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Journal articles on the topic 'Digital Education Policy'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Pangrazio, Luci, and Julian Sefton-Green. "Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference?" Journal of New Approaches in Educational Research 10, no. 1 (2021): 15. http://dx.doi.org/10.7821/naer.2021.1.616.

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Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues –digital citizenship, digital rights and digital literacy. These three terms capture epistemological and onto

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Safonov, Yurii, Vira Usyk, and Ievgen Bazhenkov. "DIGITAL TRANSFORMATIONS OF EDUCATION POLICY." Baltic Journal of Economic Studies 8, no. 2 (2022): 127–36. http://dx.doi.org/10.30525/2256-0742/2022-8-2-127-136.

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The relevance of the digitalization process for policymaking is increasing every year, and it is the COVID-19 coronavirus pandemic that has highlighted the need for digital transformation, especially in education. Governments around the world are trying to minimize the negative effects of the COVID-19 pandemic and the forced transition to online learning. The global ambition to establish a continuous educational process. The digitalization process has its advantages and disadvantages, the process is scalable, and the field of education and policymaking covers virtually the entire population. T

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Manowaluilou, Nongluck, Thananun Thanarachataphoom, Pattamaporn Pimthong, Songchai Ugsornkid, and Nannapat Ketkosan. "Digital literacy and fluency in education: Enhancing teacher education preparedness policy." Journal of Infrastructure, Policy and Development 8, no. 8 (2024): 4415. http://dx.doi.org/10.24294/jipd.v8i8.4415.

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This study explores the influence of digital technologies, including media, on pre-service teachers’ interactions and engagement patterns. It underscores the significance of promoting digital competence to empower pre-service teachers to navigate the digital world responsibly, make informed decisions, and enhance their digital experiences. The objective is to identify key themes and categories in research studies related to pre-service teachers’ digital competence and skill preparations. Conducting a systematic literature review, we searched databases such as SCOPUS, ScienceDirect, and Taylor

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Jung, Su Jung. "Analytical study of German digital education policy and teacher education for digital competency enhancement." Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 28, no. 2 (2023): 169–94. http://dx.doi.org/10.26894/kdge.2023.28.2.169.

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The rapid development of digital technology has led us to a society of digital transformation. Digital competency has become the core competency of social members, and all members of society should cultivate digital basic competency as an essential basic competency like reading, writing, and counting. This paper analyzes Germany's digital education policy and teacher education for digital competency in order to gain implications for improving digital education and teacher education for digital competency in Korea. Germany has a very comprehensive and systematic long-term strategy for digital e

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Clark, Tom. "Disruption, digital literacy and UK Higher Education Policy." Psychology of Education Review 45, no. 1 (2021): 30–34. http://dx.doi.org/10.53841/bpsper.2021.45.1.30.

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Dr., Pritilata Debbarma. "Kokborok Language: Education, Policy, and the Digital Age." Academic 2, no. 10 (2024): 351–65. https://doi.org/10.5281/zenodo.14102715.

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Ray, Dipanwita. "National Education Policy 2020 and Libraries." International Journal of Advance and Applied Research 6, no. 20 (2025): 54–55. https://doi.org/10.5281/zenodo.15348145.

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The paper deals with the relation of NEP and the libraries. A brief review of the Policy has been given in the paper. Besides this, the different scopes of the libraries as mentioned in the NEP have been dealt with. The scopes mentioned relate to the library services and facilities, resources, infrastructure including development of ICT, types of education in which the libraries can get involved, easy accessibility of books and other materials and online availability of resources through the Digital Libraries.

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Shashi, Rani, and Kumar Lalit. "Rise of Digital Education and E-Learning in India: an Assessment of Use of Technology for Equitable Education." RECENT EDUCATIONAL AND PSYCHOLOGICAL RESEARCHES 13, no. 3 (2024): 1–7. https://doi.org/10.5281/zenodo.13997866.

