Advances in Technological

Innovations in Higher
Education

The evolution of technology in education can no longer be comprehended simply

by looking at the use of computers and networks. Technology is not just a
supplementary tool to the conventional method of education. Education has to
undergo a complete transformation with technological innovations for the
sustainability of quality education as a system and not in silos. The
sustainability in education also necessitates a more workable strategy to realize
socially viable educational policies and practices which can focus more on
personalized learning. Due to various factors like emerging technologies;
changing needs of the learners; policy reforms for enhancing employability; and
emphasis on uninterrupted education as in the case of the pandemic scenario of
COVID-19, there is a need to steer a major transition in the education system.
The education system has to be real and proficient for it to be instrumental to
nurture an informed and knowledgeable society. This book on technological
innovations in higher education is organized, largely, based on the diversity of
higher education ecosystems that are supported by technological innovations.
Various author viewpoints give insights into the full potential of technology as
well as its risks in interrelated areas of higher education to work towards
sustainability of value-based quality education across the globe.
Innovations in Intelligent Internet of Everything (IoE)
Series Editor: Fadi Al-Turjman

Computational Intelligence in Healthcare: Applications, Challenges, and

Management
Meenu Gupta, Shakeel Ahmed, Rakesh Kumar, and Chadi Altrjman
Blockchain, IOT and AI technologies for Supply Chain Management
Priyanka Chawla, Adarsh Kumar, Anand Nayyar, and Mohd Naved
Renewable Energy and AI for Sustainable Development
Editors: Sailesh Iyer, Anand Nayyar, Mohd Naved, and Fadi Al-Turjman
Advances in Technological Innovations in Higher Education: Theory and
Practices
Editors: Adarsh Garg, B V Babu, and Valentina E Balas

For more information about the series, please visit: https://www.routledge.

com/Innovations-in-Intelligent-Internet-of-Everything-IoE/book-series/IOE
 Advances in
Technological
Innovations in Higher
Education
Theory and Practices

Edited by
Adarsh Garg
B V Babu
Valentina E Balas
Designed cover image: © Shutterstock

First edition published 2024

by CRC Press
2385 NW Executive Center Drive, Suite 320, Boca Raton FL 33431
and by CRC Press
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
CRC Press is an imprint of Taylor & Francis Group, LLC

© 2024 selection and editorial matter, Adarsh Garg, B V Babu, and

Valentina E Balas; individual chapters, the contributors

Reasonable efforts have been made to publish reliable data and information, but the
author and publisher cannot assume responsibility for the validity of all materials or
the consequences of their use. The authors and publishers have attempted to trace
the copyright holders of all material reproduced in this publication and apologize to
copyright holders if permission to publish in this form has not been obtained. If any
copyright material has not been acknowledged please write and let us know so we
may rectify in any future reprint.

Except as permitted under U.S. Copyright Law, no part of this book may be
reprinted, reproduced, transmitted, or utilized in any form by any electronic,
mechanical, or other means, now known or hereafter invented, including
photocopying, microfilming, and recording, or in any information storage or
retrieval system, without written permission from the publishers.
For permission to photocopy or use material electronically from this work, access
www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222
Rosewood Drive, Danvers, MA 01923, 978-750-8400. For works that are not
available on CCC please contact [email protected]
Trademark notice: Product or corporate names may be trademarks or registered
trademarks and are used only for identification and explanation without intent to
infringe.

ISBN: 978-1-032-45380-4 (hbk)

ISBN: 978-1-032-45381-1 (pbk)
ISBN: 978-1-003-37669-9 (ebk)
DOI: 10.1201/9781003376699

Typeset in Sabon
by MPS Limited, Dehradun
“The true sign of intelligence is not Knowledge but Imagination”
–Albert Einstein
Contents

Preface ix
Editor Biographies xii
Contributors xiv
Acknowledgements xvii
Abbreviations xviii

1 Rehumanizing education in the age of technology 1

SUBHAJIT GHOSH

2 Transitioning pedagogies in evolving India: Critical

analysis of skills, knowledge, and wisdom with respect
to implementation of NEP 2023 16
NEERJA ASWALE, NIRANJAN KULKARNI, RASHMIL SINGH,
AND ARCHANA SINGH

3 Content and usability of MOOC platforms for

e-learning: An evaluation in higher education 28
ADARSH GARG, P PRADEEP KUMAR, AND RAVINDER RENA

4 Machine learning in medical imaging:

A comprehensive study 42
DEBANJANA GHOSH AND SRILEKHA MUKHERJEE

5 Platform with anonymity for students to foster

in-class participation 51
ABHISHEK DEUPA AND RUQAIYA KHANAM

vii
viii Contents

6 Speech emotion analyzer using deep learning 59

NAAZNEEN AHMED, RITIKA CHAMARIA, DIPTARKA PAUL,
SUBHAM SARANGI, ISHIKA AGARWAL, YAMINI SHARMA,
AND SRILEKHA MUKHERJEE

7 Technology-enhanced personalized learning in higher

education 71
RAVI KANT VERMA, SATYENDRA GUPTA, AND SVITLANA ILLINICH

8 Environment for personalized learning 93

JAGJIT SINGH DHATTERWAL, KULDEEP SINGH KASWAN,
AND SUNIL KUMAR BHARTI

9 AI in personalized learning 103

KULDEEP SINGH KASWAN, JAGJIT SINGH DHATTERWAL,
AND RUDRA PRATAP OJHA

10 Transformative innovation in education 118

SAPAN ADHIKARI

11 eSCOOL: A virtual learning platform 139

RUQAIYA KHANAM, SHRAIYASH PANDEY, SHRISHTI CHOUDHARY,
AND ABHIK KUMAR DE

12 Post pandemic technology assisted teaching and

learning: A perspective on self-directed learning 151
SHREYA VIRANI AND SARIKA SHARMA

13 Education 5.0: An overview 168

B V BABU
Preface

It is believed that higher education systems should comply with innovation

patterns and innovate themselves. Accordingly, higher education should
change the model of working so that learners can create suitable knowledge
which can be used in future products/services. So, technological innovations
in education can be revealed with a more holistic approach by developing a
standard ecosystem of teaching-learning. This ecosystem will revolve
around the theory, pedagogy, content, context and capability as a system.
Innovations in education with emerging technologies can raise productivity
and efficiency of learning so as to cater to the needs of every individual
learner, exclusively. Further, the strategic implementation of the ecosystem
will bring in significant and positive change in teaching-learning in higher
education in an international context.
The technological innovations so far have not been able to sustain the
learner’s predisposition to successfully complete the learning. The technology
evolution in education can no longer be apprehended simply by looking at the
use of computers and networks. Most of the research talks about technology
as a supplementary tool to the conventional method of education. An
extensive comparison has been made between past and current practices.
But what is vital here is to undergo a complete transformation with
technological innovations for sustainability of quality education as a
system and not in silos. Sustainability in education also necessitates a more
workable strategy to realize socially viable educational policies and practices
which can focus more on personalized learning.
Due to various factors like emerging technologies; changing needs of the
learners; policy reforms for enhancing employability; and emphasis on
uninterrupted education as in the case of current pandemic scenario of
COVID-19, there is a need to steer a major transition in education system.
The education system has to be real and proficient for it to be instrumental
to nurture the knowledge-society.
This book on advances in technological innovations in higher education is
organized, largely, on the diversity of higher education ecosystem that are
supported by technological innovations. Various viewpoints of authors give

ix
x Preface

insights into the full potential of technology as well as its risks in interrelated
areas of higher education to work towards the sustainability of value-based
quality education, globally. The insights are based on qualitative/quantitative
empirical research and the theoretical analysis as follows:
Chapter 1 throws light on changing expectations from education.
Especially, expectations from Higher Education sectors include not
limiting only to Teaching, doing Research, or serving the community, but
also innovating and bringing out transformation in the industrial processes.
The chapter provides insights into how minimizing interactions between
humans and leaving decision-making capability solely to technology can
bring about undesirable consequences.
Chapter 2 witnesses a paradigm shift in teaching pedagogies showcasing
the ups and downs of the Indian Education System. It focuses on the
timelines of the education system with respect to challenges faced in each
era in terms of Skills Knowledge and Wisdom and implementation of NEP
in 2023 in India. The critical analysis of the transitioning Pedagogies in the
education system is well articulated and presented through a qualitative
research methodology.
Chapter 3 emphasizes technological advances in higher education which
is gradually moving from classroom teaching to a more advantageous
online platform. It explains the Massive Open Online Course platforms,
which define a site for efficient communication, collaboration, creativity
and critical thinking. It provides a critical investigation and review of the
existing MOOC platforms regarding its content and usability.
Chapter 4 discusses the use of Machine Learning as a boon to generate
automated or semi-automated models, to analyse the data better and faster
with acceptable accuracy in higher education in medicine. It shows a huge
need to design efficient and reliable semi-automated or automated models
for the analysis of medical images to get a machine interpretation in every
day medical practice.
Chapter 5 talks about the importance of participation of students in a
classroom in the teaching and learning process. It helps them better
understand the course material and is good feedback to teachers. It
proposes a platform which allows students to remain anonymous among
others while being able to participate in active interaction with teachers and
giving them feedback. This would increase the propensity of students to
participate in classroom discussion and also reveal their own responses in
the classroom.
Chapter 6 describes an “Emotion Speech Analyzer” to build a machine
leaning model which will be able to detect human emotions whenever
needed. This composition describes the creation of a machine learning
model for performing real time analysis of speech for detecting emotional
states of human beings and accessing their quality of speech.
Chapter 7 addresses the concept of personalized learning which is the
approach of matching educational material that connects a learner’s prior
 Preface xi

