI tools are and sciences in a humanities context,
affecting academic research and 2) ethical transcending their boundaries (Choi & Pak,
dilemmas in using AI in academic research. 2006). The transdisciplinary nature of both
research and AI underscores their potential to
strengthen interdisciplinary communication and
collaboration, enhancing trust and fostering
innovation across diverse fields, especially
analogical thinking, which is essentially a
creative one and provide the necessary input to

116
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

inductive, deductive and abductive logical functions of a higher education institution that
thinking. are often considered inseparable (Lovakov et al.,
2022).

3. ACADEMIC RESEARCH
4. APPLYING AI TOOLS IN ACADEMIC
Academic and non-academic research institutes RESEARCH
are the two key global sectors accomplishing the
research agenda. Academic institutions conduct As shown in Figure 1, AI's impact on the
rigorous research to find the impact of different academic research process is multidimensional.
issues on society (Chankseliani & McCowan, AI tools are adopted at different stages of the
2021). Academic research, which is “the creative research process, including literature, problem
and systematic work undertaken to increase the exploration and selection, solution exploration
stock of knowledge” (Organization for and selection, problem-solving, paradigm
Economic Co-operation and Development, discovery, and generating innovative ideas
2015, p. 1), is an important aspect of scholarly (Pigola et al., 2023). Specific research activities,
works that promote new knowledge (Agbor et such as writing, data analysis, and automated
al., 2024). Academic research can improve content analysis in literature reviews, are mainly
understanding of different knowledge included (Butson & Spronken-Smith, 2024).
disciplines. Teaching and research are two

Figure 1: Using AI tools in Research (Source: Alqahtani et al., 2023).

Conceptual Foundation large-scale analyses, AI allows for a more

AI tools can provide researchers with relevant nuanced understanding of phenomena,
information for their studies (Kooli, 2023). AI’s effectively expanding the parameters of what can
transformative role is not merely operational but be known and studied. AI acts as a
has profound implications for research transformative force that augments human
foundations. By enabling more complex and capabilities rather than merely serving as a tool

117
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

for automating repetitive tasks. It actively reliability and validity. AI can help with
participates in the research process, shaping how intellectual tasks that allow researchers to focus
research is conducted and what questions can be on their work's conceptual aspects and engage
asked and answered. Therefore, the facilitative more with research questions (Butson &
role of AI in academic research cannot be Spronken-Smith, 2024).
dismissed as mere technological window
dressing; instead, it marks a methodological Data Analysis
pivot of consequence (Butson & Spronken- AI can collect and process large amounts of data
Smith, 2024). Based on the query, AI can also efficiently. AI, with its unlimited availability,
provide promising research ideas (Rahman & accessibility, and production capacity, allows
Watanobe, 2023). researchers to collect data at any time from any
location. AI can assist researchers in collecting
AI's role in the publication process is conceived high-quality data by providing more objective,
not merely as an efficiency-boosting measure but efficient, and customized information, reducing
as a radical rethinking of peer-review paradigms. the risk of human error (Kooli, 2023). AI tools
AI significantly affects how researchers think can collect and analyze large datasets quickly
about research problems, examine data and and easily (Agbor et al., 2024); AI can
methodology, and consider what to consider significantly reduce human error in data
knowledge. This redefines academic research collection and analysis (Butson & Spronken-
traditions (Butson & Spronken-Smith, 2024). Smith, 2024). AI is a valuable resource for data
analysis and literature reviews. Integrating AI
Literature Review into academic research has significant potential
Many digital platforms use AI tools to find to facilitate the exploration of large data sets
published papers, books, conference (Pigola et al., 2023).
proceedings, and editorial comments for
research. These tools summarize, indicate trends Text Generate
on any research subject, analyze data, define the AI also contributes to the writing in the research
best theory, and compile and synthesize content process. Beyond mere grammar checks or
(Pigola et al., 2023). AI can help identify stylistic suggestions, AI-driven writing aids have
relevant publications, highlight findings, and the potential to recalibrate the researcher’s
suggest potential research gaps, making the relationship with their text. These tools can help
review process more efficient and authors to prepare more coherent argumentative
comprehensive (Rolnik, 2024). AI’s ability in structures and even find logical inconsistencies,
natural language processing has proven thereby interrogating the text’s epistemic
invaluable in literature review tasks, where integrity (Butson & Spronken-Smith, 2024). The
algorithms can scan and summarize vast emergence of AI's capability of generating
quantities of literature, providing researchers organized text has gained massive acceptance by
with logical summaries (Butson & Spronken- scholars across academic disciplines (Agbor et
Smith, 2024). AI-assisted research has the al., 2024).
potential to ease and improve the literature
review (Agbor et al., 2024). Research Writing
Academic writing is essential to academic
Automation research based on structured expression of ideas,
AI tools can automate repetitive and time- data-driven arguments, and logical reasoning. AI
consuming tasks, saving researchers time and is increasingly integrated into academic writing.
allowing them to focus on more complex and AI can offer many supports to researchers,
important aspects of their research (Kooli, 2023). including practical assistance in the research
AI's capacity for automation frees researchers writing process. AI can improve writing in
from time-consuming tasks, enhancing research academic research by finding, correcting, and

118
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

improving typographical and grammatical errors multifaceted nature of AI complicates this

and inconsistencies. AI can also provide straightforward contractual agreement, raising
advanced vocabulary and recommended ethical and methodological concerns and
improvement strategies (Rahman & Watanobe, creating a dilemma for researchers (Butson &
2023). Grammar checkers and online language Spronken-Smith, 2024).
editors employ AI tools to identify text errors.
They are valuable resources for creating Limited Creativity and Critical Thinking
academic papers by identifying errors that other Reliance on AI in academic research reduces the
grammar checkers may miss, such as creativity associated with human intelligence.
grammatical and syntax issues, word choices, While using AI tools in research presents some
pronoun usage, articles, and spelling (Pigola et advantages, unethical reliance on AI tools
al., 2023). diminishes human creativity in scholarly
activities (Agbor et al., 2024). AI lacks the
Writing is essential, especially for academic creativity to generate new ideas to advance
research. The structured expression of ideas, scientific and academic research (Kooli, 2023).
data-driven arguments, and logical reasoning Relying on AI in scholarly works in academic
characterize it. However, integrating AI tools research may limit critical thinking and
into writing in academic research poses creativity and encourage less effort among
challenges, such as handling vast amounts of academic researchers and possible plagiarism
information and complex ideas (Khalifa & (Agbor et al., 2024).
Albadawy, 2024).
Contextual Bias
AI has higher capacities and expertise in data
5. DRAWBACKS OF AI-ASSISTED analysis, but AI also has the potential to
ACADEMIC RESEARCH perpetuate harmful biases (Kooli, 2023). AI
systems can inadvertently perpetuate biases
If AI tools are used as a substitute for human based on their training data, leading to skewed
researchers without being critically evaluated results. Researchers must be cautious about data
and verified before being used in the research sources and implement techniques to mitigate
process, the research cannot be ensured to be bias (Rolnik, 2024). Since AI relies on pre-
reliable and ethical. Consequently, AI often programmed algorithms, it cannot understand
requires human interpretation, evaluation, close the context. If biased data trains AI, it will
observation, and outcome verification for generate erroneous information and
meaningful and actionable research findings recommendations (Kooli, 2023). Consequently,
(Kooli, 2023). there is concern about the potential for bias in the
peer review process due to AI automation
Copyright (Agbor et al., 2024).
The copyright issue in AI-assisted research may
lead to legal challenges (Agbor et al., 2024). Decreased Rigor
Given the need for accountability, AI does not Using AI in academic research may lessen the
meet the requirements for authorship. Scholarly rigor of scholarly research. It may also
works must be the author's own and not present encourage less effort among academic
others' ideas, data, words, or other material researchers and possible plagiarism (Agbor et
without adequate citation and transparent al., 2024).
referencing. Therefore, the use of AI tools must
be declared and clearly explained in research Transparency and Reproducibility
publications (Li, 2023). In traditional research, The AI model’s lack of transparency can hinder
informed consent from sources is a non- reproducibility, a cornerstone of scientific
negotiable ethical basis. However, the research (Rolnik, 2024).

119
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

6. ETHICAL CONCERNS OF USING AI 7. AVOID MISAPPLICATION OF AI IN

TOOLS IN RESEARCH RESEARCH

Using AI in research has raised concerns about To avoid and mitigate the misuse of AI in
critical ethical issues (Pigola et al., 2023). There research, researchers’ awareness of the
are possible ethical challenges associated with misapplication of AI in research is crucial.
using AI in academic research. Researchers should take measures to mitigate the
potential risks. AI-assisted research findings
Authorship should have human interpretation and evaluation
Ethical issues such as authorship, data to be meaningful and acceptable. Human experts
ownership, control, consent, and discrimination should independently verify the research
are concerns when using AI tools irresponsibly. findings produced by AI tools to ensure accuracy
(Kooli, 2023; Satheeskumar, 2024). Ethical and validity. In addition, there should be
issues have been raised, primarily about regulations to ensure the responsible and ethical
acknowledging authorship (Pigola et al., 2023). use of AI tools in research. Also, to mitigate the
In a traditional research model, informed consent biased results, researchers should be careful
is a non-negotiable ethical cornerstone (Butson about the data used to train the AI they used in
& Spronken-Smith, 2024). However, in AI- their research. Additionally, using AI tools in
assisted research, researchers may copy AI- research should be transparent and disclosed to
generated information without providing proper all stakeholders. Researchers should also work
citations, leading to plagiarism (Bahrini et al., with experts to develop best practices regarding
2023). using AI tools in research (Kooli, 2023).

In addition, there could be potential misuse of Reliance on AI assistance in academic research

data in AI-assisted research. AI may cause has raised the issue of responsible use of this
ethical dilemmas because it uses biased innovative technology. Therefore, careful
algorithms that require human involvement. consideration of the ethical implications of AI in
Consequently, implementing AI tools in academic research is needed (Agbor et al., 2024).
academic research may face resistance from AI in academic research needs more practical
those wary of replacing human judgment with AI exercises to analyze ethical issues (Pigola et al.,
systems (Alqahtani et al., 2023). 2023). AI tools can be used as an aid to human
researchers, not as a substitute. AI tools rely on
Ethical Guidelines for Using AI pre-programmed algorithms, which may have
Guidelines for using AI in academic research are severe limitations in contextual understanding.
important and urgently needed. An ethical policy Therefore, to ensure that research is reliable and
for applying AI tools in academic research is ethical, it is vital to critically evaluate and verify
needed. Guidelines for using AI tools must be the information provided by AI tools before
developed to distinguish between AI-assisted using them in research (Kooli, 2023).
research and human-written papers (Agbor et al.,
2024).
8. CONCLUSIONS
Data Privacy and Security
AI in research often involves handling sensitive This paper analyzed the impacts of using AI in
data, raising concerns about privacy and academic research. The AI tools are impacting
security. Researchers must adhere to strict data academic research. The AI has been accepted as
protection protocols and ethical standards to a powerful tool in academic research. However,
safeguard sensitive information (Rolnik, 2024). AI raises ethical challenges to academic
research. Therefore, its use should be based on

120
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

ethical grounds (Agbor et al., 2024). AI tools [4] R. Butson, & R. Spronken-Smith. “AI and its
have the potential for substantial advancements implications for research in higher education: a critical
dialogue”, Higher Education Research &
in research but also for negative impacts on Development, Vol. 43, No. 3, 2024, pp. 563–577.
society. Consequently, they require assurance of https://doi.org/10.1080/07294360.2023.2280200
ethical application in academic research. [5] L. Cao. “Trans-AI/DS: Transformative,
However, despite massive interest and efforts, transdisciplinary and translational artificial
implementing ethical practices in AI is still intelligence and data science”, International Journal
of Data Science and Analytics, Vol. 15, 2023, Pp.
uncertain. A unified professional philosophy is 119–132. https://doi.org/10.1007/s41060-023-00383-y
necessary to ensure stable ethical conduct that [6] M., Chankseliani, & T. McCowan. “Higher education
benefits society (Strümke1 et al., 2022). By and the sustainable development goals”, Higher
exploring the effect of using innovative Education, Vol. 81, 2021, Pp. 1–8.
applications of AI tools in academic research, https://doi.org/10.1007/s10734-020-00652-w
[7] B.C. Choi, & A.W. Pak. “Multidisciplinarity,
this study will give stakeholders, especially interdisciplinarity and transdisciplinarity in health
researchers, educators, and students, a research, services, education and policy: 1.
comprehensive view of how AI could shape Definitions, objectives, and evidence of effectiveness”,
educational and research practices in the future Clin Invest Med, Vol. 29, No. 6, 2006 Dec, pp. 351-
(Collins et al., 2021). 64. PMID: 17330451.
[8] C., Collins, D., Dennehy, K., Conboy, & P. Mikalef,
“Artificial intelligence in information systems
research: A systematic literature review and research
9. ACKNOWLEDGEMENT agenda”, International Journal of Information
Management, Vol. 60, October 2021,102383.
I would like to sincerely thank Jamal Bari, [9] C. Kooli, “Chatbots in Education and Research: A
Critical Examination of Ethical Implications and
Professor, School of Engineering, College of Solutions”, Sustainability, Vol. 15, 2023, 5614.
Engineering & Technology, Eastern Michigan https://doi.org/10.3390/ su15075614
University, for reading this paper as a non- [10] M. Khalifa, & M. Albadawy. “Using artificial
anonymous peer reviewer from a different intelligence in academic writing and research: An
discipline's perspective. essential productivity tool”, Computer Methods and
Programs in Biomedicine Update, Vol. 5, 2024,
100145.
[11] Z. N., Khlaif, A., Mousa, M.K., Hattab, J, Itmazi
10. REFERENCES A, Hassan, M, Sanmugam, A. Ayyoub. “The potential
and concerns of using AI in scientific research:
[1] I. A., Agbor, O. O., Duke, I. O., Obaji-Akpet, C. N., ChatGPT performance evaluation”, JMIR Med Educ,
Iwejuo, T. R., Eja, E., Awubi, D. G. Ukume, “Artificial Vol. 9, No. 4, 2023. 7049
Intelligence and Academic Research: Understanding doi: 10.2196/47049PMID: 37707884PMCID: 106366
the potential and the threats to academic writing”, 27
Ianna Journal of Interdisciplinary Studies, Vol. 6, [12] X. Li. “Engaging with artificial intelligence in
No. 2, August 2024. DOI: research and writing (Engaging with Emerging
https://doi.org/10.5281/zenodo.11120274 EISSN: Technologies in Education, Issue 1). Cambridge
2735-9891 Mathematics”, 2023. Retrieved from:
[2] Alqahtani, T., A. H., Badreldin, M., Alrashed, I. A., https://www.cambridgemaths.org/Images/engaging_w
Alshaya, S. S., Alghamdi, K., Saleh, A., S., Alowais, ith_artificial_intelligence_in_research_and
A. O., Alshaya, I., Rahman, A. S. M., Yami, & M. A., _writing.pdf
Albekairy. “The emergent role of artificial [13] A., Lovakov, M., Chankseliani, & A. Panova1.
intelligence, natural learning processing, and large “Universities vs. research institutes? Overcoming the
language models in higher education and research”, Soviet legacy of higher education and research”,
Research in Social and Administrative Pharmacy, Scientometrics, Vol. 127, 2022, Pp. 6293–6313.
Vol. 19, 2023, pp. 1236–1242. https://doi.org/10.1007/s11192-022-04527-y
[3] A., Bahrini, Khamoshifar, M., Abbasimehr, H., Riggs, [14] Organization for Economic Co-operation and
J. R., Esmaeili, M., Majdabadkohne, M. R., & Development. “The Measurement of Scientific,
Pasehvar, M. “ChatGPT: Applications, opportunities, Technological and Innovation Activities”, Frascati
and threats”, Preprint accepted in IEEE Systems and Manuel, 2015. Doi:10.1787/9789264239012-en
Information Engineering Design Symposium [15] OSTP. “National Artificial Intelligence Research and
(SIEDS). arXiv:2304.09103v1 [cs.CY], 14 Apr 2023. Development Strategic Plan 2023 Update, A Report by

121
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

the Select Committee on Artificial Intelligence of The

National Science and Technology Council”, The
Office of Science and Technology Policy (OSTP),
May 2023. Retrieved from:
https://www.nitrd.gov/pubs/National-Artificial-
Intelligence-Research-and-Development-Strategic-
Plan-2023-Update.pdf
[16] N. H. Patil, S. H. Patel, & S.D. Lawand. “Research
paper on artificial intelligence and it’s applications”,
Journal of Advanced Zoology, Vol. 44(S-8), 2023,
Pp. 229 -238. ISSN: 0253-7214.
[17] S. Pal, (2023). “A paradigm shift in research:
Exploring the intersection of artificial intelligence and
research methodology”, International Journal of
Innovative Research in Engineering &
Multidisciplinary Physical Sciences, Vol. 11, No. 3.
https://doi.org/10.37082/IJIRMPS.v11.i3.230125
[18] A. Pigola, I. C. Scafuto, P. R. C. Costa, & V. M. J.
Nassif. “Artificial Intelligence in academic research
[Editorial Comment]”, International Journal of
Innovation – IJI, São Paulo, Vol. 11, No. 3, 2023,
Sept./Dec., pp. 01-09, e24508.
https://doi.org/10.5585/2023.24508
[19] M.M. Rahman, Y. Watanobe. “ChatGPT for
education and research: opportunities, threats, and
strategies”, Applied Science, Vol. 13, 2023, 5783.
https://doi.org/10.3390/ app13095783
[20] Z. Rolnik. “The Impact of Artificial Intelligence on
academic research”, Universal Library of Innovative
Research and Studies, 1, No. 1, 2024, pp. 09-11. DOI:
https://doi.org/10.70315/uloap.ulirs.2024.0101002.
[21] R. Satheeskumar. “Advancing education: An in-depth
analysis of artificial intelligence in children's
learning”, International Journal of Scientific
Research in Computer Science and Engineering,
Vol. 12, No. 2, April 2024, pp. 8-14, E-ISSN: 2320-
7639. www.isroset.org
[22] I. Strümke, M. Slavkovik, & Madai, V. I. “The social
dilemma in artificial intelligence development
and why we have to solve it”, AI and Ethics, Vol. 2,
2022, Pp. 655–665. https://doi.org/10.1007/s43681-
021-00120-w
.

122
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Transdisciplinary Research and the Gift Economy

Teresa HENKLE LANGNESS
Full-Circle Learning
17512 Brewer Road
Grass Valley CA 95949

ABSTRACT 1. INTRODUCTION

The notions of education and research, viewed through a The primary definition of economy refers to a system for
transdisciplinary lens, emphasize collective knowledge producing and consuming resources. Entities participating
creation and application across disciplinary boundaries. in dominance-based systems generally stay in their own
This approach mirrors gift economies, systems in which lanes, providing a particular commodity and vying for
goods, services, or knowledge are exchanged without a competition to reap material wealth in return for the effort.
formal expectation of direct repayment, emphasizing A gift economy instead values shared resources, setting a
mutual support, generosity, and the strengthening of social standard of practices based on the theory that all
bonds over competition or profit. In this context, research flourishing is mutual (Kimmerer, 2024) and the normative
collaborators value a sense of shared purpose, fostering value of “storing my treasures in the belly of my brother”
collaboration over competition to enhance group [1]. When applied to transdisciplinary education and
innovation and intellectual well-being. research, the gift economy posits the idea that the whole of
our collective knowledge exceeds the value of the sum of
Analogous to natural symbiotic systems, interdisciplinary its isolated parts.
communication and gift economies promote integration,
collective self-actualization, and creative problem- This paper examines the evidence that when research and
solving. Similarly to interdisciplinary communication, gift learning aim at a collaborative goal to benefit society,
economies also foster metacognition by encouraging additional advantages accrue to the individual learner or
reflection on the value of mutual exchange, empathy, and researcher, through deeper metacognition, expanded
interconnectedness. Participants consider the impact of problem-solving skills, new incentives, and pattern-setting
their contributions on others, deepening self-awareness emotional rewards. These conclusions derive from analogs
and understanding of collaborative dynamics. This found in neurology, quantum physics, psychology,
interchange, in turn, enhances learning and problem- technology, education, and philosophy. The sum and
solving skills. symmetry of the examples suggest that opportunities to
advance civilization multiply through transdisciplinary
This paper takes inspiration from the concept of gift education and research to the extent that these processes
economies, such as those adopted by indigenous societies value collective knowledge as a true gift, growing
and embedded in many natural systems. For example, food exponentially in relation to its manifold connections.
cooperatives and symbiotic plant networks illustrate
relationships in which the motivation to produce springs Many fields of human endeavor have elevated human
not from a survival of the fittest mentality but from the understanding as a result of research in one field advancing
theory that sharing itself has intrinsic value and supports progress in another. The approach itself represents a gift
group well-being. When applied to transdisciplinary economy in which newly contextualized, multilateral
education and research, the gift economy posits the idea learning outweighs the value of and avoids the limitations
that the whole of our collective knowledge exceeds the of theories tested in silos. Insights from various fields add
value of the sum of its isolated parts. layers to a mutualistic exchange. Diverse contributions
strengthen adaptability and resilience, a concept which
Keywords: gift economy, transdisciplinary learning, aligns with Ashby’s First Law of Cybernetic. i.e.,
transdisciplinary research, mutuality, motivation theory, Requisite Variety: “Only variety can absorb variety.” [2].
symbiosis
Historical tragedies such as the fall of Rome or the Stock
Market Crash of 1929 demonstrate the theory that the
continuous expansion of competitive hierarchies may
prove less sustainable than a system of collaborative
engagement or mutual assistance. [3] Rather that creating

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
123 https://doi.org/10.54808/ICSIT2025.01.123
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

a house of cards, the bilateral expression of goodwill or the opportunities for the connections that occur in a gift
production of materials for benefits beyond self-interest economy. Instead, they developed collective habits that
not only supplies more participants with basic resources changed the way they approached life and neighborhood
but, in the case of shared knowledge, also forges relationships for decades to come. In the catastrophic fires
connections, enlarges understanding of new applications, of January 2025, these neighbors still connected to ensure
and may prove essential in times of want. the safety of others. The close-knit network paid benefits
twenty years after the first episode.
For instance, the concept of a potluck has existed since the
16th century, but during the great Depression, potlucks, or This scenario models the processes that occur in
bring-a-plate dinners became an especially useful method transdisciplinary communication, education, and research.
of ensuring that the no one went hungry. [4] Those with The possibilities for problem-solving and impact expand
the means to do so brought a dish that would serve most of with the number and types of connections employed
those in the larger group, while everyone contributed among a group of diverse participants over time.
something. Early Twentieth Century anthropologists Examples from multiple fields of research offer analogs
theorized about the expectations associated with the pot for the accumulation of information or commodities in
latch among indigenous Melanesian and Northwestern systems that benefit each individual, in part, by compiling
First Nations peoples. Their controversial findings—not the contributions of the group.
necessarily those of contemporary tribal members—
implied that the practice came about not only to exchange
goods and to express the nobler aspects of character, but 2. ANALOGS FOR THE GIFT ECONOMY
also to establish political hierarchy. [5] Conversely, a
potluck relies upon each guest to contribute a gift that will The following models, in particular, illustrate the
benefit the whole gathering, without implicit expectation effectiveness of such a system.
of recognition or reciprocity, making it a pure example of
a gift economy. Fungal Networks
Long slender threads make up the body of fungi. These
The following example clarifies the concept. A natural mycorrhizal hyphae feed phosphorous, nitrogen, and other
disaster in the early 2000s left a neighborhood cut off from minerals to trees that would otherwise struggle to extract
the larger community, with restricted access to stores and essential nutrients from the soil. [6] Plantation planting—
businesses. Residents on one street addressed the problem creating rows of seedlings of the same species and size—
by sharing resources instead of hoarding them, for reasons strips the soil of nutrients, while allowing mixed,
beyond the expectation of influence or gain. biodiverse forests of wider-ranging indigenous species
generates forest health. Native varieties surrounding a
Two neighbors first went door to door, explaining what mother tree draw benefits from the span of roots touching
food remained in their pantries. The first night or two, they one another in underground labyrinths. Nutrients pass
gathered 10 neighbors for a supper comprised of leftovers. from one root to the next to an extent not possible in a
Before long, each home had hosted an evening meal for plantation of new trees spaced a short distance apart in
the neighborhood on alternate nights, offering up whatever furrowed trenches (Simard & Bingham, 2012). Those
they had in their cupboards. Over the course of a month, seedlings on dry ground, farthest from the center, benefit
they ate ice cream and peanut butter one night and carrots the most from the exchange. [7]
and crackers the next. The food stretched to provide more
variety than if each had drawn only from their dwindling Striking similarities occur between the symbiotic network
storehouse of goods. In this way, they all remained food of connections that tether a healthy copse of trees
secure until the crisis ended. compared with the pattern of nodal pathways and neural
connections that nourish and expand our thinking and that
By that time, these neighbors had established not only broaden the scope of neurological processes.
social cohesion but creative patterns of interaction that
prompted a series of new, supportive collaborations over Neurological Mapping
the coming years. They helped one another prepare for the Human problem solving does not follow a linear path in
next natural disaster with shared supplies such as the brain but calls for both creativity and analytical
flashlights and ham radios. They collected data on one thinking. Fortunately, the brain’s capacity for
anothers’ physicians and next of kin, in case of health neuroplasticity enables networks of neural connections to
emergencies. They built positive outlooks by mingling dance between the right and left hemispheres,
their vastly varied talents in singalongs and house strengthened by periods of processing. [8] Metacognition
concerts, and they regularly found ways to support one and meditation can further affect brain waves, gray matter,
another to solve problems related to illness, loneliness, job amygdala response, dopamine and serotonin levels, and
stress, or want. If each neighbor had, rather, chosen a the activity of the prefrontal cortex. Studies show that
pattern of independent food collection, they may not have thoughts introduced in the milieu of this neural gift
survived the original crisis and would have missed

124
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

economy, through meditation and metacognition, can Metaphorically, we might say that the gift economy of
influence altruistic purpose. [9] many individual sources of intelligence, triggered by a
singular motive, will contribute to the precision of the
Prosocial goal seeking enhances coding and machine learning process. In this way, even a machine
communication in the brain, according to neurological demonstrates the richness of working across disciplines
studies. [10] Coherent correlations deepen when emotional and actors within a system. [17]
triggers suggest a meaningful purpose for an action. For
example, findings on altruistic giving indicate that other- This theorem that layered patterns feed coherence also
directed thoughts engage several regions of the brain, offers implications for transdisciplinary education and
especially within the anterior prefrontal cortex. [11] The research. In the same way that the nervous system’s
results suggest that both emotional rewards and concern structure develops to accommodate learning, later
for others jointly motivate altruism. [12] crosscurrents among synapses can fine tune the structure
of that nervous system. Old patterns find new uses, and the
Meanwhile, the correlations between these neural brain continues to mature based on the coherence of inputs
responses raise interesting questions about how analytical introduced by linguistics, framing, and causal open-ended
and creative thinking enhance the motivation to seek and questions, especially early in the educational process. [18]
apply information. For example, we can consider what
newly connected synapses in the frontal lobe prompt the Psychological Motivation
mind to relate giving with problem-solving. We might Research suggests that a gift economy can stoke both
theorize that the greater the number of connections extrinsic and intrinsic motivation, as it expands access to
surrounding transdisciplinary research, the greater the goods or services (extrinsic) while simultaneously
payoff for the reward centers of the brain. {13] inspiring the accumulation of new ideas, joint
achievements, and satisfying relationships (intrinsic).
Technological Matrices (Souders 2019). This principle also applies when the goods
The images of the expansively linked systems in the forest and services consist of learning or research. [19]
or in the brain also have a correlate in the world of Psychologists identify eight major motivation theories.
technology. In 2024, John J. Hopfield and Geoffrey Hinton (More, 2025). In several of these theories, social cohesion
received the Nobel Prize in Physics “for foundational and human connection play a major role. [20] For instance:
discoveries and inventions that enable machine learning Maslow’s Hierarchy of Needs (1943): A sense
with artificial neural networks.” They applied the laws of of belonging falls right in the center of Maslow’s
physics to identify and recreate patterns. Hopfield used Hierarchy). His initial research theorized that after basic
physics to identify a material’s atomic spin. His network physical needs are met, social connections precede access
matched nodes to energy levels. Hinton used this to the more immersive aspects of creativity and learning.
foundation to create a network measured by the Boltzmann [21]
machine. This method recognized characteristic elements Frederick Hertzberg’s Two-Factor Theory
in a data set and created new samples of the pattern on (1959): Hertzberg noted that beyond “hygiene” factors,
which a network was trained. The current rise of machine such as salary, safety, etc., people seek deeper motivation
learning drew on the work of these two laureates. [14] based on a range of inspiration-based factors, including
responsibility and a chance to make a meaningful impact.
Machine learning has been defined as a subset of AI that [22]
uses a data-driven approach in which an algorithm McClelland’s Theory of Needs (1961):
explores patterns and relationships without being McClelland places the need for affiliation and
specifically programmed to do so. [15] The greater the relationship-building as the second of three basic human
amount of historical data, the more likely the algorithm motivators. [23]
will make accurate predictions about new data rather than Self-Determination Theory (1977): Edward
generating hallucinations (fictitious information). Picture Ryan and Richard Deci described one of three primary
an artificial network with many layers of inputs; clearly human motivators as “relatedness.” [24]
these inputs will each offer gifts to the “brain” (the Full-Circle Learning Theory (2000): This
computer), to inform the response to a question or theory holds that altruistic connection to a larger family
problem. Effective evaluations within the system require of humankind motivates achievement, altruistic behavior,
amply diverse data (a minimum of 20 observations). A and the desire to learn. [25]
more linear system, with fewer contributing data sets, A gift economy of shared learning, then, taps the positive
lacks the resilience of this model. [16] aspects of human motivation while disseminating a catalog
of new knowledge.
The quality of the content also matters. When a large
inventory of neural connections unites around a standard Transdisciplinary Education and Research/Philosophy
of heterogeneous, fact-checked sources, the system’s Transdisciplinary groupings offer dimensionality to joint
evaluations will prove more accurate, hallucinations will research. Compassion amplifies curiosity as participants
less likely occur, and clear answers will prevail. contemplate the value of their multilateral findings. Their

