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Thematische Bibliographien / EdTech Adoption / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „EdTech Adoption“

Autor: Grafiati

Veröffentlicht am 7. Juni 2025

Zuletzt aktualisiert am 2. August 2025

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1

Phongsatha, Thanawan. "Unveiling the Influence of Technological, Learning, and Innovation Capabilities, Student Mindset, Perceived Benefits, and Government Policies on EdTech Adoption in Thailand." International Journal of Religion 5, no. 11 (2024): 4249–60. http://dx.doi.org/10.61707/3m4t8w49.

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This study investigates the influence of technological capability, learning capability, innovation capability, student mindset, perceived benefits, and government policies on the adoption of educational technology (EdTech) in Thailand. The research focuses on students from the ten private universities in Bangkok with the highest student populations, targeting a sample size of 515. A quantitative methodology was employed, involving the distribution of surveys to gather data. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for data analysis. The results indica

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Liang, Yanyan. "Family Involvement on the Effective Use of Education Technology in China: Status, Influence and Suggestions." Lecture Notes in Education Psychology and Public Media 74, no. 1 (2024): 151–57. https://doi.org/10.54254/2753-7048/2024.bo17886.

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The integration of Educational Technology (EdTech) into learning environments is transforming both formal education and family-based learning across the globe. In China, where the educational landscape is rapidly evolving, families play a crucial role in mediating the use of EdTech. This paper first explores the current state of EdTech use in households in China, including the types of EdTech tools used, the role of the family, and the existing regional differences. The influence of family factors on the adoption and effectiveness of EdTech for learning at home is further examined. Parents att

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Bhattacharya, Leena, Minu Nandakumar, Chandan Dasgupta, and Sahana Murthy. "Shaping the Discourse around Quality EdTech in India: Including Contextualized and Evidence-Based Solutions in the Ecosystem." Education Sciences 14, no. 5 (2024): 481. http://dx.doi.org/10.3390/educsci14050481.

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This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate for the community they are designed for, rather than adopting solutions that market themselves or those that have been successful in Western countries

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Fariz and Tutik Winarsih. "Analysis of the Extended Technology Acceptance Model as A Basis for the Adoption of Educational Technology Startup Platforms." Eastasouth Management and Business 3, no. 02 (2025): 329–37. https://doi.org/10.58812/esmb.v3i02.409.

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The growth of startups in the Educational Technology (EdTech) sector in Indonesia has demonstrated rapid progress, aligning with global advancements in this field. The COVID-19 pandemic, coupled with the increasing demand for future-oriented skills, has driven EdTech startups to innovate in learning methods, approaches, and strategies. These innovations aim to create individuals equipped with skills relevant to the demands of the future. This research seeks to explore how technology-based learning processes developed by EdTech startups can be adapted and utilized by users to enhance their skil

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Ip, Ken. "The rise of EdTech: Transforming education through entrepreneurial ventures." Advances in Online Education: A Peer-Reviewed Journal 3, no. 2 (2024): 177. https://doi.org/10.69554/nsvd4541.

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This paper examines the rise of educational technology (EdTech) through the lens of entrepreneurial ventures and assesses its impact on the educational sector. It describes how entrepreneurial startups have driven EdTech innovation by identifying gaps in traditional education models and developing technology-based solutions. Three theoretical frameworks — the theory of disruptive innovation, the technology acceptance model and the transformative learning theory — are applied to understand how EdTech innovations disrupt markets and influence user adoption. The evolution of EdTech is explored, f

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Pradeep Kumar Bhattacharjee. "Competing Strategies of EdTech for Market Development." Journal of Information Systems Engineering and Management 10, no. 50s (2025): 434–46. https://doi.org/10.52783/jisem.v10i50s.10213.

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The education sector has undergone a massive transformation with the rise of EdTech, creating an intensely competitive market. Digital education has gained prominence, especially in the wake of global disruptions, leading to a surge in EdTech adoption. India’s EdTech industry is projected to reach a valuation of $29 billion by 2030, growing at a CAGR of 25.8%, with over 11,000 companies contending for market share. In 2021 alone, EdTech startups secured $4.73 billion in funding, making it one of the most heavily invested sectors.This study explores the competitive landscape of EdTech and ident

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Pujiono, Imam Prayogo. "EdTech Startups and Their Impact on Traditional Learning Models." Assoeltan: Indonesian Journal of Community Research and Engagement 3, no. 1 (2025): 35–45. https://doi.org/10.70610/edujavare.v3i1.802.