understanding with new information with their prior knowledge, experiences,

and skills. Learning Record Store (LRS) and other technological solutions like
experience-tailored learning make it possible to digitize the learners’ experiences.
Using a mix of advanced search and tailored engines, the information may be
used to create a personalized learning experience for future learning activities.
Chapter 8 portrays the environment for personalized learning for science
students. It shows students’ need for science materials to supplement their
current course load. It considers how students are utilizing them, how that
may vary from the recommended practice indicated in the literature, and
what that may mean for the use of technological devices in the classroom.
Chapter 9 is an endeavour to show the use of AI in personalized learning. It
explores various AI-powered tools and techniques used in personalized learning
environments, such as intelligent tutoring systems, recommendation engines,
and adaptive assessments. AI in personalized learning facilitates adaptive
content delivery, enabling students to learn at their own pace and according
to their individual strengths and weaknesses. It also portrays the need to address
the issues of life privacy concerns, ethical considerations, and potential biases in
AI algorithms, to ensure the responsible and equitable use of these technologies.
Chapter 10 shows different stages or versions of education. These are
explained along the way which include Education 1.0, Education 2.0,
Education 3.0, Education 4.0 and Education 5.0. It explains why
innovation in education is imperatively required and how innovation is
evolving day by day.
Chapter 11 intends to explain that despite the plethora of benefits of online
classes, many loopholes and limitations cease to exist. The major issues can
be caused by interruption and disturbance from unwanted students in the
online classrooms. Their proposed work ‘eScool’ focuses on tackling these
issues so that the online education experience is enhanced, and thus leads to
improvement in students’ productivity as well as efficiency.
Chapter 12 attempts to review the concept of self-directed learning by
taking the basis of various theoretical frameworks that are quite significant
in this context. Further, the study also provides a comprehensive review of
the technology assisted online teaching learning, blended learning and lays
down a conceptual model as an outcome of these reviews.
Chapter 13 takes Quality Assurance in Higher Education as an essential
and integral part of various assessment and accreditation bodies and
rankings across the world. It gives a complete picture of Education 5.0
which encompasses a paradigm shift from the conventional one-way
monotonous teacher-centric learning to the two-way experiential student-
centric learning. The chapter explores seamless integration of ten aspects of
higher education in Education 5.0.
The work presented in the book will give some interesting insights to the
readers.
Editor Biographies

Adarsh Garg: Professor at GL Bajaj Institute of Mana-

gement and Research (GLBIMR), Gautam Buddh Nagar,
Greater Noida and Visiting Professor at Delhi Technical
University, Delhi. Prior to joining GLBIMR, she has
worked with organizations like Galgotias University,
WIPRO Tech, GE, IMT Ghaziabad, and Punjabi Uni-
versity, Patiala. She is currently supervising eight PhD
students who have collectively published over 50 research
papers in refereed international/national journals and
conference proceedings. She is a member of various professional bodies like
the Computer Society of India and ACM-Computer Science Teachers
Association. She has 24 years of teaching, corporate and research experience
with areas of interest in Business Analytics, Data Mining, Business Intelligence,
Python, MIS, E-learning, and Project Management.

B V Babu: An acknowledged researcher and renowned

academician, Dr B V Babu has over 36 years of teaching,
research, consultancy, and administrative experience.
He did his PhD at IIT Bombay. He is currently self
employed as a Consultant on Quality Assurance in
Higher Education and in the World Bank Sponsored
Project HEQEP (Higher Education Quality Enhance-
ment Program) since 2017. Previously, he was the Vice
Chancellor of Graphic Era University-Dehradun
(2016–2017), Vice Chancellor of Galgotias University-Greater Noida
(2014–2016), Pro Vice Chancellor of DIT University-Dehradun
(2013–2014) and founding Director of Institute of Engineering and
Technology (IET) at JK Lakshmipat University-Jaipur (2011–2013). Prior
to that, Dr. Babu served at BITS Pilani for 15 years (1996–2011), and held
various administrative positions. Professor Babu is a distinguished
academician and an acknowledged researcher with an H-index of 43 &
i10-index of 118 and over 17,329 citations (as of April 2021). He is well

xii
 Editor Biographies xiii

known, internationally, for his algorithm, MODE (Multi Objective

Differential Evolution) and its improved variants. Besides several highly-
cited publications in international journals, he also has three well-accepted
textbooks (published by Springer, Germany; Apple Academic Press, USA;
and Oxford University Press, India) to his credit. He has supervised ten PhD
candidates and is currently guiding two more PhD candidates. He is a
member of various national and international academic and administrative
committees.

Valentina E Balas is currently Full Professor in the

Department of Automatics and Applied Software at the
Faculty of Engineering, “Aurel Vlaicu” University of
Arad, Romania. She holds a PhD in Applied Electronics
and Telecommunications from the Polytechnic
University of Timisoara. Dr Balas is author of more
than 270 research papers in refereed journals and
international conferences. Her research interests are in
Intelligent Systems, Fuzzy Control, Soft Computing,
Smart Sensors, Information Fusion, Modeling and Simulation. She is the
Editor-in-Chief of International Journal of Advanced Intelligence
Paradigms (IJAIP) and International Journal of Computational Systems
Engineering (IJCSysE), a member of the editorial board of several national
and international journals, and she is an expert evaluator for national,
international projects and PhD theses. Dr Balas is the director of Intelligent
Systems Research Centre in Aurel Vlaicu University of Arad and Director of
the Department of International Relations, Programs and Projects at the
same university. She served as General Chair of the International Workshop
Soft Computing and Applications (SOFA) in eight editions (2005–2018)
held in Romania and Hungary. Dr Balas has participated in many
international conferences as Organizer, Honorary Chair, Session Chair
and member of Steering, Advisory or International Program Committees.
She is a member of EUSFLAT, SIAM and a Senior Member in the IEEE,
member in TC – Fuzzy Systems (IEEE CIS), member in TC – Emergent
Technologies (IEEE CIS), and member in TC – Soft Computing (IEEE
SMCS). Dr Balas was past Vice-president (Awards) of IFSA International
Fuzzy Systems Association Council (2013–2015) and is a Joint Secretary of
the Governing Council of the Forum for Interdisciplinary Mathematics
(FIM), a multidisciplinary academic body in India.
Contributors

Sapan Adhikari Sunil Kumar Bharti

Managing Director Department of Information
SST.Pvt.Ltd Technology
Attariya, Kailali, Nepal Galgotias College of Engineering &
Technology
Ishika Agarwal
Greater Noida, India
Department of Computer Science
University of Engineering and Ritika Chamaria
Management Department of Computer Science
Kolkata, India University of Engineering and
Management
Naazneen Ahmed
Kolkata, India
Department of Computer Science
University of Engineering and Shrishti Choudhary
Management Department of Computer Science
Kolkata, India and Engineering
Sharda University
Neerja Aswale Greater Noida, India
Vishwakarma University
Pune, Maharashtra, India Abhik Kumar De
Department of Computer Science
B V Babu and Engineering
Consultant on Quality Assurance in Sharda University
Higher Education
Greater Noida, India
India
Abhishek Deupa
Valentina E Balas Department of Computer Science
Professor and Engineering
Department of Automatics and School of Engineering and
Applied Software Technology
Faculty of Engineering Sharda University
University of Arad Greater Noida, India
Arad, Romania

xiv
 Contributors xv

Jagjit Singh Dhatterwal Ruqaiya Khanam

Department of Artificial Intelligence Department of Electronics and
& Data Science Communication Engineering
Koneru Lakshmaiah Education Center for Artificial Intelligence in
Foundation Medicine
Vaddeswaram, Andhra Pradesh, Imaging & Forensic
India Sharda University
Greater Noida, India
Adarsh Garg
GL Bajaj Institute of Management Niranjan Kulkarni
and Research Vishwakarma University
Greater Noida, India Pune, Maharashtra, India
Debanjana Ghosh P Pradeep Kumar
University of Engineering & Galgotias University
Management Greater Noida, India
Kolkata, India
Srilekha Mukherjee
Subhajit Ghosh Department of Computer Science
Department of CSE University of Engineering and
IMS Engineering College Management
Ghaziabad, India Kolkata, India
Satyendra Gupta Rudra Pratap Ojha
Professor and Dean Department of Computer Science &
School of Education Engineering
Galgotias University GL Bajaj Institute of Technology
G.B. Nagar, U.P. India and Management
Greater Noida, India
Svitlana Illinich
Associate Professor Shraiyash Pandey
Department of Social Technologies Department of Computer Science
Vinnytsia Institute and College of and Engineering
Open International University of Sharda University
Human Development Greater Noida, India
Vinnytsia Oblast, Ukraine
Diptarka Paul
Kuldeep Singh Kaswan Department of Computer Science
School of Computing Science and University of Engineering and
Engineering Management
Galgotias University Kolkata, India
Greater Noida, India
xvi Contributors

Ravinder Rena Archana Singh

Faculty of Management Sciences Vishwakarma University
Durban University of Pune, Maharashtra, India
Technology (DUT)
Rashmil Singh
Durban, South Africa
Consultant, Higher Education
Subham Sarangi Georgia, USA
Department of Computer Science
Ravi Kant Verma
University of Engineering and
Research Scholar
Management
School of Education
Kolkata, India
Galgotias University
Sarika Sharma G.B. Nagar, U.P. India
Symbiosis Institute of Computer
Shreya Virani
Studies and Research
Symbiosis Centre for Management
Symbiosis International (Deemed
Studies
University)
Symbiosis International
Pune, India
(Deemed University)
Yamini Sharma Pune, India
Department of Computer Science
University of Engineering and
Management
Kolkata, India
Acknowledgements