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The New Educational Policy (NEP) 2020 of India directed the country towards physical, emotional,and cognitive transformations of children and youth through education. With the advent of digitaltechnologies, access to quality education has become increasingly democratized. However, with therise of digital education and e-learning in India, the digital divide persists, disproportionatelyaffecting marginalized sections of society. In this context, this research paper explores thetransformative potential of digital education interventions in addressing the educational disparitiesexperienced by chi

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Kumar, Mr. Sonelal. "National Education Policy 2020: Transforming Education in Bihar." International Journal of Advance and Applied Research 12, no. 3 (2025): 66–70. https://doi.org/10.5281/zenodo.14854976.

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<strong>Abstract:</strong> The National Education Policy (NEP) 2020, introduced by the Government of India, is a transformative framework aimed at revamping the Indian education system to meet global standards while preserving local values. With its emphasis on holistic, multidisciplinary and skill-based education, the NEP is expected to have a profound impact on states like Bihar, which grapple with educational challenges such as high dropout rates, inadequate infrastructure and low literacy levels. Bihar has long struggled with low literacy rates. Before the New Education Policy (NEP) 2020,

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Hwang, Jae Woon. "Developing AI Digital Textbook: Policy Status and Key Issues." Education Research Institute 22, no. 4 (2024): 339–62. https://doi.org/10.31352/jer.22.4.339.

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This study explores the current status and challenges of education policies related to the development of AI Digital Textbook in South Korea. It aims to gather foundational data to support the improvement and innovation of education policies amidst the transition to a digital education system. The research methodology included a scoping review using press releases, explanatory materials from the Ministry of Education, and documents from affiliated research institutions. The findings of the study are as follows. First, setting 2023 as the starting point for digital education innovation, the Min

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Lankshear, Colin, and Michele Knobel. "Digital Literacy and Digital Literacies: - Policy, Pedagogy and Research Considerations for Education." Nordic Journal of Digital Literacy 10, Jubileumsnummer (2015): 8–20. http://dx.doi.org/10.18261/issn1891-943x-2015-jubileumsnummer-02.

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Knobel, Michele, and Colin Lankshear. "Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education." Nordic Journal of Digital Literacy 1, no. 01 (2006): 12–24. http://dx.doi.org/10.18261/issn1891-943x-2006-01-03.

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13

Lisborg, Sanne, Vici Daphne Händel, Vibeke Schrøder, and Mads Middelboe Rehder. "Digital competences in Nordic teacher education." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 4 (2021): 53–69. http://dx.doi.org/10.7577/njcie.4295.

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We investigate how digital competences are being integrated into teacher education (TE) across the Nordic countries - Denmark, Sweden, Norway, and Finland in this article. We make the case that there has been an expansion of the agenda for digital competences in education. Digital competences have developed from an information and communication technology perspective to also include a critical, social, and creative understanding of digital technologies and computing competences. Methodologically, we make use of doc-ument analyses, qualitative questionnaires, and interviews with participants in

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Khamidullin, Ruslan Sibagatullovich, and Dmitrii Sergeevich Chub. "Cybersecurity Policy of Modern Education." Право и политика, no. 4 (April 2023): 48–60. http://dx.doi.org/10.7256/2454-0706.2023.4.39997.

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The subject of the study is the activity of law enforcement agencies in the fight against cybercrime. The object of the study is the social relations that arise in the field of education during the implementation of the program to combat cybercrime in Russia. The author examines the issues of crimes committed with the help of information technologies or in cyberspace, as well as the organization of counteraction to their commission, activities aimed at protecting the health of citizens, ensuring state and public security. Studies the process of using modern methods in the identification and di

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Waoo, Dr Akhilesh A., and Dr Ashwini A. Waoo. "The New Educational Policy in India: Towards a Digital Future." Journal La Edusci 2, no. 6 (2022): 30–34. http://dx.doi.org/10.37899/journallaedusci.v2i6.558.