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The rapid growth of EdTech startups has introduced innovative tools that challenge traditional learning models, offering personalized, flexible, and technology-enhanced educational experiences. However, integrating these technologies into established educational institutions remains a complex and gradual process. This study aims to explore the impact of EdTech startups on traditional learning models, examining how these technologies disrupt, complement, or reinforce traditional pedagogical practices. Using a qualitative research design, the study employed semi-structured interviews, focus grou

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Pandey, Digvijay, and Khurshed Iqbal. "EdTech Startups and Their Impact on Traditional Learning ModelsHybrid Classrooms: Redefining the Role of Teachers and Learners." Assoeltan: Indonesian Journal of Community Research and Engagement 3, no. 1 (2025): 47–57. https://doi.org/10.70610/edujavare.v3i1.803.

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The rapid growth of EdTech startups and integration into educational practices has led to hybrid classrooms combining traditional face-to-face teaching with digital tools. This transformation redefines the roles of teachers and learners, prompting a shift toward more flexible, personalized learning environments. This study explores the impact of EdTech startups on traditional learning models and how hybrid classrooms are reshaping these roles. Using a qualitative research methodology, data was collected through semi-structured interviews, participant observations, and document analysis in scho

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Kumar, Deepak. "Impact of Infrastructure and Digital Literacy on Cloud-AI EdTech Adoption in Rural India." Edumania-An International Multidisciplinary Journal 3, no. 2 (2025): 258–68. https://doi.org/10.59231/edumania/9131.

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Rural India’s education sector faces a persistent digital divide: limited infrastructure and low digital literacy hamper the adoption of advanced teaching technologies. This paper examines how internet connectivity, devices, and teacher digital skills influence the use of cloud-based AI educational tools – specifically Learning Management Systems (LMS) and generative AI applications – among rural teachers. Drawing on official data (UDISE+, ASER, NSSO) and studies, we find stark gaps: for example, only ~41% of rural secondary schools had internet access in 2021–22, versus ~69% of urban schools.

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Woldemariam, Misganaw Tadesse, Amanuel Ayde Ergado, and Worku Jimma. "Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia." Canadian Journal of Learning and Technology 51, no. 1 (2025): 1–25. https://doi.org/10.21432/cjlt28880.

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Research on educational technology (EdTech) integration has extensively explored determinants; however, strategies remain underexamined. Existing models predominantly focus on identifying the determinants of technology adoption yet fail to offer systemic frameworks for sustainable EdTech integration. This study bridges that gap by investigating strategies proposed by stakeholders in a college of teacher education, culminating in a theoretical framework. The research was conducted across four Ethiopian colleges of teacher education by employing a constructivist grounded theory. Data were collec

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Cleveland-Innes, Martha. "Editorial Volume 51 Issue 1." Canadian Journal of Learning and Technology 51, no. 1 (2025): 1–10. https://doi.org/10.21432/cjlt29037.

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Navigating the evolving landscape of education innovation is the overarching theme in this issue. As global education systems grapple with rapid technological change, shifting learner expectations, and the imperative for lifelong learning, a diverse body of research is emerging to illuminate the path forward. The six essays in this issue offer a compelling cross-section of current education innovations, spanning micro-credentials, artificial intelligence, emotional intelligence, privacy, online learning policy, and strategic EdTech integration. There is an underlying emphasis on systemic think

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Gupta, Sandeep Kumar, and Saranya T.S. "NAVIGATING THE DIGITAL FRONTIER: THE UNIQUE CHALLENGES AND OPPORTUNITIES OF EDUCATION IN INDIA." Pedagogy and Education Management Review, no. 4(18) (December 30, 2024): 4–24. https://doi.org/10.36690/2733-2039-2024-4-24.

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The rapid digitalization of education has positioned India at a critical juncture, offering transformative opportunities and exposing persistent challenges. As the second most populous nation with a highly diverse education system, India's digital journey in education encompasses over 260 million school students and millions in higher education. While urban regions leverage cutting-edge EdTech tools, rural areas face systemic barriers such as poor connectivity, lack of devices, and limited infrastructure. The interplay of socioeconomic diversity, linguistic challenges, and infrastructure gaps

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Sabiteka, Micheline, Xinguo Yu, and Chao Sun. "Toward Sustainable Education: A Contextualized Model for Educational Technology Adoption for Developing Countries." Sustainability 17, no. 8 (2025): 3592. https://doi.org/10.3390/su17083592.