It is our pleasure to express our deep sense of gratitude to CRC Press,

Taylor & Francis Group for providing us the opportunity to work on the
project of editing this book, Advances in Technological Innovations in
Higher Education: Theory and Practices. We would like to express our
sense of gratification and contentment at the completion of this project. We
express our gratitude from the bottom of our heart to all those who
facilitated us in both direct and unintended ways to accomplish the task.
First of all, we would like to thank the authors who have contributed to this
book. We acknowledge, with sincere appreciation, the compassion of
various authors at their respective institutions to carry out this work. We
take this exclusive opportunity to express our sincere appreciation to Ms.
Gabriella Williams, Editor, CRC Press, Taylor & Francis Group, for her
sincere suggestions and kind patience during this project. We would like to
thank our friends and faculty colleagues for the time they spared in helping
us through the project. Special mention should be made of the timely help
given by various reviewers during this project, though their names cannot
be revealed here. The valuable suggestions they provided to the authors
cannot be left un-noticed. We are enormously thankful to the reviewers for
their backing during the process of evaluation. While writing, contributors
referenced several books and journals; we take this opportunity to thank all
those authors and publishers. We thank the production team of CRC Press,
for encouraging and extending their full cooperation to complete this book.
Last but not least we are thankful to the Almighty for guiding our direction.

xvii
Abbreviations

AR Augmented Reality
VR Virtual Reality
COVID-19 Coronavirus Disease 2019
NPTEL National Programme on Technology Enhanced Learning
AI Artificial Intelligence
ERP Enterprise Resource Planning
NEP National Education Policy
EMF Electromotive Force
TV Television
STEM Science, Technology, Engineering, and Mathematics
BC Before Christ
AD Anno Domini
ICT Information and Communication Technology
PCK Pedagogical Content Knowledge
MOOC Massive Open Online Course
LMS Learning Management System
HBX Harvard Business School Online
cMOOC Connectivist MOOC
xMOOC eXtended MOOC
MIT Massachusetts Institute of Technology
SWAYAM Study Webs of Active-Learning for Young Aspiring Minds
PET Positron Emission Tomography
MRI Magnetic Resonance Imaging
CT Computed Tomography
ML Machine Learning
CNN Convolutional Neural Networks
SVM Support Vector Machine
2D Two-dimensional
3D Three-dimensional
FC Fully Connected Layer
GANs Generalized Adversarial Networks
MAQ Mobile Anonymous Question-Raising System

xviii
 Abbreviations xix

HMM Hidden Markov Models

LFPC Log Frequency Power Coefficients
ARHMM Autoregressive Hidden Markov Model
Mel-LPC Mel-frequency Scale
MFCC Mel Frequency Cepstral Coefficient
LSTM Long Short-term Memory Networks
MLP Multi Perceptron Model
LRS Learning Record Store
PLE Personal Learning Environment
ADDIE Analyze, Design, Develop, Implement and Evaluate
SPSS Statistical Package for the Social Sciences
AIEd AI in Education
UI User Interface
DNN Deep Neural Networks
HCML Human-centered Machine learning
SNS Somatic Nervous System/Simple Notification Service
IoT Internet of Things
XR Extended Reality
SDL Self-directed Learning
IT Information Technology
BL Blended Learning
SMAC Social Networks, Mobile Network, Analytics, and Cloud
OBE Outcome-based education
GA Graduate Attributes
PEO Program Educational Objectives
PO Program Outcomes
PSO Program Specific Outcomes
CO Course Outcomes
UNESCO The United Nations Educational, Scientific and Cultural
Organization
Chapter 1

Rehumanizing education in the age of

technology
Subhajit Ghosh
Department of CSE, IMS Engineering College, Ghaziabad, India

1.1 INTRODUCTION

The Program Outcome in Outcome-Based Education states that the Program

(B.Tech, MBBS, etc.) intends to build professionals (graduating students)
capable of independent thinking. However, most faculties are often approached
by students asking for notes from lectures, so that they can study and obtain
good scores in their exams. At times, such notes contain only the essentials for
exams, which students memorize and reproduce to secure good grades.
Faculties too are complimented for good performance by their students. This
is counterproductive to the end goal of outcome-based education. How can a
system that fosters Learning by Rote, sorry Notes, achieve the goal of equipping
students with the ability to think on their own? There is a need to reorient our
education system to the demands of modern times.
There exists huge potential in technology-enabled learning. With the aid
of technology these days we have been able to bring about many benefits
that include better reachability, efficiency, cost-effectiveness, flexibility,
scalability, and paperless education. Technology is a game-changer for
education that can be used both in ‘beneficial’ and ‘harmful’ ways [1].
In the last few decades, education has undergone a sea change.
Expectations from Higher Education sectors now include not limiting
themselves only to teaching, doing research, or serving the community, but
also innovating and bringing out transformation in the industrial processes.
Universities must now gear themselves toward outcome-focused Nation-
building activities that would solve such problems that would result in
value creation.
While all of this is beneficial, the dominance of technology is accelerating
a ‘dehumanized’ version of education. Reducing interactions between
humans and shifting decision-making power from humans to technology
can bring about undesirable consequences. Instead of a blind adoption of
technology, we need to have a futuristic vision of education that puts
humans at the forefront of the educational process [2,3].

DOI: 10.1201/9781003376699-1 1
2 Advances in technological Innovations in higher education

The advent of artificial intelligence, automation, AR and VR, and other

technological developments has been transforming modern education even
pre-COVID-19. The pandemic compelled academic institutions to embrace
digitalization. This produced varying levels of success, from the standpoint of
quality and learners’ performance, the motivation level of the students, and
aspects of physical and emotional well-being. The lasting effect spans across
age groups and is yet to be measured. Many experts opine that this is not the
correct approach to strive for an education with a vision. Digital measures
that were adopted by educational institutions exposed inadequacies and
showed the value of human teaching in a physical capacity and in learning in
the initial phases of education [3]. Table 1.1 depicts the evolution of
education.

Table 1.1 Evolution of education

SNo Category Main features Remarks
1 Education 1.0 In Education 1.0, students go to Still in vogue in many
school to learn where teachers academic institutions
generally give them information
and tell them about relevant
books and videos and where
they may be available
2 Education 2.0 Education 2.0 is a collaborative The onset of innovative
effort between educationists, practices to address
policymakers, and researchers challenging problems and
to look for innovative solutions link education to benefit
to the most challenging society
problems. This had an
influence on the process of
teaching and on learning
3 Education 3.0 Education 3.0 is based on the The Internet has facilitated
premise that content should be easy access to content.
easily accessible. It is driven by Creative teaching practices
self-motivation and lays can rev up the motivation
emphasis on problem-solving level of the learner
and creativity
4 Education 4.0 Education 4.0 is aligned with Aligned with Industry 4.0,
future trends, self-paced self-paced learning by doing
learning, and preserving human NPTEL or Coursera
values courses online
5 Education 5.0 Education 5.0 is about Work-in-progress; desirable
transforming the present
education system to an
outcome-based system and
bringing out a humane and
compassionate element in the
educational process
 Rehumanizing education in the age of technology 3

For educational practices to fructify, a systematic approach coupled with

a vision is necessary, along with clarity of what it is exactly that we want to
achieve with it. Industry 4.0 builds cyber-physical systems driven by
automation, which requires skilling to deal with machines. The Fifth
Industrial Revolution i.e., Industry 5.0, requires ‘rehumanizing’ manufac-
turing and service processes. This implies humans play an interactive role
and there exists effective and efficient cooperation between humans and
machines. If education is to have a lasting impact, there is a need to align it
with the Fifth Industrial Revolution that is being talked about these days.
We need Education 5.0.

1.2 DIGITALIZATION OF EDUCATION AND SALIENT

FEATURES OF EDUCATION 5.0

Education 5.0 aims to change the present education system to action/

outcome-based systems. Outcome-based education has been the focus for
some time now. Though there have been considerable attempts to provide
need-based training and facilitate industry-related projects in the curricula,
the quality of graduates produced every year continues to deteriorate. The
actual needs of businesses simply can’t be fulfilled by the quality of the
graduates coming out of most educational institutions.
Education 5.0 strives to put education on a realistic plane, equipped with
a clinical understanding of the environment and theoretical conceptual
knowledge. Students ought to be provided an experience of experiential
learning for better outcomes.
Education 5.0 incorporates the following:

• Human related – This would emphasize identifying skills that only

humans possess. The ability to create and think critically, skills in
designing and analytical skills, compassion, innovativeness are unique
in humans.
• Comprehensive education – Education should take into account
developments in the world, and labor market and try to impart
necessary skills using the best approach towards this end.
• Curriculum – All stakeholders should be engaged in curriculum
development and implementation.
• Right balance – Education must impart the importance of maintaining
good physical and mental health. Excessive technology can be harmful
and the consequences of overuse should be emphasized.
• Lifelong pursuit of knowledge – Education should develop students to
inculcate a spirit of continuous learning in their career.
• Personalized learning – Self-paced learning to be encouraged com-
mensurate with the level of the student.
4 Advances in technological Innovations in higher education

Education 5.0 lays more emphasis on humans, instead of technology. It

focuses on the outcomes that need to be achieved by humans from a
particular learning experience. This does not lay emphasis on improving
infrastructure and connectivity or developing digital tools and platforms. It
is about preparing intellectually and emotionally strong individuals, backed
by appropriate strategic, methodological, and pedagogical approaches. It
strives to bring motivation, creativity, and joy of learning back to learners.
Digital equipment, infrastructure, and platforms are enablers towards the
realization of the goal [3].
Technology is a tool for education that can be used rightly or wrongly.
Digitization of outdated content and ineffective approaches is not a solution.
Furthermore, some of the non-digital approaches that currently prove to be
effective may lose their effectiveness in a digitized form. If applied wrongly,
this tool may thus do more harm than good, so we had better do it right [1].