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New Education Policy was formulated by the Government via a consultation process. It emerges as an inclusive, participatory, and holistic approach of MHRD initiated in January 2015, MHRDA new National Education Policy (NEP) has been approved by the Union Cabinet, which makes modifications in the Indian system of education from school to college. The New Education Policy outlines India's goal of becoming a knowledge superpower. As part of the restructuring, the Ministry of Human Resources Development (MHRD) became the Ministry of Education. NEP promotes ideas, concepts, applications, and proble

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Datta, Rimmi, and Jayanta Mete. "Digital Initiatives of New Education Policy 2020 on Higher Education in India." Asian Journal of Electrical Sciences 10, no. 2 (2021): 44–50. http://dx.doi.org/10.51983/ajes-2021.10.2.3169.

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Education plays a powerful role in building a nation. Education decides the future of the nation and the destiny of its people. The impact will be a long-lasting one in terms of the growth and development of the nation and its citizens. The role of education and its importance cannot be overlooked in today's world. International styles and conditions are already influencing India's higher education. For the last number of years, India has attracted a good number of foreign students, including NRIs, in larger numbers, who join various skilled, tutorial, and academic programs. Also, many foreign

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Naz, Dr Nargis, and Ila Singh. "Digital education and the national education policy 2020: Catalysts for educational advancement." International Journal of Humanities and Education Research 6, no. 1 (2024): 08–11. http://dx.doi.org/10.33545/26649799.2024.v6.i1a.62.

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Bayne, Sian, and Michael Gallagher. "Near Future Teaching: Practice, policy and digital education futures." Policy Futures in Education 19, no. 5 (2021): 607–25. http://dx.doi.org/10.1177/14782103211026446.

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When considering digital futures for universities it is the instrumentalising narratives developed by corporate ‘ed-tech’ which often drive the debate. These are narratives which, aligning tightly to marketisation, unbundling and other dominant ideological trends, describe a highly technologised, datafied and surveillant future for teaching. This future is often framed as an imperative, leaving university communities with the sense that a future is being designed for them over which they have relatively little control. This paper describes the theory, methods and outcomes of a project which se

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Huk, Tomasz. "Polish Education Policy for Secure Use of Digital Media." Athenaeum Polskie Studia Politologiczne 60, no. 4 (2018): 114–23. http://dx.doi.org/10.15804/athena.2018.60.07.

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Napso, M. "THE EDUCATION SYSTEM IN THE CONTEXT OF MODERN DIGITALIZATION POLICY." TRANSBAIKAL STATE UNIVERSITY JOURNAL 28, no. 2 (2022): 56–62. http://dx.doi.org/10.21209/2227-9245-2022-28-2-56-62.

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In the article the questions connected with functioning of an education system in the conditions of digital economy are considered. It is shown, how digital technologies radically change educational space, create conditions for formation of the educational environment which are meeting the requirements of market relations. Efficiency of application of modern technologies from the point of view of competitiveness of educational institutions is traced. Special value of educational programs in experts of application of traditional and modern models of training, in formation of “digital literacy»

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Krumsvik, Rune Johan. "Digital competence in the Norwegian teacher education and schools." Högre utbildning 1, no. 1 (2011): 39–51. http://dx.doi.org/10.23865/hu.v1.874.

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The purpose of this article is to examine how policy documents in Norway the last ten years have interpreted ICT and digital competence in teacher education and in school. Norway implemented in 2006 a new national curriculum which increased the status of digital competence to be the fifth basic skill in the Norwegian elementary school (stage 1-13). This was a historic event and never before has digital competence achieved such status in curricula, neither nationally nor internationally. The same has newly happened with the new General Plan for Teacher Education where digital competence has bec

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Andriani, Rini, Hasyim, Rahma Dewi, Afri Tantri, and Nurkadri. "Educational Leadership in the Digital Age Leadership Education in the Digital Age." Journal Coaching Education Sports 3, no. 2 (2022): 125–30. http://dx.doi.org/10.31599/jces.v3i2.1154.

