Technologies for Sustainable Global Higher Education

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Preface
Editors
Contributors
Introduction: Is a Seamless Learning Experience Design Framework an Answer to Attaining Quality Digital Learning in Higher Education?
	0.1 Introduction and Background
		0.1.1 Possible Solutions
		0.1.2 Proposing the SLED Framework
	0.2 Conclusion
	Resources
Chapter 1: A Comprehensive Review of the Literature on Digital Higher Education Pedagogies
	1.1 Introduction
	1.2 Digital Pedagogy
	1.3 Methodological Approach
		1.3.1 Methodological Procedures
		1.3.2 Bibliometric Analysis
		1.3.3 Bradford’s Law
			1.3.3.1 Lotka’s Law
		1.3.4 Zipf’s Law
		1.3.5 Countries
		1.3.6 Relevance of Publications by Author
		1.3.7 Main Scientific Sources
		1.3.8 Most Impactful Authors
		1.3.9 Three-Field Plot
		1.3.10 Word TreeMap
	1.4 Digital Pedagogy in Higher Education
	1.5 Final Considerations
	References
Chapter 2: Digital Education Knowledge from Theory to Teaching Experiences in Three European Universities
	2.1 Introduction
	2.2 Theoretical Framework
		2.2.1 Sustainable Digital Education at Instituto Universitário de Lisboa (ISCTE)
		2.2.2 Collaborative Online International Learning (COIL) at Université Gustave Eiffel (UGE)
		2.2.3 Online Learning and Offline Extended Classroom at Politecnico di Milano (POLIMI)
	2.3 Education Pedagogy and Applied Technologies
		2.3.1 Digital Learning Pedagogies and Technologies from Theory
		2.3.2 Digital Learning Pedagogies and Technologies from UGE
		2.3.3 Digital Learning Pedagogies and Technologies from POLIMI
	2.4 Evaluation Process
		2.4.1 Digital Education Assessment Techniques
		2.4.2 Assessment Practice from COIL Project
		2.4.3 Examination Typology of POLIMI
	2.5 Final Considerations
	Acknowledgments
	References
Chapter 3: Skills for Safety, Security, and Well-Being in the DigComp Framework Revision and Their Relevance for a Sustainable Global (Higher) Education
	3.1 Contextualization
	3.2 Theoretical Framework
		3.2.1 The European Digital Framework and the United Nations Sustainable Goals (UNSDGs)
			3.2.1.1 DigComp Framework and Sustainable Education
		3.2.2 Concept of the Knowledge, Skills, and Attitudes (KSA)
		3.2.3 Setting Knowledge Skills and Attitudes for Safety Area
			3.2.3.1 Digital Safety and Security Underpinning Theory
			3.2.3.2 Digital Health and Well-Being Underpinning Theory
	3.3 Methodology
		3.3.1 Research Problem and Design
			3.3.1.1 Phases of the Research
			3.3.1.2 Research Tools
			3.3.1.3 Research Analysis
	3.4 Results and Discussions
	3.5 Conclusions
	Acknowledgments
	Notes
	References
Chapter 4: Digital Technologies as a Key Driver of Sustainable Global Higher Education
	4.1 Introduction
	4.2 Sustainable Global Higher Education
		4.2.1 United Nations’ Role in Sustainable Global Higher Education
	4.3 Digital Technologies in Higher Education
		4.3.1 Digital Technologies Used in Learning Management
		4.3.2 Digital Technologies Used in Teaching
		4.3.3 Digital Technologies Used in Labs
		4.3.4 Digital Technologies Used in Assessments
		4.3.5 Digital Technologies Used in Group Activities
		4.3.6 Digital Technologies Used in Academic Advising
	4.4 Conclusions
	References
Chapter 5: Higher Education: Networks and Technology – The Complex World of Sustainability
	5.1 The Role of Social Networks in the Learning Process
	5.2 The Complex World of Dependencies
	5.3 Higher Education Institutions and Sustainability
	5.4 Final Thoughts
	References
Chapter 6: Artificial Intelligence and Blockchain in Higher Education Institutions: A Bibliometric Review
	6.1 Introduction
	6.2 Methodology – Bibliometric Review
	6.3 Methodological Path
	6.4 Results of Bibliometrics
	6.5 Final Conclusion
	References
Chapter 7: Educational Strategies in Smart and Sustainable Cities for Education in the Post-Covid Era
	7.1 Introduction
	7.2 Smart and Sustainable Cities
	7.3 Educational Strategy
	7.4 Methodological Approach
	7.5 Results
	7.6 Final Considerations
	References
Chapter 8: Accounting Education: New Pedagogies and Digital Approaches Based on the Research Agenda
	8.1 Introduction
	8.2 Accounting Education
		8.2.1 Evolution
		8.2.2 Trends
		8.2.3 Digital Accounting
	8.3 Materials and Methods
		8.3.1 Data Collection and Research Strategy
		8.3.2 Data Analysis and Visualization
	8.4 Results
		8.4.1 Conceptual Structure of Knowledge
		8.4.2 Intellectual Structure of Knowledge
		8.4.3 Social Structure of Knowledge
	8.5 Discussion and Conclusions
	8.6 Implications of the Research
		8.6.1 Theoretical Implications
		8.6.2 Practical Implications
		8.6.3 Limitations
	References
Chapter 9: International Mobility Challenges in Higher Education in the Digital Era
	9.1 Introduction
		9.1.1 Research Agenda for Digital International Mobility in Higher Education
		9.1.2 The Emergent Importance of Digital International Mobility in Higher Education
	9.2 The Internationalization of Universities and Student Mobility
	9.3 The Case of Iscte in Europe
		9.3.1 Giving Voice to Students
		9.3.2 International Mobility and Digital Teaching
	9.4 Conclusion
	Acknowledgments
	Notes
	References
	References of the Systematic Literature Review
Chapter 10: Artificial Intelligence: Applicability of This Technology to Higher Education – A Scoping Review
	10.1 Introduction
	10.2 Artificial Intelligence
	10.3 Methodology
	10.4 Result
		10.4.1 Bibliometric Analysis of the Selected Publications
		10.4.2 Main Scientific Sources
	10.5 Artificial Intelligence: The Applicability of This Technology to Higher Education
		10.5.1 Artificial Intelligence in Higher Education
		10.5.2 Applicability of AI to Higher Education
		10.5.3 Synthesis
	10.6 Final Conclusion
	References
Chapter 11: Case Study of Two Higher Education Institutions in the Use of a National MOOC Platform Toward Sustainable Development
	11.1 Introduction
	11.2 Role of MOOC in the Portuguese Higher Education Context
		11.2.1 NAU Platform
	11.3 Methodology
	11.4 The Case at the Polytechnic Institute of Tomar (IPT)
		11.4.1 MOOC in Sustainable Tourism
		11.4.2 MOOC in Introduction to Programming
	11.5 MOOCs in Health: A Case Study Based on the Nursing School of Porto Experience
		11.5.1 The Ecare-COPD Training Program
		11.5.2 The Ecare-COVID19 Professional Update Program
		11.5.3 Further Developments
	11.6 Conclusions
	References
Index