1.3 ARTIFICIAL INTELLIGENCE FOR PERSONALIZED

LEARNING

We are witnessing increased enthusiasm regarding the use of AI in the

classroom. China has already stolen a march, and many developed nations
too are pursuing the same. Webinars/conferences are upbeat on the
potential benefits that the use of AI can usher in for our students. Here
one is not dwelling on the advantages of AI use for imparting education,
which is unquestionable but trying to make sense of what an AI classroom
would look like and the challenges of implementing it in the country. An
AI-based education (smart class) would equip a teacher/computer to
provide personalized care for a group of students (assume 60). The
Teacher/Robot/Intelligent Instructional System in the class would be able
to gauge the level of the student, and his/her competency and then
accordingly tailor the teaching methodology and deliver the content for
the most optimal outcome. This ought to epitomize perfection in education.
No two students are exactly the same. Some are visual learners, while
some are hands-on. Some ask questions and some are a bit shy. For this
reason, individualized learning is critical to each student’s own educational
experience.
Artificial intelligence is making personalized learning possible. At
Carnegie Learning, for example, sophisticated AI technology adapts to
each student’s level of learning in real time. The platform provides
personalized feedback, assessments, and guidance.
For parents, AI uses predictive analytics to forecast where a child is
headed based on their individual performance in the program. This gives
parents and educators a chance to intervene if a student is headed off track.
Now let us try to delve into the requisites to bring about such a smart
class. Obviously, every student must have a computer. A few years back
 Rehumanizing education in the age of technology 5

efforts to produce a ‘Simputer’ in India (a simple computer costing roughly

7,000 rupees) were heard of but no news thereafter accompanied the initial
hype leading us to conclude that the project didn’t prove to be much of a
success. Besides these, we need good educational content (to be prepared by
teachers), software developers (AI specialists and programmers), database
administration (advanced servers, software, and database administrator),
and good Internet connectivity. Creating this backbone would be a costly
affair. In a country where the outlay for education is minimal, the dream of
a truly smart class system seems more like a pipe dream. It may even prove
to be a messy affair if implemented on a nationwide scale. Ever since
software has made inroads into educational systems (ERP/Learning
Systems, etc.) one has witnessed that faculties and teachers are engaged
more in data entry and analysis rather than preparing lessons for taking
their classes effectively. One hopes that a detailed study about the pros and
cons of going smart in the classroom is made and a decision is taken about
the level at which AI needs to be introduced in the curricula.

1.4 EMPHASIS ON EDUCATION 5.0

Education 5.0 requires a new outlook to address essential issues. The

elements that need to be addressed are:

• Strategy: Outline the purpose and objectives as per Education 5.0

• Learning environment: Here we need to create a learning environment
that addresses strategic objective issues related to design thinking and
collaborative problem-solving, generate team spirit and risk-taking
behavior as well as exhibit a multidisciplinary-oriented, experimental
approach
• Delivery mechanisms: This would require the identification of tools
that can meet the objectives of the Strategy element. In this case, an
emphasis on technology as a delivery mechanism can be explored
• Collaboration: This would entail advocating practices that is beyond
the normal collaboration of the institute so as to involve communities,
and innovate to create an ecosystem of learning that would involve
the main stakeholders
• Content: Identify, develop, and use content that is in line with the
elements of strategy, i.e., a good mix of technical as well as aspects of
non-technicality that includes questions about diversity, social inclu-
sion, ethics, sustainability, etc.);
• Assessment and recognition: This would require developing estab-
lished and off-the-cuff ways of evaluation and methods of recognition
for Education 5.0; and
• Quality Assurance: This would require the development of appro-
priate criteria for ensuring quality in Education 5.0. This implies that
6 Advances in technological Innovations in higher education

there is a need for monitoring quality on a continual basis. This has to

look into aspects of the learner and the society and not merely the
perspectives of the market and the employability requirements of the
company.

1.5 INNOVATION IN TEACHING PRACTICES FOR

EDUCATION 5.0

Institutions should develop multiple modes of engagement that promote

greater active learning and enhanced access and provide flexibility to all
students [4]. Innovations in teaching encompass teachers reinventing their
delivery methodologies by using several tools to make learning adaptive,
inclusive, and dynamic.
Many of the ideas regarding these challenges have been addressed in NEP
2020 such as Outcome-Based Education, Slow and Fast Learners, Project-
Based Learning, Academic Bank of Credit, Blended mode of learning, and
others.
The newest and the best technologies in the class shouldn’t be synony-
mous with innovative teaching strategies. Only those recent teaching
methodologies that improves the academic outcomes and look into aspects
of real problems that promote non-discriminatory learning should be
described as innovative.
In essence making use of novel teaching in the classroom is an acceptance
that teaching practices can be improved upon further. It seconds growth and
development, the expectations we have for our students. Needless to say,
innovative teaching begins with a mindset to grow. Identification of areas for
improving is made. We have to give sufficient time to research and evolve
better methods to impart lessons to the students. Creation of novel or adaption
of methods in practice is done. Risks are taken. Failure would necessitate we
try once more. We keep on repeating and improving upon our mistakes
doggedly thereby facilitating the establishment of innovation and help the
class to think out-of-the-box thereby building competency in students greatly.
There is an imminent need to introduce innovation in teaching that
would improve student outcomes. Such techniques attempt to engage the
students actively towards learning that would improve the outcomes of the
learning. It has been observed that students who are participative in their
classes have higher attendance and usually are the better performers.
Overall, such efforts ought to be student-centric. Which approach is more
beneficial for students to acquire knowledge during a one-hour class:
passive listening while seated or active engagement through questioning,
collaboration, and problem-solving?
Here are some alternative ways teachers can enhance student engagement
and academic outcomes by incorporating innovative teaching strategies in
their classrooms.
 Rehumanizing education in the age of technology 7

1.5.1 Flip the classroom

In a flipped classroom, the traditional roles of students and teachers are
reversed. Instead of receiving lectures in class, students are assigned to
review the lecture material at home. Classroom time is then dedicated to
collaborative activities such as projects, problem-solving, and assignments.
The coursework typically assigned as homework is now completed in class.
This approach fosters peer-to-peer collaboration, allowing students to work
together on group projects, engage in debates, and practice their skills. In
the flipped classroom model, teachers take on a more flexible role. Rather
than being the central focus, they provide personalized assistance and
guidance to individual students and student groups as they work on their
assignments.

1.5.2 Personalized learning

Personalized learning focuses on tailoring the education process to the
specific needs, preferences, and abilities of each student. Instead of using a
uniform approach for the entire class, teachers take into account the
strengths and characteristics of individual students to enhance their chances
of success. This personalized approach is akin to the customization we
experience with various online tools, where algorithms adapt the online
content to align with our interests. When users visit a website, they are
presented with content that is most relevant to them based on their
browsing history and searches, which may differ from what other users
see. Personalized learning strives to create a customized learning experience
by employing methods and techniques that are best suited for each student.
While the specific individualized experiences may vary, the ultimate
objective remains the same, which is to achieve mastery of the subject or
meet the appropriate standards for that particular level. These diverse
approaches can be likened to different paths that lead to the same
destination.

1.5.3 Project-based learning

Project-based learning (PBL) is an educational approach that focuses on
students actively engaging in a project or an extended task that aims to
address a real-world problem or challenge. It involves students taking
responsibility for their own learning by investigating and exploring the
topic, conducting research, and developing a solution or product. One of
the key benefits of project-based learning is that it promotes the develop-
ment of essential skills such as critical thinking, problem-solving, research,
and collaboration. By working on a project, students are encouraged to
think critically and creatively to come up with innovative solutions. They
learn how to apply their knowledge and skills in a practical and meaningful
8 Advances in technological Innovations in higher education

way, moving beyond rote memorization and gaining a deeper under-

standing of the subject matter.
In project-based learning, the teacher’s role shifts from being the sole
source of knowledge to that of a facilitator or guide. The teacher provides
guidance and support to students throughout the project, helping them with
research, offering feedback, and facilitating collaboration among students.
This allows students to become more independent and take ownership of
their learning process.
Furthermore, project-based learning is an effective method for fostering
student engagement and motivation. By working on a project that has real-
world relevance, students see the purpose and value of their learning, which can
increase their motivation to actively participate and produce high-quality work.
Overall, project-based learning provides a dynamic and interactive
learning experience that encourages students to think critically, solve
problems, work collaboratively, and apply their knowledge in meaningful
ways. It promotes a deeper understanding of the subject matter and equips
students with essential skills for their future endeavors.

1.5.4 Inquiry-based learning

Inquiry-based learning is an educational approach that focuses on fostering
problem-solving skills and critical thinking abilities in students. Rather than
relying on traditional lecture-style teaching, the teacher plays the role of a
facilitator who poses questions, scenarios, and problems to the students.
The process typically begins with the teacher presenting a thought-
provoking question or a real-world problem to the class. Students are
encouraged to explore and investigate the topic independently or in groups.
They gather information, conduct research, and analyze data to formulate
their answers and develop a deeper understanding of the subject matter.
Once students have gathered their findings, they have the opportunity to
present their conclusions, supported by evidence, to the rest of the class.
This presentation allows students to articulate their thoughts, communicate
their ideas effectively, and build their presentation skills.
Furthermore, during the presentations, other students have the chance to
ask questions, provide feedback, and engage in discussions. This interactive
aspect of inquiry-based learning encourages students to critically evaluate
their peers’ work, consider alternative perspectives, and refine their own
understanding.
By engaging in this iterative process of researching, presenting, and
discussing, students not only expand their knowledge but also enhance their
problem-solving abilities, analytical thinking, and communication skills.
They learn to evaluate and synthesize information, draw logical conclu-
sions, and articulate their thoughts effectively.
Inquiry-based learning empowers students to take ownership of their
learning, encourages curiosity, and fosters a deeper engagement with the
 Rehumanizing education in the age of technology 9

subject matter. It promotes an active learning environment where students

actively participate, collaborate, and construct knowledge, rather than
passively receiving information.
Overall, inquiry-based learning provides a student-centered approach
that nurtures critical thinking, problem-solving, and effective communica-
tion skills, which are essential for success in both academic and real-world
settings.