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Adopting educational technology remains a critical challenge in developing countries, particularly given limited resources and the urgency of achieving the United Nations’ Sustainable Development Goal 4 by 2030. This paper aims to create and validate a model for educational technology adoption for developing countries (ETADC) that addresses the gaps in existing models by incorporating education-specific factors and local contexts. The ETADC model integrates foundational theories with local and educational elements within the technological pedagogical content knowledge (TPACK) framework, empowe

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Deshmukh, Sujata Pravin Shinde, Vinay Kulkarni, and P. Malathi. "Leveraging Interactive Learning by Integrated Assessment Software in EdTech: Enhancing Sustained Learning Outcomes with Mentimeter." Journal of Engineering Education Transformations 38, IS2 (2025): 14–22. https://doi.org/10.16920/jeet/2025/v38is2/25003.

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The advent of Educational Technology (EdTech) has transformed traditional pedagogical approaches, introducing innovative tools that enhance engagement and learning outcomes. This paper explores the application of Mentimeter, an interactive presentation software, in educational settings. By integrating features such as live polls, quizzes and word clouds, Mentimeter fosters a more interactive and participatory learning environment. The study investigates how real time feedback and immediate assessment capabilities enable educators to adjust their teaching strategies dynamically, thus catering t

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Cowley, Thomas, and David Atkinson. "Solving the ‘Learning Crisis’ In Developing Countries through Jugaad Innovation Education Technology: A Qualitative Study." West East Journal of Social Sciences 8, no. 1 (2019): 61–92. http://dx.doi.org/10.36739/wejss.2019.v8.i1.11.

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This study set out to investigate how combining jugaad innovation with Education Technology (EdTech) can help solve the ‘learning crisis’ in developing countries. The problem centres on education quality; large volumes of underprivileged students in developing countries are attending school, but many fail to learn basic skills (The World Bank, 2018:3). Globally, over 617m students are failing to achieve minimum proficiency standards in maths and reading (UNESCO, 2017). Consequently, the global problem in education is not simply about the provision of learning but also ensuring high quality (Pe

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Dexter, Sara, Aubrey Francisco, and Christina Luke Luna. "Five leading-edge K-12 districts’ decision-making processes for EdTech innovations." Journal of Educational Administration 59, no. 3 (2021): 352–66. http://dx.doi.org/10.1108/jea-10-2020-0222.

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PurposeThe purpose of this study was to better understand K-12 district leaders' reasoning and processes for selecting and deploying EdTech instructional products, including which, if any, types of data are used to support decision-making.Design/methodology/approachThis multisite case study of educational technology (EdTech) decision-making comprises five purposely selected districts at the leading edge of EdTech innovation. The unit of analysis was a recent purchase they had made of an instructional, classroom-oriented digital product (defined as a product used by teachers and/or students in

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Muoneke, Munachiso Angela. "From Crisis to Insights: Leveraging Data Analytics to Shape Pandemic-Era Educational Technology Innovations." International Journal on Cybernetics & Informatics 14, no. 1 (2025): 41–50. https://doi.org/10.5121/ijci.2025.140104.

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The COVID-19 pandemic led to the disruption of conventional education systems, which led to the adoption of digital and remote learning platforms. This revolutionary change uncovered the need for new approaches in the development of educational technology. This paper emphasizes the importance of data analytics during this time and provides a framework for how data can inform effective EdTech developments for teaching and learning. This study aims to understand how real-time data from learning management systems, virtual classrooms, and engagement metrics can offer valuable insights into studen

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Zulkarnayeva, Petimat L., Aina A. Bazaeva, and Amina S. Ulubaeva. "DIGITAL INEQUALITY IN EDUCATION." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 12/3, no. 153 (2024): 148–54. https://doi.org/10.36871/ek.up.p.r.2024.12.03.016.

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The article discusses the relevance of digital technologies in education and their impact on the formation of digital inequality. The COVID-19 pandemic has accelerated the transition to distance learning and the adoption of Edtech technologies, but uneven access to information resources exacerbates existing socio-economic differences. The problem of digital exclusion is analyzed, the factors contributing to digital divides are identified, as well as the consequences for the educational environment and wider society. The article highlights the need to develop strategies aimed at increasing digi

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Chomunorwa, Silence, and Virimai Victor Mugobo. "Challenges of e-learning adoption in South African public schools: Learners’ perspectives." Journal of Education and e-Learning Research 10, no. 1 (2023): 80–85. http://dx.doi.org/10.20448/jeelr.v10i1.4423.

