Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students

The purpose of this study was to investigate the factors that influence the use of e-learning among students in higher education during the Corona Virus disease, during the 2019 season (COVID-19). A poll of 395 students from the student’s university was used to conduct the research. The study’s theoretical foundation was an expanded Technology Acceptance Model (TAM), which included task-technology fit and students’ engagement, as well as external elements such as experience (EXP), technology anxiety (TEA), and facilitating conditions (FC). The suggested model was tested and evaluated using SEM-PLS. The investigation demonstrated that the suggested TAM-based scale effectively describes factors impacting students’ use of E-learning during the pandemic. According to the findings, students’ engagement (SEN), EXP, TEA, and FC have a favorable impact on task–technology fit (TTF) and perceived ease of use (PEOU), resulting in a good impact on TTF and usage of an e-learning system for educational sustainability (EA). Finally, the TTF fit and convenience of use of eLearning in education have a positive impact on the behavioral intention to use an e-learning system for educational sustainability and the adoption process. As a result, higher education institutions should use eLearning as a sustainability learning strategy.

Implementation of an assessment model of educational sustainability: Application of phases-based assessment

The purposes of this research were to assess the educational sustainability of an educational project based on phases-based assessment and to assess the results of the educational project. The participants were stakeholders of the educational project and experts, who were acquired by purposive sampling. The instruments were the assessment forms of the educational sustainability and assessment results. The data were analysed by content analysis, mean and standard deviation. The research results found that the initial sustainability assessment focused on the feasibility and the sustainability assessment in progress towards sustainability also focused on the feasibility. The project had feasibility of sustainability at a very high level. The true sustainability assessment focused on true sustainability, and the project had true sustainability at a very high level. In addition, all the standards of model assessment consisted of feasibility, propriety, accuracy and utility, which were at very high levels for all the models. Keywords: Educational sustainability, phases-based assessment, assessment.

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

Teaching Engagement Scale Alignment Towards Purpose-Driven Delivery

This work proposes a way in which the engagement scale is embedded into the existing educational framework and help to identify training needs that makes the teacher to play a greater role graduate capability achievements. The framework, the key components, and the tracking of the performance to align the set outcomes are presented. A seven dimensional teaching engagement scale (TES) assessment at the end of the semester often is the closest tool to evaluate the partnership. The extraction of the data, analytics of the data, the imperatives, and the solutions with reflections are presented in this work. The analysis showed a wider gap with the way the learner required wanted to learn is and the way the teacher facilitate the class. Analysis of the dimensions is presented with implications sounding out to the point teach less through conventional modes of learning and to make learning to happen through engaging tools towards educational sustainability. The outcomes of the action plan strategy over a semester is presented with reflections and effectiveness.

Conditioning Factors of Sustainability of Dual Vocational Educational Training in Andalusia (Spain): Case Study of Three Educational Centres

From the incorporation of the Dual Vocational Educational Training (dual VET) in the Spanish educational panorama in 2012, and in the midst of the economic and financial crisis, this dual VET educational scheme has been a political priority of national and regional governments, who see it as a strategy for socioeconomic growth, employability, and youth entrepreneurship framed under an educational sustainability model. Despite the growing number of companies involved in the scheme, this model of educational training has not been free of debate and controversy. This study focuses on the autonomous community of Andalusia with the objective of identifying—using a complementary methodological perspective—the key factors that condition the successful implementation of dual VET in this region based on the experience of three educational centres and the opinions of those educators involved. Some of the weaknesses of dual VET identified in the autonomous community include the ambiguity of regulations, budgetary sustainability, governance models, the relationship between the training offered and industry, the involvement of companies, and the recognition of the teaching staff involved.

Social and Educational Sustainability of the Physical Education of Romanian Students and the Impact on Their Physical Activity Level

Nowadays, a descending trend concerning physical activity levels among youth has been recorded, as well as differences between males and females; more than half recorded a low level of the physical activity. The aim of this study was to investigate the social and educational sustainability of physical education and to determine the level of physical activity by using the International Physical Activity Questionnaire (IPAQ) short form for Romanian undergraduate and graduate students. In our study, we included students and applied the IPAQ short form anonymously. They gave their consent to use these personal data only for scientific purposes. Overall, two thirds of the subjects (according to the IPAQ scoring protocol) and more than half (according to the World Health Organization recommendation for physical activity) consider themselves to be active. The present study showed that there is a prevalence of insufficient physical activity among Romanian University students (around 40%). The situation seems to be better than in other countries, but in self-evaluation, many people tend to overestimate their potential. To avoid this aspect and gain some objectivity, it is better to use a gadget in order to measure the level of their physical activity.

Educational Sustainability through Big Data Assimilation to Quantify Academic Procrastination Using Ensemble Classifiers

Ubiquitous online learning is continuing to expand, and the factors affecting success and educational sustainability need to be quantified. Procrastination is one of the compelling characteristics that students observe as a failure to achieve the weaker outcomes. Past studies have mainly assessed the behaviors of procrastination by describing explanatory work. Throughout this research, we concentrate on predictive measures to identify and forecast procrastinator students by using ensemble machine learning models (i.e., Logistic Regression, Decision Tree, Gradient Boosting, and Forest). Our results indicate that the Gradient Boosting autotuned is a predictive champion model of high precision compared to the other default and hyper-parameterized tuned models in the pipeline. The accuracy we enumerated for the VALIDATION partition dataset is 91.77 percent, based on the Kolmogorov–Smirnov statistics. Additionally, our model allows teachers to monitor each procrastinator student who interacts with the web-based e-learning platform and take corrective action on the next day of the class. The earlier prediction of such procrastination behaviors would assist teachers in classifying students before completing the task, homework, or mastery of a skill, which is useful and a path to developing a sustainable atmosphere for education or education for sustainable development.