1.5.5 Ask open-ended questions

Many students, particularly those who excel academically, often rely
heavily on textbook solutions. Over time, they may develop the belief
that there are only definitive right or wrong answers. However, in reality,
most questions do not have absolute truths.
In today’s polarized public sphere, it is crucial for students to cultivate
conversational skills and empathy. They should learn how to effectively
communicate and collaborate with others. By prioritizing open-ended
questions, teachers can foster lively discussions in the classroom. This
approach encourages students to integrate various types of information
they have learned or experienced, allowing them to construct coherent
arguments. As a result, students not only discover their own perspectives
but also learn how to express themselves effectively.

1.5.6 Peer teaching

Encouraging students to explain or teach others is an effective way to
enhance their competency. Within the subject being taught, students should
be given the freedom to select an area of interest. The teacher can facilitate
this process by allowing students to independently research their chosen
topic and create a presentation about it. Allotting class time for students to
present to their peers enables them to teach and share their knowledge with
others. This peer teaching approach not only helps students develop
independent study skills and improve their presentation abilities, but also
fosters self-confidence.

1.5.7 Feedback
Constructive feedback plays a vital role in the learning process, and it is
essential for students to develop the skills to give and receive feedback
effectively. Teachers should establish a system that allows students to
provide feedback. In virtual classrooms, feedback tools such as polling or
emojis can be utilized to gather quick feedback from students. Moreover,
encouraging students to elaborate on their feedback and initiating discus-
sions among students with different perspectives can further enhance the
learning experience.
10 Advances in technological Innovations in higher education

1.5.8 Blended learning

Blended learning combines in-person and online instruction, empowering
students with greater autonomy in choosing when, where, and how they
learn. It offers a unique blend of traditional classroom experiences and
digital resources, opening up diverse learning opportunities. Technology
plays a vital role in this approach, mirroring the importance of technology
in students’ lives beyond the classroom. The flexible nature of blended
learning allows students to customize their learning experience, whether it
involves watching online lectures at home and participating in collaborative
activities with peers or opting for virtual classes with lectures while
completing independent homework assignments.

1.5.9 Active learning

Several of the learning strategies we talked about revolve around active
learning. Active learning approaches involve stimulating students to engage
in discussions, contribute ideas, participate actively, conduct investigations,
and generate new content. By questioning students, encouraging problem-
solving, and fostering critical thinking, active learning prompts them to
be actively involved in the classroom. When students participate in
their own learning process, they tend to have a higher likelihood of
succeeding in the class.

1.5.10 Jigsaws
Jigsaw activities serve as an interactive learning approach, offering students
the chance to teach their peers, aligning with Seneca’s belief that ‘while we
teach, we learn’. Explaining concepts to others is often considered the most
effective way to truly grasp them, known as the protege effect. By using
jigsaw activities, students are divided into groups and given different pieces
of information. They must then understand their assigned information well
enough to explain it to others. The students then rotate between groups,
sharing their knowledge until each group has acquired a comprehensive
understanding of the entire topic, akin to completing a puzzle.
In recent years, the transition from physical classrooms to virtual learning
has accelerated, with more students gaining proficiency in digital tools.
Even before the pandemic, there was a significant increase in enrollment in
virtual academies, catering to millions of students annually. While some
institutions have reopened since then, it is unlikely that schools and colleges
will completely abandon their digital experiences. Digital learning offers
students increased flexibility, granting them greater access to teachers and a
wider range of classes. It also empowers students to take more control over
their own education. As Plato wrote, ‘our need will be the real creator’,
reflecting the idea that necessity drives innovation. Innovative teaching
 Rehumanizing education in the age of technology 11

strategies, once considered niche practices of a few adventurous educators,

are now becoming more commonplace as institutions strive to address
learning gaps and adapt to our new reality [5–7].
In the days ahead, we are likely to witness a spurt in blended learning,
hybrid learning, and innovative initiatives to meet the challenges of modern
students. This is not only relevant for students but also at the workplace
which too faces these challenges and attempts to find its own hybrid
learning experiences. These strategies are used to inspire creativity and
success in the classroom. There is a need for change and through it, we are
bound to succeed or become a failure. However, failing is ok. One of the
most important lessons we teach our students is that they need to try and if
they fail, then that’s okay. Failing is okay so far, we take lessons from that
and try again.
Though these strategies seem like we are taking a big leap into something
new, we don’t have to apply them to our entire teaching strategy. Think of
how you can use one or the other for a specific lesson. Maybe some subjects
lend themselves to a project-based learning exercise while others benefit
from simply asking open-ended questions. As an illustration, the project-
based learning approach can be used in certain portions of the subject
‘Artificial Intelligence’, whereas peer-based learning can be used for a
subject like ‘Rural Development’.
Many teachers are going through a similar experience while innovating
classroom teaching to make it more effective. There are some fantastic
examples online that one can use as source material for classroom
experiments.
The teacher can try out different technologies like recording video
lectures or using virtual classrooms when appropriate to venture into the
digital experience. Maybe even having students create their own videos to
teach and inform other students – our students are already creating videos
with their friends, so maybe one can leverage their excitement and put it to
good academic use.
As long as we’re innovating, we are growing! Give it a go, it’s always an
exciting time to be in the classroom. It’s especially fulfilling now that many
are looking to introduce innovative teaching strategies as solutions to the
challenges students face today.

1.6 ROLE OF GOVERNMENT IN EDUCATION 5.0

Governments play a crucial role in promoting the principles of Education

5.0. They can take several measures, including the following:

• Instead of prioritizing technology, governments should focus on

achieving desired learning outcomes for individuals during the
transformation process
12 Advances in technological Innovations in higher education

• Governments should support initiatives that identify and promote

successful practices for each element of Education 5.0.
• Governments should encourage the development of common guide-
lines for educational institutions and training providers to design and
implement Education 5.0 effectively, and facilitate their widespread
adoption.
• Governments should take steps to monitor, analyze, and prevent
negative practices in digital education, such as using outdated course
content, which can result in reduced motivation, performance, and
health issues for learners.
• Governments should establish guidelines for educational institutions
and learners concerning data protection, privacy, and other ethical
considerations related to digital technologies.
• Governments should pay special attention to creating a healthy environ-
ment in schools due to the growing use of technology. They should
promote initiatives to reduce electromagnetic field (EMF) radiation in
schools and colleges by implementing eco-friendly wireless routers and
ethernet connections. Additionally, they should encourage physical
activity among learners and foster mindfulness about screen time.

By implementing these measures, governments can effectively promote

Education 5.0 and ensure its positive impact on learners and education
providers.

1.7 VALUE-BASED AND MENTAL DEVELOPMENT FOR

EDUCATION 5.0

The issue of youth suicide has become a prominent concern in the Indian
academic system, demanding urgent attention and effective preventive
measures [8]. The increasing number of suicides among young people calls
for a deeper understanding of the underlying factors contributing to this
distressing trend. One significant factor is the intense competition and
limited opportunities in the education sector. Admission into prestigious
educational institutions, particularly in the National Capital of India, has
become extremely challenging, with high cut-offs percentages ranging from
99 to 100%. This intense competition can lead to depression and despair
among students who are unable to secure admission to their desired colleges
despite having reasonably good grades. Moreover, pursuing a desired
course of study has become financially burdensome, with many students
burdened by educational loans. This financial strain further exacerbates the
situation when students face additional challenges or difficulties within
their chosen courses [9].
The rigid nature of our educational system also contributes to the
problem. To address this, it is crucial to revamp the evaluation system
 Rehumanizing education in the age of technology 13

and incorporate a ‘fitness for the course index’ (Score) that assesses a
student’s aptitude and innate skills for their chosen professional course
within the first two semesters. This early assessment would help identify
students who may be unsuited for the course and guide them towards
alternative studies or activities, preventing them from enduring unnecessary
struggles and potential mental health issues.
Overall, it is imperative to recognize the gravity of the situation and
implement measures that prioritize the well-being and mental health of
students.
There is also a need to emphasize on right values to be imparted to our
students in their learning program. Society is riddled with crimes and
undesirable acts being committed most often by the educated. The need for
a value-based education has never been greater than now.

1.8 PSYCHOLOGICAL DAMAGE TO A LEARNER AND OTHER

DEMERITS OF TECHNOLOGY

To illustrate the above, let me narrate an incident that transpired some

years back. One day, my wife said that during the day she had received a
WhatsApp message from the class teacher of our son. It showed him in a
picture as one of the three students lined up for punishment. The picture
was similar to the ones we see in movies or TV and in newspapers, where
criminals are made to line up and photographs are taken of them where
humiliation is writ large on their faces. The crime the three high school
standard boys committed was not doing their homework, which embol-
dened the subject teacher to take a snap and forward it to the class teacher,
who WhatsApp-ed that same picture to my wife. When my wife strongly
objected to this way of punishing a child, reasoning that such issues should
be resolved at school, the class teacher informed us that they keep sending
such pictures of insincere students being punished similarly, and hardly any
parents have criticized this method. One doesn’t know how far this is true
about ‘accepting parents’ but this practice is a blatant misuse of technology,
where groups of classes are formed on WhatsApp, and activities and
information and note sharing happen therein. Imagine if the teacher posts
and the child see his picture flashed in his class group on WhatsApp!!! It
may damage his morale beyond measure. Thankfully, this didn’t happen in
the case of our child.
The omnipresence of technology, including artificial intelligence, machine
learning, robotics, and automation, has brought about several negative
impacts on various aspects of our lives.
Ability to write – One such consequence is observed in our ability to
write effectively. With the widespread use of abbreviations and shortcuts
like ‘u’ instead of ‘you’ in SMS messages and WhatsApp conversations, this
trend has now made its way into students’ answer scripts. As a result,
14 Advances in technological Innovations in higher education

individuals who adopt these abbreviated forms fail to fully grasp the beauty
of language, thereby impairing their writing skills and diminishing their
appreciation for the intricacies of the language.
Imagination and Wonderment – Einstein once said: “Imagination is more
important than Knowledge.” Looking three to four decades back, there
wasn’t any TV around and our world was full of stories and imagination
and fantasy ruled whenever we thought of them. We would visualize our
heroes like ‘The Three Musketeers’ and ‘Robin Hood’ and their acts of
valor through the power of our imagination. The sense of wonderment that
filled the life of a child immortalized by Satyajit Ray in the classic train
sighting sequence by Apu and Durga in the film Pather Panchali has
disappeared from the lives of children these days.