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Leaders or leaders of an educational institution as people who are used to deciding what is right or most appropriate in certain situations, especially in the education policy itself. Of course, in the current era of the Industrial Revolution 4.0, policy is all about elements and values. The match is in the section itself. From individuals to world interests, their infrastructure must be properly managed. Education is actually a means to advance human civilization, plays an open role in this Industrial Revolution era, and must comply with aims and objectives without being constrained by region

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Patel, Bhupendra Kumar. "National Education Policy 2020: Current Status & Challenges." International Journal of Advance and Applied Research 6, no. 20 (2025): 40–44. https://doi.org/10.5281/zenodo.15348056.

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The National Education Policy (NEP) 2020 is a transformative reform aimed at overhauling India's education system to meet 21st-century demands. With a vision of holistic, flexible, and multidisciplinary education, NEP 2020 emphasizes early childhood care, foundational literacy and numeracy, competency-based learning, and digital integration. The policy introduces structural changes, replacing the 10+2 system with the 5+3+3+4 model, and promotes mother tongue-based education, skill development, and experiential learning. Despite its ambitious framework, the implementation of NEP 2020 faces sign

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Ibhafidon-Momodu, Gladys Omisi. "Enhancing The Quality Of Agricultural Technology Education In A Developing Economy." Advances in Multidisciplinary & Scientific Research Journal Publication 12, no. 3 (2024): 35–40. http://dx.doi.org/10.22624/aims/digital/v12n3p4.

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The development and transformation of Nigerian agriculture vis-a-vis the development of Nigerian economy has been the utmost concern of government. researchers and many individuals. Most developed and developing countries of the world have long realized that the only way to meet adequate diet and food demand of their people is by acquiring functional literacy, knowledge and skill for productive activity. Education policies in Nigeria have often focused on raising aggregate enrolment figures, training more teachers and building more schools, paying attention to the lopsidedness in the geographi

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Kamila, Octavia Nuril, Leonard Adrie Manafe, and Shobikin Shobikin. "Digital Transformation in Primary Education." RIGGS: Journal of Artificial Intelligence and Digital Business 4, no. 2 (2025): 4134–39. https://doi.org/10.31004/riggs.v4i2.1183.

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This study investigates the introduction of digital technology in primary school administration, specifically at SD Muhammadiyah 3 Ikrom Wage. The aim is to make education management more efficient and transparent, while improving service quality. The researcher collected data using traditional methods—observation, interviews, and document analysis—and analysed them using descriptive qualitative methods. Field findings indicate that digital systems do reduce time and improve communication, but they still face challenges such as infrastructure limitations, low digital literacy, and resistance f

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Liang, Xiaona. "Public Policy Support for Digital Literacy Education for College and Universitystudents." International Journal of Global Economics and Management 6, no. 2 (2025): 268–74. https://doi.org/10.62051/ijgem.v6n2.26.

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Entering the third decade of the 21st century, digital literacy, as the core competitiveness of modern citizens, is profoundly reshaping the landscape of talent training in higher education. This study focuses on the interaction mechanism between public policy and college and university students' digital competence development, and reveals the key role of policy tools in bridging the digital divide. Based on the systematic investigation of existing policies, combined with the empirical investigation and typical case analysis of four universities, I construct a four-dimensional implementation f

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Khandu, Gaikwad Manisha. "National Education Policy (NEP) 2020, Higher Education and the Libraries." International Journal of Advance and Applied Research 6, no. 20 (2025): 33–35. https://doi.org/10.5281/zenodo.15347914.

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The National Education Policy 2020 (NEP-2020), introduced by the Ministry of Education, aims to modernize India's education system. Notably, it significantly elevates the role of libraries across all levels, from public to academic institutions. NEP-2020 emphasizes the enhancement of library infrastructure, services, and operational efficiency. Furthermore, it champions the integration of Information Communication Technology (ICT), digital resources, and online platforms to provide diverse and accessible facilities for all readers nationwide. This focus on technology and improved services ensu

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Dr.Ashok, Shelke. "National Education Policy 2020 Future of India." International Journal of Advance and Applied Research 4, no. 9 (2023): 11–13. https://doi.org/10.5281/zenodo.7867000.

