Digital era 4.0.

This study aims to explain the challenges of teachers in the digital era 4.0 and readiness to face these challenges. Through literature review. The author explains that there are several ways to face challenges education in the era of the industrial revolution 4.0 through capacity building and teacher skills by playing an active role in school. In addition, this research is to see the role of digital in education and student psychology. This research is a descriptive qualitative research. Data was collected by means of observation, interviews, and giving a questionnaire. The analysis technique uses interpretive analysis of the results of activities based on instruments. The results showed that the digital era 4.0 considered important for teachers to master in the 21st century, including the ability of teachers to use digital-based learning media. While the teacher develops psychology, namely the ability to creativity, critical thinking, collaboration, communication, innovation, problem solving, ICT skills, and character.

A Cluster Analysis Concerning the Behavior of Enterprises with E-Commerce Activity in the Context of the COVID-19 Pandemic

The planning of activities of e-commerce enterprises and their behavior has been influenced by the emergence of the COVID-19 pandemic. The behavior of e-commerce enterprises has been highlighted at the level of EU countries through an analysis elaborated on four variables: the value of e-commerce sales, cloud computing services, enterprises that have provided training to develop/upgrade the ICT skills of their personnel, e-commerce, customer relationship management (CRM) and secure transactions. Using the hierarchical clustering method, analysis was carried out on these variables to identify certain economic and behavioral patterns of e-commerce activity from 2018 and 2020. The study of the relationships involved in the e-commerce activity of these enterprises is reflected in models of the economic behavior of 31 European states in relation to the targeted variables. The results show that the impacts of the COVID-19 pandemic are strongly manifested in the direction of the evolution of each indicator but differ from one country to another. The trends depend on the level of development and the particularities of each country’s economy in adapting to the repercussions reported in relation to the level of impact of the COVID-19 pandemic. This is highlighted by the significant regrouping of countries in 2020 compared with 2018 in relation to the average values of the indicators. The results show that, in 2020, the most significant percentages of the value of e-commerce sales were recorded in Belgium, Ireland and Czechia, as in 2018. In e-commerce, customer relationship management and secure transactions, Denmark and Sweden were superior in 2020 to the countries mentioned above, which were dominant in 2018. For the other two indicators, Finland and Norway were the top countries included in the analysis in both years. The conclusion supports the continuous model of e-commerce enterprise behavior in order to meet the requirements of online customers.

Exploring Students’ Factors in Online Teaching during COVID-19 Lockdown from their Lecturers’ Viewpoint and Perspectives

The global community is currently harnessing the lessons learnt from the COVID-19 Education response, to build more resilient education systems. This can effectively be achieved via empirical evidence of the experiences of all stakeholders in education in all nations during the COVID-19 pandemic and lockdown. The purpose of this study was to explore student factors in the lecturers’ experience of their online emergency remote teaching (ERT) in the College of Education, Agbor, Delta State, Nigeria during the COVID-19 lockdown. Using a quantitative descriptive design, the lecturers completed a structured questionnaire about their online ERT experiences. The findings suggest that generally, the students chose the familiar WhatsApp (chat and voice) messaging as against the use of zoom and other platforms for the ERT. Top students’ challenges are:unpreparedness for the ERT.experience of unavailable/unstable network/internet access andinability to purchase enough data.In addition, students lacked:smart phones/laptops/computers,necessary ICT skills, anddid not embrace the ERT, although it engaged them academically during the lockdown.Based on these results and in view of prevalent/imminent lockdown due to emerging new variants of the COVID-19 such as delta and omicron, interventions/strategies for achieving successful and satisfactory online teaching are recommended.

Online foreign language education during the COVID-19 pandemic – teachers’ perspective

The pandemic that started in 2020 significantly influenced the situations of students and teachers, who stopped attending regular schools, with all classes happening online. Distant education itself transformed a lot, and the activities performed by teachers in autumn were definitely more advanced than those from the beginnings in spring. Teachers developed their ICT skills, and generally feel more comfortable teaching online. They notice some advantages of more systematic application of ICT and the distant form of education, however there are some drawbacks of it that cannot be easily overcome.

Peculiarities of the higher education development in a blended learning environment

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.

How Does Organisational ICT Implementation Affect E-Commerce Potential? Empirical Evidence from Serbia

Research Question: This study investigates both direct and indirect effects of employee ICT skills on business e-commerce potential, evaluated through e-commerce website functionality. Motivation: The study aims at expanding the existing knowledge regarding organisational ICT implementation by investigating the relation with e-commerce potential. Idea: The main idea of the paper is to understand how e-commerce potential can be improved by developing the digital skills of employees, mainly in the context of the implementation of cloud computing, portable technologies and e-commerce outsourcing. Data: A sample of 238 businesses from Serbia was considered. Responses were gathered by the Statistical Office of the Republic of Serbia, using EUROSTAT-based questionnaire. Tools: Confirmatory factor analysis and covariance-based structural equation modelling were employed for data analysis. Baron-Kenny approach was used for assessing the mediation effects in the model. Findings: Employee ICT skills showed no direct influence, but were found to have an indirect effect on e-commerce website functionality, which is manifested through organisational implementation of cloud computing and portable technologies. Findings to a certain extent suggest that certain differences between companies from transition and developing economies exist, especially regarding cloud technology adoption. Outsourcing of certain e-commerce activities showed no link with employee ICT skills, but was identified as the most influential factor in website e-commerce facilitation. Contribution: This study contributes to ICT use and e-commerce development literature, as it is the first one to investigate the direct and indirect relation between organisational ICT implementation and website e-commerce potential.

Digital citizenship trend in educational sphere: A systematic review

<span>The surge of information in the digital age has impacted social problems. Accordingly, digital citizenship had been discussed mostly within topics related to digital security, IT education. A systematic review is needed to provide an overview for educators and policymakers in Indonesia to address ethical and technical issues to improve the online environment safely. However, there are limited studies that systematically review the existing literature on implementing digital citizenship in Indonesia. The present study was guided by PRISMA review protocol using three databases, i.e., Scopus, Google Scholars, and ProQuest, concerned with digital citizenship, digital competence, digital literacy, and information and communications technology (ICT) skills. There were 205 articles screened; this study obtained 20 articles that fit the predetermined inclusion criteria. This study used content analysis to encode, organize categories, and develop the themes. Based on the thematic analysis, this study has three main themes namely digital readiness, digital citizenship competencies, and educational policies. This review contributes to the existing literature by providing direction to future study and embedded digital citizenship competencies in the educational setting as a catalyst for a new literacy.</span>

Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise. Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency. The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development. The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently. Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>