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Educational technology (EdTech) plays a vital role in teaching and learning with e-learning ensuring equal access to education and continuity even when contact classes are impossible. The South African departments of education are making efforts to realize the use of technology in schools. The COVID-19 pandemic has an adverse impact on the education sector and accelerated the adoption of technology by many institutions with some shifting to distant learning to ensure academic continuity. There are various educational technologies. The aim of the study is to explore public high school learners’

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Shalupkin, Vadim V. "Technology in Education: EdTech in GCC States and COVID-19 Challenges." Oriental Courier, no. 3-4 (2021): 122. http://dx.doi.org/10.18254/s268684310018027-7.

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In recent years, “EdTech” and “E-Learning” concepts have become part of people’s routine. The outbreak of the COVID-19 pandemic has changed the conception of social development, the nature of progress, and the application of information technologies. How reasonable is the development of distance learning? This question was raised by many actors. Meanwhile, during the most acute outbreaks of the pandemic, there was a sharp adoption of entire measures for the EdTech introduction around the world, including the Arab states. This article looks into characteristics of the situation in the field of

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Nagani, Akbar. "Smart School Application: Enhancing Educational Outcomes and Processes." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 05 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem33736.

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As digital tools become more integral to education, smart school applications are gaining prominence due to their diverse functionalities, including e-libraries, attendance systems, leader boards, quizzes, event scheduling, real-time notifications, and more. This review delves into how these applications enhance administrative efficiency, foster better communication, increase student engagement, and improve learning outcomes, while also considering the implementation challenges and proposing strategies for successful integration. The paper highlights the necessity for educational institutions

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Baña, Edward E., and Runato A. Basañes, PhD. "Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (2021): 120. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(120).

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In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Div

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Baña, Edward E., and Runato A. Basañes, PhD. "Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (2021): 120. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(120).

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In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Div

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Amin, Md Khaled, Mohammad Arifur Rahman, Tahsina Khan, and Mubasshir Tahmidul Karim. "Investigating Students’ Adoption and Usage Behavior of Educational Technology(EduTech) at Tertiary Level (PLS-SEM Approach)." AIUB Journal of Science and Engineering (AJSE) 17, no. 1 (2019): 25–30. http://dx.doi.org/10.53799/ajse.v17i1.5.

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This study sought to examine students’ behavioral intention to use EduTech (Educational Technology) at the tertiary level education in Bangladesh. Using the unified theory of acceptance and use of technology (UTAUT) model as a base theory, the study attempted to explore the determinants that are swaying students’ intention to adopt EduTech in Bangladesh. A total of one-hundred and forty-nine respondents were chosen randomly from three faculties of AIUB such as Business administration, Engineering and Science, were finally provided with the structured and self-administrated questionnaires follo

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Yadav, Ramashray Singh. "Bridging aspirations and systemic barriers: A sociological analysis of EdTech Adoption in India's marginalized Urban communities." International Journal of Social Science and Education Research 7, no. 1 (2025): 747–54. https://doi.org/10.33545/26649845.2025.v7.i1i.279.

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Agpalo, Hazel Joyce, Shaira Castro, Avegail Kimberlie Ciriaco, Almira Jane Coloma, Jonathan Galope, and Vladimir Figueroa. "Eventify: A Web-based Event Management and Attendance Monitoring System with Data Analytics." Psychology and Education: A Multidisciplinary Journal 37, no. 5 (2025): 458–65. https://doi.org/10.70838/pemj.370505.

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This empirical study examines the implementation of Eventify, a web-based platform addressing chronic inefficiencies in rural Philippine secondary school event coordination through QR-enabled attendance tracking and dynamic scheduling algorithms. Confronting analog workflow fragmentation and digital adoption barriers, the research presents a framework integrating iterative Scrum development with academic temporal cycles and dual evaluation metrics: ISO 25010 technical standards and psychosocial adoption factors from Davis' Technology Acceptance Model (TAM). Technical assessments by 20 IT speci

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Frøsig, Thomas B. "Expanding the Technology Acceptance Model (TAM) to Consider Teachers Needs and Concerns in the Design of Educational Technology (EdTAM)." International Journal of Emerging Technologies in Learning (iJET) 18, no. 16 (2023): 130–40. http://dx.doi.org/10.3991/ijet.v18i16.42319.