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The National Education Policy (NEP) 2020 is a comprehensive document that aims to transform the education system in India. It emphasizes on the development of a holistic and multidisciplinary education system that promotes critical thinking, creativity, and innovation. The NEP 2020 also emphasizes the use of technology and digital learning to improve access to education and enhance the quality of learning outcomes.

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Wenceslaus, Mudyanadzo, Dandira Liberty, and Kwainona Rachel. "Policy Consideration on the Establishment of a Digital Education Policy Which Prepares Zimbabwean Learners for the 21st Century Digital Economy." International Journal of Innovative Science and Research Technology (IJISRT) 9, no. 11 (2024): 1971–80. https://doi.org/10.5281/zenodo.14287758.

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Digital revolution had taken over the 21st century. ICT technology had conquered many households across the world and has a great impact on children and young people and how they access information, communicate and learn. Modernization has pushed the education system to incorporate the 4th industrial revolution as many students find it flexible and less time consuming. The ongoing advances in educational technology such as laptops and mobile devices are providing the end user more flexibility in accessing and controlling the creation and sharing of knowledge. Information can be sent out or rec

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Hamdanah, Hamdanah, Rusmaniah Rusmaniah, Ismi Rajiani, and Muslimah Muslimah. "Continuance intention of digital education in traditional Indonesian higher education: Policy implication forward." Journal of Infrastructure, Policy and Development 8, no. 5 (2024): 3596. http://dx.doi.org/10.24294/jipd.v8i5.3596.

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The advent of the COVID-19 pandemic has precipitated a paradigm shift in education, marked by an increasing reliance on technology and virtual platforms. This study delves into the post-pandemic landscape of Islamic higher education at the State Islamic Institute of Palangka Raya, Central Kalimantan, Indonesia, focusing on students’ readiness, attitudes, and interests toward sustained engagement with e-learning. A cohort of 300 students across all semesters of Islamic Education partook in the investigation. Utilising Structural Equation Modelling, the study gauged students’ preparedness, perce

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M. Kennedy, Gabriel. "Digital Inclusion in Liberia’s Education Sector: Review of Barriers, Policy Gaps, and Strategic Interventions." American Journal of Educational Research 13, no. 3 (2025): 102–10. https://doi.org/10.12691/education-13-3-1.

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Supriya, Dr. Navita Malik. "REFLECTIONS OF NATIONAL EDUCATION POLICY 2020 BASED ON SCHOOL EDUCATION." International Journal of Advance and Applied Research 9, no. 6 (2022): 34–38. https://doi.org/10.5281/zenodo.6988338.

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<strong>Abstract</strong> <em>The digital age is spreading its wings while also offering managerial problems to fulfill its growing needs, as the twentieth century is known as the computer era. Despite being a serious burden for emerging countries like India, education is the most overlooked part. Many bright minds are attempting to improve the current and modified educational system, which dates back to the 1980s. In layman's words, the NEP, 2020 is an update of the educational system from the classic 1980s paradigm to the 21st century to adapt to and accept changes brought on by developi

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Suratno, Ujang, Didi Nursidi, and Iman Cahyanto. "The Empowerment of Digital Literacy Aspects in Education Policy: Supporting Young Generation's Preparability for the Digital Era Literature Review." Formosa Journal of Applied Sciences 3, no. 2 (2024): 587–96. http://dx.doi.org/10.55927/fjas.v3i2.8199.

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This research aims to investigate the importance of the empowering aspects of digital literacy in education policy to support young people's readiness for the digital age. Utilizing a structured approach, this research conducted a deep analysis of the relevant literature and presented data and findings that support the argument. The literature review highlights the concept of digital literacy, its impact on everyday life, and the need for integration into the education system. The research methodology involved a critical analysis of various sources related to the topic, including scientific jo

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Robert, Sarah A. "U.S. Teachers as Policy Protagonists in Digital Public Spaces?" Peabody Journal of Education 92, no. 4 (2017): 521–36. http://dx.doi.org/10.1080/0161956x.2017.1349494.