125
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

meditative practices and metacognition around a cause During one stage of the field work, the students met with
increase gray matter, shape perspective, and strengthen health care providers in an oncology ward of a local
neuroplasticity. [26] hospital. They reframed their cancer hypotheses in a series
of speeches, thanking the staff for their efforts to save lives
For a greater range of processing outcomes, educators through science and compassion. The students then hung
choose to integrate socio-emotional non-science-based their healthy-cell watercolors in the oncology ward’s
courses into STEM learning. (27) They reason that content waiting room, to positively influence the subconscious
and function offer a starting point, but cinching creative thoughts of cancer patients. Finally, they sang the
processes to a problem-solving quest enhances motivation “Questions” song to honor the teary-eyed oncologists, who
as the learner consciously considers the potential impact of expressed gratitude for this acknowledgment and for this
that solved problem on society. Integrative thinking can new altruistic partnership with a generation of young
thus produce positive outcomes for both the system and scholars.
the learner interacting with that system. Rather than
compartmentalizing knowledge in a linear idea bank, a This story describes just a few of the highlights of the
complex pattern of discoveries based on altruistic aims learning unit. In this example, intentionality served as the
represents a gift economy, in which multiple players layer hyphae connecting all aspects of learning. Without that
relevant ideas, diverse strengths and unifying goals, thread fusing relevant concepts with a tangible purpose,
achieving a wealth of knowledge unavailable if garnered through experiments, collaborations, and creative artifacts,
from just one source or through a linear process. the compartmentalized segments of the unit may not have
coalesced to create a transformative effect.
The following case study illustrates the point. In one
classroom, a student’s parent passed away from leukemia. The leukemia unit presented an altruistic context as the
The learner responded by withdrawing from social impetus for research and, thus, promoted psychological
interaction, no longer interested in participating in group healing and new motivation for one student. By the
activities. Rather than shuttle textbook exercises to the culmination of the unit, the participants had designed
student throughout the learning unit, the team of educators constructivist knowledge products as well as ideas for
aimed at triggering positive neurological processes solutions to human suffering. Based on surveys taken at
through transdisciplinary service-learning experiences, to the time, they experienced an expanded sense of purpose
aid cognition and inspire healing through applied learning as they contributed to the wellness of a larger community.
while also engendering benefits beyond the classroom. The socio-emotional benefits inclined the grieving
The unit they designed looked like a latticework of content learners toward future research pursuits and assuaged the
areas and learning-style strategies with a unifying theme. depression, based on reports from the remaining parent.
The learning unit raised engagement by challenging
students to seek answers to important questions. [28] A five-year study involving independent assessments and
surveys indicated higher rates of cognitive function and
The teachers assigned each member of the cohort a writing increased motivation when the transdisciplinary projects
assignment, charging them to each construct a persuasive strode a clear path toward altruistic impact. Assessors also
letter to the National Institute of Health (NIH), submitting noted a sense of hope and resilience lacking in peers
new research questions that had not yet been answered in enrolled in learning programs that favored silo-based
regard to the causes and cures for cancer, especially learning practices. [29]
leukemia. This process challenged the learners to build on
the foundations of prior scientific research and to envision Not surprisingly, the one student whose loss inspired this
new hypotheses on which to base their questions. multi-phased project emerged far more emotionally
Statistical data informed the students’ research. grounded, according to his remaining parent. He began to
Collaborating with scientists, they made their priorities for interact with others in new social contexts and problem-
research known. Hope lived in the presumption that this solving collaborations. The project brought satisfaction
esteemed institution of experts would share and pursue not only in terms of addressing unanswered scientific
their stated research goals. Students commented that they questions but in seeking answers that would benefit all
had made a meaningful contribution to that year’s health humanity. Next, he and his classmates participated in a gift
research on leukemia. The process did not end there. economy through problem-solving alliances with students
in distant regions. They shared their unique perspectives
To embed creativity and compassion into the biological while applying diverse applications for improving health,
concepts, the educators presented slides of healthy cells, equity, and food security. These “wisdom exchange”
enlarged under a microscope. The students each created an projects united students from disparate cultures to see
abstract watercolor painting of one of the healthy cells and through a broader lens, comparing creative solutions to
mounted it. They also learned to perform an original song positive change [30].
about the value of asking collective questions whose
answers reap solutions for society’s dilemmas, such as Transdisciplinary educators such as these infuse STEM
identifying the criteria for improving the health of cells. learning projects with processes emerging from divergent

126
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

disciplines. They introduce objectives that apply not only based approach may lay a foundation for collaborator’s
scientific knowledge, but also diverse creative processes divergent, original reaction to the data; together, they crack
related to linguistic understanding, musical perception, the code or break the mold.
historical reflection, and other veins of analysis, for a more
profound impact that honors diversity of thought. This Philosophical movements since the early 20 th century
learning process often addresses an altruistic goal, perhaps reinforce this vital need for an integrative research
related to health or hunger or climate change or social approach spanning multiple disciplines. Alfred North
cohesion. Whitehead, the father of process theory, declared the
urgency of "coming to see the world as a web of
A complex and coherent network served as the substrate in interrelated processes of which we are integral parts, so
the example of the leukemia learning unit. The teachers that all of our choices and actions have consequences for
deliberately scaffolded 13 or more activities within each the world around us." [36]
learning unit, to stimulate a variety of cognitive and socio-
emotional processes in the brain. Participants’ unique
learning styles gave each one the sense that their particular 4. CHART OF ANALOGS
strength added to the gift economy. Transdisciplinary
research in adult learning models, similarly and The health and coherence of an ecosystem, whether
theoretically, not only offers a range of data sets to inform technological, ecological, neurological, psychological, or
conclusions but also draws on the unique contributions of philosophical, portends benefits from multiple variegated
each participant. [31] connections. In the chart of analogs, corollary patterns
appear in Figures 1 - 4.
Researchers have identified 15 types of thinking [32].
Together, these neuronal relationships manifest the link
between thought and emotion. Cognitive approaches 5. CONCLUSION
include critical thinking and reasoning, reflective thinking,
deductive and inductive reasoning, creative thinking, The notions of education and research, in the
systematic reasoning, deliberative, analogic, divergent, transdisciplinary context, impel participants to transcend
convergent thinking, and more (Sabater, 2022). Based on boundaries and prioritize layered knowledge based on
these patterns, when researchers from tangential fields collaboration over competition. Just as a human brain or
respond to a research challenge within their milieu - an artificial brain or a plant network teems with nodal
especially a problem with implications for the common connections, the collective brain trust also feeds on a
good - they not only integrate unique strands of content cornucopia of thought patterns and specific
knowledge but also layer their perspectives and ways of understandings based on multiple experiences and areas of
thinking, feeling, theorizing or knowing. [33] focus. Further research in new fields of study may uncover
additional fractal patterns that convey the advantages of
symbiotic systems with complex, mosaic sets of values.
3. A PHILOSOPHICAL TREATISE From the existing examples, one may conclude that
education and information synchronized across
Quantum physicists describe the distinction between disciplines, at its best, can foster ground-breaking
classic physics and quantum physics as a philosophical collaborations and contributions, as well as producing
one (Schwartz, 2005), steeped in the explicit recognition psychological rewards and incentives when the new
that science is “what we can know,” rather than defining a information advances the greater good. In summary,
physical world beyond the minds of those who tap into a transdisciplinary research reaches its zenith when it
project or engineer an experiment. Human experience thus performs in the context of a consummate gift economy.
colors the essential ways in which we regard a theory and
its applications. [34]
ACKNOWLEDGEMENT
Einstein clarified this concept, stating, “The world as we
have created it is a process of our thinking. It cannot be Reviewed by Kathryn dePlanque, Ph.D., Psychologist in
changed without changing our thinking.” [35] Thus, the Education and Holistic Health Sciences
number of options for disrupting old patterns of thought
with new ideas depends upon the variety of approaches
inherent in the minds of the research team. While all
participants share a common quest for illuminating
conclusions, the transdisciplinary process itself adds to the
gift economy. Their perspectives become relevant through
the fusion of each discipline’s findings and through a
multiplicity of inputs based on each researcher’s neural
uniqueness (e.g., one researcher’s convergent, experience-

127
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

CHART OF ANALOGS

FIGURE 1: Artificial Neural Network

Connections in an artificial neural network mirror those in the brain, to support machine learning.

FIGURE 2: Human Neural Network

Complex nodal linkages connect the right and left brain, more so in humans than in other animals. Advanced
learning and cognition are distinctions of this complexity.

128
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

FIGURE 3 Mycorrhizal Network

Through the underground network in a plant community, a tree may be nutritionally bonded to as many as 47 nearby
specimens, creating exchanges especially vital to those trees striving to survive at the fringes of the forest (Simard,
Bingham, 2012).

FIGURE 4 Transdisciplinary Research Network

The symbiotic pathways and possibilities embedded in the transdisciplinary research process illustrate Ashby’s First
Law of Cybernetics.

(These randomly selected images, by various unknown authors, are licensed by Creative Commons.)

129
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

6. REFERENCES 23) D.C. McClelland, D.C. (1961). The achieving society. Van
Nostrand, 1961; APA Psychnet. https://psucnet.apa.org; K.
Serhat, “McClelland’s Three Needs Theory: Power,
1) R.W. Kimmerer, The Serviceberry. Scribner. New York.
Achievement, and Affiliation”, Education Library. Oct.
2024.
17, 2022.
2) R. Ashby, An Introduction to Cybernetics, 1958.
24) D. O’Hara, “The intrinsic motivation of Richard Ryan and
3) E. Andrews. Eight reasons why Rome fell. History
Classics, Updated September 5, 2023; Original: January 13, Edward Deci”, American Psychological Association,
2014, Retrieved January 3, 2025. 2017. (apa.org)
4) F. Martin, “Potluck Meal Innovation Due to Depression: 25) T. H. Langness, Why We Learn (Reading Supplement),
Guests Chip in With Part of Dinner”, Chicago Tribune. Full-Circle Learning. 2020. p. 52-65.; J. Platt,
January 27, 1933. Retrieved January 9, 2025; Potluck. “Humanitarian Education Systems and Resilient Identities:
(2024, December 23). Wikipedia. A Full-Circle Learning Independent Assessment at Year
https://en.wikipedia.org/wiki/Potluck 30”, Full-Circle Learning Annual Report, 2023.
5) M. Harkin,”Potlatch in Anthropology”, International 26) P.C. Dagnino, J.A. Galadí, E. Càmara, G. Deco, A. Escrichs,
Encyclopedia of the Social and Behavioral Sciences. Neil “Inducing a meditative state by artificial perturbations: A
J. Smelser, N.J & Baltes, P. B. (Eds). vol 17, pp. 11885- mechanistic understanding of brain dynamics underlying
11889. Oxford: Pergamon Press. meditation,” Network Neurosci. 2024 Jul 1;8(2):517-540.
6) S. Simard, M.A. Bingham, K. Beilor, K., “Mychorrhizal doi: 10.1162/netn_a_00366. PMID: 38952817; PMCID:
networks and what they feed; British Mycological Society: PMC11168722.
Mechanisms, ecology and modelling. Fungal Biology 27) J. A., Ramaley, “Communicating and Collaborating Across
Review 2012. Disciplines,” ASC Higher Education, November 27, 2017.
7) H. Feng, et al., “Advances in mechanisms of nutrient . Retrieved from
exchange between mycorrhizal fungi and host plants.” https://ascnhighered.org/ASCN/posts/192300.html)
National Library of Medicine. Oct. 2019, retrieved Jan 5, 28) T. H. Langness, Habits of Humanitarians, p. 245-284;
2025. https://pubmed.ncbi.nim.hih.gov 293. 2005.
8) B. Arrowsmith-Young, “5 Key Principles of www.fullcirclelearning/educators/curricula/Habits of
Neuroplasticity, “ Arrowsmith Blog, January 13, 2023. Humanitarians.
https://www.arrowsmith.ca/blog. 29) T. H. Langness, Why We Learn (Reading Supplement),
9) S.K. Iwamoto, et al., “Mindfulness Meditation Activates Full-Circle Learning. 2020. p. 52-65.
Altruism,” Scientific Reports, April 16, 2020. 30) Platt, J. Humanitarian Education Systems and Resilient
10) Ibid. Identities: A Full-Circle Learning Independent Assessment
11) D. De Toit, Wits University Medical Press at Year 30. Full-Circle Learning Annual Report, 2023.
(medicalpress.com/news), Sept 9, 2021, retrieved Jan 5, www.fullcirclelearning.org. Retrieved January 9, 2025.
2025. 31) T. H. Langness, Fostering Future Leaders, Full-Circle
12) Ibid. Learning, 2006, p. 15-34. www.fullcirclelearning.org –
13) Ibid. educator – curricula.
14) N. Elmehed, Nobel Prize Outreach 2024. 32) V. Sabater, “15 Types of Thinking and their Characteristics,
https://www.nobelprize.org, retrieved Jan. 5, 2025. Neuroscience and basic psychological processes”,
15) Supraja, “Analytics Insight”, June 20, 2024; Machine Exploringyourmind.com, Sept 26, 2022, retrieved January
Learning Data Science, May 2024. Geeks for Geeks 5, 2025.
16) Ibid. 33) Ibid.
17) Ibid. 34) J.M. Swartz, J.M., et al. “Quantum physics in neuroscience
18) N.M. Seel, “Skill Development,” Encyclopedia of the and psychology; a neurophysical model of mind-brain
Scineces of Learning. Springer, Boston MA. interaction. Philosophical Transactions B.” The Royal
https://doi.org/10.1007/978-1-4419-1428-6_5728.; S. Society Publishing. June 29, 2005. 1309-1327.
Ackerman, National Library of Medicine, Washington DC: 35) A. Einstein, The Ultimate Quotable Einstein. Princeton
National Academies Press (US); 1992. University Press. 2010. P. 483.
19) B. Souders, “20 Most Popular Theories of Motivation in 36) A. N. Whitehead, Handbook of Whiteheadian Process
Psychology”, Positive Psychology. November 5, 2019. Thought, Frankfurt / Lancaster, Ontos Verlag Publisher:
20) A. More. “Theories of Motivation: 8 Most Popular Theories Process Thought X1 & X2, 2008. (695 p. + 726).
You Must Know. DSM, downloaded January 18, 2025. 37) D. Premack, “Human and animal cognition: Continuity and
21) A.H. Maslow.” A theory of human motivation”, discontinuity”, National Library of Medicine, August
2007. 23; 104 (35); 13861-13867.doi:
Psychological Review, 50 (4); 370–396. 1943.
10.1073/pnas.0706147104
https://doi.org/10.1037/h0054346.
22) F. Herzberg, B. Mausner, B Snyderman (1959). The
Motivation to Work (2nd ed.). John Wiley.Publishing.

130
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

On the Ontological Notion of Education

Jeremy HORNE
Newland University
San Felipe, Baja California 21850 Mexico
[email protected]

ABSTRACT "educational" institution, or attempting to conceptualize without

an adequate fact base.
Wikipedia on "Education" raises the process-product debate,
epistemic versus skills aspects, and the role of experience. Education is not the only element for discussion but to what it
"Education" is often a "that" (object or process) or an "is", pertains, i.e., Homo sapiens sapiens, the (the technically correct
explicitly something inside of us. Philosophy is implicit in the anthropological term for the human subspecies). Clearly, this
ontological (study of existence, reality, or being) and teleological subspecies is in trouble, facing its extinction (global warming,
(study of purpose/goals) debate over education. For there to be a prospects of thermonuclear annihilation, overpopulation,
purpose, there must be some thing (existant, ontological) to give environmental degradation, and increasingly radical income
rise to it. Neither deontology nor intention generate goals, stratification – to name a few). With the rapid development of
because an entity must produce the goal, or telos. That is, there artificial intelligence and the real possibility of it making
must be the existence of an origin, a being, to generate the intent. decisions for humans, knowing who we are becomes more vital.
C. W. Churchman’s 1962 The Design of Inquiring Systems Casting doubt on what has emerged as "education" symptomizes
(arguing that systems - including education, are teleological - one aspect of humanity’s crises, for (as will be shown below)
purpose-driven) is insufficient, as ontology is also necessary. I "education" affirms who we are.
explicate the notion of education with a dictionary-etymology
sequence, then proceed to "educe", to draw out from (implying Knowing who we are through "education", by the very questions
potential). Further word analysis introduces "knowledge" that is raised about its meaning and dictionary references, requires
being imparted, or taught, the chain of words – educate-educe- philosophy, or the love and pursuit of truth, contemplation of
knowledge-recognize – indicating that education is leading one value, and thinking about thinking. "Education", like all
to knowing, or recognizing him/herself, the essence, the self, who elements in our universe, has two "ends" – ontological (its
is the origin, for whom there is a purpose. Dialectically, the existence) and teleological (its reason for existence, or
individual exists because of others (society) and conversely. purpose/"goal"/function). For the latter, if we cannot discern a
Accordingly, we have the internationally-inclusive body, purpose, it is sufficient to say that its existence for us to
UNESCO's "Four Pillars of Learning": know, do, live, and be, all contemplate is its reason to be.
critical for identity development, hence, identity location and
characterization. The Authentic Systems identity probe does The ontology-teleology coupling obeys the most fundamental
precisely this by seeing one’s life as purposeful (praxeology – law, popularly known as the "unity of opposites" (oftentimes
goal-directed, Churchman’s view of systems) but having an referred to as "dialectics", explained by Heraclitus and the
ontology. Perforce, philosophy undergirds Authentic Systems, ancients) [Chronopoulou, 2024]. Something exists because of
this co-equal to education giving force to one’s identity. what it is not. The infinitesimal cannot exist without infinity, the
same as for the number line. An origin cannot exist without a
NB: I follow a modified British punctuation method. The U.S. consequent, or end. We will see this corresponding to the
ones are illogical. individual-group dialectic, one’s inability to exist without the
other. That is, the one is in terms of the many, the person because
Keywords: Personal Education Identity, Order, Personality, of the society, and vice versa, each referencing the other.
Authentic Systems, Core Values, Knowledge, UNESCO's "Four
Pillars of Learning", ontology-teleology in education. Here, ‘education" sets well in this context. "Education", as we
will see by definitions below, usually is in the context of a school
system, the students, teachers, physical plant, curriculum, and
1. INTRODUCTION administration acting as an ensemble to obtain and convey
knowledge from the teachers to students. John Dewey
Of course, it is not a bad idea to know what we are talking about (influenced by Hegel’s dialectics) in his book Democracy and
in discussing "education" and its function. Better still, we need Education argued that the theoretical/abstract exists because of
to ascertain if it even exists! This goes for anything, like flying action/doing, theory in terms of practice, with the schools
horses, unicorns, Santa Claus, the Easter Bunny, an honest harboring this dialectic as education. Yet, scholars will discuss
politician, or the tooth fairy, each having its phantasmal "education" from a systems and teleological point of view, saying
appearance in different forms to different people. Yet, that it is a goal-directed process.
implementing what one thinks education is can have disastrous
results, with students learning by rote memory, relearning For example, the call "Inviting you to participate in an event
everything every time, regurgitating propaganda dictated by the based on interdisciplinary communication on transdisciplinary
notions and topics:" [personal email of 23 December 202] had an

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
131 https://doi.org/10.54808/ICSIT2025.01.131
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

attached document, "Extended Abstracts Received and … for something to be taken to exist [ontology], it must
Accepted", one accepted anonymous abstract, "The Notion of be assumed essential in the development of inquiry.
Education", stating: One cannot separate out segments of inquiry and stamp
"existence" or "reality" on these alone, because,
A Systems Approach Meaning: according to the argument, these segments exist as
Based on what has been termed Singer/Churchman’s segments only because of the rest of the system.
"pragmatic Teleological Truth" (Churchman, 1971), [emphasis added, Ibid., p. 43]
the Systems Approach can be interpreted from two
perspectives: (1) a pragmatic philosophical framework The individual exists because of the system, and conversely.
and (2) the inherent nature of any system to have goals, What is more essential in developing inquiry than the individual
objectives, or purposes. Within this framework, a generating it, more explicitly one's core?
system's truth is determined by its effectiveness in
achieving its goals, objectives, or purpose—its telos. Churchman refers to "the whole higher education system" [Ibid.,
p. 16]. I now apply the foregoing. How does "education" relate
Consequently, education, whether as a process, a formal structure to us individually and our identity (authentically, i.e., their core)?
(for explicit formal education), and/or an informal organization This paper presents some routes to inquiry, suggesting that
or culture (for implicit informal education), can be defined by its education is a process shaping our very essence, but its generator
telos. Its truth, in turn, is measured by its pragmatic effectiveness (origin) must be explained.
in achieving that telos.
Method sets the direction of academic travel, i.e., how I get to my
The "Churchman, 1971" reference appears in "Inter-Disciplinary thesis that education evokes the content of one’s core and
Communication Rigor" [Callaos and Marlowe, n.d.] as becomes a part of it as a dynamic. In that, I must show there is
"Churchman, C. W. (1971). The Design of Enquiring Systems: something there; ontology’s exegesis is mandatory. What entails
Basic Concepts of Systems and Organization. New York: Basic "education" follows, its scope, agreed-upon definitions (word
Books, Inc. Pub.". Searching for the title "The Design of meaning) based on past use (etymology), and context. Along the
Enquiring Systems" yields a seminal 1962 paper by Churchman way, "identity" will emerge, this too warranting explication.
[1962] of the same title, save for the spelling "Enquiring" versus These are against the backdrop of philosophy (how we think
"Inquiring". about these things), incorporating ontology (study of existence),
epistemology (how we know), knowledge, and
Systems are designed for a reason, a purpose. Perforce, they are teaching/learning.
teleological. In this mix is "design", begging the question
(perhaps theological), "designed by whom?". For example, what The episteme - techne dichotomy is a controversial focus of
of organisms? Do we impose "system" on them, or are they "education", temporarily resolved by "schooling", whose
inherently arranged as interacting components designed for a processes are teaching (conveying) and learning (acquiring).
reason, accepting inputs, and delivering outputs? I also ask Yet, the schism does not prevent our linking education (schooling
about the values inspiring the motivation, namely, the origin, or in the larger domain) to personal identity development. We will
ontology, because if there is a purpose, there must be something see in our journey through education and its relationship with
existing (ontology) for that purpose. That is, a purpose has a personal identity the role of philosophy co-equal to education.
purpose, to fulfill the conditions for an existant (an entity in our Indeed, the wellspring of Authentic Systems and its identity
world). I will return to this shortly. probe under consideration is philosophy, particularly the nature
of "being", expressed by what one does and nurtured by
About systems, Churchman writes: education. Dictionary and etymological renditions of
"education" say so. I will trace a path from the commonly
The important point in weighting the objectives, accepted meanings of "education" (giving its "notion") to the
however, is that the weights be functions of some origin (ontology) and object (teleology) of process, and finally to
property of the individual who can produce the our existence as Homo sapiens sapiens.
alternative means. Specifically, we shall want to say
that the weights correspond to the individual's
"Intentions" or "utilities" or "values." In this case, we 2. SOME NOTES ON METHOD
can speak of the individual as a purposive entity.
[Churchman, 1962, p.7] How do we know if something exists? Philosophical
investigations have not overcome the metaphysical barriers to
"Property" pertains to the individual, such as values, although "truly" identifying what is real. Is reality simply all in our heads,
one’s actions are teleological. mere "consciousness" [Hoffman & Prakesh, 2014]? Is it a
simulation [Bostrom, 2003; Canarutto, 2011]? Epistemology is
While systems may be teleological, Churchman in the forward, justified belief, but with what method? Each is problematic. In
says, "… this essay does not delve deeply into the value system the end, we accept, or believe. Even the criteria and the criteria
of the designer, although this is an issue of some real concern" for evaluating criteria form a set of all sets dilemma.
[Ibid., p. 1]. Ontology (opposite of telos) generates purpose - Mathematicians and logicians cease the unending uncertainty,
fulfilling core values - to which my paper is directed. Values draw a line, establish a reference frame, bootstrap, and follow the
characterize existence. A person is the origin of meaning. trail from that vantage point. If they can predict accurately based
on the past, they proceed. At the end is acceptance, even of our
By sustaining the ontology-teleology dialectic, Churchman existence.
provides an instance of the most fundamental law (MFL),

132
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Etymology is history, customs, and traditions, shaping a existence, and our assertion of it collectively is a bootstrap. All
contemporary word’s communicating essence to others. It these factors are philosophy, without which "education" would
translates the empirical (information gained by the senses, an be impossible.
epistemology). Words are related to each other by semantic webs,
one word defined with others, each of those words defined by All epistemologies are provisional, including faith and intuition.
still others, and so forth, until the first word in the end is We assume that custom, history, tradition, and any rendering of
connected by a series of others to itself. That we can trace these the past are recordings of events similar to the present, and those
connections is a function of logic, still another epistemology. laws governing them [Feynman, 1965] will continue in the
How we call on all these epistemologies and systematically or in future, this observation we call the "Principle of Induction".
an ordered manner compare the past to the present and project to Physical laws could change, multiple and interpenetrating
the future, with the intent to manipulate, refers to scientific dimensions may exist, and time may not (as well as its very
methods. Yes, we can add faith and intuition to the character). I have not even ventured close to the quantum world,
epistemologies. where all physical laws and other factors giving rise to the
features of our universe are fluid or not identifiable. As "bedtime
The object of epistemology conveyed by education is reading", we can review the nature of the singularity that birthed
"knowledge". The complicated method of discerning the our universe, where everything (perhaps processes) was
meaning of "knowledge" (outside the scope of this paper) is a indistinct.
literature review of perhaps hundreds of thousands, if not
millions, of books and papers on the subject through the Edwin Abbot wrote in his 1884 Flatland of two-dimensional
millennia. Mine is just an overview of how we can see people not able to explain an object falling from the sky,
"education" having the same existence status as us personally. requiring an awareness of a third dimension – space. Applying
Or, is education void of substance, no different from a random Abbot, paradoxes, like the set of all sets, Gödel's incompleteness
walk? theorem, and our inability to escape our bias (getting outside
ourselves to see ourselves), may require additional dimensions.
I rely on dictionaries, socially agreed-upon written accounts of
customary word use, sampling definitions and etymologies to We are back to acceptance. Mathematicians and logicians will
represent a discussion linking education to personal identity. My explain (if they are honest) that the foundations of formal systems
chaining words together approach will help establish the case for – axioms, definitions, rules, and primitives – are constructions,
education’s relationship to personal identity. I extend my method that is, assumptions, or bootstraps. However, they observe their
to the other essential related words, such as "knowledge" and ability to predict with these systems, lending credence to their
"identity", to show how I can arrive at the conclusions I do. description of what there is in our dimension. Again, that
credence is established by acceptance. These foundations of our
systems – constructions that they may be – do not necessarily
3. A WORD ABOUT ONTOLOGY alter the supposition that there may be innate structure in the
Universe, that order, itself, is innate [Horne, 1997]. That is, what
Ontology, the study of what exists (what is "real"), is often they have postulated or bootstrapped may be discoveries of what
relegated condescendingly to the domain of unsophisticated and really exists. After all, randomness, disorder, and the inability to
naive university sophomores. Let’s temper imperious predict contradict the characterization of this universe on which
pronouncements with some doses of sobriety in assessing the we depend.
human condition with the following reminders to place ontology
in its proper context. To the fore is the real possibility that Humans ostensibly cobble together rules that are repeatable,
artificial general intelligence "housed" by biocomputing ordered, and designed to predict the future, again, these rules
quantum supercomputers could assume human identity and bring being discoveries, rather than constructions. How these are
to bear Issac Asimov’s nightmare of human extinction. assembled and deciding whether the prediction is accurate
depends upon the same existence status, or ontology, giving them
Set an android ostensibly having "consciousness" alongside a substance. How do we do this?
human, both behind a curtain and facing an audience. Here, is the
setting for the Turing test and the audience having to decide Paul Feyerabend [1993/1975] argues that there is no method but
which is human or artificial. Belief decides, but the criteria for only a declaration of acceptance. Where, for example, did August
belief depend upon predictive accuracy. Still, there is acceptance Kekulé conceive the Benzine ring as a hoop snake (or
of accuracy. Accuracy looks to tolerance, or limits, boundaries Archimedes’ discovery of water displacement in a bathtub by
set by those seeking precision, like finding the area under a curve. yelling "Eureka")? Feyerabend would call it the "aha" method,
one thinking they realize something is the case, that is,
Acceptance of personal existence is evidenced by a person’s acceptance of existence.
actions, in our case, coupling with education and finally
becoming it. A highly controversial but necessary sidebar is a Given these limitations, I commence, as that logician or
person in a vegetative state. Here, does a "person" in that mental mathematician, by setting forth definitions and their customary
state exist, with thought required for values formation? On the uses (etymology) to establish my thesis, that education sustains
same basis, I accept my presence (call it faith, if you will); I see personal identity and gives it content, philosophy the
that something else has the same level of existence. (Such is the substructure. Already, I have set forth some rules, definitions,
foundation of number and time [Horne, 2020].) Problems of "free and axioms. Customary logical grounding and relationships
will" have the same level of resolution - our acceptance, (rules) apply, such as transitivity, equivalence, and implication.
independent of the fact that everything may be predetermined, Still are the definitions from which my thesis will emerge:
our having no say in an event’s outcome. Here, we act as if identity, followed by education (and its derivatives) and
something were the case, again, bootstrapping. Ontology, knowledge.

133
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

4. THE HUMAN REFERENCE FRAME, IDENTITY, listen)), that is often translated as "craftsmanship",
AND DEEP STRUCTURES "craft", or "art".”

The one (identity) and many (environment ) perforce establishes

Episteme is seeking newness; techne is dealing with the known.
order, hence, structure. As Plato in Gorgias said:
Comparing this to logic, episteme is inductive logic, reaching
outward into "space" to "see what is out there", based on what is
SOCRATES: Then the house in which order and
known. Or, think of traveling on the high seas, not expecting
regularity prevail is good; that in which there is
what will appear on the horizon. From "episteme" comes
disorder, evil? And is not the virtue of each thing
epistemology, justified belief, or, in layperson’s terms, how we
dependent on order or arrangement? Yes, I say. And
know. Epistemology changes mere information (which can be
that which makes a thing good is the proper order
true or not) into knowledge. Techne is deductive, a closed
inhering in each thing? Such is my view. And is not the
domain, where we can identify and manipulate all the elements.
soul which has an order of her own better than that
Techne is mechanics, trades, fabrication, and vocational. A
which has no order? Certainly. And the soul which has
repair manual represents techne. These are only conceptual
order is orderly? Of course. And that which is orderly
distinctions, as techne and episteme bookend a continuum
is temperate? Assuredly. And the temperate soul is
representing extremes, like:
good? [Plato, 2008].