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While technological innovations are designed with the users in mind, this same design approach—designing technology to enhance the students’ learning experience—often falls short of acceptance with teachers and educators. This paper suggests a theoretical model with which EdTech can be designed to enhance the adoption of technology among teachers. At its core, the Educational Technology Acceptance Model (EdTAM) utilizes a double-user scenario, focusing on both the needs and concerns of teachers as well as the needs of students. As a result, a proof of concept in the form of an educational game

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Keong, Dr Lai Mun. "AI-Personalised Learning in Higher Education: A Study on Learning Outcomes and Motivation among University Students." International Journal of Research and Innovation in Social Science IX, no. V (2025): 6075–85. https://doi.org/10.47772/ijriss.2025.905000473.

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Artificial Intelligence (AI) has emerged as a transformative force in reshaping educational practices, particularly through personalized learning systems that adapt to individual student needs. This study investigates the impact of AI-personalized learning platforms on university students’ academic outcomes and motivational levels, focusing on business and management faculties across selected Southeast Asian institutions. Drawing on Self-Determination Theory and the Technology Acceptance Model, the research employs a mixed-methods approach combining survey data, learning analytics, and academi

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Awandkar, Prajwal Narayanrao. "Web Application Development for ED-Tech Platform." International Journal for Research in Applied Science and Engineering Technology 11, no. 12 (2023): 85–87. http://dx.doi.org/10.22214/ijraset.2023.56912.

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Abstract: Educational Technology (Ed-Tech) platforms are revolutionizing education. They provide personalized learning, accessibility, and adaptability, making learning more engaging and inclusive. The COVID-19 pandemic accelerated their adoption, emphasizing their importance in ensuring uninterrupted learning. EdTech platforms extend beyond formal education, supporting corporate training and professional development. Challenges include ensuring equal access and addressing data privacy concerns. The future of education relies on continued innovation and integration of Ed-Tech platforms. In an

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Zahid Hussain Sahito, Farzna Jabeen Khoso, and Uzma Alishba. "Harnessing Artificial Intelligence for Educational Transformation in Sindh: Opportunities, Challenges, and Strategic Implementation." Voyage Journal of Educational Studies 4, no. 4 (2024): 83–96. https://doi.org/10.58622/vjes.v4i4.222.

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The integration of Artificial Intelligence (AI) in education has demonstrated transformative potential globally, yet remains underexplored in Pakistan, particularly in the province of Sindh. This study investigates the opportunities, readiness, and challenges of implementing AI-driven technologies in Sindh’s primary and secondary educational landscape. Utilizing a qualitative methodology, semi-structured interviews were conducted with stakeholders including teachers, administrators, ICT officers, EdTech professionals, and policy officials across urban and rural districts. Thematic analysis rev

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Desai, Darshan, and Ashish Desai. "Integrating Generative AI in Business Intelligence: A Practical Framework for Enhancing Augmented Analytics." International Journal of Mathematical, Engineering and Management Sciences 10, no. 3 (2025): 704–28. https://doi.org/10.33889/ijmems.2025.10.3.036.

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Business Intelligence (BI) workflows benefit from the improved access to insights that Generative Artificial Intelligence (GenAI) can bring, allowing for swifter democratization of data access and improved decision-making across various domains such as finance, retail, life sciences, education technology (EdTech), etc. Although existing literature discusses theoretical models or particular case studies, it does not provide a practical framework to integrate GenAI into BI. This study fills the gap by devising a pragmatic framework employing the qualitative research method featuring semi-structu

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Ben Azza, Chaymae, Sara El Hamdani, Mohamed Taj Bennani, Khalid El Fahssi, Mohamed Lamrini, and Mohamed Elfar. "Exploring parents’ perceptions of sex education pedagogy in Moroccan schools using an association rules mining-based algorithm." Indonesian Journal of Electrical Engineering and Computer Science 38, no. 2 (2025): 1124. https://doi.org/10.11591/ijeecs.v38.i2.pp1124-1136.