1.9 ASSESSMENT OF THE TEACHING AND PEDAGOGY

This relates to the issue of student feedback. One has generally found that
student feedback consists of numeric numbers indicative of a degree of
acceptability of the faculty by the student. Except for a general opinion that
may be derived, this feedback doesn’t help in the qualitative improvement
of teaching by the faculty. Faculty with poor feedback would only be
cautious and try to improve their acceptability amongst the students by
working extra hard. The ones with good feedback become generally
complacent without feedback on some of the points where they may
improve further.
Rather than numeric feedback, descriptive feedback on the faculty by the
students would better serve our objective of improving faculty teaching. As
an example, if a student is asked to write (in words) three strong points and
three weaknesses of teaching by the faculty, we would have a large
collection of about 120 strong points and 120 weaknesses of a faculty
(assuming a class strength of 40), and even if we can summarize ten
important points about strength and weakness, we will have arrived at a
better estimate of the quality of teaching. Moreover, if a student ponders
about 5–10 minutes on the teaching of a particular faculty to write out
these six sentences rather than assigning values quickly to pre-set parame-
ters, it would probably result in identifying the strengths and weaknesses of
the teaching and the pedagogical process in a clearer way.

1.10 CONCLUSION

Education 5.0 prioritizes the human element over technology and utilizes
technology as a tool to enhance value and effectiveness. Rather than
focusing on the quantity of technology used, Education 5.0 emphasizes
making thoughtful and responsible choices while considering the broader
 Rehumanizing education in the age of technology 15

context. Privacy, ethics, safety, and technological mindfulness are given

special attention in Education 5.0. This approach to education transforma-
tion takes a comprehensive view, encompassing all vital aspects.
Additionally, Education 5.0 encourages collaboration among various key
stakeholders, including governments, educational institutions, industry,
support structures, the wider community, and, most significantly, learners
themselves. By uniting in this manner, we can ensure that we proceed in the
right direction, paving the way for a promising and sustainable future for
both current and future generations.

REFERENCES

[1] European Commission, Executive Agency for Small and Medium-sized

Enterprises. (2020). Skills for industry curriculum guidelines 4.0 – Future-
proof education and training for manufacturing in Europe: final report,
Publications Office. https://data.europa.eu/doi/10.2826/097323.
[2] Jonathan, E. (2019). Education 5.0 – towards problem-solving and value
creation – Ministry of Higher and Tertiary Education, Science and
Technology Development (mhtestd.gov.zw).
[3] Dervojeda, K. (2021). Education 5.0: Rehumanising Education in the Age of
Machines (linkedin.com).
[4] Karbhari, V. M. (2022). Time to re-envision higher education, The Times of
India Higher Education, March 2022, Page 4–5.
[5] Thompson, S. (2021). Innovative Teaching Strategies, Innovative Teaching
Strategies | Kaltura.
[6] Burkhalter, M. (2021). How AI in the classroom is supporting education
(perle.com).
[7] Braun, B. O. (2013). Innovative methods in Engineering Education, Innovative
Methods in Engineering Education – ppt download (slideplayer.com).
[8] Shetty, H. (2022). Opinion | First Sushant Singh Rajput and now Tunisha
Sharma – How Irresponsible has Indian Media Become? (news18.com).
[9] Ghosh, S. (2012). Suicide Among Indian Students? Why?? by Subhajit Ghosh
(boloji.com).
Chapter 2

Transitioning pedagogies in evolving

India
Critical analysis of skills, knowledge, and wisdom
with respect to implementation of NEP 2023
Neerja Aswale1, Niranjan Kulkarni1, Rashmil Singh2,
and Archana Singh1
1
Vishwakarma University, Pune, Maharashtra, India
2
Consultant, Higher Education, Georgia, USA

2.1 INTRODUCTION

The work in [1] has provided an insight towards the NEP 2023 which
introduces the modern Indian education system to be inclusive, equitable, and
holistic. The focus of NEP 2023 is to evade rote learning and memorizing
techniques and welcoming creativity, critical thinking and problem solving
skill enhancement through varied teaching pedagogies. India, a country noted
for its diverse population and rich cultural past, is witnessing a dynamic shift in
its education system. As the country recognizes the need to prepare its students
for the challenges and opportunities of the 21st century, the expanding
landscape of Indian education is witnessing a shift in pedagogical approaches.
This shift in pedagogies is being driven by a rising understanding that
traditional methods of teaching and learning may not be adequate to provide
students with the skills and competences needed in a fast-changing environ-
ment. Historically, the Indian education system was characterised by a teacher-
centred approach that emphasised rote memorization and passive learning.
However, as globalisation, technological improvements, and the needs of a
knowledge-based economy become more prevalent, there is a growing
recognition that students must develop critical thinking, problem-solving,
creativity, cooperation, and communication skills. As a result, there is a
movement towards learner-centred pedagogies that emphasise active engage-
ment, inquiry-based learning, and knowledge application in real-world
contexts. The realization of the need to stimulate student creativity and
entrepreneurship is one of the primary drivers of this change. India’s ambitions
to become a global powerhouse for innovation and technology necessitate an
education system that fosters creativity, risk-taking, and an entrepreneurial
spirit. To this end, pedagogical approaches are being adapted to emphasise
learning experientially, project-based learning and cross-disciplinary educa-
tion in the areas of STEM science, technology, engineering and mathematics.

16 DOI: 10.1201/9781003376699-2
 Transitioning pedagogies in evolving India 17

Additionally, the quick development of digital technologies has created

new opportunities for Indian education. It is now simpler to reach students
in rural locations and give them a decent education because of the
proliferation of inexpensive cell phones, greater internet connectivity, and
the availability of digital content. The popularity of blended learning
methods, which supplement conventional classroom education with online
tools and platforms, is being driven by the digital revolution. Additionally,
it enables students to have personalized educational experiences based on
their unique requirements and interests. Additionally, inclusivity and equity
are key factors in the emerging pedagogies in India. An effort is being made
to make sure that education is available to everyone while also taking into
account the diversity of learners in terms of their talents, backgrounds, and
learning styles. To meet the unique needs of kids, this involves fostering
inclusive classrooms, adaptive learning tools, and customised education.
With a move towards learner-centred pedagogies, the incorporation of
technology, and an emphasis on encouraging innovation and entrepreneur-
ship, India’s educational system is going through a transformational period.
This change acknowledges the need to provide students with the compe-
tencies, knowledge, and skills required for success in a world that is rapidly
changing. India is establishing the groundwork for a future-ready educa-
tional system that equips its youth to succeed in the 21st century by
adopting these changing pedagogical approaches.

2.2 THE AIM OF THE CHAPTER

1. To analyse the timeline of the Indian Education System from ancient

to modern times.
2. To identify the relevance of skills, knowledge and wisdom-based
education in NEP 2020 implementation
3. To identify the teaching pedagogies to be utilized in NEP 2023
implementation in terms of skills, knowledge and wisdom.

2.3 LITERATURE REVIEW

2.3.1 The evolution of teaching pedagogy in pre-British,

medieval, and modern India
Education has always been important in moulding civilizations, and
teaching style has developed over time to accommodate the changing
requirements of students. The evolution of teaching pedagogy in India may
be traced back to the pre-British, medieval, and modern eras, each of which
was impacted by diverse circumstances and cultural settings. This essay
explores the evolution of teaching pedagogy in India across these three
18 Advances in technological innovations in higher education

periods and highlights the key characteristics and transformations that

occurred.

2.3.2 Pre-British India

In pre-British India, education was deeply rooted in the guru-shishya
(teacher-student) tradition, which emphasised a personalized and holistic
approach to learning. The guru, or teacher, held a revered position and
imparted knowledge to their disciples through oral instruction and
experiential learning. This pedagogy focused on values, character develop-
ment, and practical skills relevant to everyday life.
The gurukul system was prevalent during this period, where students
resided with their gurus and imbibed knowledge not only through formal
instruction but also by observing and emulating their teachers‘ behaviour.
Education encompassed a wide range of subjects, including philosophy,
mathematics, astronomy, medicine, music, and more. Learning was pri-
marily conducted in small groups, fostering individual attention and
mentorship.

2.3.3 Medieval India

The medieval period in India witnessed significant changes in teaching
pedagogy due to the influence of Islamic scholars and rulers. Madrasas
emerged as centres of learning, primarily focused on religious education and
the study of Islamic texts. The curriculum revolved around theology, law,
and Arabic language studies. The teaching pedagogy in medieval India
emphasised rote memorization and recitation of texts, with teachers playing
a central role in transmitting knowledge to students. Instruction was often
delivered in a lecture format, limiting student engagement and critical
thinking. However, some educational institutions, such as Nalanda and
Takshashila, continued to follow a more holistic approach, offering diverse
subjects and encouraging scholarly discussions and debates.