At the minimum, I stop the inevitable squabbling over there being  theory – practice/application
innate order in the Universe, saying aimlessness, the inability to  abstract – concrete
predict, and scientific methods, which depend on randomness do  science – technology
not generate what we take to be "knowledge". To chaos (in the  boundless – bounded
technical sense of the word), I say, "yes", randomness, "no"
[Horne, 2017], the former allowing exploration through … one eliding to another, not unlike angstrom units depicting the
education, the latter the ending of our universe. Order’s color spectrum. When does red become orange, for example?
relationship to identity appears in my complete discussion of our Even with an Angstrom value, repeated subdivision yields the
core, order, structure, and identity in my "A framework for infinitesimal, and we are left to set the limits to cease the
personal identity location" [Horne, 2024]. The American subdivision or for some application, just like calculus. Extremes
Psychiatric Association’s Diagnostic and Statistical Manual of can be containerized, at least so we can observe them, and, in our
Mental Disorders, by its very title, implicitly affirms Plato. To case, it is the school, where the learning process applies to
avoid insanity, let’s be comfortable with what we at least think is deduction, induction, abduction, and logical admixtures.
order, hence mental tranquility.
One’s techne is another’s episteme, as in a person learning how
to repair a car for the first time, especially, where insights on life
5. EDUCATION may develop. I often think of that popular 1974 book by Robert
M. Pirsig, Zen and the Art of Motorcycle Maintenance, which
5.1 The scope of "education" Wikipedia describes well, a work apropos to my working my way
through graduate school as an auto mechanic in the 1980s and of
Wikipedia on "Education" offers an excellent discussion, raising which people repeatedly reminded me. No, I never read the
the process-product debate, epistemic versus skills aspects, and book!
the role of experience. "Education" is often treated as a "that",
such as an object or process, as opposed to an "is", more Let's proceed to see the social consensus on word meanings.
explicitly something inside of us.
5.2 Dictionary definitions and etymologies
People confuse education with training and instruction [Horne,
2015]. At issue is knowledge, what is known where one’s new We now come to the common/dictionary uses of education and
acquisition of it is someone else’s familiarity. That is, knowledge its derivatives and knowledge, the ostensible subject of
is perspectival. Yet, a distinction should be made, as in the education. The etymologies are included for context, history, and
Greek's classic episteme - techne dichotomy (separating custom (the "becoming" of the word). I first provide the
education from training) [Parry, 2024]. From Wikipedia, we definition, followed by the etymology, and then some
have: observations.
Episteme
Definitions
...etymologically derived from the Ancient
Greek word ἐπιστήμη for knowledge or
The Cambridge dictionary has: "the process of teaching or
science, which comes from the verb
learning, especially in a school or college, or the knowledge that
ἐπίσταμαι, "to know". In Plato's terminology
you get from this". Merriam-Webster says,
episteme means knowledge, as in "justified
true belief", in contrast to doxa, common
a : the action or process of educating or of being
belief or opinion. The word epistemology,
educated
meaning the study of knowledge, is derived
also : a stage of such a process
from episteme.
b: the knowledge and development resulting from the
Techné process of being educated
“...etymologically derived from the Greek word τέχνη
(Ancient Greek: [tékʰnɛː], Modern Greek: [ˈtexni] (

134
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

NB: The first is tautological. The second, though not framed https://etymology.net/education/
well, at least refers to knowledge as the outcome. "Development"
is vague, begging the question, "developing regarding what?". Middle English, to rear, from Latin educatus, past
participle of educare to rear, educate, from educere to
Britannica tells us: lead forth — more at educe

education, discipline that is concerned with methods of https://www.merriam-webster.com/dictionary/educate#word-

teaching and learning in schools or school-like history
environments as opposed to various nonformal and
informal means of socialization (e.g., rural Returning the Merriam-Webster, we have for the word history of
development projects and education through parent- "educe":
child relationships).
Educe: verbi-ˈdüs also -ˈdyüs educed; educing
For Oxford Learner’s Dictionaries: Synonyms of educe transitive verb 1: to bring out
(something, such as something latent)
a process of teaching, training and learning, especially
in schools, colleges or universities, to improve Observations
knowledge and develop skills
Bass and Good [2004] say, "One [educare] calls for rote
What has been the customary use? memorization and becoming good workers. The other [educere]
requires questioning, thinking, and creating.". Common to all is
Etymology that education is a process, such as a method. The obvious
questions are, "lead from where/what to where/what? Bring out
mid-15c., educaten, "bring up (children), to train," what? What is being taught? What is the object of the process?
from Latin educatus, past participle of educare "bring To what end, or goal, is the process?". Many definitions will
up, rear, educate" (source also of Italian educare, introduce "training" as education, but they are not necessarily the
Spanish educar, French éduquer), which is a same. Neither is "instruction". "Teaching" is not adequate,
frequentative of or otherwise related to educere "bring because training is a form of teaching.
out, lead forth," from ex- "out" (see ex-) + ducere "to
lead" (from PIE root *deuk- "to lead"). The meaning
"provide schooling" is attested by 1580s. Related: 6. KNOW AND KNOWLEDGE
Educated; educating.
If education is a process, then what is being imparted, or taught?
https://www.etymonline.com/word/educate If it is knowledge, we need to go through the same process as
with "education" – definitions, etymology, and analysis. I need
From Latin educatus, past participle of educare (“to only a couple of examples to make my case linking education to
"bring up or rise up or train or mould or nourish" (a personal identity.
child, physically or mentally), rear, educate, train (a Definition
person in learning or art), nourish, support, or produce From Middle English knowen, from Old English
(plants or animals)”), frequentative of educere, past cnāwan (“to know, perceive, recognise”), from Proto-
participle eductus (“to "bring out or lead out or draw West Germanic *knāan, from Proto-Germanic
out or rear" (a child, usually with reference to bodily *knēaną (“to know”), from Proto-Indo-European
nurture or support, while educare refers more *ǵneh₃- (“to know”).
frequently to the mind)”), from e (“out”) + ducere (“to https://en.wiktionary.org/wiki/know
lead, draw”). Etymology
From Middle English knowleche, knaweleche,
https://en.wiktionary.org/wiki/educate cnawlece (“knowledge”), from knowen (“to know,
recognise”) + -leche. Related to Middle English
Seen in Latin as educatio, linked to the use of the verb knowlechen (“to find out, acknowledge”). For more on
‘to educate’ as educāre, to express a principle of the Middle English suffix -leche, compare freelage.
directing or guiding, associated with educĕre, Compare also Old English cnāwelǣċ, cnāwelǣċing
interpreted as ‘revealing’ or ‘exposing’ to the outside, (“acknowledging, acknowledgement”).
composed of the prefix ex-, indicating ‘to take out’ or https://en.wiktionary.org/wiki/knowledge
‘to externalize’, and ducĕre, for the action of ‘to
conduce’ (in Latin conducĕre, governed by the prefix Old English cnawan (class VII strong verb; past tense
con-, in terms of union or totality), evidencing cneow, past participle cnawen), "perceive a thing to be
reference in the Indo-European *deuk-, for ‘to lead’, identical with another," also "be able to distinguish"
carrying or guiding, whose influence is manifested in generally (tocnawan); "perceive or understand as a fact
duke (from the French duc, in reference to the Latin or truth" (opposed to believe); "know how (to do
forms dux, ducis), to produce (over the Latin in something)," from Proto-Germanic *knew- (source
producĕre) or even in seduce (defined by the Latin also of Old High German bi-chnaan, ir-chnaan "to
seducĕre). A clear idea is expressed: to promote the know"), from PIE root *gno- "to know."
intellectual and cultural development of the individual https://www.etymonline.com/search?q=know
and, at the same time, to encourage the learning of new
concepts and skills.

135
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Observation may "Know thyself" (Greek: Γνῶθι σαυτόν, gnōthi sauton), as

"Recognize" implies we have a standard, model, or reference the inscription on the ancient Greek Temple of Delphi
frame by which we can compare. Given the above chain of words admonished. How do we know that a person has internalized
- educate-educe-knowledge-recognize, it is acceptable to enter these values?
into common discourse that education is leading one to
knowledge, i.e., recognition of him/herself! While the teleology A socially-contextual identity assessment instrument locates the
of education, its purpose, may be to lead someone towards content of knowing and the core of one’s "being". Returning to
knowing themselves, the essence remains, that of the self, who is "know" and its derivatives, I couple UNESCO’s "do" with "be",
the origin, or the substance of it all (ontology), for whom there is looking to history. Aristotle and Plato worried about hypocrisy,
a purpose (teleology). A person without knowledge (created by imploring people to be virtuous, doing the best they were able
episteme through education, hence philosophy) is unable to [Haslanger, 2004]. The 2700-year-old Hindu denomination
recognize her/himself. So far, I have provided only an Vaishnavism thought pretension is the enemy of one’s integrity
individual-oriented view of "education". [Wisdom Library, 2024]. Christians are familiar with "By their
deeds you will know them. Does a man gather grapes from
thorns or figs from briars [Mat.7.16.NMV]?" Actions speak
7. EDUCATION AND UNESCO louder than words. The same principle in studying effects to
know the source applies to archaeologists and forensic scientists.
Concerning organisms, if there is an individual, there is Physicists "know" what the smallest of the smallest is – a
something that is not an individual, a group of individuals. (The "particle" by what it does (movements), not its unobservable
rare cases are species coming into being or going extinct, "what it is" [Beyer, 2014]. Those "personality assessments" fail
although the boundary between species is problematic. Think, in the be-do dialectic. We now have a stage set for identity
for example, of the last dodo bird.) Here, I am following on the location – the traits to be found and a method for finding them.
heels of Churchman’s, "segments only because of the rest of the
system", "segments" here referring to individuals collectively in
society. Given the most fundamental law, the individual exists 8. THE AUTHENTIC SYSTEMS IDENTITY PROBE
because of what it is not, the society. So, too, society exists
because of the individuals comprising it. Education for oneself The Authentic Systems identity probe is predicated upon finding
correspondingly needs a social aspect, and the organization one’s pattern of behavior, or life theme [Voris, 2019]. Both an
internationally (world-encompassing) is the United Nations online identity assessment, designed “...to help you understand
Educational Scientific and Cultural Organization (UNESCO, which of these Life Themes plays the most vital role in how you
1996) setting forth its "Four Pillars of Learning", learning to: think and act” [Voris, Discover Your Life Theme, 2025] and an
in-person detailed Authentic Life Theme Assessment (ALTA)
• know – "acquiring the instruments of understanding" [Delors et “Discovery Session Workbook” explicate the theory of the life
al., 1996, p. 86]. It is a means and end in life , that is, ontological themes approach. A person’s responses to the probe are collated
and teleological. This learning leads to wisdom (the pinnacle of and analyzed, the assessment falling under one of UNESCO’S
values hierarchy pyramids). four groups [Voris, 2019, p. 35]:

• do – "act creatively on one’s environment" [Ibid.]. Wisdom (UNESCO - learning to know)

Doing/action is an expression of the required power, the ability
to imposing knowledgeable will (as opposed to anarchic action) "... possess a natural, deep desire to grasp knowledge" [Ibid. p.
on a situation. Otherwise stated, it is knowledge put in practice 59]. Wisdom People excel in careers or social roles requiring
(praxis). extensive knowledge. The Wisdom Person is happiest when
serving as an expert go-to person or resource for others. He or
• live together – "participate and cooperate with other people in she is more than happy to take on all the research and knowledge
all human activities" [Ibid.]. To live together requires social acquisition for which others have neither the time nor the
fairness as justice—whereby we are to act in the field of attitudes inclination [Ibid., p. 60].
and values. Such is the axiology, the study of values.
Power (UNESCO - learning to do)
• be – "an essential progression which proceeds from the previous
one." [Ibid.]. Being requires integrity of the self, not degraded ... a need to act upon your thoughts and get into action.
by conflict. The absence of conflict is a function of harmonious Empowerment finds its expression and purpose
living and its underpinning, the love of one for another. Love is through you as a natural leader and agent of change
the opposite of hate, the former bringing people together, the [Ibid, p. 69]. Power people value the alphas and
latter setting them apart from each other. Education, itself, is implore others to be so, and are the resource to make
learning to be. this happen, ... advising, consulting and guiding others
to achieve their own self-realization and mastery"
Note the dialectics: know-do (abstract-concrete), live together-be [Ibid., p. 70]. These persons are the ones who
(socialization-individual integrity). These four are critical for emphasize responsibility, decision-making,
identity development. Any finding of one’s identity must assertiveness, and other traits that make persons
account for how the educative processes of learning are present leaders.
in one’s core and in what priority.
Justice (UNESCO - learning to live)
In passing, we should realize that personality "tests", values
clarifications programs, counseling, and even philosophy courses ... awareness of what is fair, right and good and can
fail to assess the degree to which they are internalized so a person balance between fact and sentiment. ... First, abstractly,

136
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

as an arbiter and negotiator, guiding others toward the but only unexplained sudden awareness ("aha"), an alternative
ideas of excellence and integrity. Second, physically, approach accounting for inescapable human bias is
as an artist or engineer seeking symmetry and harmony bootstrapping, or provisional acceptance of definitions, rules, and
through the art of creating. [Ibid., p. 47] axioms, just as mathematicians and logicians do in arriving at
equally provisional conclusions. Such avoids entanglement with
Love (UNESCO - learning to be) metaphysical controversies in selecting methods.

keen awareness of the needs of self and others. Education can be an object (something to be obtained and/or
empathy, advocates for other peoples, rescues others, manipulated, something with substance) or as a process, or
is a communitarian , family-oriented, cares for animals method. It can be purposeful, goal-directed, or teleological. It
(and plants and the environment), volunteers, is also can be seen as an origin, existant, or ontological. (A worthy
altruistic, shares, and generally puts others above sidebar is the public or popular treatment of "existant" as an
themselves. [Ibid, p. 35] adjective, misspelling, or simply not rendered in a dictionary. It
is an entity that has a state of being.) Applying the MFL, ontology
All interoperate (with one dominating) to yield a pattern of exists because of teleology and conversely. Ontology (a priori)
observed behavior, or life theme. A life theme cycle appears as points to teleology (a posteriori) as a line, the simplest
an interaction among the authentic (one’s core/values) and dimension, the primordial of arrangement (order) displaying
synthetic (behavior) sides, with a "rejuvenator", or "alternate way from the infinitesimal to the infinite. Now, we have to place
of being" (such as in recreation). education in this context. In the end, education becomes us.

Such is education integral to one’s identity, but for a wider scope, One way of knowing (epistemology), custom and tradition,
philosophy generates the system. "Answers and Support for initiates inquiry into how education is a part of human identity.
Life’s Biggest Questions" [Voris, Answers and Support for Dictionaries and etymologies provide notions of our words, and
Life’s Biggest Questions, 2025] implicitly refers to the subject of notion is sufficient to impel discourse on the learning-
philosophy but is more explicit with "Applied Philosophy in knowledge-education-personal identity nexus. "Knowledge"
Action", i.e., praxis. What philosophy, then, is applied? What is emerges axial, triggering ancient references to knowing oneself.
the ontological aspect? Voris writes, "But perhaps the solution From education’s customary usage (etymology) comes leading
is not psychological, but rather philosophical. After all, one to an awareness of her/himself, that is, identity location and
philosophy has long grappled with questions of meaning, characterization.
purpose, and the human condition for centuries" [Ibid.].
Returning to the four life themes, we see the four major subjects Educating is leading, conducting the individual to knowledge. It
studied in philosophy departments: wisdom (theories of is a process nexus between the individual (core) and knowledge.
knowledge, ethos), power (social philosophy), love (ethos, The ontology of education is the individual, the latter knowing
aesthetics), and justice ( social philosophy – law, ethics). One’s her/himself by conducting/educating her/himself through
internalization of these in varying degrees is exhibited by their her/himself, truly a recursive, second-order cybernetic
virtue, hence, authentic identity. Contributing to the phenomenon. Ontology is origin, existence, or being, dasein (as
philosophical content is education, leading that person to "know the Germans would say). Being is ongoing, perhaps timeless. An
thyself". individual IS education, as well as philosophy. Without knowing
the individual, we will not know what education is, hence, the
need for an identity probe, one necessitating philosophy.
9. SUMMARY AND CONCLUSIONS
Because of the most fundamental law, the individual exists
In this paper, I have set forth the crucial problem of fractured because of society (and conversely). UNESCO represents the
identities, arguably the worst consequence of which is social international perspective on education with its "Four Pillars of
breakdowns and a factor contributing to the sixth great Education", knowing, doing, living, and being. An efficacious
extinction. One’s knowing her/himself requires an examination identity probe should incorporate these, the emphasis on "know"
of personal virtue, actions matching core values. "Education", and its derivatives), that axial word in the definitions and
perhaps the most vital aspect of our becoming aware of our etymologies.
environment, is a word with contentious meanings. Yet, it is a
part of one’s being. How do we agree that it is? To this point, I have collected the requisites for the identity
probe: actions, not mere assertions; philosophical
Ontology, teleology, axiology (study of values), epistemology foundation/approach; individuation to assert one’s uniqueness.
(justified belief), and knowing (our recognition), perforce, Generic assessments, like personality "tests" and values
buttress education, these words the province of "philosophy", the clarification programs lack all these collectively. A successful
love of wisdom (the pinnacle of simply knowing), thinking about probe, like Authentic Systems, initiates with the effects, with a
thinking, and the pursuit of truth. Philosophy is integral to those person’s actions exhibited by the core containing meaning, or
with an identity having integrity., just as is education. values. We know people by their deeds, shunting aside hypocrisy
and affirming uprightness, or authenticity. Its philosophically-
A human limitation is our seeming inability to apprehend based method reveals that the probes do educate people about
anything by itself. Drawing upon the same observation by their identities, and indeed, a person’s core is education, itself.
ancients, like Heraclitus, we have the most fundamental law
(MFL), something existing because of what it is not, that is, the
"unity of opposites". Yet, we need a way of forging ahead with
inquiry. Facing the challenging view of academic anarchists, like
Paul Feyerabend, that there is no method to arrive at conclusions

137
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

10. RESEARCH DIRECTIONS Philosophy, 15(1), 19-34. ISSN 2151-6014

https://doi.org/10.31979/2151-6014(2024).150105
We are in the alchemy stage of human identity research. Most
critical is understanding mentation ("consciousness"", itself Delors, J. et al. (1996). Learning: the treasure within - report to
[Horne, 2022], David Chalmer’s "hard problem". Research in UNESCO of the International Commission on Education for the
genetics and neurocorrelates of mental conditions seeks to Twenty-first Century (highlights). UNESCO: Document code:
replicate the human brain [Horne, 2024]. Artificial intelligence ED.96/WS/9. ISBN: 92-3-103274-7 (UNESCO), 0-11-984387-
(AI) poses myriads of challenges, a primary fear being artificially 0 (HMSO).
intelligent entities, like large language models, quantum https://unesdoc.unesco.org/ark:/48223/pf0000102734;
supercomputers, and biocomputing controlling us. Skirting the https://unesdoc.unesco.org/ark:/48223/pf0000109590
problem by obsessing about the selfish concerns of job
displacement is the existential displacement of human agency by Feyerabend, P. (1993 [1975]). Against Method: Outline of an
a non-human entity [University of Toronto, 2023]. Anarchistic Theory of Knowledge. Verso Edition: London.
https://monoskop.org/images/7/7e/Feyerabend_Paul_Against_
Closer to home with personal identity, the body of cases of Method.pdf
individuals having had their identities probed by the Authentic
System method is an excellent resource for quantifying the Feynman, R. (1965). The Character of Physical Law'.
method and assessing its predictive ability. Our final "takeaway" Massachusetts: MIT Press.
is that education is how we provide substance to personal https://www.ling.upenn.edu/~kroch/courses/lx550/readings/feyn
identity, the internalization of values to yield a virtuous person. man1-4.pdf
It is the acquisition of awareness by epistemically reaching
outward into the unknown to gain knowledge. By it, we Haslanger, S. (2004). The Greek Concept of Virtue. Student
internalize the love and pursuit of truth. handout, for Ancient Philosophy 24:200. MIT Open Courseware.
https://ocw.mit.edu/courses/24-200-ancient-philosophy-fall-
2004/340916a74de1775088445f199f778388_greekvirtueshort.p
ACKNOWLEDGEMENT df

My heartfelt thanks is to Dr. Risa Blair, Department of Hoffman, D., & Prakesh, C. (2014). Objects of consciousness.
Humanities and Social Sciences, Purdue Global University for Frontiers in Psychology, 5 , 1-
reviewing this paper and her time in doing so. 22.https://doi.org/10.3389/fpsyg.2014.00577

Horne J. (1997). Logic as the Language of Innate Order in

REFERENCES (all accessed 3 February 2025) Consciousness. Informatica, 21(4): 675-682.
https://www.informatica.si/index.php/informatica/issue/viewIss
Bass, R.V. and Good, J.W. (2004). Educare and Educere: Is a ue/85/71
Balance Possible in the Educational System? The Educational
Forum, 68(2), pp. 161-168. Win 2004ERIC Number: EJ724880 Horne, J. (2015). A Philosophy of Learning. The Journal on
https://files.eric.ed.gov/fulltext/EJ724880.pdf Systemics, Cybernetics and Informatics (JSCI) 13(6).
https://www.iiisci.org/Journal/PDV/sci/pdfs/IP008LL15.pdf
Beyer, H.R. (2014). Forum sponsored by physicist Demetris Horne, J. (2017). The Ontology of Randomness. In Encyclopedia
Christopoulos "Is the concept of field the proper way to describe of Information Science and Technology (4th ed.). Hershey, PA:
physical processes? Question Asked October 12, 2014 What is IGI Global.
a field?". https://www.researchgate.net/post/Is-the-concept-of-
field-the-proper-way-to-describe-physical-processes Horne, J. (2020). The ontology of number. Unpublished
manuscript. Available:
Bostrom, N. (2003). Are You Living in a Simulation?, https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4723589
Philosophical Quarterly (2003), 53(211), 243-255. Horne, J. (2022). A Framework for Studying Consciousness.
https://simulation-argument.com/ Consciousness: Ideas and research for the twenty-first century:
9(1), article 1.
Callaos, N. and Marlowe, T. (n.d.) Inter-Disciplinary https://digitalcommons.ciis.edu/conscjournal/vol9/iss1/1/
Communication Rigor. (unpublished, "Initial Seed/Base Draft").
https://www.iiis.org/contentsTIDC/Interdisciplinary- Horne, J. (2024). A framework for personal identity location:
Communication-Rigor.pdf The structural foundation of values. Cognitive Neuroscience
eJournal 15(15), 20 August 2024 Available at SSRN:
Canarutto, D. (2011). Nature’s software. arXiv:1404.5529v1 [gr- https://ssrn.com/abstract=4907825
qc] https://arxiv.org/abs/1404.5529
Parry, Richard, "Episteme and Techne", The Stanford
Churchman, C.W. (1962). On Inquiring Systems. SDC-Series, Encyclopedia of Philosophy (Winter 2024 Edition), Edward N.
SP-877, 13 July 1962. Santa Monica, CA: System Development Zalta & Uri Nodelman (eds.),
Corporation. https://plato.stanford.edu/archives/win2024/entries/episteme-
https://ia600601.us.archive.org/15/items/chuindex/DIS- techne/ .
Stanford.pdf
Plato. (2008). Gorgias. Translated by Benjamin Jowett. Project
Chronopoulou, E. (2024). Heraclitus And The Rig Veda: A Gutenberg. Release Date: March, 1999 [eBook #1672] [Most
Cross-Tradition Engaging Examination Comparative

138
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

recently updated: April 27, 2022] – Bekker reference - 481b–

508c. http://www.gutenberg.org/files/1672/1672-h/1672-h.htm

University of Toronto (2023). Why Geoffrey Hinton is worried

about the future of AI. U of T News, University of Toronto,
Schwartz-Reisman Institute for Technology and Society, 23 June
2023. https://srinstitute.utoronto.ca/news/why-geoffrey-hinton-
is-worried-about-the-future-of-ai

Voris, J. (2019). Discover the Power that Drives Your

Personality: How Four Virtues Define Your World. Carmel,

139
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Towards Sustainable Legal Education Reform: Interdisciplinary and

Transdisciplinary Approaches in Albania’s Justice System
Adrian LEKA
“Luigj Gurakuqi” University of Shkodër
Shkoder, Albania

Brunilda HAXHIU
University of New York Tirana
Tirana, Albania

ABSTRACT Albania’s public legal education reform illustrates the practical

application of this notion. Aimed at improving public
This article examines the role of public legal education as part of understanding of legal systems and fostering trust in justice
Albania’s broader justice system reform process and highlights institutions, the reform sought to promote civic engagement and
the challenges that were faced in its implementation. Legal strengthen democratic values. However, challenges such as
education has been recognized as essential for building trust in unclear institutional responsibilities, resource limitations, and
justice institutions and promoting civic participation, however, insufficient public outreach hindered progress. Addressing these
Albania’s reform efforts have struggled to bring visible and issues requires interdisciplinary and transdisciplinary approaches
measurable outcome for the strategic goals. The article identifies that integrate diverse knowledge systems and cultural contexts,
gaps in the current approach, including the lack of mechanisms ensuring legal education becomes more inclusive, relatable, and
for assessing public legal awareness and the absence of clear effective.
institutional coordination for legal education initiatives. The
article employs a interdisciplinary and transdisciplinary lens, in By aligning education strategies with societal goals and fostering
order to advocate for combining various fields such as law, social sustainable outcomes, the reform highlights the importance of
sciences, and education to increase the effectiveness and shared frameworks in interdisciplinary communication. This
sustainability of public legal education. We explore how case underscores the notion of education as an adaptable,
interdisciplinary communication could improve the distribution transformative force capable of uniting theory, practice, and
of legal information, and we emphasize the need for legal context to address societal needs collaboratively and inclusively.
education programs that are open to people from diverse cultures
and educational backgrounds. Additionally, we propose a 2. INTRODUCTION
transdisciplinary approach that would help align legal education
with society’s goals at large, including social justice and civic Legal education plays a crucial role in building strong societies
participation, which can lead to a better inclusion of citizens in and enhancing democratic values [21,27.] In Albania, the reform
the justice system and political decision-making. At the end, the of public legal education has been a key component of the
article calls for a consistent, sustainable strategy that includes broader justice reform process. Like other reforms in this context,
legal education as part of a comprehensive national framework, its main aim is to address the public’s limited understanding of
which would ensure long-term results and visible outcomes their legal rights and responsibilities [2.] This understanding is
towards a more informed society. We recommend that Albania essential for fostering trust in justice institutions and encouraging
can build a culture of legal awareness that strengthens the public greater public participation [12.]
trust in the legal system and supports democratic values, through
continued investment in resources, institutional capacity, and This study highlights concerns about the systematic
collaboration across sectors. implementation of legal education reforms in Albania,
particularly the gap between the stated objectives and the realistic
Keywords: Transdisciplinary Approach, Interdisciplinary outcomes. It examines judicial reform efforts related to legal
Approach, Legal Education, Albania, Justice System. education through both interdisciplinary and transdisciplinary
lenses, emphasizing the need for integrated solutions that extend
1. CONTEXT AND PURPOSE beyond traditional approaches to legal education

The ‘notion of education’ functions as a unifying and flexible To achieve justice and build public trust in the legal system, the
concept that fosters interdisciplinary communication by bridging dissemination of legal information is essential [1.] Albania’s
diverse perspectives, disciplines, and cultural contexts. It justice reform has prioritized the development of robust public
encompasses explicit meanings and implicit associations, legal education to address the widespread lack of understanding
aligning individual growth with broader societal, ethical, and of the legal system [2.] This article critically reflects on Albania’s
institutional objectives. Education transcends knowledge approach, advocating for the integration of interdisciplinary
transfer, serving as a transformative tool for critical thinking, communication and transdisciplinary methods in education and
adaptability, and collaboration across boundaries. This research to foster sustainable outcomes.
adaptability is vital for addressing complex challenges and
creating a shared understanding among diverse stakeholders.

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
140 https://doi.org/10.54808/ICSIT2025.01.140
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

3. LEGAL EDUCATION AS PART OF JUDICIAL and their legal rights and obligations. This gap was a real obstacle
REFORM IN ALBANIA to the ability to evaluate the effectiveness of the envisioned goals
and actions, and to put forward arguments for further
The 2019–2020 Strategic Plan for the Judicial System in Albania improvements. For example, while the number of sessions or
began with an oft-misattributed Goethe quote1 [2,] reflecting the legislative actions might be used as an indicator that legal
justice reform’s ambitious but ultimately unfulfilled promises education related activities have been carried out, they do not
[23.] The reform stemmed from the 2015 Analysis of the Justice indicate any measurable change in the level of legal awareness of
System [24] and the subsequent Justice System Reform Strategy the public, which was one of the main objectives of the strategy.
and Action Plan [25.]
A major shortcoming of the strategy is also the lack of clear
The justice reform recognized legal education as a pillar of a arguments as to how the listed actions will contribute to a better
functional legal system. Public legal knowledge enhances the understanding of the law by the public. Without establishing a
interaction between citizens and state agencies, reduces conflicts, clear connection between the actions taken and measurable
and promotes law-abiding behavior [24.] However, the Analysis improvements in legal knowledge, it is difficult to assess whether
of the Justice System identified major gaps, including the the strategy will meet its intended goals. Furthermore, SELP does
absence of a national legal education strategy, institutional not include indicators to evaluate the institutional resources
oversight, and coordination between state and civil society required to carry out these actions. A complete strategy should
actors. Legal education in Albania had been largely dependent on include an assessment of the capacity of the responsible
donor-funded civil society initiatives. Despite these observations, institutions to implement the proposed measures effectively [10,
the findings were not supported by relevant sources in the 11.] This would ensure that the strategy’s objectives are realistic
Analysis, but actually seemed a reading of the situation by the and achievable within the existing framework. An effective
experts that drafted the analysis [2.] strategy would aim to achieve results in practical terms, avoiding
excessive provisions and preventing the overloading of the
The reform’s legal education goals included enhancing public institutions tasked with implementation [3.]
awareness of rights and obligations, training citizens to navigate
the legal system, and increasing legal professionals’ Despite significant donor funding, monitoring reports on justice
involvement. Recommended actions included media campaigns, reform have shown that legal education efforts have largely
legal information materials, and dedicated legal education stalled. By 2019, the only progress reported was the drafting of
websites [24.] The subsequent Justice System Reform Strategy SELP itself [28.] Higher legal education reforms, such as
set legal education as a key objective, advocating for its inclusion integrating legal training into university curricula, were not
in school curricula and public outreach efforts [25.] implemented due to the absence of necessary regulatory
frameworks. The 2020-2022 reports echoed these concerns,
Public legal education was formally addressed in the 2019 noting persistent delays and the failure to operationalize key
National Strategy for Public Legal Education (SELP) [26.] The reform measures [29, 19.] This inaction is a significant issue, as
strategy, developed alongside the justice reform, sought to it suggests a disconnect between the strategic goals and the
expand legal education beyond schools to the broader public. A reality of their implementation.
High-Level Expert Group conducted research and consultations
to design the strategy. The Strategic Plan for the Judicial System and its Reforms
emphasized the need to increase the involvement of the public in
SELP established the following strategic goals for years 2019 – legal matters, including the legal education of the population.
2023: However, the realization of these goals faced other significant
challenges, such as the lack of consensus over the institutions that
1. Improvement of the institutional organization and functioning would take the responsibility for implementing and monitoring
in offering public legal education. the measures related to legal education. This lack of clarity led to
2. Guarantee and strengthen effective institutional cooperation at inaction, as no single authority has been able to take ownership
local, regional and national level for the realization of public of the process [29, 19.] Additionally, many of the objectives
legal education. outlined in the action plan proved to be difficult to achieve
3. Ensure effective and efficient performance of public and because they or the authority was not clearly defined and the
independent institutions, the media and civil society. needed resources were not allocated. This gap between the plan’s
4. Awareness of the public regarding the importance of knowing ambitious goals and the reality of available resources undermined
the law, their rights and obligations, based on specific needs and the potential success of the reforms.
on the promotion of civic activism [26.]
Furthermore, the political debate significantly hindered the
justice reform process, especially after the constitutional
4. CHALLENGES IN THE SYSTEMATIC APPROACH amendments in 2016. Between 2016 and 2019, the
TO LEGAL EDUCATION implementation of the reforms was slow, with most efforts
focused on vetting judges and prosecutors rather than addressing
Each strategic goal in SELP was followed by measures for their broader legal education initiatives [14.] Legal education was not
implementation. The performance indicators were primarily considered a priority in that situation, despite its inclusion in the
based on the number of legislative actions, memorandums, and initial reform framework [15, 16.] This shift in focus reflects the
training or informative sessions. However, SELP lacked political climate in the country at that time, where carrying
indicators to measure the public’s actual understanding of the law forward the approved judicial reform, especially vetting and the

1‘Whatever you can do, or dream you can do, begin it.
Boldness has genius, power, and magic in it!’