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Shruti, Kirti Rastogi. "DIGITAL EDUCATION: A GATEWAY FOR INCLUSIVE PRIMARY EDUCATION." International Journal of Education &Applied Sciences Research 3, no. 3 (2016): 06–13. https://doi.org/10.5281/zenodo.10699595.

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<strong>Abstract</strong> <em>The digital education is one of the most potentially emerging routes for learning especially for the children with special needs. By using digital technology one can improve the learning at all levels, and for people of all backgrounds. Digital education is the educational resources for the differently able students. The current paper will review the development of education provision for children with special educational needs in India and the factors which have influenced current policy drive to Inclusive education supported by assistive technologies. Digital Ed

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Jayamma, K. V., G. T. Mahesh, and Mrutyunjaya Kotur. "Role of Libraries in Implementing the New Education Policy 2020 in Higher Education in India." Asian Journal of Information Science and Technology 13, no. 2 (2023): 66–71. http://dx.doi.org/10.51983/ajist-2023.13.2.3748.

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Libraries play a crucial and multi-faceted role in the implementation of the New Education Policy (NEP) of 2020 in higher education in India. They function as hubs of knowledge and are instrumental in supporting the educational goals outlined in the NEP. This article examines the intricate and significant part that libraries play in the effective execution of the NEP, specifically within the context of NEP 2020. It discusses how libraries can promote access to diverse knowledge resources, encourage research, and foster critical thinking skills among students. By utilizing the potential of libr

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Indrawan, Irjus, Maimunah Maimunah, Asmariani Asmariani, Suryani Suryani, and Ali Murtopo. "Islamic Education Policy in the Digital Age: Prospects and Difficulties." Zabags International Journal of Education 2, no. 1 (2024): 7–12. http://dx.doi.org/10.61233/zijed.v2i1.14.

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The purpose of this study was to find out which public universities offer Islamic religious education. This essay takes a qualitative approach to its analysis. Data were gathered using research techniques from libraries. The study's findings suggest that the following subjects are covered in Islamic Religious Education in Public Universities: The topics covered include Humans and Religion, Islamic Religion, Islamic Religion's Sources, Islamic Teachings' Basic Framework, Aqidah, Sharia, Worship, and Mu'amalah, Morals, Piety, Knowledge in Islam, and Islamic Science Discipline. Islamic religious

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Altass, Patricia, and Sean Wiebe. "Re-imagining Education Policy and Practice in the Digital Era." Journal of the Canadian Association for Curriculum Studies 15, no. 2 (2017): 48–63. http://dx.doi.org/10.25071/1916-4467.40320.

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New digital technologies are changing the nature and contexts of work in Canada. It is essential that education policy and practice acknowledge and respond to these changes. The impacts and implications of new and emerging technologies for work can be summarized within two paradigms: technology is replacing work through automation and digital Taylorism; and technology is changing communication, collaboration and knowledge creation. Derived from a SSHRC Knowledge Synthesis report, this article explores how nurturing uniquely human abilities by employing a threshold concept approach will help cr

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RATHOD, M. S. GIRISH. "Reimagining Librarianship: Policy Frameworks for Integrating Library Professionals into Teaching and Digital Literacy Initiatives." Asian Research Journal of Arts & Social Sciences 23, no. 7 (2025): 204–14. https://doi.org/10.9734/arjass/2025/v23i7738.

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This study explores how library professionals can be integrated into formal teaching and digital literacy initiatives in India, especially in the context of the National Education Policy (NEP) 2020. The digital transformation of higher education has expanded the role of librarians from resource managers to educators and digital literacy advocates. However, Library and Information Science (LIS) education in India lacks structured pathways for librarians to assume formal teaching roles, limiting their impact on student learning and institutional innovation. Using a mixed-method approach—comprisi

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Anwarudin, Kusoy, and Gilang Syahril Akbar. "DYNAMICS OF TRANSFORMATION OF ISLAMIC EDUCATION POLICY IN THE NATIONAL EDUCATION SYSTEM." Edukasi Islami: Jurnal Pendidikan Islam 14, no. 01 (2025): 247–56. https://doi.org/10.30868/ei.v14i01.8195.