2.3.4 Modern India

The British invasion of India resulted in a significant shift to pedagogical
ideology. They introduced a formalized education system, modelled on
Western ideals, with an emphasis on standardized curricula, examinations,
and institutionalization. English became the medium of instruction, leading
to a gradual decline in the usage of indigenous languages. The British
education system focused on subjects such as science, mathematics, and
literature while neglecting traditional knowledge systems. Classrooms
became more structured, with teachers adopting a didactic approach,
transmitting knowledge through lectures and textbooks. This method of
teaching emphasised rote learning and examination-based assessment,
 Transitioning pedagogies in evolving India 19

limiting critical thinking and creative expression. The limits of the British
educational system in India have recently come to light more and more. A
more holistic and student-centred approach to teaching and learning is
being promoted. Progressive pedagogical methods, such as experiential
learning, collaborative activities, and project-based learning, are gaining
popularity. Technology has also played a significant role in transforming
teaching pedagogy, enabling access to a vast range of educational resources
and facilitating interactive and personalized learning experiences.
The first Objective of the paper is answered through the Timeline of
Ancient, Medieval and Modern Education: [2] Authors have depicted the
time line for the education system from Vedic to Modern Education. From
around the 5th to 12th centuries BC the Ancient Education evolved which
comprised Vedic and Buddhist Studies which taught Sanskrit and Pali
simultaneously. There were Universities to teach Vedic and Buddhist
Education which comprised Takshashila University, Nalanda University,
Vallabhi University, Sharda Peeth, Mithila University, Pushpagiri Vihara,
Vikramshila, etc. The renowned teachers from the ancient period were
Panini, Chanakya, Kumardata, Vasubandhu who taught subjects ranging
from Indian Governance to Tibetian Buddhist Studies. The education in this
era included Vedas, Brahmanas, Upanishads, and Dharmasutras. The
teaching was in Gurukul away from parents being with nature so as to
connect with oneself. The ancient period education included studies
towards development of students not only in terms of external body but
also internal and mental health. The work in [3] depicted in the article of
LinkedIn that ancient times learning was holistic aiming towards trust
ethics, humility, discipline and self-reliance wherein the emphasis was on
fostering the mental, physical and intellectual growth. The work in [4]
highlighted in his essay on medieval education, which lasted from the 10th
century A.D. until the middle of the 18th century, i.e., before British rule.
The structure of education in medieval and early modern was influenced by
Muslim Educational Models which had Maktabs and Madarsas to teach
primary education like basic reading writing and Islamic prayers. This also
included advance language skills. After arriving in India, the Mughal
emperors established their power. The great interplay between Indian and
Islamic traditions in all areas of knowledge, including theology, religion,
philosophy, fine arts, painting, architecture, mathematics, medicine, and
astronomy, during that time gave education a new depth [5]. With the
advent of British control in the 17th century and the erroneous policies of
the then rulers, India lost practically all of her intellectual wealth. In the
year 1830, Thomas Macaulay developed the present system, which
included English as the principal language and also included Mathematics
and Science, whereas disciplines such as philosophy and metaphysics were
viewed as superfluous. The link to nature and the close relationship
between the teacher and student were broken, and the training was only
provided in classrooms. This gave rise to rote learning and memorizing
20 Advances in technological innovations in higher education

techniques and which avoided the problem solving and critical thinking skills
which had been a matter of concern for the Indian education system [6].
Lately, the Indian Government has enacted intermittently varied educational
policies starting from Sarva Siksha Abhyan in 2001, Rashtriya Madhyamik
Siksha Abhiyan and Right to Education in 2009. Finally, the New Education
Policy which had been drafted in various years i.e., 1986, 1992 and finally
was implemented in July 2020 and implementation in 2023. The NEP 2020
has the goal of providing excellent education to all students. It also
emphasises the necessity of teaching a broader range of courses, such as the
arts, athletics, and vocational skills, in addition to conventional academic
subjects.
The Second Objective of the chapter emphasises skill-, knowledge- and
wisdom-based teaching pedagogies depicted below:

A. Relevance of skills-based education: Need for implementing NEP

2020

Since graduates join the workforce after at least 12 years, if not more, of
formal education intended to prepare them to manage their financial and
social lives as adults, educators are baffled by the absence of “life skills”
in the classroom [7]. Companies (and now the government) are under-
taking a massive job that should need more than 12 years of formal
education. A seemingly limitless and frequently overlapping list of life
skills is offered, with the study’s recommendations summarised in four
points: (a) learning to know; (b) learning to do (critical thinking, problem
solving, communication and collaboration, creativity and innovation,
information, media, and technology literacy, and information and
communication technology [ICT] literacy); and (c) being a learner (social
and intercultural skills, personal responsibility, self-regulation and initia-
tive, perception skills, metacognitive skills, entrepreneurial thinking skills,
learning to learn, and lifelong learning pursuits) [8]. In response to recent
concerns from Indian business on the “employability of school and
university graduates,” this study investigates the role of pedagogy in
building life skills and how they might be incorporated into school/
university curriculum. Life skills have been included in the school
curriculum recently, with a focus on the value of inquiry and teamwork
across all topics taught in the classroom [9]. The importance of sustain-
ability education at universities is generally understood, and it is being
introduced increasingly often. However, education for sustainable devel-
opment and education for sustainability reflect differing degrees of
curricular change, but attaining sustainable education will need much
more change. As more people argue for a variety of analytical and
context-related abilities to be cultivated in students, a transformational
pedagogy supports and contributes to the amount of the shift. Teaching
strategies must put more emphasis on learning processes than knowledge
 Transitioning pedagogies in evolving India 21

accumulation in order to operationalize sustainability-related education

and produce graduates who can improvise, adapt, innovate, and be
creative. These skills are covered by the problem-based learning (PBL)
pedagogy, which offers students the chance to learn how to think,
especially “how to think” as opposed to “what to think,” and maybe
within the context of sustainability. As a result, it is critical to pinpoint
the similarities between PBL, sustainable education, and transformative
learning. The task is to change our pedagogy across all disciplines so that
academics and students are encouraged to think critically, which is a
fundamental link in this discussion. This article goes into greater detail on
these ideas and makes the case that the important component of
sustainability education is the growth of thinking [10]. NEP 2020 aims
to provide more flexible and diverse educational routes, allowing students
to pursue courses of interest that best match their strengths and
ambitions. Infusing skill development into the school system is the
solution to increasing the effectiveness of the education system.

B. Relevance of wisdom-based education: Need for implementing NEP

2020

The work emphasises that the theory of the balance of wisdom was
described and applied in the environment of education. The essay begins by
discussing why intelligence-related abilities are a necessary but insufficient
foundation for teaching. Second, the paper briefly examines several wisdom
theories. Third, the study introduces the balance theory of wisdom, which
defines wisdom as the use of value-mediated implicit and explicit knowl-
edge to promote the common good through a balance of personal,
interpersonal, and personal extra interests. To create a balance between
adapting to current settings, influencing existing environments, and
selecting suitable activities in the short and long term.
Fourth, the article explains how wisdom in particular and tacit
knowledge in general are measured. Fifth, it discusses how education
could promote wisdom. Sixth, the article describes active work aimed at
helping high school students develop wisdom. The article goes on to
suggest that schools can benefit from emphasising the development of
wisdom [11]. The researcher found through research and the professional
development activities of leading lecturers and lecturers that highly
educated professionals often do not know what would be best for them
in terms of personal development. In addition, they seek reliable
information about what pedagogy they can use to support and enable
the development of students’ personal wisdom [12]. The author believes
that these skills include the capacity to plan and conduct research, gather,
organise, analyse, and synthesise information, apply knowledge in novel
contexts, and monitor and enhance learning and performance, group
work, successful communication in a variety of circumstances. The aim of
22 Advances in technological innovations in higher education

the curriculum should be independent learning [13]. The researcher states

that wisdom, defined as the capacity to respond to actual or possible
challenges with options that optimise the prosperity of all involved, both
now and in the future, brings tremendous and profound benefits not only
to those purportedly unusual individuals who possess it as well as those
whom it provides empirically proven social, economic, psychological, and
even physical health benefits, additionally to countless other people
affected by a wise decision [14]. Proper research on the realization of
student wisdom in adding knowledge is the need of the hour for the
implementation of NEP 2023.

C. Relevance of knowledge-based education: Need for implementing

NEP 2020

Although present education reflects the prevailing culture, ideology and

philosophy, it does not necessarily serve the interests of all pupils. The
educational system is founded on Western educational theory and
philosophy, which are the dominating fields of pedagogy. Western
educational theory and philosophy, as a field of dominant pedagogy,
constitute the foundation of the educational system, but while it repre-
sents dominant cultural ideology and philosophy, it does not necessarily
suit the needs of all pupils [15]. Creating a pedagogical approach. Ta’s
philosophy provides an indigenous knowledge-based pedagogical
approach to teaching that has the ability to not only revolutionise
learning for all students, but also to equip educators with a comprehen-
sive and interrelated notion of optimal practice. This article investigates
how experienced social science research techniques teachers who are
experts in their area (method) instruct others on advanced social research
methods. The idea of pedagogical content knowledge (PCK), which is
well-known in teacher education, is being employed in research method
training for the first time. One important component is the teacher’s
teaching skills, especially pedagogical understanding. Pedagogical knowl-
edge is ongoing knowledge related to teaching and learning, such as
understanding learning theory, classroom management, and student
motivation. We investigated the functional pedagogical knowledge of
77 teachers who adopted active learning teaching by analysing video clips
of large active learning biology courses. To find out and characterise the
pedagogical knowledge used by teachers, we used qualitative content
analysis and cognitive and sociocultural approaches to learning. We use
those ideas shared by teachers to create a pedagogical knowledge
framework for teaching active learning in large introductory biology
courses [16]. Equivalence and relevance based on time frames: When we
try to plot the relevance and equivalence of skills, knowledge and wisdom
in differences such as pre-British, medieval and modern, it looks like this
(Figure 2.1).
 Transitioning pedagogies in evolving India 23

Figure 2.1 Relevance with reference to time frame.