141
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

establishment of the new justice institutions, was seen as more of learning needs and adapt to cultural and social delivery
a priority than addressing the underlying issues within the legal environments [30.] Multi-faceted educational approaches
education system. combined with social understanding help guarantee that legal
information reaches the public while it stays with them on a
Proposed amendments to higher education laws, such as the significant level.
introduction of a five-year integrated law degree and a mandatory
bar exam, were repeatedly withdrawn due to academic resistance Interdisciplinary communication strategies should be
[16.] This resistance is symptom of a bigger issue: the legal implemented because they would help resolve the resource
profession in Albania continues to suffer from a lack of academic limitations found in existing legal education structures. Law
rigor, widespread conflicts of interest among law professors, and schools, together with legal institutions, should build alliances
an oversupply of law graduates. These systemic issues have between universities, non-governmental organizations (NGOs)
contributed to diminishing public trust in both legal education and international development agencies to combine their
and the legal profession, which has further complicated the resources and expertise. The partnership between institutions
justice reform process. enables both minimized financial weights and increased
accessibility of legal education through limited resources.
Moreover, the coverage of justice reform in the Albanian media
has been problematic, with journalists struggling to accurately 6. TRANSDISCIPLINARY APPROACHES IN
report on the complicated new system architecture, which has led EDUCATION AND RESEARCH
to misinformation and public confusion [4.] The political debates
surrounding the reform have further impacted negatively the Interdisciplinary collaboration grows stronger through
public trust, with the ruling party promoting the reform as a major transdisciplinarity, which brings together different types of
achievement, while opposition parties dismiss it entirely [15.] knowledge, real-life experiences, and cultural perspectives [6.]
This polarized narrative has contributed to a fragmented public This approach goes beyond traditional academic boundaries to
understanding of the reform’s aims and outcomes, limiting the create inclusive and practical frameworks that fit specific
potential for broad-based support necessary for meaningful contexts. Public law education should follow this method to
change. reach diverse audiences by presenting legal concepts in ways that
resonate with their cultural backgrounds.
5. INTERDISCIPLINARY COMMUNICATION IN
LEGAL EDUCATION A transdisciplinary approach places legal education within the
cultural realities of its audience, making it feel relevant rather
We have seen how public engagement in legal matters becomes than disconnected from everyday life [20.] This means
significant to the society. Interdisciplinary communication offers incorporating local traditions and values to simplify legal
some solutions to the issue of barriers surrounding effective legal concepts and make them more relatable. Instead of just teaching
education and public law awareness programs [9.] The use of laws and regulations in isolation, legal education should show
interdisciplinary communication at legal educational institutions how they apply to real-life situations, such as family law,
allows different disciplines of law to join forces with education property rights, or criminal justice. By linking the law to people’s
and social sciences while interacting with public policy thus daily lives, they can better understand both their rights and
making legal reforms more effective. responsibilities.

Our main concern earlier focused on the debatable question about Using transdisciplinary methods in legal education also helps
which entities should control the advancement and management promote social justice [8.] By combining insights from different
of legal education and public awareness strategies. Legal fields—such as economics, politics, and social justice—this
scholars, educators and policymakers must cooperate in approach can highlight major issues like gender inequality,
interdisciplinary teams to create organized strategies for reform. poverty, and discrimination. Legal education plays a key role in
The combination of various types of expertise, such as shaping a fair society, and when it embraces transdisciplinarity,
communications, education and legal, will enable the creation of it becomes a powerful tool for extending justice beyond the
an integrated approach for public legal education. Through these courtroom and into everyday life [7.]
measures the delivery of legal information can become accurate
as well as easy for the public to comprehend and remain Grassroots organizations play a vital role in this process. They
interested in [9.] deeply understand the challenges faced by local communities
[22] and can help design legal education programs that address
Communication experts have proven knowledge which can real needs. When these organizations collaborate with legal
optimize public outreach of legal information by delivering experts, policymakers, and educators, they can create flexible and
content both effectively and in approaches that maintain audience accessible legal education initiatives [13.] This approach
interest [5.] Media specialists should collaborate with public encourages community involvement, as residents actively
legal education groups to create educational initiatives which contribute to shaping the legal education that affects them.
maximize the use of social media and television alongside public
service announcements. The extended dissemination approach In Albania, adopting transdisciplinary approaches would help
would advance legal content accessibility which would reduce address challenges in public outreach and community
complicated professional legal terminology that deter public participation within legal reforms. By involving a range of
understanding of their legal rights and obligations [17.] stakeholders—experts, community leaders, activists, and
academics—Albania could develop legal education programs
Educational psychologists along with sociologists should that better reflect its social landscape. This would lead to more
participate in designing legal education programs because their meaningful initiatives, strengthen public trust in the legal system,
involvement would create curricula which match diverse and encourage active civic engagement.

142
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

7. CONCLUSIONS [7] C. D. Cunningham, Advancing social justice through an

interdisciplinary approach to clinical legal education,
Albania’s experience highlights the significant challenges of Wash. Univ. J. Law Policy, vol. 14, pp. 101–146, 2004.
reforming public legal education during a period of justice [8] C. Halpern, Making waves and riding the currents:
system transition. While the country has made progress, its Activism and the practice of wisdom, Berrett-Koehler
efforts have been inconsistent, largely due to a lack of sustained Publishers, 2008.
focus on legal education. By improving communication across [9] D. L. Borman and C. Haras, Something borrowed:
disciplines and adopting transdisciplinary approaches, Albania Interdisciplinary strategies for legal education, J. Legal
can bridge these gaps and build a more effective and lasting legal Educ., vol. 68, no. 2, pp. 357–384, 2019.
education system. These strategies would not only improve [10] E. Ostrom, Background on the Institutional Analysis and
public understanding of the law but also help create a more Development Framework, Policy Stud. J., vol. 39, no. 1, pp.
inclusive society with stronger protections for vulnerable groups. 7–27, 2011.
A well-structured framework that connects legal education with https://doi.org/10.1111/j.1541-0072.2010.00394.x.
cultural, educational, and policy reforms is essential for [11] Eric Institute of Education Sciences, Institutional Capacity
meaningful change. Assessment Tool (ICAT), 2020. [Online]. Available:
https://files.eric.ed.gov/fulltext/ED610164.pdf.
Although justice reform initially gained strong political support, [12] E. R. Smith, Legal awareness and its role in promoting
its momentum has faded over time [14.] While the reform process public trust and participation, J. Legal Educ. Reform, vol.
has shaped public perceptions of the justice system, the failure to 12, no. 3, 2023.
prioritize legal education has weakened its long-term impact. To [13] Grassroots Justice Network, How to develop a community
ensure future reforms succeed, Albania must move beyond paralegal program [Online]. Available:
political rhetoric and focus on concrete actions. This requires a https://grassrootsjusticenetwork.org/resources/developing-a-
structured, well-funded approach that aligns with institutional community-paralegal-program/.
capacities and measurable goals. Strengthening legal awareness [14] Institute for Political Studies, Bilanci 2018–2019:
and public trust in the justice system is crucial to reinforcing Monitorim, analizë, problematike, 2019.
democracy and social cohesion. [15] Institute for Political Studies, Reforma në drejtësi në
këndvështrimin e studentëve, 2020.
In conclusion, interdisciplinary and transdisciplinary approaches [16] Institute for Political Studies, Media, politika dhe reforma
provide valuable frameworks for revitalizing public legal në drejtësi: Monitorim i ligjërimit publik të reformës në
education in Albania. By incorporating diverse perspectives and drejtësi, 2020.
ensuring legal education is culturally relevant and socially [17] Marlia et al., Plain Language Intervention to Improve
engaged, these strategies can make legal education more Public Understanding of Legal Language: Descriptive
effective, inclusive, and sustainable. This approach will not only Analysis of Controversial Articles in The Job Creation
enhance public understanding of the law but also help create a Law, J. Law Sustain. Dev., vol. 12, no. 2, p. e3224, 2024.
more transparent, responsive, and just legal system—one that https://doi.org/10.55908/sdgs.v12i2.3224.
meets the needs of Albanian citizens and supports long-term [18] Ministry of Education and Science, Dokumenti i
social progress. Strategjisë së Zhvillimit të Arsimit Parauniversitar 2014–
2020, 2014.
8. REFERENCES [19] Ministry of Justice, Monitoring reports for SELP, 2020,
2021 and 2022. [Online]. Available:
[1] A. B. Pitts, N. G. Lawrence, and S. C. Shenkman, Rebuilding https://www.drejtesia.gov.al/raportet-e-monitorimit-v-
public trust and confidence in the legal system…through shqip/.
education, Fla. Bar J., vol. 74, no. 1, pp. 12–19, 2000. [20] N. Proctor, Educational psychology and curriculum
[2] A. Leka, The (failed) effort for a systematic approach to design: A child-centered approach, Educ. Stud., vol. 11,
legal education in Albania, in Proc. 12th Int. Multi-Conf. no. 2, pp. 151–158, 1985.
Complexity, Informatics Cybernetics (IMCIC 2021), 2021. https://doi.org/10.1080/0305569850110206.
[Online]. Available: [21] S. S. Kumar and P. Thekkanath, Civic competence: The
https://www.iiis.org/CDs2021/CD2021Spring/papers/ZA80 essential role of legal education in primary and secondary
3NK.pdf. schools, Int. J. Res. Publ. Rev., vol. 5, no. 9, 2024. [Online].
[3] Albanian Helsinki Committee, Opinion and suggestions on Available:
SELP, 2017. [Online]. Available: https://ahc.org.al/disa- https://ijrpr.com/uploads/V5ISSUE9/IJRPR33342.pdf.
mendime-dhe-sugjerime-te-komitetit-shqiptar-te-helsinkit- [22] The Elders, Grassroots organizations are essential to
per-projektin-per-strategjine-e-edukimit-ligjor-te-publikut- empowering the communities they serve, Dec. 7, 2020.
ne-republiken-e-shqiperise/. [Online]. Available: https://theelders.org/news/grassroots-
[4] Albanian Media Institute, Raportimi i medias mbi organisations-are-essential-empowering-communities-they-
Reformën në Drejtësi, prill–qershor 2019, 2019. serve.
[5] American Bar Association, How to improve lawyer and [23] The High Judicial Council, The strategic plan for the
client communications, Business Law Today, Nov. 2023. judicial system 2019–2020. [PDF]. [Online]. Available:
[Online]. Available: http://klgj.al/wp-content/uploads/2019/10/Plani-Strategjik-i-
https://www.americanbar.org/groups/business_law/resource KLGJ-se-per-sistemin-Gjyqesor-2019-2020-versioni-shqip-
s/business-law-today/2023-november/how-to-improve- 1.pdf.
lawyer-and-client-communications/ [24] The Parliament of Albania, Decision of the Special
[6] B. Nicolescu, Manifesto of transdisciplinarity, K.-C. Voss, Parliamentary Commission, No. 14, dated 30.07.2015, on
Trans. SUNY Press, 2002. the approval of the analysis of the justice system, 2015.
[Online]. Available:

143
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

http://www.reformanedrejtesi.al/sites/default/files/dokument
i_shqip_0.pdf.
[25] The Parliament of Albania, Decision of the Special
Parliamentary Commission, No. 15, dated 30.07.2015, on
the approval in principle of strategy and action plan for
the reform of the justice system in Albania, 2015. [Online].
Available:
https://reformanedrejtesi.al/sites/default/files/draft_strategji
a_versioni_shqip.pdf.
[26] The Parliament of Albania, Decision No. 47/2019, on the
approval of the national strategy for public legal education,
2019. [Online]. Available:
https://www.parlament.al/Files/Akte/20190424122731vendi
m%20nr.%2047,%20dt.%2018.4.2019%20-
Teksti%20i%20Strategjise.pdf.
[27] UNESCO, Strengthening the rule of law through education:
A guide for policymakers, 2019. [Online]. Available:
https://unesdoc.unesco.org/ark:/48223/pf0000366771.
[28] University of Tirana, Faculty of Law, Monitoring of the
implementation of the justice reform, 2019. [Online].
Available: https://www.osfa.al/sites/default/files/raport-
monitorimi-i-zbatimit-te-reformes-ne-drejtesi.pdf.
[29] University of Tirana, Faculty of Law, Monitorimi i masave
për reformimin e arsimit juridik dhe edukimit ligjor të
publikut, 2020.
[30] Yale-New Haven Teachers Institute, Guide to curriculum
units by fellows of the Yale-New Haven Teachers
Institute. [Online]. Available:
https://teachersinstitute.yale.edu/curriculum/guides/2019/.

144
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Role-Playing in Education:
An Experiential Learning Framework for Collaborative Co-Design

Cristo LEON
Jordan Hu College of Science and Liberal Arts, New Jersey Institute of Technology,
Newark, New Jersey 07102-1982, USA.

James LIPUMA
Department of Humanities and Social Sciences, New Jersey Institute of Technology,
Newark, New Jersey 07102-1982, USA.

Sirimuvva PATHIKONDA
Entrepreneurial lead - Renewable Energy Program, New Jersey Institute of Technology,
Newark, New Jersey 07102-1982, USA.

Rafael Arturo LLACA REYES

Facultad de Psicología, Universidad Veracruzana,
Xalapa, Veracruz de Ignacio de la Llave, 91000, México.

ABSTRACT tools to adapt, collaborate, and innovate. This evolution

emphasizes adaptability, critical thinking, and interdisciplinary
This paper presented the Components of Role-playing in collaboration as essential for navigating complex societal and
Experiential Learning (CREL) Framework. This framework aids global challenges.
educators and researchers in planning, implementing, and
evaluating Experiential Learning scenarios to promote learner A prime example of this shift is the Components of Role-Playing
attainment of the needed competencies for 21st-century skills. in Experiential Learning (CREL) Framework, which integrates
Unlike traditional models, CREL leverages role-playing as a tool role-playing into educational practices to bridge the gap between
for simulation and simulacra, enabling participants to engage in theoretical knowledge and practical application. The CREL
"as if" scenarios through suspension of disbelief. This approach framework operates through four key dimensions: Social
allows learners to navigate complex, dynamic, immersive Contracts, which promote trust and accountability; Experience,
challenges, bridging theoretical knowledge with practical which fosters creativity and autonomy through narrative-driven
application. The article began with an introduction to role- learning; Collaboration, which enhances teamwork and
playing as a method for Experiential Learning. This helped communication; and Choice, which encourages strategic
situate role-playing within the broader context of meta-research decision-making and iterative learning. These dimensions reflect
and meta-education. Next, the article explored the limitations of the telos of education as a system designed to prepare learners
current educational practices and the critical need for for life in a dynamic and interconnected world.
frameworks that bridge these gaps through innovative,
experiential approaches. The paper examined the need to address
the gap presented by the lack of a coherent understanding of role- This framework exemplifies the adaptability and inclusiveness
playing and, more broadly, Experiential Learning. The article central to modern education, aligning with the systems approach
then presented the CREL framework in detail. Finally, it closed by addressing the contextual demands of diverse disciplines,
with a discussion of the meta-level outcomes, implications, and theories, and cultures. The CREL framework demonstrates how
overall application of the CREL for education and research. education evolves to remain relevant across various contexts by
fostering transdisciplinary collaboration, empathy, and
Keywords: 21st-Century Skills, Co-Design, Critical Thinking, adaptability. As such, it illustrates the dynamic, purpose-driven
Experiential Learning (Active Learning), Meta-Education, nature of education and its capacity to address interdisciplinary
Problem-Solving (Education), Role-Playing Game Theory, SDG challenges—a key focus of this article.
4: Education, Transdisciplinary Communication (TDC).
The following sections explore the limitations of current
educational practices, the critical need for innovative
1. ON THE NOTION OF EDUCATION: ITS CONTEXT frameworks, and the role of Experiential Learning in addressing
AND PURPOSE these gaps. This paper bridges specific methodologies with
general educational goals by situating the CREL framework
The notion of education continuously evolves to meet the within the broader notion of education, ensuring its relevance
challenges of our increasingly interconnected and dynamic across disciplines and contribution to the broader educational
world. Rooted in its etymological origins—"educare" (to landscape.
nourish) and "educere" (to lead forth)—education serves as a
dynamic, teleological system that equips individuals with the

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
145 https://doi.org/10.54808/ICSIT2025.01.145
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

2. INTRODUCTION 2.2. Thesis statement

This paper proposes role-playing as a meta-educational tool to
The intersection of education and technology has consistently bridge the gap between praxis and theory, addressing critical
presented complex challenges, particularly balancing broader challenges in modern education. Role-playing facilitates
education with specialized training [1], [2, pp. 1893–1958]. In Experiential Learning, fostering critical and analogical thinking
the 21st century, these challenges have intensified, requiring within a collaborative framework. This approach enables
educational systems to equip learners with novel competencies educators and researchers to engage with dynamic, real-world
while preparing professionals for a rapidly evolving landscape. scenarios requiring adaptive problem-solving and
interdisciplinary collaboration—skills essential for the 21st-
Disruptive technologies like artificial intelligence (AI) have century workforce. By situating role-playing within the broader
further necessitated curricula and instructional design changes, context of meta-research and meta-education, the framework
pushing educators to prepare students with skills suited to an offers trans-disciplinary perspectives that prepare learners to
innovation-driven era [3], [4]. While existing research offers meet the demands of an increasingly complex world.
valuable insights into these dynamics, the lack of comprehensive
frameworks addressing the interplay between learners, 2.3. Paper structure
educators, content, technology, and cultural contexts remains a The paper is organized as follows: Section 3 discusses the context
critical gap [5], [6]. and gaps in current educational practices, emphasizing the
limitations of traditional methods. Section 4 explores the critical
To address these challenges effectively, this paper first frames need for addressing these gaps through innovative approaches.
the notion of education, situating it within its broader historical, Section 5 introduces role-playing as a meta-educational tool and
systemic, and contextual dimensions. This provides a foundation details the Components of Role-Playing in Experiential Learning
for discussing innovative frameworks such as role-playing. (CREL) framework. Section 6 examines this framework's
practical implementation and broader impact in educational
contexts. Finally, Section 7 concludes by summarizing the
2.1. Gap identification insights and highlighting future directions for research and
As intelligence measures and foundational skills evolve with application.
advancing technologies, traditional educational approaches are
increasingly inadequate. Tasks like memorizing information or
writing generic essays—now easily managed by AI—fail to 3. IDENTIFYING CONTEXT AND GAP
prepare learners for the demands of the 21st-century workforce.
Instead, success hinges on communication, collaboration, critical Meta-research examines the research process's methods,
analysis, and innovative problem-solving skills. Research practices, and effectiveness, offering critical insights for
highlights significant gaps between academic training in AI and improving research quality and impact [12]. Similarly, meta-
labor market needs, emphasizing the importance of mastering education focuses on preparing educators to teach, mentor, and
technical tools and research methodologies and understanding facilitate learning, while meta-teaching emphasizes the reflective
ethical and regulatory dimensions [7]. These essential skills fall practice of teaching to refine pedagogy and foster meta-cognition
into three categories: Technical, Soft, and Interdisciplinary, in students. Both fields stress reflection, critique, and iterative
underscoring the need for evolving educational strategies [8]. improvement. However, while meta-research has gained
prominence, meta-education remains underexplored, particularly
Educational frameworks often fail to address Experiential in PhD programs, which often prioritize research production over
Learning and the meta-educational challenge of preparing teaching or interdisciplinary collaboration.
educators and researchers for transdisciplinary collaboration.
Informal education in PhD programs frequently lacks the Informal education within PhD programs—relying on
structure to cultivate interdisciplinary inquiry, critical thinking, mentorship, observation, and self-directed learning—often falls
and innovative teaching practices [9], [10]. Emerging adaptive short in equipping graduates with the skills to design
learning systems offer some promise, using multiagent interdisciplinary curricula, facilitate Experiential Learning, or
approaches to analyze student performance and improve lead collaborative initiatives critical to addressing real-world
innovation through predictive strategies. challenges [1, p. 961], [13], [14].

Skills gaps in postgraduate education further highlight these These gaps are compounded by the lack of training in critical
deficiencies. Studies show that postgraduate ESL/EFL students thinking, collaboration, and communication—skills essential for
score poorly in creativity and innovation, emphasizing the urgent modern educators and researchers. Addressing these issues
need for strategies prioritizing collaboration, critical thinking, requires integrating experiential and interdisciplinary approaches
and creativity [11]. Without addressing these gaps, educational into doctoral programs, guided by frameworks like Experiential
systems risk leaving learners and professionals ill-equipped for Learning and transformative education [15]. Without such
the challenges of the digital, global workforce. changes, the next generation of educators and researchers risks
being unprepared to navigate the complexities of modern
This inadequacy has profound implications for the preparation of education and research [16].
future educators and researchers. Bridging these gaps requires
comprehensive frameworks that integrate Experiential Learning 3.1. Challenges of atemporal logic in a dynamic educational
and meta-educational approaches to prepare professionals for the reality
complexities of modern education. Traditional educational frameworks often rely on atemporal
logic, which assumes static principles and fixed methodologies.
While this approach provides consistency, it fails to address

146
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

modern education's dynamic and interconnected nature. Rapidly educational and research landscape that underpin Experiential
evolving technologies, such as artificial intelligence, demand that Learning. A drive for social innovation has brought diverse
educators and researchers adapt to shifting paradigms, groups together to co-design solutions that address systemic
unpredictable interactions, and emergent complexities. challenges, enhance resource accessibility, foster inclusive
learning environments, and equip educators and learners with
Education must integrate analogical and creative thinking strategies to adapt to an ever-changing global landscape.
alongside logical reasoning to navigate this complexity.
Analogical thinking enables learners to draw connections Isolated methods and tools exist within disciplines to address
between diverse ideas, fostering adaptability and specialized aspects of Experiential Learning. For example, in the
interdisciplinary synthesis. Creative thinking, on the other hand, United States (US), STEM education in primary and secondary
encourages envisioning new possibilities, challenging schools often adopts project-based or inquiry-focused methods
assumptions, and co-designing innovative solutions. Together, paired with direct instruction. However, these methods are not
these approaches equip educators and researchers with the tools applied across the curriculum and rarely are systemically applied
to thrive in the fluid and interconnected realities of the 21st through the years of education. These experiential methods are
century. more demanding than straightforward, direct instruction tied to
closed assessments of knowledge and skills. Experiential
3.2. Significance of the gap Learning demands more time, more significant effort and
The absence of meta-educational frameworks has significant involvement by participants, increased preparation time, more
implications for preparing future educators. Without structured difficult assessment and evaluation methods, and requires the
approaches that cultivate teaching, collaboration, and development of intercultural communication competencies to
interdisciplinary skills, graduates—particularly PhDs—are often effectively manage the sociocultural challenges of learner
underprepared for roles requiring more than subject-matter interactions within Experiential Learning classrooms [17], [18].
expertise. This shortfall limits their ability to design and
implement Experiential Learning approaches that address real- Role-playing offers a powerful tool for Experiential Learning,
world problems, reducing the capacity of educational systems to fostering teamwork, socio-emotional growth, creativity, and
produce adaptable, innovative professionals capable of effective interdisciplinary exploration [19], [20]. It has also been
communication and collaboration across disciplines. This successfully applied in historiographical and cultural contexts,
challenge is especially critical in a globalized world that demands demonstrating its potential to bridge disciplinary and cultural
co-designed solutions for complex, interconnected problems. divides [21]. Despite this, its adoption remains limited due to the
dominance of static, traditional teaching methods that prioritize
Evolving pedagogical frameworks, such as culturally relevant rote learning over dynamic skills [22].
pedagogy and technological pedagogical content knowledge,
highlight the urgency of addressing these gaps. These PhD graduates, in particular, often lack experience with role-
frameworks move beyond static expertise, fostering dynamic playing and other Experiential Learning methods, receiving
skills necessary for practical instruction and interdisciplinary minimal training in their development, implementation, and
problem-solving. Similarly, multidisciplinary educational design assessment. The absence of structured meta-educational
frameworks have successfully bridged competency gaps, frameworks further exacerbates this gap, emphasizing the urgent
equipping graduates to tackle societal challenges collaboratively. need for transformative tools that foster interdisciplinary
collaboration, critical thinking, and adaptive problem-solving.
Closing this gap requires a paradigm shift prioritizing role- Adopting such approaches is essential to preparing learners and
playing and other Experiential Learning methods. Role-playing educators for the complexities of an AI-driven, innovation-
provides a powerful platform for developing critical thinking, centered world.
teamwork, and adaptive problem-solving. Through immersive 'as
if' scenarios, participants engage in creative exploration, 3.3. Leveraging emerging approaches for Experiential
addressing real-world challenges in ways that traditional Learning
teaching methods fail to achieve. However, its potential remains Emerging technologies and innovative methodologies present
underexplored due to the persistence of conventional assessment transformative opportunities for addressing gaps in Experiential
practices that prioritize static knowledge over dynamic skills. Learning and transdisciplinary education. AI-driven simulations,
for instance, enable the creation of adaptive, personalized
The lack of meta-teaching strategies further compounds the learning environments that promote critical thinking,
issue. Without these frameworks, educators often lack the collaboration, and decision-making at scale. These systems
reflective and adaptive skills needed for effective instruction, employ AI-generated mentors, role-players, and evaluators to
hindering their ability to foster student growth and professional simulate complex, real-world scenarios, equipping learners with
development [12]. Embedding adaptive and multidisciplinary practical skills [23].
strategies, including role-playing, into educational systems is
essential to ensure educators are prepared to meet the demands Role-playing simulation games further enhance active learning
of an increasingly dynamic and interconnected world. by immersing participants in scenarios that replicate real-life
challenges. Tools like ChatGPT have been shown to foster
A significant issue in education and research arises from siloed Experiential Learning by enabling students to practice problem-
approaches, where disciplines operate in isolation, striving to solving and communication in controlled yet engaging
solve problems without leveraging interconnected perspectives. environments [24]. Such approaches bridge the divide between
This paper stems from years of trans-disciplinary investigation theory and practice while fostering interdisciplinary
into the overlapping and interconnected facets of the complex collaboration.

147
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Simulations, including crisis management scenarios, highlight • Analogical Thinking: Drawing connections between
the power of Experiential Learning in preparing participants to diverse ideas and applying them to novel contexts.
make strategic decisions under pressure. These immersive • Critical Thinking: Systematically analyzing problems
exercises develop adaptability and strategic thinking, essential and generating innovative solutions.
for navigating an interconnected world's complexities.
• Interpersonal Dynamics: Building communication
and teamwork skills essential for interdisciplinary
These emerging approaches underscore the need to integrate collaboration.
advanced tools such as role-playing and AI-driven simulations
into educational systems. By adopting these methodologies,
Role-playing fosters the co-design of learning experiences,
educators can foster critical competencies that prepare learners
promoting creativity, adaptability, and agency in educators and
to thrive in an innovation-driven, transdisciplinary world.
students. Through these experiential activities, educators gain a
deeper understanding of collaboration and dynamic problem-
solving—skills critical for navigating today’s interconnected and
4. THE NEED TO ADDRESS THE GAP
rapidly changing educational landscape.
The educational system, especially PHD training programs, often
prioritizes research over teaching, relying on informal education Without structured meta-educational frameworks, educators and
through mentorship, observation, and self-directed learning to researchers risk working in silos, perpetuating outdated
prepare graduates for future roles as educators and collaborators. methodologies, and failing to integrate advancements across
However, this unstructured approach fails to address critical disciplines. This lack of transdisciplinary perspectives hinders
competencies essential for interdisciplinary and transdisciplinary their ability to address complex, real-world challenges
collaboration. effectively. Role-playing bridges this gap by embedding
transdisciplinary principles into scenarios, enabling educators to
integrate interdisciplinary insights within dynamic learning and
Educators lack the understanding, resources, and tools to design research environments.
innovative, experiential, and collaborative learning
environments without explicit meta-education. This gap limits
their ability to engage students effectively and adapt to the The following section explores practical applications of role-
complexities of modern education. In a world where knowledge playing as a core component of meta-education. It demonstrates
is dynamic and challenges are increasingly interdisciplinary, this how it can prepare educators and researchers to meet the
lack of preparation hinders educators from equipping learners demands of a rapidly evolving world.
with the critical skills needed to thrive.