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Background: The background of this research stems from the important role of PAI in shaping the moral and spiritual character of students in Indonesia, as well as the challenges that PAI policies must adapt to in response to changing times, particularly in the digital era. Purpose: This study explores the transformation of Islamic Religious Education (PAI) policies within Indonesia's national education system, analyzing how these policy changes have responded to evolving social, political, cultural, and economic needs. Method: Through a literature review across different governmental periods,

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Fitri Barokah, Zalia Sari, and Chanifudin. "PELUANG DAN TANTANGAN PENDIDIKAN KARAKTER DI ERA DIGITAL." AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan 6, no. 3 (2024): 721–37. http://dx.doi.org/10.46773/muaddib.v6i3.1209.

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This article aims to discuss opportunities and challenges in implementing character education in the digital era in the context of Islamic education. Analysis carried out through library research methods, this article shows that the digital era offers various positive opportunities for character education, such as wider access to learning resources and the use of more interactive learning methods. However, there are also significant challenges that need to be addressed, including digital ethics, cyber security, cyber bullying, sexting, copyright and plagiarism. To overcome this challenge, educ

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Mr., C. R. Yewale, and A. V. Gajbhiye Mr. "National Education policy 2020: Vision Towards Higher Education System." International Journal of Advance and Applied Research 4, no. 6 (2023): 68–71. https://doi.org/10.5281/zenodo.7663336.

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The foundation of a ny country’s growth and development is its  Educational system,  the National Education Policy 2020(NEP2020) has been repurposed as the foundation for this reform. Higher Education(HE) plays an extremely important role in promoting human as well associetal well-being and indevelopingIndia as en vision edinits Constitution- a democratic,just,sociallyconscious,cultured,andhumanenationupholdingliberty,equality,fraternity,andjusticeforall. Though the education policy has impacted school and college education equally, this article mainly focuses on NEP 2020 and i

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Dyussembekova, Maira, Yerkebulan Amantayev, and Guliziyi Baishan. "DIGITAL TECHNOLOGIES AND THEIR IMPACT ON THE EDUCATIONAL POLICY OF THE STATE." Qogam jane Dauir 73, no. 1 (2022): 52–61. http://dx.doi.org/10.52536/2788-5860.2022-1.04.

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Digital technologies are becoming an increasingly prominent feature of modern education. The educational value of digital technologies has been reinforced by the widespread use of digital educational resources during the pandemic. Thus, the hope that digital technologies can transform education in the direction of empowerment and influence the economic efficiency and competitiveness of the country, despite their uneven history to date, is actively promoted. The purpose of the study is to identify the difficulties of introducing digital technologies into the domestic education system and the di

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Tandon, Pratyashi Saikia. "Reforming Education: Current Status and Implementation Challenges of New Education Policy 2020." International Journal of Advance and Applied Research 6, no. 20 (2025): 120–26. https://doi.org/10.5281/zenodo.15349295.

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By improving multimodal education, early childhood care, and basic literacy, India's National Education Policy (NEP) 2020 seeks to revolutionize the educational system. There have been notable advancements, yet there are still problems, like the digital divide and the requirement for improved teacher preparation. Proactive neighbourhood projects highlight NEP's revolutionary potential. This paper attempts to understand reformation in Indian education system through New Education Policy, 2020. The paper further analyses the present status of of NEP. Finally, the paper attempts to analyse the ch

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Ayob, Noor Hadzlida, Intan Suria Hamzah, and Mohd Amar Aziz. "BRIDGING THE DIGITAL DIVIDE IN EDUCATION: POLICIES AND STRATEGIES IN MALAYSIA." Journal of Tourism, Hospitality and Environment Management 6, no. 25 (2021): 157–70. http://dx.doi.org/10.35631/jthem.625012.