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Sex education is vital for promoting healthy relationships and preventing sexual exploitation by teaching boundaries, consent and abuse recognition. Customized strategies are needed for children, balancing age-appropriate content with parental and community perspectives. Our study assessed Moroccan parents’ views on sex education’s adoption in schools. Conducted in Taza city, the survey targeted 1946 parents of students over 7 years old. Using association rule mining (ARM), we analyzed their responses. Therefore, Apriori algorithm was implemented to discover strong association rules within par

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Chaymae, Ben Azza Sara El Hamdani Mohamed Taj Bennani Khalid El Fahssi Mohamed Lamrini Mohamed Elfar. "Exploring parents' perceptions of sex education pedagogy in Moroccan schools using an association rules mining-based algorithm." Indonesian Journal of Electrical Engineering and Computer Science 38, no. 2 (2025): 1124–36. https://doi.org/10.11591/ijeecs.v38.i2.pp1124-1136.

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Sex education is vital for promoting healthy relationships and preventing sexual exploitation by teaching boundaries, consent and abuse recognition. Customized strategies are needed for children, balancing age-appropriate content with parental and community perspectives. Our study assessed Moroccan parents’ views on sex education’s adoption in schools. Conducted in Taza city, the survey targeted 1946 parents of students over 7 years old. Using association rule mining (ARM), we analyzed their responses. Therefore, Apriori algorithm was implemented to discover strong association rule

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Kumari, Dr Anita. "E-commerce now Big Commerce: E-commerce Industry and Consumer Internet Sector & its Effect on the World Today." International Journal for Research in Applied Science and Engineering Technology 9, no. 9 (2021): 1144–51. http://dx.doi.org/10.22214/ijraset.2021.38154.

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Abstract: The Covid19 pandemic has made a huge impact on the ecommerce industry. The industry has experienced some benefits and problems during the pandemic. People tend to buy more items online as it can be more secure when it comes to the spread of disease. The repocommerce industry is having an increased sales growth. Many methods and techniques are being used by the e rts are saying that overall ecommerce industry to make Covid19 pandemic. This sup the negative impacts that happened to online business during the study is done to deeply analyse the problems and factors that are affecting th

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Amo, Daniel, Sandra Cea, Nicole Marie Jimenez, Pablo Gómez, and David Fonseca. "A Privacy-Oriented Local Web Learning Analytics JavaScript Library with a Configurable Schema to Analyze Any Edtech Log: Moodle’s Case Study." Sustainability 13, no. 9 (2021): 5085. http://dx.doi.org/10.3390/su13095085.

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Educational institutions are transferring analytics computing to the cloud to reduce costs. Any data transfer and storage outside institutions involve serious privacy concerns, such as student identity exposure, rising untrusted and unnecessary third-party actors, data misuse, and data leakage. Institutions that adopt a “local first” approach instead of a “cloud computing first” approach can minimize these problems. The work aims to foster the use of local analytics computing by offering adequate nonexistent tools. Results are useful for any educational role, even investigators, to conduct dat

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Sapohov, Mykyta. "Trends in forming digital competence of future teachers in university education." Педевтологія 2, no. 2 (2025): 59–69. https://doi.org/10.31652/3041-1203-2024(2)-59-69.

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The article examines current trends in the formation of digital competence among future teachers in the context of the digital transformation of education. The concept of digital competence is analyzed based on international and national standards, particularly DigCompEdu and the Standard of Pedagogical Education of Ukraine. Special attention is given to key components of digital competence, including the use of digital resources, interactive learning, assessment of student achievements in a digital environment, and the development of students' digital literacy. The study highlights the role o

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Hussein, Abdifatah Osman. "An Empirical Review of Role of Education Technology Drivers (EDUTECH) on Education in Emergencies (EiE) Classroom/Non-Classroom Outcomes for Marginalized Countries: The Somalia Perspective." Journal of Education and Practice 6, no. 6 (2023): 71–82. http://dx.doi.org/10.47941/jep.1365.

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Purpose: The aim of this essay is to provide a desktop review of existing empirical evidence themes on the necessity and use of education technology for continuity of education in emergencies (EiE) in marginalized countries. The essay aims to provide a summary into how EDUTECH can be leveraged to maintain continuity of education for most marginalized regions in Somalia. Methodology: The empirical review methodology of this essay was borrowed from the Cochrane collaboration rapid assessments framework (Garrittyet al., 2020). The researcher adopted this methodology because it allows for a

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Bhardwaj, Shruti. "Innovative HR: Harnessing CRM Software to Revolutionize Talent Acquisition and Management – A Game Changer for Recruitment Excellence." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 06 (2025): 1–9. https://doi.org/10.55041/ijsrem50524.