5. ROLE-PLAYING AS A TOOL FOR EDUCATION

4.1. Impact of Neglecting Meta-Education
The neglect of meta-education has significant consequences for In the context of meta-education, role-playing serves as a
the fields of education and research. Without structured training, transformative tool to address the multifaceted challenges
educators are ill-equipped to foster experiential and collaborative educators and researchers face in teaching, collaboration,
learning, perpetuating reliance on outdated methods like rote communication, and transdisciplinary work [25]. Unlike
memorization and standardized testing. These approaches fail to traditional methods, role-playing immerses participants in
meet the demands of the 21st-century workforce, which requires dynamic scenarios that reflect the complexities of real-world
skills such as collaboration, critical thinking, and adaptability. educational and research contexts. As noted by Nagib, a
structured approach to role-playing begins with a general
This issue is particularly evident in role-playing methods, which understanding of education, transitions into Meta-Education, and
lack a unified set of research frameworks or best practices culminates in Role-Playing Education (RPE) as a method and
applicable across disciplines. Educators without meta- application [26].
educational preparation often cannot introduce innovative
methodologies or address the diverse needs of learners. This gap The Components of Role-play in Experiential Learning (CREL)
undermines their ability to design curricula and experiences that framework offers a structured approach to integrating role-
prepare students for real-world problem-solving and teamwork. playing into meta-education. This framework bridges the gap
between theory and practice by engaging participants in
The absence of practical tools and frameworks perpetuates a collaborative problem-solving, addressing organizational and
cycle in which underprepared educators produce insufficiently interpersonal challenges, and fostering reflective processes.
trained learners. This limits education's potential to drive Through CREL, educators and researchers gain the skills and
innovation, collaboration, and societal progress, emphasizing the mindset necessary for innovation-driven environments.
need to integrate meta-educational strategies into training
programs. Rooted in diverse disciplines—including Game Theory,
Sociocultural Theory, and Video Game Theory—the CREL
4.2. Rationale for Role-Playing in Meta-Education framework demonstrates its versatility across contexts [27], [28],
Role-playing provides a transformative solution to the limitations [29], [30], [31], [32], [33]. Effective role-playing scenarios often
of traditional educational methods and the lack of meta- require educational researchers to adopt multiple roles as
educational frameworks. As a meta-educational tool, it equips participants, leaders, and facilitators, which can be challenging
educators with the resources and skills to design innovative, without the training provided by meta-education.
experiential learning environments. By engaging in structured
scenarios, educators can develop essential competencies such as:

148
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Vygotskian theory underscores the educational value of role- innovation. This dimension promotes effective
playing, mainly through the Zone of Proximal Development communication and drives creativity in collaborative
(ZPD), which emphasizes collaborative learning. Role-playing endeavors by structuring roles and interactions.
aligns with this concept by fostering social interactions and
constructing knowledge through shared experiences [34]. II. Experience: narrative, agency, and emergent play
Simulated scenarios also contextualize learning, helping students Role-playing scenarios are designed to allow participants to
engage deeply with curriculum content while applying shape the direction of the narrative through their decisions.
theoretical concepts in practical, meaningful ways [35]. By actively contributing to the story, participants explore
the flexibility and impact of collaborative storytelling. This
The integration of technology further enhances role-playing’s dimension highlights the dynamic interplay between
potential in education. Tools like Minecraft enable students to structured scenarios and emergent, player-driven outcomes,
build and explore virtual worlds, fostering creativity and cultivating creativity and agency. Planning, facilitating, and
teamwork [36]. Gamified platforms such as Classcraft immerse evaluating the experience is essential to effective
students in narrative-driven roles, enhancing motivation and Experiential Learning, especially when it involves role-
collaboration [37], [38]. Virtual environments like Second Life playing. However, the range of actual experiences and the
facilitate complex, customizable simulations, making role- degree of freedom for participants to be involved in the
playing a highly adaptable and impactful educational tool [39]. design, flow, and outcome are highly varied. Educators and
By combining theoretical insights, structured frameworks, and researchers need to be aware of various ways that the
technological innovations, role-playing emerges as a powerful experience is managed to allow the learners to feel agency
approach for preparing educators and learners to navigate the in what is happening, attain the learning goals, and still be
complexities of modern education and research. engaging and enjoyable to ensure the effectiveness of the
experience.
5.1. Framework for Role-playing in meta-education
The CREL framework for integrating role-playing into meta- III. Collaboration: leadership, communication, and group
education is built around four critical pillars that address the key dynamics
competencies required for 21st-century education and research. Teamwork and communication lie at the heart of this
Role-playing facilitates experiential Learning by immersing component. Participants work together to solve problems,
participants in hands-on activities where they learn by doing, navigate challenges, and achieve shared goals. This
reflecting, and iterating their approaches. This dynamic process component emphasizes the importance of collective
deepens understanding and fosters practical skills, empathy, and engagement, cultural tools, and interpersonal relationships
strategic thinking, making it an ideal personal and professional in fostering effective group dynamics. Role-playing is often
growth tool. The CREL framework encompasses four associated with scenarios tied to team-building and
foundational dimensions that guide role-playing in meta- investigations of interpersonal dynamics, communication,
education. These dimensions work together to equip participants leadership, and other productivity and human capital
with critical competencies for addressing the demands of modern development studies. However, role-playing research and
education and research: its application in meta-education goes far beyond this.
Every Experiential Learning scenario requires a clear
I. Social Contracts: scenario, control, and power understanding of this component to determine if these
Role-playing scenarios operate within explicit and implicit factors are significant and how they influence the overall
agreements, or social contracts, that govern interactions. experience.
These contracts emphasize trust, fairness, and
accountability, addressing participants' power and authority IV. Choice: strategy, decision-making, and iterative design
dynamics [40]. In any social experience, the degree of At the heart of Experiential Learning is the idea that the
support and autonomy the leader or educator provides is participants are given a scenario and set of choices. Those
often at odds with the power differentials—actual or choices lead to outcomes that have consequences as the
perceived—among participants. The social contract and its narrative is generated through the ongoing experience.
parameters are crucial for facilitating transdisciplinary Participants engage in strategic decision-making, risk
communication and collaboration, particularly for educators assessment, and dynamic adjustments and adaption,
and researchers. reflecting on the outcomes of their actions to improve future
performance. This component explores the action and
As Ron Edwards explains, "All role-playing is a subset of reaction when faced with challenges, interpersonal
the Social Contract," encompassing emotional connections, dynamics, and pressure related to choosing. Every scenario
logistical arrangements, and expectations [41]. Social in Experiential Learning must examine how choice is a
contracts establish norms for collaboration, ensuring factor and how all other factors relate to choice in the
equitable contributions and fostering mutual respect. developing narrative. A significant benefit of role-playing
Rousseau’s principles further deepen this understanding by associated with this component relates to the iterative nature
providing a theoretical foundation for structuring of gameplay and Learning, enhancing the depth and
collaborative efforts. His parameters, such as defining the replayability of scenarios—the ability to revisit scenarios
limits of authority and recognizing the rights retained by multiple times, experiencing new outcomes, challenges, and
individuals, offer guidance for creating equitable and learning opportunities with each iteration [43]. By adjusting
mutually beneficial interactions [42]. Together, these elements of each component, the choices made and resulting
perspectives emphasize the role of social contracts as a actions provide continual learning opportunities and fertile
guiding principle, shaping how diverse stakeholders engage areas for education research.
with one another to foster trust, accountability, and

149
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

5.2. Benefits of Role-playing in meta-education • Team leadership: Utilizing role-playing to simulate

Role-playing enables participants to engage in Experiential leadership challenges, improving team dynamics and
Learning that extends beyond theoretical knowledge by utilizing decision-making skills.
elements from these four components. This framework simulates
real-world challenges and fosters iterative reflection and These scenarios aim to demonstrate the framework's relevance
practice, preparing educators and researchers for
and adaptability to real-world professional challenges, although
interdisciplinary collaboration and innovation complexities.
their detailed exploration is outside the scope of this paper.

The integration of role-playing through the CREL framework

offers numerous benefits in meta-education: 6. IMPLEMENTATION AND ITS IMPACT

• Fostering logical and analogical thinking: The Role-playing can seamlessly integrate into meta-educational
framework encourages participants to draw contexts through structured activities that simulate real-world
connections between gameplay and broader challenges. These activities can take various forms, including:
educational or research contexts. This approach
strengthens critical reasoning and analogical thinking, • Simulated teaching scenarios: Participants assume
preparing educators and researchers to navigate roles as educators, students, or administrators to
dynamic, transdisciplinary environments. explore classroom dynamics, curriculum design, and
• Developing practical skills: Participants gain hands- pedagogical strategies. These scenarios help future
on experience in problem-solving, teamwork, and educators practice delivering lessons, managing
decision-making. These skills align with the demands diverse classrooms, and addressing real-time
of the modern workforce, ensuring educators and challenges.
researchers are equipped to tackle complex, real-world • Interdisciplinary problem-solving exercises:
scenarios. Participants collaborate on scenarios requiring
• Promoting empathy and adaptability: Immersive knowledge and skills from multiple disciplines. For
role-playing scenarios allow participants to experience example, a team might address a global issue, such as
diverse perspectives and explore their implications. climate change, requiring contributions from
This process fosters empathy and adaptability, environmental science, engineering, policy-making,
essential for addressing interdisciplinary challenges and social sciences.
and engaging effectively in collaborative settings. • Collaborative research planning: Participants
simulate the planning and execution of research
By integrating these benefits, role-playing is a meta-educational projects, navigating challenges like resource
tool that bridges the gap between traditional practices and the allocation, power dynamics within teams, and ethical
competencies demanded by contemporary education and considerations.
research.
Participants take on defined roles within a mock organization or
The potential of role-playing in meta-education lies in its project in each scenario, navigating conflicts, decision-making,
theoretical framework and its practical application. The and team dynamics to achieve specific goals. These activities not
following section explores how the CERL framework can be only replicate the complexities of professional environments but
effectively implemented in educational and research contexts. It also encourage participants to engage in critical thinking,
highlights its impact on preparing educators and researchers to problem-solving, and adaptability within controlled yet realistic
address the demands of a swiftly changing, interconnected world. settings.

5.3. Industry-specific applications Role-playing also significantly benefits graduate students from
While this paper primarily focuses on the educational context, non-teaching disciplines in professional training. By
the CREL framework holds potential for applications in participating in structured scenarios, they can:
industrial and business settings. Examples include:
• Develop strategic thinking skills: Role-playing
• Supply chain optimization: Simulating logistics and exercises allow graduate students to approach complex
efficiency balancing to enhance decision-making problems from multiple perspectives, fostering
processes. innovative and adaptable thinking.
• Stakeholder negotiations: Practicing negotiation • Enhance collaboration and teamwork: Role-playing
strategies within cross-functional teams to improve in professional training contexts enables students to
collaboration and conflict resolution. navigate interpersonal dynamics, build effective
• Project planning: Implementing the CREL communication strategies, and work cohesively in
framework allows role-playing scenarios for industrial interdisciplinary teams.
management where participants can view the project
from multiple perspectives. For instance, integrating 6.1. Meta-level outcomes
society or state officials into the roles helps The integration of role-playing into curricula produces
participants understand broader stakeholder impacts measurable outcomes that significantly enhance the preparation
and dynamics. of educators and researchers:

150
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

• Enhanced preparation for transdisciplinary environments, demonstrating its value in fostering collaboration
collaboration: Role-playing equips participants with and inclusivity.
the skills to work across disciplines, fostering
communication and collaboration between diverse 6.4. Student-centric suggestions
teams. These scenarios prepare educators to address To empower students in advocating for role-playing methods,
the complexities of interdisciplinary teaching and practical advice includes:
research effectively.
• Improved logical and analogical thinking: Through
iterative decision-making and reflection, participants • Building awareness: Presenting the benefits of role-
balance logical reasoning with creative and analogical playing to faculty and administration, emphasizing its
thinking, enabling them to approach challenges with value in enhancing critical thinking, teamwork, and
greater flexibility and insight. adaptability.
• Development of experiential teaching • Pilot initiatives: Proposing small-scale role-playing
competencies: Participants gain practical experience exercises in classes or workshops to demonstrate their
in creating and delivering learning environments that effectiveness.
prioritize active engagement and experiential • Institutional support: Collaborating with peers to
methodologies, aligning with the needs of modern create student groups or resource networks that
learners. promote role-playing methodologies in academic and
professional settings.
These outcomes position role-playing as a critical tool for
shaping educators and researchers who can thrive in dynamic, These future applications and student-focused strategies
interconnected professional landscapes. underline the CREL framework’s ongoing relevance and
potential to inspire innovation across various disciplines.
6.2. Broader implications
Role-playing addresses modern education's dynamic and 6.5. Future applications
temporal nature, aligning teaching and research practices with The CREL framework has significant potential for future
the demands of a global, technology-driven workforce. By applications in both educational and professional settings. In
fostering Experiential Learning, role-playing prepares 2025, James Lipuma and Arturo Llaca plan to implement this
participants to: framework in their classrooms. This initiative will serve as a
baseline for future articles exploring the impact and scalability of
role-playing in diverse educational contexts. Cristo Leon plans to
• Navigate complex, interdisciplinary challenges: host the 10mo Coloquio Internacional de Estudios Sobre Juegos
Participants develop the ability to tackle multifaceted de Rol in 2026 to evaluate the CREL framework’s effectiveness
problems that require input from various fields and and gather insights for further refinement.
perspectives.
• Adapt to rapid technological advances: Role-
playing scenarios help educators and researchers 7. CONCLUSION
practice integrating new technologies into their work,
ensuring they remain effective in a rapidly changing This paper has highlighted the transformative potential of role-
world. playing as a meta-educational tool to address the challenges of
• Promote global collaboration and innovation: Role- modern education and research. Traditional methods often fail to
playing enhances participants' capacity to engage prepare educators and researchers for dynamic, interdisciplinary
meaningfully in international and cross-cultural environments in an interconnected, rapidly evolving world. The
initiatives by emphasizing empathy, adaptability, and CREL framework offers a practical approach to bridge this gap,
communication. fostering experiential learning, critical thinking, collaboration,
and adaptability. Through its dimensions of social contracts,
By embedding role-playing into educational frameworks, narrative agency, collaboration, and iterative design, role-playing
institutions can create engaging, interactive environments that equips participants with the competencies needed to navigate
develop and hone the critical skills required by the 21st-century real-world complexities and align education with the demands of
workforce. This innovative approach connects theoretical the 21st-century workforce.
learning with practical application, equipping educators and
researchers to navigate the challenges of an increasingly The CREL framework exemplifies the ongoing evolution of
interconnected and rapidly evolving world. education, serving as a bridge between theoretical constructs and
practical applications while fostering interdisciplinary
6.3. Case study collaboration and adaptability. As a case study within the broader
One notable success story where the CREL framework has been notion of modern education, it demonstrates how targeted
effectively applied is the creation of the Employee Resource innovations can support global educational goals, ensuring
Group (ERG) at the author's university. The framework was relevance and inclusivity in a rapidly changing world. The
instrumental in assisting participants with strategic planning that framework’s adaptability and inclusiveness reflect the essential
emphasized Diversity, Equity, and Inclusion (DEI). The broad qualities of education in fostering transdisciplinary collaboration,
planning process involved Hispanic and Latinx parents, business empathy, and strategic decision-making.
owners, staff, faculty, and students. This case highlights the
framework's adaptability to interdisciplinary and professional

151
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Institutions should integrate the CREL framework into PhD 10. SOURCES
programs and educational curricula to fully realize the potential
of role-playing in meta-education. Embedding role-playing [1] B. B. Frey, The SAGE Encyclopedia of Educational
within these contexts will better prepare educators and Research, Measurement, and Evaluation, First Edition,
researchers to address interdisciplinary challenges, embrace 1ra Edición. 2455 Teller Road, Thousand
experiential teaching methodologies, and foster meaningful Oaks, California 91320: SAGE Publications, Inc., 2018.
collaboration. Further research is essential to refine and expand doi: 10.4135/9781506326139.
its application, explore cultural adaptations, develop [2] H. M. Kliebard, The Struggle for the American
complementary tools, and assess long-term outcomes to Curriculum, 1893-1958, 3rd edition. New York, NY:
maximize its impact. Routledge, 2004.
[3] D. Braunschweig, ADDIE Instructional Design Model -
Role-playing has the potential to reshape education and research All Phases Highlighted. 2014. Accessed: Jan. 10, 2023.
by cultivating innovative leaders, fostering interdisciplinary [Online]. Available:
collaboration, and creating dynamic learning environments. By https://commons.wikimedia.org/wiki/File:Addie.png
embedding this tool within educational systems, we can address [4] A. L. Davis, “Using instructional design principles to
the challenges of our global, technology-driven society. With develop effective information literacy instruction: The
continued implementation and exploration, role-playing can ADDIE model,” College and Research Library News,
become a cornerstone of meta-education, driving progress and vol. 74, no. 4, pp. 205–207, 2013, doi:
fostering a more interconnected and adaptive future. https://doi.org/10.5860/crln.74.4.8934.
[5] B. Nicolescu, Manifesto of Transdisciplinarity. SUNY
Press, 2002. [Online]. Available:
8. ACKNOWLEDGEMENTS https://www.google.com/books/edition/Manifesto_of_Tr
ansdisciplinarity/jxJDlYTlAQ8C?hl=en
[6] E. Wenger, Communities of Practice: Learning,
This research and manuscript benefited significantly from the
Meaning, and Identity (First Edition), 1st ed. Cambridge
constructive feedback provided by our non-anonymous
University Press, 1998. doi:
reviewers:
10.1017/CBO9780511803932.
Edgar MERITANO, Ph.D., Guest Professor, Department of
[7] G. Călinescu and M. Tanaşciuc, “Redefining the Skills
Sciences and Arts for Design, Research and Knowledge,
Required on the Labour Market in the Context of the
Universidad Autónoma Metropolitana.
Development of Artificial Intelligence Systems. Case
Marcos O. CABOBIANCO, B.S., Head of Practical Works
Study on Finnish Universities,” REJ, no. 88, Jul. 2024,
(History), Faculty of Philosophy and Letters. Universidad de
doi: 10.24818/REJ/2024/88/06.
Buenos Aires Argentina.
[8] L. Benhayoun and D. Lang, “Does Higher Education
Ricardo MORALES-CARBAJAL, Ph.D., Research Fellow,
Properly Prepare Graduates for the Growing Artificial
Research Fellow, Consejo Nacional de Ciencia y Tecnología
Intelligence Market? Gaps’ Identification Using Text
(CONACYT) Universidad Autónoma de Baja California.
Mining,” HSM, vol. 40, no. 5, pp. 639–651, Oct. 2021,
doi: 10.3233/HSM-211179.
Their insights and suggestions were invaluable in ensuring that [9] T. Augsburg, Becoming Interdisciplinary: An
the content was understandable and informative for academics Introduction to Interdisciplinary Studies, Third Edition,
from diverse disciplines, aligning with the goals of 3ra Edición. Kendall Hunt Publishing Company, 2016.
transdisciplinary communication. We greatly appreciate their Accessed: Jul. 12, 2021. [Online]. Available:
time, expertise, and contributions to improving the quality of this https://he.kendallhunt.com/product/becoming-
work. interdisciplinary-introduction-interdisciplinary-studies
[10] A. F. Repko, R. Szostak, and M. P. Buchberger,
Introduction to Interdisciplinary Studies, 1st edition. Los
9. ORCID Angeles, California: SAGE Publications, Inc, 2013.
[11] N. F. Mohd Ramli, F. Tazijan, A. H. Shaari, and N.
Cristo LEON, Ph.D. https://orcid.org/0000-0002-0930-0179 Wang, “Identifying 21st-Century Skills Gap in the
James LIPUMA , Ph.D. https://orcid.org/0000-0002-9778-3843 ESL/Efl Malaysian Postgraduate Education System,”
Sirimuvva PATHIKONDA, M.E.M. https://orcid.org/0009- APJ, vol. 6, no. 2, pp. 119–135, Oct. 2023, doi:
0001-3884-4423 10.37231/apj.2023.6.2.551.
Rafael Arturo LLACA REYES, Ph.D. https://orcid.org/0000- [12] J. P. A. Ioannidis, “Meta-Research: Why Research on
0002-1994-4189 Research Matters,” PLoS Biol, vol. 16, no. 3, p.
Edgar MERITANO, Ph.D. https://orcid.org/0009-0006-2264- e2005468, Mar. 2018, doi:
4984 10.1371/journal.pbio.2005468.
Marcos O. CABOBIANCO, B.S. https://orcid.org/0000-0002- [13] W. Dick, L. Carey, and J. O. Carey, The Systematic
9178-6840 Design of Instruction, Sixth Edition, 6th ed. Boston
Ricardo MORALES-CARBAJAL, Ph.D. https://orcid.org/0000- Munich: Allyn & Bacon, 2004.
0001-6272-570X [14] G. E. Walker, C. M. Golde, L. Jones, A. C. Bueschel,
and P. Hutchings, The Formation of Scholars:
Rethinking Doctoral Education for the Twenty-First
Century, First Edition, 1st ed. Hoboken: Jossey-Bass,
2008.

152
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[15] D. Kolb, Experiential Learning: Experience as the [32] J. von Neumann and O. Morgenstern, Theory of Games
Source of Learning and Development, Second Edition, and Economic Behavior, First Edition, 1st ed. in Theory
2nd ed. Upper Saddle River, New Jersey: Pearson FT of games and economic behavior. Princeton, NJ, US:
Press, 2014. Princeton University Press, 1944, pp. xviii, 625.
[16] S. Peck, “Beyond Knowledge Exchange: Doctoral [33] L. S. Vygotsky, Thought and Language. in Thought and
Training, Collaborative Research and Reflective language. Cambridge, MA, US: MIT Press, 1962, pp.
Pedagogies in Human Geography,” Journal of xxi, 168. doi: 10.1037/11193-000.
Geography in Higher Education, vol. 47, no. 1, pp. 29– [34] D. J. Sluss, “Play as the Zone of Proximal Development:
36, Jan. 2023, doi: 10.1080/03098265.2021.1956882. Collaborative Constructive Block Play,” Ph.D., Virginia
[17] L.-E. Canul-Noh, “El Juego de Rol: Una Propuesta Polytechnic Institute and State University, United States
Lúdica para Favorecer la Identidad Cultural Yucateca en -- Virginia, 1996. Accessed: Jan. 06, 2025. [Online].
la Educación Preescolar,” Journal of Roleplaying Studies Available:
and STEAM, vol. 2, no. 2, pp. 38–52, Nov. 2023. https://www.proquest.com/docview/304318652/abstract/
[18] M. J. Espinosa Chueca, “¿Cuál es la potencial influencia 43DD0907309746F9PQ/1
de los juegos de rol en la construcción de relaciones [35] I. W. Lasmawan and I. W. Budiarta, “Vygotsky’s Zone
interpersonales en niños y niñas?,” Journal of Of Proximal Development and The Students’ Progress in
Roleplaying Studies and STEAM, vol. 1, no. 1, pp. 36– Learning (A Heutagogcal Bibliographical Review),”
49, Nov. 2022. Jurnal Pendidikan Indonesia (JPI), vol. 9, no. 4, pp.
[19] F. García Soriano, F. Faret Moreno, and D. Gonzalez 545–552, Dec. 2020, doi: 10.23887/jpi-
Cohens, “Juegos de Rol para el trabajo en equipo: undiksha.v9i4.29915.
Pilotaje de una metodología de desarrollo de habilidades [36] C. C. Schifter and M. Cipollone, “Constructivism vs
socioemocionales,” Journal of Roleplaying Studies and Constructionism: Implications for Minecraft and
STEAM, vol. 2, no. 1, pp. 5–24, Jun. 2023. Classroom Implementation,” in E-Learning Systems,
[20] R. Victoria Uribe and N. Robles Bastida, “Los juegos de Environments and Approaches: Theory and
rol como apoyo para el desarrollo de narrativas literarias Implementation, P. Isaías, J. M. Spector, D. Ifenthaler,
de fantasía y ciencia ficción,” Journal of Roleplaying and D. G. Sampson, Eds., Cham: Springer International
Studies and STEAM, vol. 1, no. 1, pp. 5–18, Nov. 2022. Publishing, 2015, pp. 213–227. doi: 10.1007/978-3-319-
[21] M. Cabobianco and M. Van Houtte, “Imaginar la 05825-2_15.
historia: el juego de rol leyenda como punto de contacto [37] S. Deterding, D. Dixon, R. Khaled, and L. Nacke, “From
entre el análisis historiográfico y el narratológico en la Game Design Elements to Gamefulness: Defining
conquista del imperio azteca,” Journal of Roleplaying ‘Gamification,’” in Proceedings of the 15th
Studies and STEAM, vol. 1, no. 1, pp. 50–69, Nov. 2022. International Academic MindTrek Conference:
[22] R. D. Hernández Mendo, “El dado de las mil caras: Envisioning Future Media Environments, in MindTrek
Retos en el modelado de RPGs educativos,” Journal of ’11. New York, NY, USA: Association for Computing
Roleplaying Studies and STEAM, vol. 2, no. 1, pp. 64– Machinery, Sep. 2011, pp. 9–15. doi:
77, Jun. 2023. 10.1145/2181037.2181040.
[23] E. R. Mollick, L. Mollick, N. Bach, L. J. Ciccarelli, B. [38] S. Deterding et al., Rethinking Gamification. Lüneburg:
Przystanski, and D. Ravipinto, “AI Agents and Meson Press eG, 2014. [Online]. Available:
Education: Simulated Practice at Scale,” Jun. 17, 2024, https://meson.press/wp-
Social Science Research Network, Rochester, NY: content/uploads/2015/03/9783957960016-rethinking-
4871171. doi: 10.2139/ssrn.4871171. gamification.pdf
[24] R. Stampfl, I. Ivkić, and B. Geyer, “Role-Playing [39] D. R. Bicalho, J. M. N. Piedade, and J. F. de Lacerda
Simulation Games using ChatGPT,” Feb. 14, 2024, Matos, “The Use of Immersive Virtual Reality in
arXiv: arXiv:2402.09161. doi: Educational Practices in Higher Education: A Systematic
10.48550/arXiv.2402.09161. Review,” in 2023 International Symposium on
[25] J. R. G. Jones, Communication in the Real World Computers in Education (SIIE), Nov. 2023, pp. 1–5. doi:
Version 2.0, Standard Edition. FlatWorld, 2017. 10.1109/SIIE59826.2023.10423711.
[26] N. Callaos, “RE: Thank you - Acceptance of Invitation [40] G. Hofstede, G. J. Hofstede, and M. Minkov, Cultures
to Participate in IMCIC 2025, on Role Playing and Organizations, Third Edition: Software of the Mind,
Education (RPE),” Jan. 02, 2025. 3ra Edición. McGraw Hill, 2010.
[27] R. Caillois, Man, Play, and Games, Reprint. Urbana: [41] R. Edwards, “The Provisional Glossary,” The Forge.
University of Illinois Press, 2001. [Online]. Available: http://indie-
[28] J. T. D. Fudenberg and J. Tirole, Game Theory, First rpgs.com/_articles/glossary.html
Edition, Primera edición. New Delhi: ANE Book, 2005. [42] J.-J. Rousseau, The Social Contract. J. M. Dent, 1913.
[29] J. Huizinga, Homo Ludens: A Study of the Play-Element [43] B. A. Kobrinskii, “Role Playing as a Method of Learning
in Culture, Reprint from the German edition 1944. in Knowledge Engineering,” in 2022 VI International
Routledge and Kegan Paul, 1980. Conference on Information Technologies in Engineering
[30] J. Juul, “Games Telling Stories? A Brief Note on Games Education (Inforino), Moscow, Russian Federation:
and Narratives,” The International Journal of Computer IEEE, Apr. 2022, pp. 1–5. doi:
Game Research, vol. 1, no. 1, Jul. 2001, Accessed: Aug. 10.1109/Inforino53888.2022.9782987.
19, 2024. [Online]. Available:
https://www.gamestudies.org/0101/juul-gts/
[31] J. H. Murray, Hamlet on the Holodeck: The Future of
Narrative in Cyberspace. Cambridge, MA, USA: MIT
Press, 1998.

153
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

How does Logical Dynamics assist interdisciplinary education and research in

addressing cognitive challenges?