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Digital education is now one of the main drivers of the country's economic development. Mastery in digital skills is becoming increasingly important in the era of the industrial revolution 4.0, the internet of things as well as technology-based teaching and learning processes. However, all these agenda towards digital development is seen as a mere rhetorical statement if the digital divide is still wide in the country. Thus, this article takes the initiative to dismantle the digital education policy implementation in the country and also attempts to see how strategies will be applied to reduce

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Chang, Ethan. "Digital Meritocracy: Intermediary Organizations and the Construction of Policy Knowledge." Educational Policy 34, no. 5 (2018): 760–84. http://dx.doi.org/10.1177/0895904818802116.

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This ethnographic case investigates the relationship between the daily organizing work of one education technology “intermediary organization” (IO) in Silicon Valley, California and federal education technology policies. I argue that the IO constructed policy knowledge that reified discourses of “digital meritocracy”: a belief in digital technologies as a means of evaluating individual success, regardless of historic, place-based material inequities. To develop this concept, I trace themes of “personalization” and “everywhere” as they emerge in the IO’s daily work and in federal education tech

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Afanasyeva, Kristina A. "“Digital” and sovereignty in modern Russian educational policy." Izvestiya of Saratov University. Sociology. Politology 24, no. 2 (2024): 223–28. http://dx.doi.org/10.18500/1818-9601-2024-24-2-223-228.

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The article presents an analysis of the contradiction that todaycharacterizes the stateinitiative for the transition of Russian education from the Bologna format to “sovereign” and “unique” functioning. This is a contradiction between the plans for accelerated digitalization of the educational sphere and, at the same time, for it to acquire certain qualities that are unique nowhere else in the modern world. Arguments are given in favor of the fact that attempts by subjects of Russian educational policy to give constructive meaning to the ideas of sovereignty of education in our country and its

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MOUMEN, Aziz. "The Impact of TICE on Education in Morocco: Opportunities, Challenges, and Future Directions." International Journal of Scientific Research and Innovative Studies 3, no. 3 (2024): 96–99. https://doi.org/10.5281/zenodo.14178486.

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<strong>Abstract</strong> Information and Communication Technologies for Education (TICE) have revolutionized the way education is delivered and received around the world. In Morocco, the integration of TICE into the educational system has significantly impacted teaching, learning, and policy development. This article explores the role of TICE in Moroccan education, focusing on how digital tools and platforms are being utilized to enhance learning, improve access to education, and promote equity across the country. Despite the significant benefits, the integration of TICE in Morocco faces a nu

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Maisiri, James, and Takaedza Simbarashe Madzikanda. "Bridging the Digital Divide: Fostering STEM Education for Digital Economy Leadership." Journal of BRICS Studies 3, no. 1 (2024): 61–67. http://dx.doi.org/10.36615/gdw31696.

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As BRICS countries strive to build a digital economy, these nations must prepare their populous for the ‘future of work.’ Digital economies tend to create middle to high-skilled jobs. This is problematic as many workers are trapped in low-skill occupations and lack the expertise to participate in a digital economy adequately. A digital economy requires a population that is literate in Science, Technology, Engineering, and mathematics (STEM). While BRICS has made progress in educating their populous in these fields, they still have a long way to go. More STEM graduates (especially women) must b

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Dyusembekova, Maira, Yerkebulan Amantayev, and Tolobek Abdyrakhmanov. "STATE POLICY ON THE DIGITAL TRANSFORMATION OF EDUCATION IN KAZAKHSTAN IN A PANDEMIC." Qogam jane Dauir 75, no. 3 (2022): 81–91. http://dx.doi.org/10.52536/2788-5860.2022-3.07.

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Digitalization is the introduction of digital technologies in various areas of life, directly in the field of education, digitalization involves the use of digital technologies, electronic learning systems, and the transfer of the educational process to a digital format. The digitalization of the educational sphere in Kazakhstan began relatively recently, but the global pandemic and the associated transition to distance education have significantly accelerated the process of digital transformation of the education system. The article provides an analysis of the problems that Kazakhstani educat

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