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ABSTRACT In the rapidly evolving landscape of human resource management, the integration of Customer Relationship Management (CRM) software has emerged as a transformative force in talent acquisition and employee lifecycle management. This research paper explores the innovative application of CRM systems—traditionally used in sales and marketing—in the recruitment domain, highlighting how their adoption is redefining HR practices to enhance efficiency, personalization, and strategic decision-making. By leveraging CRM capabilities such as candidate tracking, communication automation, data analy

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Ingwe, Maria Ohobu, Maureen Barong Abang, and Cletus Akpo Atah. "Leveraging virtual reality technology for innovative business education in Nigerian higher institutions." KIU Journal of Education 5, no. 1 (2025): 167–77. https://doi.org/10.59568/kjed-2025-5-1-20.

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This study investigated the Leveraging Virtual Reality Technology for Innovative Business Education in Nigerian Higher Institutions. The study was guided by two specific objectives: to examine the extent of adoption and utilization of VR in Business Education, and to assess its perceived impact on students’ engagement, understanding, and acquisition of practical business skills. A descriptive survey research design was employed, and the population comprised Business Education lecturers, students, ICT/EdTech officers, and Heads of Departments/Deans, across six purposively selected higher instit

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Артемов, В. А. "ИННОВАЦИОННЫЕ ПОДХОДЫ К ИНТЕГРАЦИИ ТЕХНОЛОГИЙ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА В ПРОЦЕССЫ УПРАВЛЕНИЯ ЧЕЛОВЕЧЕСКИМИ РЕСУРСАМИ". Вестник Академии права и управления, № 2(83) (26 травня 2025): 101–11. https://doi.org/10.47629/2074-9201_2025_2_101_111.

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Активное внедрение механизмов искусственного интеллекта (далее – ИИ) в область управления персоналом способствует ускорению рутинных операций и принятию более точных решений. Исследование рассматривает способы применения машинного обучения и нейросетевых алгоритмов для автоматизации рекрутмента, анализа кадровых данных, оценки эффективности и организации персонализированных обучающих программ. Элементы EdTech получают широкое распространение благодаря адаптивным траекториям обучения и возможностям симуляций, повышающим мотивацию сотрудников и позволяющим отрабатывать навыки в виртуальной среде

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Arciniegas-Ortiz, Jaime Alfonso, and Leonardo Juan Ramírez-López. "Analysis of the Intentionality and usability of business intelligence in the context of Industry 5.0 and its impact on Colombian international trade." DYNA 92, no. 235 (2025): 126–33. https://doi.org/10.15446/dyna.v92n235.117383.

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In Colombia, integrating educational technology (EdTech) is crucial for enhancing educational quality and efficiency, especially in the post-pandemic context. Researchers [1] highlight the significant role of online platforms, yet challenges persist, such as the need for robust technological infrastructure and comprehensive teacher training. With 55.3% of universities adopting these platforms, reliance on external technologies and insufficient investment in local EdTech hinder innovation, as noted by [2]. [3] advocate for investing in local EdTech to improve education and stimulate economic de

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Issa, Helmi, Arjun Kadian, Suchit Ahuja, and Rohit Nishant. "When a Dream Turns into a Nightmare: A Case Study of an Education Technology Startup to Uncover the Dark Side of Generative AI." Communications of the Association for Information Systems 54 (2024): 1048–78. http://dx.doi.org/10.17705/1cais.05444.

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The rise of generative AI has sparked a wave of innovation and created opportunities for organizations to deliver novel services to their customers. While much attention has been given to harnessing the potential of AI, there is limited research exploring its unintended consequences. This study aims to investigate the unintended outcomes of implementing Generative AI technologies such as ChatGPT in educational technology (EdTech) startups. By employing a qualitative case study methodology, we examine the experiences of a specific French EdTech startup that incorporated ChatGPT into its process

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Eppard, Jenny, Amir Kaviani, Michael Bowles, and Jason Johnson. "EdTech Culturation: Integrating A Culturally Relevant Pedagogy into Educational Technology." Electronic Journal of e-Learning 19, no. 6 (2021): pp516–530. http://dx.doi.org/10.34190/ejel.19.6.2065.