Mengqin NING
Institute of Logic and Cognitive Science, School of Philosophy, Beijing Normal University
Beijing, China

Jiahong GUO
Institute of Logic and Cognitive Science, School of Philosophy, Beijing Normal University
Beijing, China
Institute of Logic and Cognition, Sun Yat-sen University
Guangzhou, China
([email protected])

ABSTRACT involve various types of thinking skills such as critical thinking,

reflective thinking, etc. These skills are essential for both
In today's rapidly changing and challenging world, complex interdisciplinary and transdisciplinary research. In response to
interdisciplinary issues continue to emerge, such as these challenges, we have chosen logical dynamics, which is not
environmental sustainability and artificial intelligence-driven only a systematic theory but also includes formal methods.
adaptive learning. Understanding and resolving these problems Moreover, to some extent, it represents a higher-level holistic
require individuals to integrate knowledge, methodologies, and understanding, thus possessing characteristics of
diverse ways of thinking. Within this problem-oriented process, transdisciplinarity. Therefore, while using logical dynamics to
the importance and potential necessity of interdisciplinary help interdisciplinary research meet cognitive challenges, it
education and research become self-evident. However, how can inherently carries a higher-dimensional understanding and a
we better promote interdisciplinary communication in the sense global open perspective. Hence, in this sense, this paper
of transdisciplinary notions? This is a systematic endeavor addresses the cognitive challenges faced by interdisciplinary
involving multiple aspects, including cognition, methodology, research and education from the perspective of a
team collaboration, and policy formulation. This paper focuses transdisciplinary notion through logical dynamics. After all,
primarily on the cognitive level, first conducting an in-depth although interdisciplinary cooperation in academic research
analysis of the cognitive challenges faced during requires verification of feasibility, the minds of researchers have
interdisciplinary cooperation and communication. In response to never been confined by boundaries. At the same time, this paper
these challenges, the paper introduces Logical Dynamics (a believes that the goals of research and education differ; the core
theoretical framework) and Dynamic Epistemic Logic (a formal of research lies in academic development, while the core of
tool). From three dimensions—perspective transformation, education lies in nurturing individuals.
cognitive representation, and educational application—the article
elaborates on "how Logical Dynamics provides guidance for This article directly aligns with the goals of "Interdisciplinary
interdisciplinary education and research at the level of cognitive Communication on Trans-Disciplinary Notions," offering a
thinking."Moreover, artificial intelligence has been deeply systematic and structured approach to initiate and sustain
integrated into interdisciplinary communication. Under the meaningful dialogues across disciplines while addressing the
guidance of Logical Dynamics, AI can more accurately articulate challenges of trans-disciplinary collaboration.
problems and facilitate the generation of more creative solutions
among interdisciplinary participants.
Keywords: Interdisciplinary communication, Research, 2. THE IMPORTANCE OF INTERDISCIPLINARY
Education, Logical dynamics, Dynamic epistemic logic, RESEARCH AND EDUCATION
Cognitive abilities, Artificial intelligence
There are various interpretations regarding the definitions of
interdisciplinary research and education. Here, we focus on
1. INTRODUCTION understanding that is based primarily on the following two
descriptions. Interdisciplinary research generally refers to "a
Why can this paper be said to address interdisciplinary research research model conducted by teams or individuals that integrates
and education from the perspective of a transdisciplinary notion information, data, techniques, tools, perspectives, concepts,
through logical dynamics? and/or theories from two or more disciplines or specialized
When analyzing the challenges faced by interdisciplinary knowledge systems in order to enhance understanding or address
research, we primarily focus on cognitive challenges, which issues beyond the scope of a single discipline's research domain"

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
154 https://doi.org/10.54808/ICSIT2025.01.154
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[1]. On the other hand, interdisciplinary education aims to assist interdisciplinary communication and cooperation when they
students in building 'cognitive bridges' between disciplines, enter an interdisciplinary research project? Have they
enabling them to flexibly apply knowledge from multiple automatically acquired the necessary skills for interdisciplinary
disciplines and form multidimensional cognitive frameworks [2]. collaboration? Both theoretical research and practical data
indicate that the outcome of this question is not optimistic [5][9].
From these definitions, we can understand the connection
between the two: the former is essentially an innovative process Critical thinking, reflective thinking, systems thinking, the ability
of knowledge production and application, focusing on "problem- to synthesize and integrate knowledge, communication and
solving"; whereas the latter places greater emphasis on collaboration skills, etc., are all essential cognitive abilities for
"cultivating individuals capable of solving problems," involving interdisciplinary researchers. In particular, critical thinking and
the development of various interdisciplinary skills. In the reflective thinking directly correspond to the cognitive
mutually reinforcing process, they form a positive feedback loop, dimension of interdisciplinary communication—“seeking
thereby serving the needs of complex societies. conceptual commonalities”[10][11]. This is crucial for
interdisciplinary communication because interactions between
Currently, the academic research field is facing many complex, different disciplines face high levels of complexity, uncertainty,
systematic, and sustainability-related topics. Moreover, the and conceptual ambiguity.
development of most single disciplines has encountered
bottlenecks, while the differences between various disciplines The lack of interdisciplinary thinking skills among researchers
provide new ideas for solving these problems because knowledge can lead to difficulties in finding conceptual commonalities
and methods from different disciplines may help understand and during interdisciplinary communication, resulting in a failure to
solve problems in other fields. For instance, using computers to achieve deep understanding. Consequently, research practices
analyze gene sequences in the emerging interdisciplinary field of aimed at "comprehensive interdisciplinarity" may degenerate
bioinformatics. It is precisely because interdisciplinary research into "additive multidisciplinarity" projects [5], meaning that they
and education organically integrate theories, methods, and merely represent the accumulation of multiple disciplines
practices from natural sciences, social sciences, and humanities without generating valuable connections or interactions.
[3][4] that they not only help people better understand complex
issues but also, more encouragingly, contribute to finding new This prompts us to reflect deeply: Does higher education
ways to solve these problems [5]. cultivate interdisciplinary thinking among prospective educators
and researchers? Is this education sufficient to enable doctors in
At the same time, in terms of education and teaching, the urgent the future to smoothly participate in interdisciplinary research
needs of 21st-century social development call for innovative and correctly guide students in engaging in interdisciplinary
talents with intercultural competence, critical thinking, creative communication? The reality is that doctoral education often
problem-solving skills, communication and collaboration focuses on specific disciplinary subjects and working methods,
abilities, as well as a sense of social responsibility [6]. This aligns with insufficient emphasis on education for interdisciplinary
perfectly with the goals of interdisciplinary education. Through communication and cooperation [12]. To meet the intellectual
interdisciplinary education, it is possible to help people find challenges, we need systematic theoretical guidance and
"ways to combine scientific, technological, engineering, and educational practices in interdisciplinary studies so that doctoral
mathematical research with interests and concerns about human candidates can understand interdisciplinary research capabilities
affairs, welfare, values, or culture" [7]. Meanwhile, and identify with their roles as interdisciplinary scholars. At the
interdisciplinary education emphasizes the cross-disciplinary same time, doctoral students themselves also exhibit a strong
connections between different fields, which can effectively willingness for interdisciplinary collaboration; they mention that
reduce phenomena such as subject bias, including the current these experiences can enhance their ability to work across
issues of one-sided education and underrepresentation of multiple disciplines and lay a solid foundation for replicable
humanities and social sciences [8], helping individuals broaden principles of interdisciplinary learning [12].
their horizons and continuously adapt to solving complex social
problems. So, how can we effectively assist researchers from different
disciplinary backgrounds to participate in this interdisciplinary
communication right from the start? This requires guidance at the
3. THE COGNITIVE CHALLENGES FACED IN level of cognitive thinking, where logic can serve as an important
INTERDISCIPLINARY COMMUNICATION AND tool. First, we need some clarification on the "view of logic".
COOPERATION What is referred to here goes beyond static logical rules; more
importantly, it involves dynamic theories and tools of logical
However, coexisting with the value of interdisciplinary interaction.
communication and cooperation are also multiple challenges,
here we mainly refer to cognitive challenges.Consider this
question: Do researchers already know how to engage in

155
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

4. THE KEY TO THOUGHT: LOGICAL DYNAMICS 5. HOW DOES LOGICAL DYNAMICS FACILITATE
AND DYNAMIC EPISTEMIC LOGIC INTERDISCIPLINARY EDUCATION AND RESEARCH?

Logic is the immune system of the mind. Logical dynamics is oriented towards cognitive research, and
—— Johan van Benthem, renowned logician therefore, we primarily support interdisciplinary education and
research from the perspective of thinking, which involves
The logic familiar to people concerns static rules and conclusions knowledge generation and cognitive processes. This
about concepts, judgments, reasoning, or proofs, which form a encompasses three dimensions: activating the interdisciplinary
rational defense for human cognition and thought. Equally nature of research and education based on the philosophical
significant as these logical conclusions is the process of mental perspectives in logical dynamics; enhancing interdisciplinary
interaction involving "posing questions and providing answers," participants' understanding of thinking abilities through the
which corresponds to what Johan van Benthem referred to as the representation of cognitive processes by dynamic epistemic
"dynamic turn" in logic in his 1991 work Language in Action logic; and integrating the analytical representation of cognitive
[13]. Then, in 1996, in Exploring Logical Dynamics, he thinking abilities into the teaching applications of
continued and deepened this perspective [14], referring to it as interdisciplinary education.
Logical Dynamics: "This is a general theory concerning agents
who generate, transform, and transmit information; during this Perspective Transformation:
process, the social interactions among agents are just as Activating the Interdisciplinary Nature in Research and
important as individual capabilities." [15] Education

"Logical Dynamics" employs the framework of Dynamic Logical dynamics also represents a philosophical perspective, as
epistemic logic to present a rich panorama of the cognitive Van Benthem has pointed out, there is a shift from the focus on
process, showcasing belief revision and agent interaction, static concepts and rules within logic to a parallel investigation
thereby continuously creating conditions for the revelation of of the logical structure of actions and processes that create and
truth and providing a clear perspective on agents' understanding alter these concepts and attitudes [15] . Here, emphasis is placed
of their cognitive abilities. Based on this, it will help agents on the transformation of perspective from static to dynamic,
autonomously construct a more complete cognitive system and which serves precisely as the catalyst for further activating the
thinking ability. Dynamic epistemic logic is not only a systematic interdisciplinary nature in research and education.
and structured theoretical framework but also an important
formal tool when studying the foundations of cognitive behavior Transferring this understanding to the realms of research and
[16]. It is based on Kripke's possible-world semantics, used to education, we can interpret it as follows: although both research
describe states, actions, and events in the cognitive processes of and education are inherently dynamic processes, in today's era,
agents, and through semantic interpretation and rules, it the isolated development of research and education within single
characterizes dynamic processes in cognitive interactions such as disciplines can be considered a form of "stagnation." To uphold
belief revision, knowledge updating, and preference changes. the mission of education and research—as spiritual activities
Meanwhile, this framework is flexible and extensible, adaptable pursuing knowledge, understanding, and truth—it is necessary to
to complex social scenarios. undergo a transformation of perspective. This involves focusing
on dynamic processes that transcend multiple disciplinary
Indeed, as demonstrated by the affirmation of van Benthem boundaries and continuously seeking ways to strengthen
regarding the relationship between logical dynamics and connections between disciplines. Such an integrated perspective
interdisciplinary communication, the two mutually reinforce will provide an inexhaustible driving force for the continuous
each other, forming a virtuous ecological system. development of interdisciplinary research and education.
"By employing such methods, we can not only gain a deeper Education and research are directly or indirectly interconnected
understanding of individual cognitive processes but also explore through cybernetic relationships, and the activation of
how these processes interact with and influence each other within interdisciplinary nature further promotes positive interaction and
social environments. This interdisciplinary approach contributes common development between education and research.
to building a more comprehensive framework for understanding
that applies across a broad spectrum from personal thought to Cognitive Representation:
group interactions. Therefore, dynamic epistemic logic provides Enhancing the Understanding of Thinking Abilities among
a powerful analytical tool for both theoretical research and Interdisciplinary Participants
practical applications."[15]
Logical dynamics provides a theoretical analysis and formal tool
for addressing the cognitive challenges faced in interdisciplinary
communication and cooperation, directly tackling the most
central issues within these challenges: how to understand and
consciously apply interdisciplinary thinking skills? Dynamic

156
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

epistemic logic can clearly dissect and construct cognitive recursive processes involved in human social cognition. They
processes, identifying and representing higher-order cognitive allow researchers to model and study how individuals perceive
skills such as critical thinking and reflective thinking. It focuses and interpret the mental states of others, which is crucial for
on core elements involved in high-level cognition, like effective social interaction and cooperation.
contemplating "what I know that I know" (metacognition) and
inferring "what I know that he knows" (theory of mind) . The above is merely the most basic formal representation of
thought based on dynamic epistemic logic. In specific cognitive
Clear cognitive representations enable individuals to more practices and complex scenarios, dynamic epistemic logic can
deeply comprehend their own cognitive processes and the mental not only cover a broader range of information processing but also
states of others, grasping and enhancing interdisciplinary deeply represent cognitive interactions and belief revisions
thinking abilities from a more fundamental source. These among multiple agents. For instance, in a social network or
abilities allow researchers to transcend localized thinking collaborative environment involving multiple participants, each
patterns, understand the perspectives of collaborators, and agent may hold different initial beliefs, which will undergo a
engage in reflective, innovative, and collaborative problem- series of complex adjustments and reconstructions as new
solving. information continues to flow in.

Metacognition, which is defined as "an individual's cognition Instructional Application:

about their own learning and cognitive processes," can be Integrating Cognitive Representation Comprehension into
represented in dynamic epistemic logic concerning self-reflective Interdisciplinary Teaching Design
abilities as K φ → 𝐾 (K φ), a logical formulation that expresses
metacognitive awareness[16]. As Brand and Triplett have noted, "Interdisciplinary teaching is
not just an organizational strategy; it is also a way of thinking
Here, 𝜑 represents a specific proposition or piece of information. about the purposes of schooling, the sources of the curriculum,
The operator 𝐾 denotes the knowledge operator for a given and the use of knowledge" [17]. At the same time,
agent, with subscripts on the 𝐾 operator distinguishing between interdisciplinary teaching aims to help students develop a
different agents. For instance: "methodological foundation" and "cognitive flexibility,"
K φ means "Agent 1 knows 𝜑." encouraging them to continuously explore alternative ways of
K (K φ) means "Agent 1 knows that he/she know 𝜑." cognition [5][10]. Furthermore, it assists students in building the
thinking skills necessary for engaging with complexity, thereby
The arrow (→) signifies that if Agent 1 knows something (K φ), equipping them to deal with uncertainty.
then they are also aware of possessing this knowledge
(K (K φ)). This represents reflection—a critical component of From the aforementioned cognitive representations, it can be
metacognitive skills. In essence, when an individual recognizes seen that logical dynamics and dynamic epistemic logic
not just the content of their knowledge but also the fact that they emphasize intelligent interactions among multiple agents. This
possess such knowledge, it demonstrates a level of introspection dynamic perspective is beneficial for teaching and aligns well
and self-awareness essential to metacognition. This logical with the design objectives of interdisciplinary education. From
construct provides a formal method to analyze and understand both internal and external high-order cognition perspectives,
how individuals perceive and regulate their own cognitive metacognitive abilities can assist researchers in transcending
activities, thereby enhancing our comprehension of learning local thinking and considering problems from a global viewpoint;
processes and cognitive strategies. theory of mind capabilities, on the other hand, help researchers
better understand their collaborators' viewpoints. The dual-
Theory of Mind, which refers to "an individual's ability to driven high-order cognitive representation of these two aspects
understand the mental states of others, such as beliefs, desires, can be integrated into the curriculum design of interdisciplinary
and intentions," can be represented through dynamic epistemic education (such as sharing and evaluation stages). Such
logic as 𝐾 (𝐾 𝜑), reflecting the agent's recursive understanding interdisciplinary educational courses will prompt students to
of another's mental state. reflect on what they already know and, more importantly, how
they acquired this knowledge. Meanwhile, students can gain
Here, K (K φ) means "Agent 1 knows that Agent 2 knows 𝜑." deeper insights into others' thought processes and learn to
Expanding further, if we wish to express deeper levels of understand and analyze things from different angles [18].
cognitive nesting, such as "I know that he knows that I know
something," it can be written as: K K (K φ) . This represents Moreover, these modes of thinking strike at the heart of critical
a higher-order Theory of Mind capability, where one not only thinking, since critical thinking itself is a form of higher-order
understands what others know but also comprehends the thinking that encourages skepticism towards one's own and
awareness others have of one's own knowledge. Such others' thoughts. Therefore, during this process, students come to
representations in dynamic epistemic logic provide a formal understand their cognitive abilities more deeply, take the
framework for analyzing and understanding the complex initiative to construct and perfect their cognitive systems

157
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

continuously, and enhance their critical thinking, reflective "Integrating Logical Dynamics to Enhance Interdisciplinary
thinking, and innovative capabilities. Thinking Skills" represents a structured approach to thinking, as
it provides a dynamic theory and a set of analytical tools that
guide individuals on how to analyze information more
6. LOGICAL THINKING FRAMEWORK EMPOWERS effectively, solve problems, and foster innovation and
INTERDISCIPLINARY COMMUNICATION IN THE development. At the same time, it reveals that the interaction
ARTIFICIAL INTELLIGENCE ERA between different disciplines is characterized by high
complexity, uncertainty, and conceptual ambiguity. Therefore,
In today's era of artificial intelligence, generative artificial one must continuously seek paths towards "dynamic unity from
intelligence (such as large model technologies) has been widely diversity" through an adaptive and evolving approach. This
integrated into multiple domains including social media comprehensive perspective is particularly crucial for nurturing
platforms, information service systems, and educational systems, researchers with critical thinking skills. On a deeper level, logic
profoundly altering people's lifestyles and work patterns. AI not aids people in understanding both the possibilities and limitations
only assists teachers in lesson preparation and the development of interdisciplinary research and education.
of highly interactive teaching materials but also helps students
acquire personalized learning path planning. Moreover, within More encouragingly, there exists a positive feedback loop
academic research, AI has sparked the wave of the "fifth between logical dynamics and interdisciplinary communication,
paradigm of scientific research driven by artificial intelligence," forming a virtuous interaction. Logical dynamics assists
indicating that AI has become a crucial tool for interdisciplinary interdisciplinary communication in addressing cognitive
education and research, deeply participating in interdisciplinary challenges and offers new approaches to solving complex social
development. problems. Meanwhile, the sound development of
interdisciplinary education and research contributes to advancing
So how do we understand AI's thinking (such as chain-of-thought logical dynamics from mere theoretical and technical studies
techniques)? How can we collaborate with AI? And how can we towards broader practical applications.
engage in inspiring communication with AI? These questions
require us to enhance our artificial intelligence literacy, whose Acknowledgements The authors warmly thank Professor Nagib
foundation lies in logical general education literacy, because "a Callaos and his team for their hard work. We also thank the non-
logical perspective is helpful for asking the right questions, anonymous reviewer, Mr. Luo Haoxuan, a doctoral candidate at
designing inspiring experiments, and precisely defining Tsinghua University’s Research Center for Logic, for his
appropriate levels of capability" [19]. If interdisciplinary teams valuable suggestions.This work is supported by the Major Project
possess an integrative cognitive logical thinking framework, then of the National Social Science Foundation (19ZDA041) and the
collaboration and communication with AI agents will be more Major Project of Key Research Bases for Humanities and Social
efficient and valuable, while also promoting faster innovation Sciences of the Ministry of Education (22JJD720021).
and creation.

8. REFERENCES
7. CONCLUSION AND OUTLOOK
[1] National Academy of Sciences, National Academy of
Interdisciplinary participants, if lacking in interdisciplinary Engineering, Institute of Medicine, "Facilitating interdisciplinary
thinking literacy, will struggle to find conceptual commonalities research," The National Academies Press, Washington, 2005.
during communication, causing projects aimed at "integrative [2] V. Boix-Mansilla, "Learning to Synthesize: The
interdisciplinarity" to degenerate into "additive Development of Interdisciplinary Understanding," in The Oxford
multidisciplinary" projects. This is one of the greatest cognitive Handbook of Interdisciplinarity, R. Frodeman, J. T. Klein, & C.
challenges faced by interdisciplinary research and education. Mitcham, Eds., Oxford: Oxford University Press, 2010, pp. 288-
This paper elaborates from three dimensions on how logical 306.
dynamics can address interdisciplinary cognitive challenges: [3] P. Holm, M. E. Goodsite, S. Cloetingh, et al., "Collaboration
Firstly, perspective transformation: activating the between the natural, social and human sciences in global change
interdisciplinary nature inherent in "research" and "education". research," Environmental Science & Policy, vol. 28, 2013, pp.
Secondly, cognitive representation: enhancing interdisciplinary 25–35.
participants' understanding of cognitive abilities. Thirdly, [4] A. Jerneck, L. Olsson, B. Ness, et al., "Structuring
integrating cognitive representation comprehension into sustainability science, " Sustainability Science, vol. 6, no. 1, pp.
interdisciplinary teaching design. At the same time, this article 69–82, 2011.
emphasizes that logical thinking can significantly facilitate [5] R. Freeth and G. Caniglia, "Learning to collaborate while
interdisciplinary communication in the era of artificial collaborating: advancing interdisciplinary sustainability
intelligence. research," Sustainability Science, vol. 15, 2020, pp. 247–261.

158
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[6] J. Torney-Purta, J. C. Cabrera, K. C. Roohr, O. L. Liu, and J.

A. Rios, "Assessing civic competency and engagement in higher
education: Research background, frameworks, and directions for
next-generation assessment," ETS Research Report Series, vol.
2015, no. 2, 2015, pp. 1–48.
[7] M. Li and X. Liu, "Enhancing humanities and social sciences
curriculum in engineering institutions by using interdisciplinary
approaches," Cogent Education, vol. 12, no. 1, 2025.
[8] IPCC, "Statement on the 30th anniversary of the IPCC first
assessment report – IPCC," [Online]. Available:
www.ipcc.ch/2020/08/31/st-30th-anniversary-far/. Accessed:
Oct. 23, 2020.
[9] K. S. Cheruvelil, P. A. Soranno, K. C. Weathers, et al.,
"Creating and maintaining high-performing collaborative
research teams: the importance of diversity and interpersonal
skills," Frontiers in Ecology and the Environment, vol. 12, no. 1,
2014, pp. 31–38.
[10] L. J. Haider, J. Hentati-Sundberg, M. Giusti, et al., "The
undisciplinary journey: early-career perspectives in
sustainability science," Sustainability Science, vol. 13, no. 1,
2017, pp. 191–204.
[11] J. T. Klein, Crossing boundaries: Knowledge,
disciplinarities, and interdisciplinarities, Charlottesville:
University Press of Virginia, 1996.
[12] C. Piccardo, Y. Goto, D. Koca, P. Aalto, and M. Hughes,
"Challenge-based, interdisciplinary learning for sustainability in
doctoral education," International Journal of Sustainability in
Higher Education, vol. 23, no. 7, 2022, pp. 1482-1503.
[13] J. V. Benthem, Language in Action: Categories, Lambdas
and Dynamic Logic, Amsterdam: North-Holland & Cambridge
(Mass.): MIT Press, 1991.
[14] J. V. Benthem, Exploring Logical Dynamics, Stanford:
CSLI Publications, 1996.
[15] J. V. Benthem, "Logical Dynamics of Information and
Interaction: Contents," 2014.
[16] H. V. Ditmarsch, W. V. Hoek, and B. P. Kooi, Dynamic
Epistemic Logic, Dordrecht: Springer, 2007.
[17] B. R. Brand and C. F. Triplett, "Interdisciplinary curriculum:
An abandoned concept?" Teachers and Teaching, vol. 18, no. 3,
2012, pp. 381–393.
[18]C. Howlett, J. Ferreira, and J. Blomfield, "Teaching
Sustainable Development in Higher Education: Building Critical,
Reflective Thinkers through an Interdisciplinary Approach,"
International Journal of Sustainability in Higher Education, vol.
17, 2016, pp. 305-321.
[19] R. Verbrugge, "Logic and Social Cognition: The Facts
Matter, and so do Computational Models," Journal of
Philosophical Logic, vol. 38, 2009, pp. 649-680.

159
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Intergenerational learning for older and younger employees:

What should be done and should not?
Gita Aulia NURANI
Educational Leadership and Management Development Department, National Chung Cheng University
Chiayi, Taiwan

Ya-hui LEE
Adult and Continuing Education Department, National Chung Cheng University
Chiayi, Taiwan
[email protected]

ABSTRACT within educational contexts [6], community programs [7], and

professional settings [8], [9], emphasizing its capacity to enhance
Intergenerational learning is a part of sustainable workforce cognitive, social, and emotional well-being among individuals
development, fostering the exchange of expertise and innovative involved. Also, research demonstrates that IGL fosters cross-
practices among diverse age groups. This study explores three generational empathy, improves mutual respect, and aids in
essential notions for enhancing intergenerational learning in transmitting traditional and contemporary knowledge [5].
organizations. First, it advocates for establishing structured Intergenerational programs reduce age-related stereotypes and
mentorship programs that encourage reciprocal exchanges rather biases, fostering a more inclusive society [10]. Other empirical
than one-way knowledge transfers. Second, it emphasizes the studies indicate that organizations that actively adopt IGL
importance of implementing flexible and inclusive learning strategies demonstrate enhanced awareness of ageist behavior
strategies designed to address the varying needs of different and increase workers’ satisfaction [11]. Research highlights the
generations. Third, it highlights the necessity of aligning learning significance of digital technology in facilitating intergenerational
initiatives with organizational objectives and individual knowledge exchange, especially in workplace environments
employee aspirations to promote balanced growth. Through an where digital literacy differs markedly among age groups [12].
extensive literature review, the study underscores the The transformation of labor markets due to globalization and
significance of adult education and the benefits of adopting a automation necessitates the incorporation of intergenerational
multidimensional approach to intergenerational learning. The competency within professional development frameworks [13].
findings offer actionable insights for organizations aiming to
build dynamic, knowledge-rich environments supporting Moreover, the workplace functions as a significant context for
individual and collective advancement. intergenerational learning, reflecting the increasing age diversity
present in contemporary organizations. In light of increased life
Keywords: Intergenerational Learning, Lifelong Learning, expectancy and evolving retirement trends, multi-generational
Mentorship, Social Constructivism workforces have emerged as a prominent feature of modern
workplaces. Organizations currently consist of Baby Boomers,
Generation X, Millennials, and Generation Z employees, each
1. INTRODUCTION contributing unique skills, values, and perspectives [14], [15],
[16]. In this case, intergenerational learning in the workplace
Intergenerational learning (IGL) is a concept that promotes the occurs via formal mentorship programs, informal knowledge-
exchange of knowledge and skill development between sharing interactions, collaborative projects, and gamification [2].
individuals from various age groups. It follows three conceptual
approaches: (1) generations learn from each other, (2) A notable aspect of IGL in professional settings is the
generations learn with each other, and (3) generations learn about dissemination of institutional knowledge. Senior employees
each other [1]. The importance of IGL has received substantial typically have significant industry experience, historical insights,
focus in academic and professional discussions as societies and strategic expertise [17], whereas younger workers contribute
experience swift demographic and technological changes [2]. technological proficiency, adaptability, and innovative problem-
solving skills [18]. The incorporation of these competencies
The concept is grounded in theories of lifelong learning and enhances organizational agility and ensures knowledge
social constructivism, highlighting the active construction of continuity. Cross-generational mentorship enhances leadership
knowledge through social interactions and shared experiences. development, allowing younger employees to gain insights from
Unlike traditional unidirectional learning models, which position seasoned mentors while offering innovative perspectives and
knowledge transfer as a hierarchical process from senior to junior modern skills [19]. Organizations that promote intergenerational
individuals, intergenerational learning promotes a bidirectional learning develop a culture of ongoing enhancement, enabling
approach that recognizes the varied contributions of all age employees to adapt to changing industry requirements.
groups [3]. This collaborative method enhances individual skills
while reinforcing social cohesion [4] and personal development Despite its many benefits, intergenerational learning in the
[5]. workplace presents several challenges. Generational stereotypes
and biases constitute a significant obstacle [20]. Variations in
A significant number of research has investigated the work ethics, communication methods, and technological
mechanisms, outcomes, and implications of intergenerational proficiency may occasionally lead to tensions among employees
learning in diverse contexts. Research has investigated IGL from diverse age cohorts [21]. Older employees may regard

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
160 https://doi.org/10.54808/ICSIT2025.01.160
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

younger colleagues as lacking experience or excessively enrichment and social cohesion [1]. This learning approach
dependent on technology, whereas younger workers may see aligns with lifelong learning principles by acknowledging that
senior employees as reluctant to adapt to change [22]. Addressing knowledge is co-constructed through social interaction and
these biases necessitates deliberate actions to cultivate an shared experiences, also mediated by technology [32].
inclusive and respectful workplace culture. Intergenerational learning environments, including mentorship
programs, family literacy initiatives, and community-based
The complexity of implementing effective intergenerational projects, offer significant opportunities for younger and older
learning programs presents a significant challenge. participants to engage in meaningful educational experiences. In
Organizations should develop structured initiatives that promote demographic changes characterized by aging populations and
meaningful interactions and address diverse learning prolonged working lives, intergenerational learning presents a
preferences. Traditional hierarchical structures can impede the viable framework for knowledge transfer and social integration.
effective exchange of intergenerational knowledge, highlighting The combination of lifelong and intergenerational learning
the need for more flexible and participatory learning models [3]. enables societies to cultivate inclusive, dynamic, and resilient
learning cultures that bridge generational divides and prepare
Furthermore, it is crucial to guarantee equitable access to individuals for an evolving global challenge.
educational opportunities, given that employees may possess
differing degrees of comfort and proficiency with the emerging Social constructivism
technologies utilized in IGL programs [23]. Further, Social constructivism is a learning theory positing that
technological disparities complicate intergenerational learning in knowledge is actively constructed through social interaction,
the workplace. Organizations should allocate resources to cultural context, and shared experiences rather than being
customized training programs and digital literacy initiatives to passively received [33]. This perspective challenges traditional
effectively address these gaps. Younger employees should be cognitivist and behaviorist views that characterize learning as an
encouraged to recognize the significance of experiential individual, internalized process. Social constructivism
knowledge and industry expertise senior colleagues contribute in emphasizes the importance of social contexts, discourse, and
the workplace [24]. collaboration in shaping cognitive development and knowledge
acquisition [34]. The theory suggests that optimal learning occurs
when individuals engage in meaningful, dialogic interactions
2. FRAMEWORK with more knowledgeable peers or mentors, facilitating the
internalization of new concepts and the development of higher-
Lifelong learning order thinking skills [35].
Lifelong learning theory asserts that learning is an ongoing,
voluntary, and self-directed endeavor for knowledge that spans Social constructivism is a fundamental framework in
an individual's entire life, encompassing personal and contemporary education, shaping pedagogical approaches that
professional development beyond formal education [25]. prioritize interaction, dialogue, and practical application. Project-
Lifelong learning, grounded in constructivist and humanistic based learning, inquiry-based instruction, and cooperative
educational philosophies, highlights the learner's role in learning models are based on social constructivist principles,
acquiring, applying, and adapting knowledge across various promoting dynamic, student-centered learning experiences [36].
contexts to fulfill their development needs and skill growth [26]. Digital technologies improve social constructivist learning by
This theory holds significant relevance in the 21st century, not enabling collaborative knowledge-building via online
only in Europe and the USA but also in Asia, characterized by discussions, virtual simulations, and global learning communities
rapid technological advancements and evolving societal demands [37]. Despite advancements, educational equity remains a critical
that require continuous skill development and adaptability [27]. issue, with access to interactive learning environments varying
The conceptual foundations of lifelong learning include based on socioeconomic, geographic, and technological factors
cognitive, social, and experiential dimensions, acknowledging [38].
that learning occurs in diverse contexts such as formal
institutions, workplaces, communities, and digital environments Social constructivism finds significant application in
[28]. intergenerational learning, characterized by the mutual
knowledge exchange among individuals from diverse age
International organizations, including UNESCO and the groups. Intergenerational learning exemplifies social
European Commission, promote lifelong learning as essential for constructivism by encouraging collaborative meaning-making
fostering social cohesion, stimulating economic growth, and between younger and older generations across diverse contexts,
enhancing democratic participation [29], [30]. Global such as families, workplaces, and community programs [39].
educational systems progressively prioritize lifelong learning Integrating social constructivist methodologies into
competencies, incorporating them into curricula, workplace intergenerational learning initiatives facilitates the development
training, and community education programs. Disparities in of inclusive educational ecosystems that promote mutual
access to learning opportunities continue to exist, frequently learning, intergenerational solidarity, and lifelong intellectual
intensified by socioeconomic factors, digital divides, and engagement in a connected world.
systemic inequalities [31]. To address these challenges, it is
essential to implement inclusive and equitable learning policies
that accommodate diverse learners throughout their lifespan. 3. INTERNEGERATIONAL LEARNING NOTIONS

The intergenerational element of lifelong learning is a significant So, how should intergenerational learning be implemented to
yet frequently overlooked dimension. Intergenerational learning facilitate older and younger workers’ needs?
denotes the reciprocal transfer of knowledge, skills, and values To face future challenges, organizations must implement
among individuals from diverse age groups, promoting mutual strategies that promote knowledge transfer and skill development

161
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

among different generations. As the workforce diversifies, Notion 2: Implementing Flexible and Inclusive
promoting intergenerational learning is crucial to leverage the Learning Approaches, Rather Than Being Exclusive.
distinct strengths of younger and older employees. Without Traditional educational frameworks often fail to address a
intentional learning structures, organizations may experience multigenerational workforce's varied needs, preferences, and
knowledge gaps and reduced productivity. Structured technological skills. Organizations can ensure that their learning
intergenerational learning programs can enhance collaboration, and development plans effectively support senior and junior
bridge generational divides, and foster a more dynamic and employees by adopting a more inclusive and flexible approach,
innovative workforce. thus promoting collaboration, productivity, and innovation.

IGL is a promising strategy for promoting older worker A key element of flexible and inclusive education is the provision
development and organizational competitiveness in an aging of diverse learning formats that accommodate different
workforce [8]. It involves learning between generations, preferences and learning styles [48]. Senior employees benefit
potentially leading to lifelong learning, innovation, and from structured, face-to-face training sessions facilitating
organizational growth [40]. However, the effectiveness of IGL experiential learning and interpersonal interaction. Younger
strategies needs further empirical testing [41]. Organizations employees may prefer digital learning platforms that provide
should consider creating conditions that efficiently match the immediate access to information as needed. Blended learning
potential of their aging workforce, using IGL as a tool for models integrate in-person instruction with online training
knowledge retention and transfer between generations. modules, creating a balanced approach that caters to the strengths
and preferences of all employees [49]. Organizations that
Notion 1: Establishing Structured Mentorship emphasize diverse learning modalities foster an inclusive
Programs for Reciprocal Learning, Rather Than environment that encourages employees to engage in continuous
Unidirectional. A structured mentorship program that professional development.
emphasizes reciprocal learning rather than a one-way transfer of
knowledge is essential for maximizing the strengths of both Moreover, inclusive learning methods should prioritize
junior and senior employees. Traditional mentorship models accessibility and adaptability. This involves creating training
often position senior employees as knowledge providers, programs designed for various levels of technological
whereas younger workers are viewed as passive recipients. This proficiency and ensuring that learning materials are accessible to
hierarchical methodology fails to adequately acknowledge employees with differing abilities. Organizations should
workplace knowledge's dynamic and evolving nature, implement user-friendly digital tools and provide extensive
particularly in an era characterized by rapid technological support and training for employees with limited technological
advancements and changing industry trends [42]. A mentorship proficiency. Additionally, fostering a culture of peer learning, in
framework that facilitates bidirectional learning ensures the which employees from various generational backgrounds share
sharing of knowledge, skills, and experiences across generational knowledge and experiences, markedly improves engagement and
gaps, thus fostering a more inclusive and adaptable environment encourages a collaborative learning environment [11].
[43].
Notion 3: Aligning Learning Initiatives with
Organizations must define clear objectives, create detailed Organizational Goals and Employee Needs, Not Only Focus
guidelines, and offer strong support mechanisms to effectively on One Side. Regular assessments and employee engagement in
implement a structured mentorship program. Aligning older and learning enable organizations to identify skill gaps, industry
younger employees based on their complementary skills and trends, and workforce development needs. This guarantees that
knowledge gaps ensures reciprocal benefits from the exchange. training programs stay pertinent and flexible in response to global
Additionally, providing formal training on best practices in challenges. Tailored learning plans, which show flexibility and
mentorship, including effective communication, active listening, are aligned with employees' career aspirations, can improve
and constructive feedback, can enhance the quality and motivation and engagement [50]. Regarding those benefits,
effectiveness of the learning experience [44]. Organizations organizations should invest in continuous feedback mechanisms
should create physical and digital platforms facilitating to assess the effectiveness of training initiatives and implement
continuous engagement, including mentorship sessions, necessary improvements [51].
collaborative initiatives, and knowledge-sharing forums [24],
[45]. Organizations that concentrate exclusively on business outcomes
may experience disengagement and low retention. Conversely,
Despite the benefits linked to reciprocal mentorship, several those prioritizing employee needs while neglecting broader
challenges may arise during its execution. Resistance to change, objectives may face inefficiencies and misalignment. An
generational biases, and preconceived notions about learning and effective learning strategy aligns leadership priorities with
expertise can hinder the effectiveness of mentorship programs. workforce development using data-driven insights to create
Organizations must cultivate a workplace culture emphasizing relevant, scalable, personalized programs [52]. Incorporating
continuous learning and encouraging intergenerational continuous feedback loops enables organizations to refine
collaboration to overcome these challenges [46]. Leadership is training programs, ensuring responsiveness to evolving industry
crucial in fostering an inclusive environment where employees demands and workforce expectations. Furthermore, promoting a
can engage in mentorship relationships without fear of judgment culture of lifelong learning empowers employees to assume
or resistance [47]. Also, organizations should implement responsibility for their professional growth, thereby enhancing
feedback mechanisms to assess the effectiveness of mentorship organizational agility and fostering innovation [53].
programs, enabling continuous improvement and enhancement
[45]. In addition to aligning training programs with business objectives
and individual development needs, organizations must leverage
technology and digital learning platforms to optimize

162
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

accessibility and effectiveness [10]. Integrating artificial International Multi-Conference on Complexity, Informatics, and
intelligence and adaptive learning systems can facilitate Cybernetics (IMCIC 2025). Their unwavering commitment—
personalized learning experiences tailored to employees’ especially in securing the funding that made our complimentary
proficiency levels and career trajectories [54]. Organizations can presentation and publication possible—has provided an essential
cultivate a resilient and future-ready workforce by fostering a foundation for our work's success and high quality. This
holistic learning ecosystem that includes formal training, invaluable support has enabled us to share our findings with a
experiential learning, and social learning opportunities. A well- broader audience and elevated our research's overall impact.
structured and responsive learning strategy ultimately contributes
to organizational competitiveness while fostering an engaged and In addition, we sincerely thank Omar M. Keita, a Ph.D. candidate
high-performing workforce. at National Chung Cheng University, whose diligent and
meticulous peer editing has been instrumental in refining our
manuscript. His careful attention to detail and thoughtful
4. CONCLUSIONS suggestions have significantly enhanced the clarity and
coherence of our presentation, ensuring that our work is
Intergenerational learning in the workplace is a significant communicated effectively and with precision. The combined
method for knowledge exchange, skill enhancement, and contributions of our publisher, the committed volunteers, and Mr.
organizational sustainability. Organizations can leverage the Keita have played a pivotal role in advancing the excellence of
strengths of a multi-generational workforce by fostering our research.
reciprocal learning experiences, thereby promoting innovation,
collaboration, and inclusivity. Despite challenges, including
generational biases, logistical constraints, and technological 6. REFERENCES
disparities, strategic interventions can effectively address these
barriers and enhance the advantages of intergenerational [1] J. Franz and A. Scheunpflug, “A Systematic Perspective on
learning. Intergenerational Learning: Theoretical and Empirical
Findings,” Studia paedagogica, vol. 21, no. 2, Art. no. 2, 2016.
[2] R.-D. Leon, “Human resources practices for intergenerational
In addition, fostering a dynamic and reciprocal learning
learning: a systematic literature review,” Knowledge
environment necessitates a structured mentorship framework that Management Research & Practice, vol. 21, no. 4, pp. 749–764,
facilitates bidirectional knowledge exchange. Effective Jul. 2023, doi: 10.1080/14778238.2022.2035278.
mentorship programs should cultivate a culture of shared [3] F. H. Gerpott, N. Lehmann-Willenbrock, and S. C. Voelpel, “A
learning where both parties contribute and benefit rather than a Phase Model of Intergenerational Learning in Organizations,”
unidirectional flow of expertise from senior to junior employees. AMLE, vol. 16, no. 2, pp. 193–216, Jun. 2017, doi:
This approach enhances individual professional growth and 10.5465/amle.2015.0185.
strengthens organizational adaptability by leveraging diverse [4] M. Webster, K. Norwood, J. Waterworth, and G. Leavey,
“Effectiveness of Intergenerational Exchange Programs
perspectives. Also, learning strategies must prioritize flexibility
Between Adolescents and Older Adults: A Systematic Review,”
and inclusivity to accommodate a diverse workforce, ensuring Journal of Intergenerational Relationships, pp. 1–42, Nov.
equitable access to development opportunities. Exclusive or rigid 2023, doi: 10.1080/15350770.2023.2267532.
training programs risk marginalizing certain employee groups, [5] S. Polat, G. G. Alabay, and Y. Yılmaz, “Leading
limiting the overall impact of workforce development initiatives. Intergenerational Learning in Organizations: An Example from
Turkey,” European Journal for Research on the Education and
Furthermore, aligning learning initiatives with organizational Learning of Adults, vol. 13, no. 1, Art. no. 1, Feb. 2022, doi:
objectives and employee aspirations is critical to fostering a 10.3384/rela.2000-7426.3473.
[6] M. Sánchez and M. Kaplan, “Intergenerational Learning in
sustainable and impactful workforce development strategy. An
Higher Education: Making the Case for Multigenerational
overemphasis on either corporate priorities or individual career Classrooms,” Educational Gerontology, vol. 40, no. 7, pp. 473–
growth in isolation can lead to misalignment and diminished 485, Jul. 2014, doi: 10.1080/03601277.2013.844039.
engagement. Instead, organizations should implement data- [7] Sholih, I. Rosmilawati, and D. Darmawan, “Intergenerational
driven approaches to tailor learning programs that address Learning: Valuable Learning Experiences for Baduy Youth,”
strategic business goals and employee needs, ensuring a mutually presented at the International Conference on Science and
beneficial outcome. By adopting a holistic and balanced Education and Technology (ISET 2019), Atlantis Press, Jun.
approach to learning, businesses can drive innovation, enhance 2020, pp. 501–504. doi: 10.2991/assehr.k.200620.099.
[8] D. Ropes, “Intergenerational learning in organizations,”
workforce agility, and sustain long-term competitive advantage.
European Journal of Training and Development, vol. 37, no. 8,
pp. 713–727, Nov. 2013, doi: 10.1108/EJTD-11-2012-0081.
Future research should investigate scalable and adaptable [9] F. H. Gerpott, N. Lehmann-Willenbrock, and S. C. Voelpel,
intergenerational learning models corresponding to various “Intergenerational Learning in Organizations: A Framework and
organizational structures and industry needs. Longitudinal Discussion of Opportunities,” in The Aging Workforce
studies examining the enduring effects of IGL on workplace Handbook, A.-S. Antoniou, R. J. Burke, and S. C. L. Cooper,
dynamics, productivity, and employee satisfaction would yield Eds., Emerald Group Publishing Limited, 2016, pp. 241–267.
significant insights for organizations aiming to enhance their doi: 10.1108/978-1-78635-448-820161010.
[10] J. Fassi and E. H. Rickenbach, “The Effectiveness of a Virtual
workforce development strategies. Policymakers and business
Intergenerational Activity for Reducing Younger and Older
leaders should work together to create policies that promote and Adults’ Ageism,” Journal of Intergenerational Relationships,
establish intergenerational learning in professional settings. vol. 0, no. 0, pp. 1–18, Sep. 2022, doi:
10.1080/15350770.2022.2113585.
[11] N. Firzly, L. Van De Beeck, and M. Lagacé, “Let’s Work
5. ACKNOWLEDGEMENT Together: Assessing the Impact of Intergenerational Dynamics
on Young Workers’ Ageism Awareness and Job Satisfaction,”
We gratefully acknowledge the steadfast support of our publisher Can. J. Aging, vol. 40, no. 3, pp. 489–499, Sep. 2021, doi:
10.1017/S0714980820000173.
and the dedicated volunteers associated with the 16th

163
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[12] J. Leek and M. Rojek, “ICT tools in breaking down social Education, vol. 50, no. 1, pp. 88–100, Mar. 2015, doi:
polarization and supporting intergenerational learning: cases of 10.1111/ejed.12104.
youth and senior citizens,” Interactive Learning Environments, [30] “Lifelong learning: the contribution of education systems in the
vol. 31, no. 6, pp. 3682–3697, 2021, doi: member states of the European Union: results of the
10.1080/10494820.2021.1940214. EURYDICE survey,” The European Commission, Brussels, 2,
[13] I. Nurhas, S. Geisler, and J. Pawlowski, “An intergenerational 2000.
competency framework: Competencies for knowledge [31] J. Walker, “The inclusion and construction of the worthy citizen
sustainability and start-up development in the digital age,” through lifelong learning: a focus on the OECD,” Journal of
Sustainable Development, vol. 30, no. 6, pp. 1733–1748, 2022, Education Policy, vol. 24, no. 3, pp. 335–351, 2009, doi:
doi: 10.1002/sd.2338. 10.1080/02680930802669276.
[14] M. D. Benítez-Márquez, E. M. Sánchez-Teba, G. Bermúdez- [32] O. Poquet and M. de Laat, “Developing capabilities: Lifelong
González, and E. S. Núñez-Rydman, “Generation Z Within the learning in the age of AI,” British Journal of Educational
Workforce and in the Workplace: A Bibliometric Analysis,” Technology, vol. 52, no. 4, pp. 1695–1708, 2021, doi:
Front Psychol, vol. 12, p. 736820, Feb. 2022, doi: 10.1111/bjet.13123.
10.3389/fpsyg.2021.736820. [33] K. H. Au, “Social Constructivism and the School Literacy
[15] B. A. Meisner, “Are You OK, Boomer? Intensification of Learning of Students of Diverse Backgrounds,” Journal of
Ageism and Intergenerational Tensions on Social Media Amid Literacy Research, vol. 30, no. 2, pp. 297–319, Jun. 1998, doi:
COVID-19,” Leisure Sciences, vol. 43, no. 1–2, pp. 56–61, Mar. 10.1080/10862969809548000.
2021, doi: 10.1080/01490400.2020.1773983. [34] H. Jung, “The Evolution of Social Constructivism in Political
[16] E. Venter, “Bridging the communication gap between Science: Past to Present,” Sage Open, vol. 9, no. 1, p.
Generation Y and the Baby Boomer generation,” International 2158244019832703, Jan. 2019, doi:
Journal of Adolescence and Youth, vol. 22, no. 4, pp. 497–507, 10.1177/2158244019832703.
Oct. 2017, doi: 10.1080/02673843.2016.1267022. [35] V. I. Akpan, U. A. Igwe, I. Blessing, I. Mpamah, and C. O.
[17] K. Harris, S. Krygsman, J. Waschenko, and D. Laliberte Okoro, “Social Constructivism: Implications on teaching and
Rudman, “Ageism and the Older Worker: A Scoping Review,” learning,” British Journal of Education, vol. 8, no. 8, pp. 49–56,
The Gerontologist, vol. 58, no. 2, pp. e1–e14, Mar. 2018, doi: 2020.
10.1093/geront/gnw194. [36] P. Adams, “Exploring social constructivism: Theories and
[18] K. Gabrielova and A. A. Buchko, “Here comes Generation Z: practicalities,” Education 3-13, vol. 34, no. 3, pp. 243–257,
Millennials as managers,” Business Horizons, vol. 64, no. 4, pp. 2006, doi: 10.1080/03004270600898893.
489–499, Jul. 2021, doi: 10.1016/j.bushor.2021.02.013. [37] S. Richter, M. Giroux, I. Piven, H. Sima, and P. Dodd, “A
[19] T. Schlimbach, “Intergenerational mentoring in Germany: older Constructivist Approach to Integrating AI in Marketing
people support young people’s transitions from school to work,” Education: Bridging Theory and Practice,” Journal of
Working with Older People, vol. 14, no. 4, pp. 4–15, Dec. 2010, Marketing Education, p. 02734753241288876, Oct. 2024, doi:
doi: 10.5042/wwop.2010.0678. 10.1177/02734753241288876.
[20] G. A. Petery and J. W. Grosch, “Broadening the View of [38] M. M. Atwater, “Social constructivism: Infusion into the
Workplace Ageism,” Work, Aging and Retirement, vol. 8, no. 4, multicultural science education research agenda,” Journal of
pp. 379–382, Oct. 2022, doi: 10.1093/workar/waac015. Research in Science Teaching, vol. 33, no. 8, pp. 821–837,
[21] M. S. North and S. T. Fiske, “Intergenerational resource 1996, doi: 10.1002/(SICI)1098-2736(199610)33:8<821::AID-
tensions in the workplace and beyond: Individual, interpersonal, TEA1>3.0.CO;2-Y.
institutional, international,” Research in Organizational [39] H. Nygren, K. Nissinen, R. Hämäläinen, and B. De Wever,
Behavior, vol. 35, pp. 159–179, Jan. 2015, doi: “Lifelong learning: Formal, non-formal and informal learning in
10.1016/j.riob.2015.10.003. the context of the use of problem-solving skills in technology-
[22] A. Lytle and M. Apriceno, “Understanding Intergenerational rich environments,” British Journal of Educational Technology,
Tension during the COVID-19 Pandemic: The Role of vol. 50, no. 4, pp. 1759–1770, Jul. 2019, doi:
Ambivalent Ageism,” Journal of Intergenerational 10.1111/bjet.12807.
Relationships, vol. 21, no. 4, pp. 461–476, Aug. 2022, doi: [40] D. Ropes and A. Ypsilanti, “A Conceptual Framework for
10.1080/15350770.2022.2113586. Managing Intergenerational Relations in the Workplace,” in The
[23] M. Urick, “Generational Differences and COVID-19: Positive Aging Workforce Handbook, A.-S. Antoniou, R. J. Burke, and
Interactions in Virtual Workplaces,” Journal of S. C. L. Cooper, Eds., Emerald Group Publishing Limited,
Intergenerational Relationships, vol. 18, no. 4, pp. 379–398, 2016, pp. 299–322. doi: 10.1108/978-1-78635-448-820161012.
Oct. 2020, doi: 10.1080/15350770.2020.1818662. [41] D. Ropes, “Addressing the challenges of an aging workforce: an
[24] T. A. Sprinkle and M. J. Urick, “Three generational issues in intergenerational learning toolkit,” Development and Learning
organizational learning: Knowledge management, perspectives in Organizations: An International Journal, vol. 29, no. 4, pp.
on training and ‘low-stakes’ development,” TLO, vol. 25, no. 2, 14–18, Jun. 2015, doi: 10.1108/DLO-10-2014-0078.
pp. 102–112, Feb. 2018, doi: 10.1108/TLO-02-2017-0021. [42] S. H. Appelbaum, A. Bhardwaj, M. Goodyear, T. Gong, A. B.
[25] A. Carr, K. Balasubramanian, R. Atieno, and J. Onyango, Sudha, and P. Wei, “A Study of Generational Conflicts in the
“Lifelong learning to empowerment: beyond formal education,” Workplace,” European Journal of Business and Management
Distance Education, vol. 39, no. 1, pp. 69–86, 2018, doi: Research, vol. 7, no. 2, Art. no. 2, Mar. 2022, doi:
10.1080/01587919.2017.1419819. 10.24018/ejbmr.2022.7.2.1311.
[26] S. Abou Said and W. Abdallah, “Enhancing lifelong learning [43] C. Bratianu and R. D. Leon, “Strategies to enhance
and professional growth: Exploring the role of self-directed intergenerational learning and reducing knowledge loss: An
learning for university educators,” Journal of Adult and empirical study of universities,” VINE, vol. 45, no. 4, pp. 551–
Continuing Education, vol. 30, no. 2, pp. 439–462, Nov. 2024, 567, Jan. 2015, doi: 10.1108/VINE-01-2015-0007.
doi: 10.1177/14779714241236282. [44] T. Duarte and D. Culver, “Becoming a Coach in Developmental
[27] Z. Chen and Y. Liu, “The different style of lifelong learning in Adaptive Sailing: A Lifelong Learning Perspective,” Journal of
China and the USA based on influencing motivations and Applied Sport Psychology, vol. 26, no. 4, pp. 441–456, Oct.
factors,” International Journal of Educational Research, vol. 2014, doi: 10.1080/10413200.2014.920935.
95, pp. 13–25, 2019, doi: 10.1016/j.ijer.2019.03.005. [45] F. Wei and G. Chen, “Collaborative mentor support in a
[28] N. Volles, “Lifelong learning in the EU: changing learning context using a ubiquitous discussion forum to
conceptualizations, actors, and policies,” Studies in Higher facilitate knowledge sharing for lifelong learning,” British
Education, vol. 41, no. 2, pp. 343–363, Feb. 2016, doi: Journal of Educational Technology, vol. 37, no. 6, pp. 917–935,
10.1080/03075079.2014.927852. Nov. 2006, doi: 10.1111/j.1467-8535.2006.00674.x.
[29] M. Elfert, “UNESCO, the Faure Report, the Delors Report, and [46] J. Bennett, M. Pitt, and S. Price, “Understanding the impact of
the Political Utopia of Lifelong Learning,” European Journal of generational issues in the workplace,” Facilities, vol. 30, no.

164
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

7/8, pp. 278–288, May 2012, doi:

10.1108/02632771211220086.
[47] D. L. Haeger and T. Lingham, “Intergenerational Collisions and
Leadership in the 21st Century,” Journal of Intergenerational
Relationships, vol. 11, no. 3, pp. 286–303, Jul. 2013, doi:
10.1080/15350770.2013.810525.
[48] U. Fasbender and F. H. Gerpott, “Knowledge Transfer Between
Younger and Older Employees: A Temporal Social Comparison
Model,” Work, Aging and Retirement, vol. 8, no. 2, pp. 146–
162, Apr. 2022, doi: 10.1093/workar/waab017.
[49] G. A. Nurani and Y. H. Lee, “Transformation of Workplace
Learning After the Pandemic in Indonesia: Middle-aged
Employees’ Experiences,” IJMLO, vol. 1, no. 1, p. 1, 2024, doi:
10.1504/IJMLO.2024.10055719.
[50] S. H. Lee, C. W. Chong, and A. O. Ojo, “Influence of
workplace flexibility on employee engagement among the
young generation,” Cogent Business & Management, vol. 11,
no. 1, p. 2309705, Dec. 2024, doi:
10.1080/23311975.2024.2309705.
[51] P. Kuna, A. Hašková, and P. Hodál, “Tailor-Made Training for
Industrial Sector Employees,” Sustainability, vol. 14, no. 4, Art.
no. 4, Feb. 2022, doi: 10.3390/su14042104.
[52] A. G. Qazi and N. Pachler, “Conceptualising a data analytics
framework to support targeted teacher professional
development,” Professional Development in Education, vol. 0,
no. 0, pp. 1–24, doi: 10.1080/19415257.2024.2422066.
[53] R. Lupou, A. Dorobanţu, and F. Fiore, “A new lifelong learning
model based on intergenerational exchange: Premises and
foreseen benefits,” Procedia - Social and Behavioral Sciences,
vol. 2, no. 2, pp. 2761–2765, Jan. 2010, doi:
10.1016/j.sbspro.2010.03.411.
[54] E. Soja and P. Soja, “Fostering ICT use by older workers:
Lessons from perceptions of barriers to enterprise system
adoption,” Journal of Enterprise Information Management, vol.
33, no. 2, pp. 407–434, Jan. 2020, doi: 10.1108/JEIM-12-2018-
0282.

165
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

The Impact of Cybernetic Relationships

Between Education and Work-Based Learning
Birgit OBERER
Department of Research & Projects, ETCOP Institute for Interdisciplinary Research,
Klagenfurt, Austria

Alptekin ERKOLLAR
ETCOP Institute for Interdisciplinary Research,
Klagenfurt, Austria

ABSTRACT driven by cybernetic principles that emphasize feedback loops,

self-regulation, and dynamic adaptation. This paper explores
Education is a concept that is in a constant state of evolution, how education interacts with work-based learning (WBL)
spanning various disciplines and serving as a conduit between through cybernetic mechanisms, focusing on feedback loops that
academia, industry, and technological innovation. In the context either reinforce innovation or regulate outdated content.
of rapidly transforming labor markets driven by automation, Cybernetic theory, originally developed to study communication
artificial intelligence, and digitalization, work-based learning and control in systems, offers valuable insights into the
(WBL) must adapt in a similar fashion. This paper employs relationship between VET and labour market demands.
cybernetic theory to examine the dynamic interplay between Understanding how feedback mechanisms influence vocational
education and work environments, emphasizing the role of education is essential to improving the responsiveness and
positive and negative feedback loops in ensuring adaptability and effectiveness of educational programs in preparing students for
maintaining quality assurance in vocational education. The study the workplace. [1] [2] At the heart of this discussion is the need
draws upon Ross Ashby's First Law of Cybernetics, emphasizing for an education system that not only responds to but also
the importance of variety and adaptability in educational anticipates changes in the labor market. [3] The increasing
systems. Positive feedback loops have the capacity to drive complexity of occupational fields, accelerated by technological
innovation by integrating emerging industry trends into curricula, advances, requires continuous adaptation of curricula to ensure
whereas negative feedback loops function as regulatory that graduates acquire relevant skills. Work-based learning
mechanisms that correct outdated content and align training programs-such as apprenticeships, internships, and cooperative
programs with contemporary labor market demands. The education-play a critical role in aligning academic training with
successful implementation of cybernetic principles in education practical experience. However, these programs can only be
ensures that graduates acquire relevant, future-proof skills. effective if they incorporate real-time feedback mechanisms that
However, the full realization of the potential of cybernetic allow for iterative refinement and industry alignment. [4] [5] This
feedback mechanisms is impeded by several challenges, study seeks to answer three key research questions: How do
including rigid educational structures, resistance to AI-driven cybernetic feedback loops enhance the adaptability of work-
learning analytics, and delayed curriculum adaptation. This paper based learning? [2] What are the key challenges in implementing
proposes solutions, including AI-powered educational dynamic and responsive learning frameworks? How can artificial
monitoring systems, agile curriculum development, and intelligence and data-driven tools enhance the integration of
transdisciplinary collaboration between academia, industry, and cybernetic principles in vocational education? By addressing
policymakers. The integration of cybernetic principles into work- these questions, this paper contributes to the ongoing discourse
based learning can transform it from a reactive model to a on the future of work-based learning and provides a structured
proactive, data-driven framework, equipping students with the analysis of how cybernetic relationships can optimize vocational
necessary competencies to thrive in a dynamic and ever-evolving education.
workforce.

Keywords: Adaptive Learning, AI in Education, Cybernetic 2. CYBERNETIC PRINCIPLES AND LEARNING

Learning Systems, Feedback Loops, Vocational Education. SYSTEMS

Cybernetics, as formulated by Norbert Wiener, is the study of

1. INTRODUCTION control and communication in systems, focusing on feedback
loops that regulate and adapt processes. According to Ashby's
Education, as a transdisciplinary and dynamic concept, spans First Law of Cybernetics, only systems with sufficient diversity
multiple disciplines and societal contexts. It serves as a basic can effectively adapt to external changes. In educational systems,
framework for interdisciplinary communication, integrating this means that curricula must be dynamic and capable of
diverse perspectives from labor market analysis, artificial integrating new knowledge, skills, and technologies. Cybernetic
intelligence, and curriculum design. The meaning of education is feedback loops ensure that work-based learning environments
not static, but is constantly evolving in response to technological, remain aligned with the evolving needs of industry. In
economic, and societal changes. The effectiveness of educational educational contexts, cybernetic principles facilitate the
systems depends on their adaptability, which is increasingly continuous exchange of information among students, educators,

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
166 https://doi.org/10.54808/ICSIT2025.01.166
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

and employers. These interactions form a complex network in models to assess student engagement, stress levels, and learning
which learning objectives must be constantly updated to meet fatigue. These tools enable real-time emotional feedback loops,
industry needs. Cybernetic principles in education align with allowing educators to dynamically adjust teaching methods and
constructivist theories of learning, in which knowledge is not create a more holistic and responsive learning experience. [7] [8]
transmitted linearly, but is acquired through iterative processes.
In cybernetic learning systems, the learning process is optimized
through feedback loops, similar to adaptive control systems in 3. THE ROLE OF FEEDBACK LOOPS IN WORK-
engineering. [5] This connection between theory and practice BASED LEARNING
ensures that education not only transmits knowledge, but also
actively adapts to societal and technological changes. Feedback The interaction between education and the workforce is best
loops, a fundamental concept in cybernetics, can be categorized understood through the lens of cybernetics, where feedback loops
as either positive or negative. Positive feedback loops amplify enable continuous improvement of learning systems. Positive
change and drive innovation by integrating new technologies, feedback loops enhance adaptability by allowing training
methodologies, and industry practices into vocational curricula. programs to integrate technological advances. For example, the
These mechanisms encourage progress and ensure that widespread adoption of artificial intelligence and automation has
educational institutions remain aligned with labor market necessitated the incorporation of data analytics, machine
developments. [6] In contrast, negative feedback loops act as learning, and digital literacy into vocational education. These
regulatory controls that correct imbalances by identifying rapid developments require flexible curricula that can adapt to
outdated content and aligning training programs with current emerging trends. Negative feedback loops act as corrective
industry standards. Together, these mechanisms ensure that VET mechanisms that maintain the quality of education. Accreditation
systems remain both stable and adaptable. Work-based learning bodies, industry certification standards, and employer
is an ideal environment for the application of cybernetic assessments provide critical input to ensure that training remains
principles. Unlike traditional academic settings, vocational relevant. By systematically evaluating student competencies and
education is inherently practical and requires continuous workplace performance, these mechanisms allow educational
feedback from employers and industry stakeholders. When institutions to identify areas for improvement and refine their
properly structured, cybernetic feedback loops in work-based programs accordingly. Without these regulatory checks, TVET
learning facilitate a dynamic interplay between theory and risks becoming disconnected from the needs of the labour
practice, allowing educational institutions to refine their curricula market, leading to skills mismatches and reduced employability
based on real-world needs. [7] As cybernetic systems evolve, the of graduates. Effective cybernetic feedback loops require
integration of AI-driven learning environments further refines structured mechanisms for gathering and analyzing input from
the adaptability of educational systems. AI-based adaptive industry. Many vocational institutions have established advisory
learning platforms, such as those used in online education, boards of industry professionals to provide ongoing
continuously collect data on student engagement, performance, recommendations for curriculum updates. In addition, digital
and comprehension. These platforms apply machine learning learning platforms equipped with AI-driven analytics can track
algorithms to adjust course content, modify difficulty levels, and student progress and suggest individualized learning pathways,
recommend personalized learning paths, effectively enhancing further enhancing the adaptability of vocational programs. [10]
cybernetic feedback loops. This capability aligns directly with To further enhance the cybernetic adaptability of work-based
Ashby's Law of Requisite Variety, ensuring that education learning, AI-powered learning analytics are increasingly being
systems can process diverse inputs from diverse learners and used to assess competency-based learning outcomes. For
industry changes to optimize skill acquisition. [8] Another example, AI-powered performance tracking dashboards enable
critical dimension of cybernetic learning systems is the educators to analyze learner progress in real time, identify areas
interaction between human cognition and AI-based feedback where students are struggling, and adjust instructional content
models. Recent advances in neuro-pedagogy and AI-based accordingly. These dynamic feedback loops help standardize
cognitive modeling have enabled the development of intelligent learning benchmarks, ensuring that educational institutions are
tutoring systems that mimic the decision-making processes of not just reacting to evolving workforce demands, but proactively
human instructors. These systems dynamically assess learner shaping curricula based on real-world competency trends. [11] In
progress and provide real-time corrective feedback, mimicking addition, blockchain technology is emerging as an additional
the negative feedback loops that stabilize and optimize traditional cybernetic feedback mechanism in work-based learning.
vocational training. By integrating AI with neuroscience insights Blockchain-based digital credentialing systems create immutable
into learning behavior, educational institutions can create more records of students' competencies and achievements, making it
effective cybernetic learning environments that continuously easier for employers to verify credentials. This reduces
refine instructional methods. Beyond AI-driven learning discrepancies in skills recognition and accelerates the feedback
platforms, quantum computing and neural networks have the cycle between industry and education providers. As blockchain
potential to further enhance cybernetic education systems by is further integrated with AI-driven education models, smart
processing massive amounts of data in real time and identifying contracts can automate certification renewal processes, ensuring
complex patterns in student performance. [9] This capability can that graduates stay up-to-date with industry advancements in real
lead to the development of hyper-personalized learning time. [12]
experiences where curricula are not only adaptive, but also
predictive. Such advances would shift educational models from
reactive cybernetic loops to proactive optimized learning 4. CHALLENGES IN IMPLEMENTING CYBERNETIC
pathways, allowing institutions to anticipate student needs before LEARNING SYSTEMS
learning gaps occur. [10] [11] In addition, cybernetic systems in
education must account for emotional and social intelligence. AI-
driven sentiment analysis tools, already used in customer service Despite their potential, cybernetic feedback loops in work-based
and mental health, can be integrated into cybernetic learning learning face several obstacles. One major challenge is the
mismatch between educational institutions and industry needs.