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In recent years, the use of technology in educational contexts including e-learning has become increasing ubiquitous. While it is commonly believed that technology use can facilitate the process of teaching and learning, it is of paramount importance to adopt a Culturally Relevant Pedagogy (CRP) to address the needs of students who might experience difficulty because of cultural, linguistic and technological obstacles that might be inherent in the use of educational technology. With this consideration in mind, the present paper reports on the findings of a qualitative research involving three

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Vinay, Seth, and Shankar Jaiswal Dr.Kripa. "Education Technology (EDTECH): A Step towards Digitalization of the Indian Education System." International Journal of Innovative Science and Research Technology 8, no. 3 (2023): 1674–81. https://doi.org/10.5281/zenodo.7793113.

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Education is one of the primary sectors focused on by the Government of India. It is a basic right as per Article 21-A in the Constitution of India and the government’s responsibility to make sure everyone has a quality education. The COVID- 19 pandemic had disrupted the Indian Education system. Education Institutions in India follow the traditional system of learning i.e.,face-to-face lectures in the classroom. The unforeseen epidemic called Coronavirus(COVID- 19) shook the entire world. This situation posed a challenge to the globaleducation system and forced educators to shift to an o

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Kaoud, M., and N. A. El Dine. "Digital Transformation in Marketing through a Customer Knowledge Management Approach for Startups and SMEs: An EdTech Startup Case Study." International Journal of Innovation, Management and Technology 13, no. 1 (2022): 25–31. http://dx.doi.org/10.18178/ijimt.2022.13.1.916.

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Technologies are transforming marketing organizations; and exploiting the full potential of this transformation is one of the key challenges for startups and Small and Medium Enterprises (SMEs) requiring a holistic management approach towards Knowledge Management (KM) in the digital context. This paper addresses a central question from a resource-based perspective: how startups and SMEs with inadequate capabilities and limited resources drive digital transformation in marketing? Customer Knowledge Management (CKM) which integrates approaches from Knowledge Management and Customer Relationship

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Ravichandran, Bargavi, and Kavitha Shanmugam. "Adoption of EdTech products among college students: a conceptual study." Management Matters, December 5, 2023. http://dx.doi.org/10.1108/manm-07-2023-0026.

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PurposeThis conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by colle

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Dewanda, Fadia, Arif Imam Suroso, and Nur Hasanah. "Students’ adoption of educational technology platforms for nonformal education in Indonesia." Information Development, January 29, 2025. https://doi.org/10.1177/02666669241312161.

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This study examines the adoption of educational technology (EdTech) platforms for nonformal education in Indonesia, focusing on students from kindergarten to high school, using an extended UTAUT2 model. Data were collected via a questionnaire from 279 students and analyzed using PLS-SEM. A key addition to this research is the investigation of the new national curriculum in Indonesia, i.e., Kurikulum Merdeka (Independent Curriculum) and its influence on students’ behavioral intention to use EdTech platforms. The findings reveal that performance expectancy, Independent Curriculum, and habit shap

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Viberg, Olga, Mutlu Cukurova, Yael Feldman-Maggor, et al. "What Explains Teachers’ Trust in AI in Education Across Six Countries?" International Journal of Artificial Intelligence in Education, October 15, 2024. http://dx.doi.org/10.1007/s40593-024-00433-x.

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AbstractWith growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristic

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Ochieng, Vollan Okoth, and Moses Waithanji Ngware. "Adoption of Education Technologies for Learning During COVID-19 Pandemic: The Experiences of Marginalized and Vulnerable Learner Populations in Kenya." International Journal of Educational Reform, February 3, 2022, 105678792210760. http://dx.doi.org/10.1177/10567879221076081.

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The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs’ deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech sup

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Kucirkova, Natalia I. "Academia–industry partnerships in edtech: bridging the gaps in engaged research." Research for All 9, no. 1 (2025). https://doi.org/10.14324/rfa.09.1.07.

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Despite extensive adoption and substantial investment in educational technology (edtech) tools, their full potential to enhance learning remains largely untapped. Addressing this gap requires improving research infrastructure, fostering collaborative environments, and promoting domain-specific educational research through innovative methods. This article reflects on lessons learned from academia–industry partnerships in edtech, focusing on engagements aimed at driving impactful outcomes and strengthening evidential support for children’s edtech. In the absence of government-funded infrastructu

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