167
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Many traditional institutions struggle to keep pace with rapidly analytics, and adaptive curriculum design. [14] [15] AI-powered
changing labor market demands, resulting in curricula that lag platforms use natural language processing to personalize learning
behind industry expectations. The bureaucratic structure of many experiences, while Google's AI-based career mapping tools help
education systems further complicates efforts to implement agile students align their skills with job market demands. In addition,
learning frameworks. Resistance to data-driven education LinkedIn Learning uses machine learning algorithms to
models is another obstacle. [10] [11] While AI-based learning recommend personalized training content based on evolving
analytics offer valuable insights into student performance and industry needs. These AI-powered tools enhance work-based
industry trends, concerns about privacy, loss of pedagogical learning by dynamically adjusting curriculum to match employer
autonomy, and ethical considerations have slowed adoption. expectations, ensuring that students gain up-to-date skills in
Many educators are reluctant to fully integrate AI-driven systems emerging industries. [14]
for fear of diminishing their role in shaping the learning
experience. Another challenge is the slow pace of regulatory AI-powered education monitoring systems can analyze industry
change. Government policies and accreditation standards often trends in real time and adjust curriculum accordingly. By
lag behind industry developments, making it difficult for leveraging big data analytics, educational institutions can
institutions to update their programs in real time. [12] identify emerging skills gaps and proactively adapt their training
Overcoming these challenges requires a collaborative approach programs. [15] [16]
in which educational institutions, policymakers, and industry
stakeholders work together to develop more flexible regulatory Another strategic approach is agile curriculum development.
structures. A major challenge in cyber learning systems is Unlike traditional static course structures, agile learning models
bridging the gap between technological advances and educator emphasize continuous iteration and collaboration with industry
readiness. Many educators lack the necessary training in AI- partners. This model enables institutions to quickly update their
driven educational tools, resulting in resistance to implementing curricula in response to changing labor market demands,
automated learning analytics. Institutions must invest in faculty ensuring that graduates acquire the most relevant skills.
training programs that enable instructors to interpret AI- Transdisciplinary collaboration further strengthens cyber
generated feedback, effectively integrate data-driven insights learning systems. By fostering partnerships between academia,
into teaching strategies, and maintain a balance between industry, and government, vocational programs can create a more
algorithmic precision and human judgment. Another challenge is integrated and responsive educational ecosystem. [17]
ensuring the ethical use of AI-based decision making in
professional development. [12] [13] AI-driven feedback Public-private initiatives involving joint curriculum design,
mechanisms, while powerful, run the risk of perpetuating bias if industry-led certification programs, and work-based learning
data sets are not representative. For example, automated hiring opportunities are helping to bridge the gap between education
and assessment tools have been shown to reinforce historical and employment. To enhance cybernetic feedback in vocational
inequities when training data does not account for demographic training, extended reality (XR) technologies, including virtual
diversity. To ensure fairness and transparency, institutions reality (VR) and augmented reality (AR), are increasingly being
implementing AI-driven cybernetic learning models must used to simulate real-world work environments. These
prioritize bias detection, algorithmic accountability, and human immersive tools create high-fidelity training simulations that
oversight to maintain equitable learning opportunities for all allow learners to practice industry-specific skills in a risk-free
students. Another major challenge in implementing cybernetic environment. AI-driven adaptive XR training programs further
learning systems is the digital divide and access to AI-driven refine the learning experience by adjusting training difficulty
education. While cybernetic systems promise efficiency and based on learner performance, ensuring that students efficiently
adaptability, many institutions, especially in underfunded develop job-ready competencies. [18] [19]
regions, lack the infrastructure, data analytics capacity, and
trained personnel to implement these solutions. Without In addition, predictive analytics and AI-driven labor market
equitable access to AI-powered learning environments, forecasting can revolutionize work-based learning by identifying
cybernetic principles risk exacerbating rather than reducing future workforce needs before they emerge. AI models trained on
existing educational inequalities. In addition, data privacy and economic indicators, job postings, and industry reports can help
cybersecurity concerns are growing as AI-based cybernetic educational institutions predict skills shortages and proactively
feedback mechanisms collect vast amounts of student data. adjust curricula. These AI-driven predictive models ensure that
Ensuring secure data governance frameworks, such as work-based learning programs are not only reactive, but also
blockchain-based education records and zero-trust cybersecurity anticipatory, positioning graduates for long-term career success
models, is essential to prevent unauthorized access and misuse of in evolving labor markets. [20]
student information. Institutions must work with policymakers
and regulators to establish clear guidelines for the ethical use of To further strengthen cybernetic feedback mechanisms,
AI in education, ensuring that cybernetic feedback loops are both predictive workforce simulations can be integrated into
effective and compliant with international privacy laws. [13] [14] vocational training. AI-powered digital twin technologies allow
students to simulate job tasks in virtual environments before
entering the workforce. Already used in industries such as
5. STRATEGIES FOR ENHANCING CYBERNETIC manufacturing, aviation, and healthcare, these tools provide
FEEDBACK IN WORK-BASED LEARNING immediate feedback on decision-making, efficiency, and skill
mastery, enhancing cybernetic real-world learning applications.
[21] [22].
One of the most effective ways to improve cybernetic learning
systems is through the integration of artificial intelligence.
Artificial intelligence is increasingly shaping cybernetic learning
environments by enabling real-time feedback, predictive

168
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

6. CONCLUSION provide students with hands-on, AI-enhanced experiential

learning, further bridging the gap between theoretical knowledge
This study highlights the importance of cybernetic feedback and practical application of skills.Still, significant challenges
loops in enhancing the effectiveness of work-based learning. By remain. Algorithmic bias, lack of faculty training in AI systems,
fostering continuous interaction between education and industry, and the widening digital divide are barriers to realizing the full
these mechanisms ensure that learners acquire skills that are potential of cybernetic learning. The successful implementation
aligned with evolving occupational landscapes. More broadly, of proactive, AI-driven educational ecosystems will require
this study reinforces the idea that education, as a transdisciplinary strong interdisciplinary collaboration among academics,
concept, must remain adaptable to the changing needs of policymakers, and industry leaders to create scalable,
industry. Without a dynamic interplay between research, transparent, and ethical AI governance models.
industry, and pedagogy, education risks becoming static and
disconnected from the real-world complexities it seeks to
address. Advances in AI-powered educational analytics, 7. ACKNOWLEDGEMENTS
blockchain-based credentialing, and extended reality (XR)
learning environments are transforming the application of Nonblind Peer-Reviewer
cybernetic principles in vocational education. AI-powered Susanna Klein, ALMSE Akademie, Weyarn, Germany.
feedback systems enable real-time competency tracking,
allowing educators to dynamically adjust instructional content
based on learner performance. Blockchain credentialing 8. REFERENCES
enhances the validation and transparency of skills, strengthening
employers' confidence in vocational qualifications. Meanwhile,
VR and AR technologies are revolutionizing hands-on learning [1] K. M. Clement-Okooboh and B. Olivier, "Applying
experiences, providing students with immersive, risk-free cybernetic thinking to becoming a learning organization,"
simulations of workplace environments. These innovations not Kybernetes, vol. 43, no. 9/10, pp. 1319-1329, 2014.
only increase adaptability, but also improve learning efficiency, [2] E. Hosseini and R. Baradar, "Interdisciplinary interactions in
engagement, and industry alignment. Despite these advances, cybernetics," Librarianship and Information Organization
challenges remain. Lack of faculty training in AI-based learning Studies, vol. 28, no. 3, pp. 161-175, 2017.
models, resistance to algorithmic decision-making, and ethical [3] R. Makhachashvili and I. Semenist, "Transformative,
concerns about AI bias must be addressed to fully realize the Transdisciplinary, Transcendent Digital Education: Synergy,
potential of cybernetic learning frameworks. Policymakers, Sustainability and Calamity," in Proceedings IMCIC-
educational institutions, and industry leaders must work together International Multi-Conference on Complexity, Informatics
to develop transparent, equitable AI governance models that and Cybernetics, vol. 1, pp. 273-280, International Institute
ensure fairness and accountability in data-driven learning of Informatics and Systemics, USA, 2024.
environments. Future research should explore how AI-driven [4] C. Cotet, P. Kawalek, and T. Jackson, "Navigating
labor market predictions can be integrated into curriculum design uncertainty with cybernetics principles: A scoping review of
to ensure anticipatory adaptation rather than reactive change. In interdisciplinary resilience strategies for rail systems," IET
addition, the role of smart contracts in automating certification Intelligent Transport Systems, vol. 18, pp. 2814-2826, 2024.
renewal processes and the impact of AI-generated personalized [5] S. Nixdorf, T. Madreiter, S. Hofer, and F. Ansari, "A work-
learning pathways warrant further investigation. The transition based learning approach for developing robotics skills of
from reactive to proactive cybernetic learning models will maintenance professionals," in Proceedings of the 12th
require a strategic, multidisciplinary approach that bridges the Conference on Learning Factories (CLF 2022), Apr. 2022.
gap between technology, education, and workforce development. [6] N. Essien, E. Ani, and I. Salisu, "Bridging Minds and
By leveraging cybernetic principles, vocational education can Machines: Exploring the Symbiosis of Artificial Intelligence
move beyond traditional, static models to become an agile, data- and Cybernetics," Available at SSRN 4847856, 2024.
driven ecosystem that continuously adapts to the needs of the [7] M. A. Choudhury, "Cybernetics in Socio-scientific Systems,"
labor market. This transformation is essential to ensure that in Handbook of Islamic Philosophy of Science: Economics,
graduates are not only prepared for today's jobs but also equipped Society and Science, pp. 1031-1049, Singapore: Springer
to adapt to the rapidly evolving workforce of the future. This Nature Singapore, 2024.
study highlights the importance of cybernetic feedback loops in [8] L. Grinin, A. Grinin, and A. Korotayev, "Cybernetic
enhancing the adaptability and effectiveness of work-based Revolution and Self-managing Systems," in Cybernetic
learning. By fostering continuous interaction between education Revolution and Global Aging: Humankind on the Way to
and industry, cybernetic principles ensure that students acquire Cybernetic Society, or the Next Hundred Years, pp. 107-132,
skills that are aligned with real-time labor market demands. Cham: Springer International Publishing, 2024.
However, as the integration of AI-driven feedback mechanisms, [9] P. P. Groumpos, "The Cybernetic Artificial Intelligence
blockchain credentialing, and extended reality (XR) learning (CAI): A new scientific field for modelling and controlling
environments continues to reshape education, it is imperative that Complex Dynamical Systems," IFAC-PapersOnLine, vol.
equitable access, ethical AI governance, and cybersecurity 58, no. 3, pp. 145-152, 2024.
remain at the forefront of this transformation. The introduction [10] N. Pagan, J. Baumann, E. Elokda, G. De Pasquale, S.
of quantum computing, neural networks, and AI-driven Bolognani, and A. Hannák, "A classification of feedback
emotional intelligence assessments into cybernetic systems loops and their relation to biases in automated decision-
offers new opportunities to optimize education beyond making systems," in Proceedings of the 3rd ACM
traditional frameworks. For example, sentiment analysis tools Conference on Equity and Access in Algorithms,
could revolutionize cybernetic learning by dynamically adjusting Mechanisms, and Optimization, pp. 1-14, Oct. 2023.
curricula based on student engagement and cognitive load.
Digital twin simulations and predictive workforce analytics

169
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

[11] M. Coenraad, J. Fusco, and P. Ruiz, "Cultivating Feedback

Loops: Factors and Contradictions Impacting Groups
Developing Emerging Technologies," in Proceedings of the
18th International Conference of the Learning Sciences-
ICLS 2024, pp. 1354-1357, International Society of the
Learning Sciences, 2024.
[12] M. Mehta and B. Yamini, "Blockchain-Enhanced Feedback
Management System for Educational Institutions," in 2024
2nd International Conference on Computer, Communication
and Control (IC4), pp. 1-6, IEEE, Feb. 2024.
[13] K. K. Wong, Cybernetical Intelligence: Engineering
Cybernetics with Machine Intelligence, John Wiley & Sons,
2023.
[14] A. Flogie and B. Aberšek, "Artificial intelligence in
education," Active Learning-Theory and Practice, pp. 97-
118, 2022.
[15] P. Panjaburee, N. Komalawardhana, and T. Ingkavara,
"Acceptance of personalized e-learning systems: A case
study of concept-effect relationship approach on science,
technology, and mathematics courses," Journal of Computers
in Education, vol. 9, no. 4, pp. 681-705, 2022.
[16] A. Peña-Ayala and L. A. Cárdenas-Robledo, "A cybernetic
method to regulate learning through learning strategies: a
proactive and reactive mechanism applied in U-learning
settings," Computers in Human Behavior, vol. 98, pp. 196-
209, 2019.
[17] A. Rajah, "Cybernetic-Based Instruction: An Innovative
Learning Model in the Digital Age," Preprints, 2023. doi:
10.32388/1Z4U56.
[18] P. Fitsilis, V. Damasiotis, and E. Boti, "Agile Learning: An
Innovative Curriculum for Educators," Preprints, 2023. doi:
10.32388/RQX9T9.3.
[19] F. Chiang, X. Shang, and L. Qiao, "Augmented reality in
vocational training: A systematic review of research and
applications," Computers in Human Behavior, vol. 129, p.
107125, 2022. doi: 10.1016/j.chb.2021.107125.
[20] V. Candido, P. Raemy, F. Amenduni, and A. Cattaneo,
"Could vocational education benefit from augmented reality
and hypervideo technologies? An exploratory interview
study," International Journal for Research in Vocational
Education and Training, vol. 10, no. 2, pp. 138-167, 2023.
doi: 10.25656/01:26936.
[21] G. Lampropoulos, "Combining Artificial Intelligence with
Augmented Reality and Virtual Reality in Education: Current
Trends and Future Perspectives," Multimodal Technologies
and Interaction, vol. 9, no. 2, p. 11, 2025. doi:
10.3390/mti9020011.
[22] M. A. Rahaman and H. Bari, "Predictive Analytics for
Strategic Workforce Planning: A Cross-Industry Perspective
from Energy and Telecommunications," SSRN Electronic
Journal, 2024. doi: 10.2139/ssrn.4983349.

170
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

Inter-Corrective Meta-Dialogue on Constructive Impact of Trans-disciplinary

Communication in Modern Education
Vinod Kumar VERMA
Sant Longowal Institute of Engineering and Technology,
Longowal-148106, Punjab, India
and
Inter-National Association FOR Trans-Disciplinary Communication: AFTC Founding Member
International Institute of Informatics and Systemics (IIIS), USA

ABSTRACT experience and provides a trans-disciplinary communication-

based solution to the students. These kinds of meta-dialogues
Learning serves as an integral part of education and links diverse with the students' participation overall improve the entire
disciplines to solve real-life problems worldwide. Assimilation teaching learning process and enhance the effectiveness of the
of collaborative and integrated learning through transitionary whole education system.
communication forms as the pillars for the modern education
system with interdisciplinary approach. This diversified Keywords: Interdisciplinary communication, education,
approach surpasses the traditional education system with the dialogues, learning.
fostering of higher creativity and enhanced problem-solving
skills in the students and educators for real time concerns. It not
only promotes independent and specific thinking but also 1. INTRODUCTION
combines various fields based on the cybernetic viewpoint for
system-oriented solutions. Education serves as the key aspect for The Role of the interactions and dialogues among the students is
the global connectivity of the people at national and international enhancing day by day to strengthen the conventional education
levels. The medium of the instruction forms as the basis for the systema. This is applicable to the students on the variety of stages
linkage among the people of the world. This linkage can be easily including first standard to the doctoral level evan. This
attained with the Transdisciplinary communication. The purpose applicability opens a new door for learning in the modern
of Interdisciplinary dialogue, or dialogues is to simplify the education system. This scope of discussion and collaboration
notion of education among the students of undergraduate or leads to newer heights in the education system through
postgraduate level to enhance their skills for better thoughts and collaborative learning too [1]. There is dire need for collaborative
understanding beyond the conventional periphery of the learning in the modern education systems which not only aligned
education system. The outcome of these types of interactions the students of the different thinking and thoughts but also add
opens new doors for the thinking, understanding and application the sense of teamwork into the students for collective working
for the development of new creation or product in the respective for a particular / assigned task. When students start working in
field of education. The limitation of the conventional education groups, they believe that the need for collaborative thinking and
system works for the theoretical and only limited aspects for working is necessary to uplift the society at the level of that state,
understanding about a particular aspect. Indeed, this narrows country and continent and worlds levels too. This collaborative
down the way the students are thinking on the applicability of learning is not limited to the grouping of the students only but
their learning for real-time applications. Moreover, thinking can open wider faces of different disciplines to serve the society
should not only be focused on one aspect or one discipline but at large. The enhancement for the collaborative learning to the
also correlate the different aspects along with disciplines to next level is proposed through the interdisciplinary learning and
strengthen the conventional education systems. Therefore, the education systems. Learning from the different disciplines for the
overall thinking and applicability of the ideas and thoughts must students is a different experience for their growth and problem-
be independent and should be thought from a cybernetic solving skills I general and specific manner too. This
perspective too. This discussion can be a source of motivation, interdisciplinary learning among the students enhances their skill
learning and inspiration for the students for their understanding beyond the boundaries of the conventional education systems.
about the impact of education on our daily lives. The impact of The better understanding and through to serve the society along
transdisciplinary communication not only helps the students but with innovative problem-solving skills incorporating varies of
also assists the academicians to improve their teaching discipline adds a sense of responsibly and strength among the
effectiveness. This enhancement will ignite a sensation in the students. The limitation of the convention education system is
young minds for education and its utility in the form of design, that the students hardly work for the collaborate learning.
philosophy and / or technology compliant solutions. Educational Moreover, the strong emphasis was on adopting bookish
effectiveness can be measured qualitatively by the incorporation knowledge only to understand the concepts and phenomenon.
of transdisciplinary communication in education and lesson These types of learning give birth to the integrated learning to
development. The students' participation is always required to strengthen the interdisciplinary communication for a specific
analyze the effective delivery of the lessons and thoughts among problem. This type of communication enables the students to
them. On the one hand, the students depict the reflections and convey their thoughts and understanding in such a manner that it
concerns regarding lessons. On the other hand, the teacher can be understood by the different ages of the people. This type
analyzes and assesses the reflections based on their own of learning surely enhances the modern education system

ISBN: 978-1-950492-83-1
ISSN: 2771-6368
171 https://doi.org/10.54808/ICSIT2025.01.171
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

worldwide. This is indeed mandatory for the developing nation in India, the idea to incorporate the journalist for the presentation
to take their country to the next stage, i.e. developed country, of the education information or data is difficult to opt for by the
worldwide. people at this stage. Some people think that they must only work
in their own domain instead of collaborating or working for trans-
The paper is focused on 5 sections. Section 1 deals with general disciplinary communication [4]. Rather it is very difficult many
introduction and transdisciplinary communication. Section 2 times to confess to them the significance of the trans-disciplinary
presents the scope and objectives of this paper. Section 3 depicts communications. Most of the time, it becomes difficult for people
the opinions on transdisciplinary communication on education. to convey in terms of trans-disciplinary communication. Many
Section 4 highlights the recommendation, discussions and people think that this is a huge waste of the time to discuss and
conclusions have been made in section 5 respectively work for trans-disciplinary communication. On the one hand
there are numerous benefits of trans-disciplinary communication
to the community. These benefits include better understanding,
2. SCOPE AND OBJECTOVES OF TRASDISPLINARY more confidence, enhanced way of thinking, higher probability
COMMUNICATION IN EDUCATION of success for a particular problem solution, integration of
different areas and discipline to work under one roof and many
The major aim of this paper is to focus on the existing education more. These are endless and can increase as much as you think
system worldwide and incorporate the concept of and understand about trans-disciplinary communication [5]. On
interdisciplinary communication for the better and effective the other hand, it has some dire consequences too. These include
learning system for the students. Through interdisciplinary the differences in the thoughts of people at different levels. It may
communication, the students can handle the problem with be possible that the person who is more educated or skilled or has
different perspectives and can be easily allied with the vast experience has a higher probability of understanding trans-
researchers of the different disciplines. The students will surely disciplinary communication. Linking of the allied and different
feel themselves out the traditional boundaries of the conventional areas are the key aspects of the proposed novel solutions
and system depended on education systems. The real time irrespective of the area or domain. These areas and domains can
problem of the education system deals with the difference in benefit from the incorporation of transdisciplinary
thinking about a particular problem or aspect by the people of the communication with the ability to invent innovative applications
different countries worldwide. This kind of concern arises due to to serve society including the education sector too. This can be
the limitation of the conventional education system and easily applicable to the applications dealing with the education
difference in the understanding level of the students worldwide. system across society at the country and worldwide level. These
This highlights the need for the development of a new education applications in modern education work on technological
system which fosters better learning qualities in the students for compliant solutions [6]. These solutions eliminate the need for
the sustainable growth and improvement of society at large. As the factors like education, region, gender, language, geographic
society’s education and thinking level will be enhanced, this will location etc. In transdisciplinary communication, the Internet can
directly impact on the overall growth of not only students and serve as a platform to link the wide variety of users and learners
society of one community or country but also directly impact and in the modern education system. But nowadays with the use of
improve the thinking and analysis qualities in the students. This any technological product or application like the Internet, a huge
is required for the healthy education system worldwide. number of devices connected with each other and forming a
Transdisciplinary communication directly impacts on the single system to deliver a class or a given or assigned task
education system as it not only confers enhanced quality within remotely. We can imagine it like a physical infrastructure is
the students but also improves the teaching and lesson delivery required to have a class of students in traditional education
of the teacher during the classroom [2]. This can fundamentally system [7-8]. Now, virtually the devices connected with each
change the way of thinking and understanding of the students other along with the students sitting at their home to attend the
irrespective of their level of education which ultimately benefits class accordingly. This eliminates and limits the use of huge
mankind and humanity to provide novel educational and learning physical infrastructure for organizing a student’s class. Here, the
experiences. Next section illustrates the viewpoint of the use of transdisciplinary communication can be applied and
different people including students and teachers on the benefits society at large, irrespective of the number of users,
transdisciplinary communication. location and other associated concerns [9]. There should be a
centralized system which deals with the utilization of the
applications in parallel and maintains the proper account and
3. TRANSDISCIPLINARY COMMUNICATION - record of the same in education-based solution application. In the
OPINIONS, THOUGHTS AND IMPACTS ON last decade the utility of online and internet-based education has
EDUCATION been enhanced rapidly worldwide. The services provided with
the use of internet has touched approximately all human in this
The emergence of trans-disciplinary communication opens a new dynamic and digital world. Any novel innovation in the
door for the educationists, scientists across the globe. It not only education sector is based on the existing education system
opens novel facets but also assimilates views and opinions from available and works for the elimination of the shortcoming
the different disciplines in order to have more impact on the associated with it. Autonomous solutions and frameworks are
thoughts and real time applications [3]. The education preferred with the fast and effective outcome in the modern
community should jointly address the problem irrespective of the education system ranging from the student’s attendance to the
disciplines e.g. the novel idea includes the development of the final grading. Technology compliant solutions along with
content lies with the educators of the allied field and the transdisciplinary communication can surely serve as benchmark
presentation of information by the journalists. The educators with potential to revolutionaries the entire education systems
should take responsibility for the content and journalists should worldwide. This not only includes all the factors in teaching
be accountable for their presentations. The opinions and thoughts learning process in a rigorous manner but also provides effective
of the people in different countries vary for this approach. Here, assessment in a simplified manner for educators. The exploratory

172
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

analysis in this section signifies the necessity of the incorporation 7. REFERENCES

of transdisciplinary communication for the modern education
system. [1] Callaos N., Accepted Extended abstracts for
interdisciplinary communication on the
Transdisciplinary Notion of Education and Research.
4. RECOMMENDATIONS AND DISCUSSIONS 2025
[2] Verma V.K.,Trans-Disciplinary Communication – Opinions,
The wide variety of perceptions and thoughts have been Thoughts and Impacts on Research” 14th International
discussed in this paper. This reveals the significance of the Multi-Conference on Complexity, Informatics and
interdisciplinary education system for the betterment of society Cybernetics: IMCIC 2023, The First Meeting of the
and taking it the new height through newer education and International Association FOR Trans-Disciplinary
learning systems. The intent of this paper is to discuss the Communications (AFTC), 12 -15 September 2023,
existing views and focus on Trans-disciplinary communication- Organized by International Institute of Informatics and
based education. As per my opinion, there is a significant need Systemics (IIIS), Florida, USA. 2023
for Trans-disciplinary Communication. Irrespective of your [3] Verma V.K. contributed to Initiating the Program of IIIS
fields or area, you should be able to understand the efforts made Program of EDUCATIONAL RECIPROCAL
by educators in their research work from a trans-disciplinary VOLUNTEERING at The 14th International Multi-
communication viewpoint which should never be considered Conference on Complexity, Informatics, and
equivalent to a trans-disciplinary field. The extent of Trans- Cybernetics: IMCIC 2023 held Virtually on March 28 - 31,
Disciplinary Communication is very dynamic and endless. The 2023 Organized by WMSCI 2023 and The International
remarks based on my experience reveal the following statement. Institute of Informatica and Systemics (IIIS), USA. 2023
[4] Verma V.K., “Trans-Disciplinary Communication Focused
“As much as you think on Trans-Disciplinary Communication, Opinions and Reviews on the Secure Internet of Things"
better you will be able to associates it with other domains”. virtual presentation at the Special Track “Research,
Education, and Trans-disciplinary Communication: RETDC
- Dr. Vinod Kumar Verma 2022”, “The 13th International Multi-Conference on
Complexity, Informatics and Cybernetics: IMCIC 2022”.
08 – 11 March 2022, Orlando, USA.
5. CONCLUSIONS [5] Callaos N., Developing Students’ Skills FOR Trans-
Disciplinary Communication Exploratory Project.
In this paper, the opinions and suggestion have been discussed Available online from: https://www.iiis.org/Developing
regarding Trans-disciplinary communication and its impact on _Students_Skills_FOR_TransDisciplinary_Communication.
the education system and society at large. These opinions and pdf
discussions serve as a novel horizon for the general public, [6] Callaos N., Horne J. “Inter-Disciplinary Communication
educators, researchers and scientists to think about future on Trans-Disciplinary Concepts, Notions, or Topics”.
perspectives of Trans-disciplinary context. This includes the Available online from: https://www.iiis.org/Inter Disci
original, significant, and visionary ideas, innovations, designs, plinaryCommunication_on_Transdisciplinary_Concepts_N
focusing on Trans-disciplinary communication for the allied otions_or_Topics.pdf
fields: directly or indirectly and serve the community. [7] Marlowe T., Laracy J., LaManna M., Callaos N.,
Transdisciplinary communication has shown clear ability to International Institute of Informatics and Systemics.
surpass the conventional thinking of the people in the education Available online from: https://www.iiis.org/Meaning_
system. The incorporation of transdisciplinary communication in of_transdisciplinary_communication_for_the_Internat
the modern education system leads to an innovative approach ional_Association_For_TransDisciplinary_Communic
which combines the collaborative and impactful process for the ation_(AFTC).pdf
enhanced teaching learning ecosystem. This results in significant [8] From Face-to-Face to Hybrid Communities International
and adaptable developments of the whole modern education Institute of Informatics and Systemics (IIIS) www.iiis.org.
system. Overall, it benefits the students, teachers and society at Available online from: https://www.iiis.org/From_Face-to-
large with a strong tendency to improve the flaws in the Face_to_Hybrid_ Communities-to_be_continued.pdf
conventional education systems worldwide. [9] Hall, C., Swart, W. and Duncan, S., Balancing Customer
Needs and Standards in Higher Education, Quality
Approaches in Higher Education, (3) 2, 2013.
6. ACKNOWLEDGEMENTS

The author would like to thank the reviewers for their valuable
suggestions and comments for the enhancement of this paper.
Special thanks to Professor Nagib Callaos, International Institute
of Informatics and Systemics (IIIS), USA for his valuable
comments and organizing this renowned conference. Author
would also like to thank the entire team of International Institute
of Informatics and Systemics, USA and Inter-National
Association FOR Trans-Disciplinary Communication for their
continuous work in the field of transdisciplinary communication
to strengthen the education system worldwide.

173
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

174
Proceedings of the 16th International Conference on Society and Information Technologies (ICSIT 2025)

AUTHORS INDEX

Abenir, Mark Anthony 48 Llaca Reyes, Rafael Arturo 145

Adarlo, Genejane 48 Lugoma, Masikini 9
Al Hamami, Reem 55 Mathenjwa, Samukelisiwe 22
Al Shamsi, Salem 55 Milković, Marin 14
Ali, Sara 55 Mokgohloa, Kgabo 22
Bautista Hernández, José de Jesús 78 Morimoto, Chikako 67
Bustos Farías, Eduardo 78 Mosia, Ngaka 9; 22
Callaos, Nagib 99 Mukhitdinova, Munavvarkhon 63; 87
Cha, Hsien-Ta 35 Nakorn, Nalinee 70
Ehret, Sonja 110 Ngudgratoke, Sungworn 70
ElSayary, Areej 55 Nikolarea, Ekaterini 27
Erkollar, Alptekin 166 Ning, Mengqin 154
Ferdousi, Bilquis 115 Nurani, Gita Aulia 160
Gulyamov, Saidakhror Saidakhmedovich 63 Oberer, Birgit 166
Guo, Jiahong 154 Oliveros, Ma. Lourdes 48
Haxhiu, Brunilda 140 Paner-Montiel, Sabrina Kate 48
Henkle Langness, Teresa 123 Pathikonda, Sirimuvva 145
Horne, Jeremy 99; 131 Saifnazarov, Ismoil Saifnazarovich 63
Ilunga, Masengo 9; 22 Santos, Danilo Rodrigues dos 90
Kerum, Fani 14 Silva, Diego Furtado 90
Koikas, Evgenia 1 Songkram, Noawanit 70
Kyriakidis, Kleanthis 1 Valdez, Eduardo Victor 48
Lara, Miguel 41 Verma, Vinod Kumar 171
Lee, Ya-Hui 35; 160 Vuković, Dijana 14
Lee, Yen-Feng 83 Wang, Wei-Tsong 83
Leka, Adrian 140 Wang, Yi-Fen 35
Leon, Cristo 145 Wright, Sarah 41
Lipuma, James 145 Wu, Hao 75

175