2.4 EVOLUTION OF PEDAGOGICAL APPROACHES WITH

RESPECT TO SKILLS, KNOWLEDGE AND WISDOM

Ancient era: In ancient India, education was deeply rooted in the guru-
shishya (teacher-student) tradition, which emphasised a personalized and
holistic approach to learning. The guru, or teacher, held a revered position
and imparted knowledge to their disciples through oral instruction and
experiential learning. This pedagogy focused on values, character develop-
ment, and practical skills relevant to everyday life. The gurukul system was
prevalent during this period, where students resided with their gurus and
imbibed knowledge not only through formal instruction but also by
observing and emulating their teachers‘ behaviour. Education encompassed
a wide range of subjects, including philosophy, mathematics, astronomy,
medicine, music, and more. Learning was primarily conducted in small
groups, fostering individual attention and mentorship. In this era, skills
were majorly focused on life-saving skills. Due to the limitations of the
access to education and techniques of teaching-learning, skills majorly
remained limited to the survival. The role of knowledge was more
important in this era as it was trying to bridge the big gap between skills
and the wisdom. Skill was important for individual building whereas
wisdom was important for nation building and knowledge acted as a
reservoir of information and transfer of information.
Medieval era: This period in India witnessed significant changes in teaching
pedagogy due to the influence of various rulers. In this era, pedagogy
witnessed structural, philosophical and psychological transformation. To
24 Advances in technological innovations in higher education

rule a nation having strong foundations of knowledge and wisdom was a

challenging task but this was achieved through changing the education
system by making changes in the pedagogy. The medieval era witnessed
significant changes in teaching pedagogy due to the influence of religious and
socio-political factors. Education during this period was often dominated by
religious institutions and focused on religious texts and teachings. The
transmission of knowledge primarily occurred through monastic schools,
madrasas, and cathedral schools. Teaching pedagogy in the medieval era was
characterised by rote memorization and recitation of texts. Students were
expected to reproduce knowledge without critical analysis or personal
interpretation. The teacher played a central role as the authority figure,
delivering lectures and transmitting knowledge in a didactic manner.
Interaction and engagement were limited, with students passively receiving
information. This era in education was characterised by a focus on rote
learning and memorization. Students were expected to learn facts and figures
without understanding the underlying concepts. The curriculum was also
very rigid, with little room for creativity or innovation. Instruction was often
delivered in a lecture format, limiting student engagement and critical
thinking.
This was labor or clerks producing pedagogy. Do what is directed. People
were trained with various skills which were required for running the
operations of the dynasties. The access to wisdom was kept limited so that
citizens did not feel underprivileged and could be ruled for a longer time
without any internal opposition to the ruler. In this era knowledge was used
as selective transmission of information. Limited access to wisdom and
selective but excessive skill development was achieved through pedagogical
changes.
Modern India: The advent of the modern era brought significant changes
to teaching pedagogy, driven by scientific advancements, industrialization,
and the spread of formal education systems. The emergence of standardized
curricula, examinations, and institutionalization marked a shift towards a
more structured and uniform approach to education. In the modern era,
teaching pedagogy has become more formalized and centralized, with
educational institutions playing a crucial role in knowledge dissemination.
Teachers adopted a more didactic approach, relying on textbooks, lectures,
and examinations to convey information. The focus shifted towards
subjects such as science, mathematics, and literature, neglecting traditional
knowledge systems. The use of English as a medium of education grew
widespread, resulting in a reduction in the use of indigenous languages.
Efforts have recently been made to encourage a more student-centred and
holistic approach to teaching and learning. Progressive pedagogical
methods, such as experiential learning, collaborative activities, and
project-based learning, are gaining popularity. Technology has also played
a significant role in transforming teaching pedagogy, enabling access to a
vast range of educational resources and facilitating interactive and
 Transitioning pedagogies in evolving India 25

personalized learning experiences. In this era, with the advent of tech-

nology, democratization of knowledge is achieved. Knowledge came on
finger tips which enabled broadening of wisdom and required skill sets.
This era is also being witnessed as an era of entrepreneurship, as a result the
role of knowledge became more outcome based rather than output based.

2.4.1 Objective 3: The third objective of the research

implies the implementation of “Skills – Knowledge –
Wisdom” for NEP 2023
Skills – How to do? Skills are the ability to do something. They are learned
through practice and experience. Skills can be physical, such as the ability
to play a sport or the ability to type. Mental abilities, such as the ability to
solve arithmetic problems or compose a compelling essay, are examples of
skills. Skills are important for success in life. They allow us to do the things
we want to do and to achieve our goals.
Knowledge – What to do? Knowledge is the understanding of facts or
information. It is gained through education, experience, and observation.
Knowledge can be factual, such as the knowledge of the capital of France.
Knowledge can also be conceptual, such as the knowledge of how to solve a
math problem. Knowledge is important for understanding the world
around us and for making informed decisions.
Wisdom – Why to do? Wisdom is the ability to use knowledge and
experience to make sound judgments and decisions. Wisdom is gained
through life experiences, reflection, and learning from mistakes. Wisdom is
often characterised by the ability to see the big picture, to understand the
consequences of one’s actions, and to make decisions that are in the best
interests of oneself and others. Wisdom is a valuable asset in life. It allows
us to live a more fulfilling and meaningful life. There is correspondence and
relevance between Skills, Knowledge, and Wisdom.
Skills, knowledge, and wisdom are all important for success in life. They
work together to help us achieve our goals. Skills allow us to do the things we
need to do to achieve our goals. Knowledge provides us with the information
we need to make informed decisions. Wisdom helps us to use our knowledge
and skills to make sound judgments and decisions. The more skills,
knowledge, and wisdom we have, the better equipped we are to succeed in life.

2.5 CONCLUSION

The evolution of teaching pedagogy in India has been shaped by cultural,

historical, and colonial influences. From the guru-shishya tradition to the
formalized British system and the contemporary focus on student-centred
approaches, Indian education has undergone significant transformations. As
education progresses into the 21st century, there is a growing recognition of
26 Advances in technological innovations in higher education

the need for student-centred pedagogies that promote critical thinking,

creativity, and practical skills. While recognizing the value of modern
pedagogical methods, it is crucial to integrate traditional wisdom and
indigenous knowledge systems to create a well-rounded and inclusive
education system. India can pioneer the way for a genuinely transformational
and comprehensive education experience by implementing a balanced
approach that respects both cultural history and the needs of the modern
world. According to [6] in the book Reimagining Indian Universities, the
rigid curriculum, wrote learning, low dedication and competency on the part
of the teachers, and weak structural supports for student mobility; almost no
research culture, little or inadequate research, a strict and defective evalua-
tion system, poor teaching and learning approaches, and inadequate levels of
skill development among students leading to low employability are all
problems; overpowering private interests. The quality of higher education
and research in India has suffered as a result of these issues and a lack of
accountability, despite the reality that the issue is more with ineffective
management than a lack of resources. The work further expands the research
area of the mentioned areas for effective implementation of NEP 2023.

REFERENCES

[1] https://timesofindia.indiatimes.com/readersblog/educational-blog/implementation-
of-new-education-policy-in-india-an-insight-48262/.
[2] R. B. A. A. S. Mangesh M. Ghonge, “Indian Education: Ancient, Medieval
and Modern,” 2023.
[3] Gupta, https://www.linkedin.com/pulse/transformation-indian-education-system-
from-ancient-period-gupta/.
[4] http://www.vkmaheshwari.com/WP/?p=512.
[5] https://www.sociologygroup.com/indian-education-system-features-pros-cons/.
[6] S. R. D. P. Pankaj Mittal, “Reimagining Indian Universities,” Association of
Indian Universities, AIU House, 16 Comrade, New Delhi, 2020.
[7] Balaram, S., “Design Pedagogy in India: A Perspective,” Design Issues, vol. 21,
no. 4, pp. 11–22. 2005. http://www.jstor.org/stable/25224015.
[8] Gupta, “The Role of Pedagogy in Developing Life Skills,” Margin: The
Journal of Applied Economic Research, vol. 15, no. 1, pp. 50–72, Feb. 2021,
doi: 10.1177/0973801020974786.
[9] Thomas, “Critical Thinking, Transformative Learning, Sustainable Education,
and Problem-Based Learning in Universities,” Journal of Transformative
Education, vol. 7, no. 3, pp. 245–264, Jul. 2009, doi: 10.1177/154134461
0385753.
[10] R. J. Sternberg, “Why Schools Should Teach for Wisdom: The Balance Theory
of Wisdom in Educational Settings,” Educational Psychologist, vol. 36, no. 4,
pp. 227–245, Dec. 2001, doi: 10.1207/s15326985ep3604_2.
[11] Z. M. Rhea, “Old Pedagogies for Wise Education: A Janussian Reflection on
Universities,” Philosophies, vol. 6, no. 3, p. 64, Aug. 2021, doi: 10.3390/
philosophies6030064.
 Transitioning pedagogies in evolving India 27

[12] W. M. W. Yusoff, R. Hashim, M. Khalid, S. Hussien, and R. Kamalludeen,

“The Impact of Hikmah (Wisdom) Pedagogy on 21st Century Skills of
Selected Primary and Secondary School Students in Gombak District
Selangor Malaysia,” Journal of Education and Learning, vol. 7, no. 6,
p. 100, Sep. 2018, doi: 10.5539/jel.v7n6p100.
[13] M. Bracher, “Foundations of a Wisdom-Cultivating Pedagogy: Developing
Systems Thinking across the University Disciplines,” Philosophies, vol. 6, no.
3, p. 73, Sep. 2021, doi: 10.3390/philosophies6030073.
[14] H. Forsyth, “Āta: An Indigenous Knowledge Based Pedagogical Approach to
Teaching,” Universal Journal of Educational Research, vol. 5, no. 10,
pp. 1729–1735, Oct. 2017, doi: 10.13189/ujer.2017.051009.
[15] M. Nind, “A New Application for the Concept of Pedagogical Content
Knowledge: Teaching Advanced Social Science Research Methods,” Oxford
Review of Education, vol. 46, no. 2, pp. 185–201, Mar. 2020, doi: 10.1080/
03054985.2019.1644996.
[16] A. K. Auerbach and T. C. Andrews, “Pedagogical Knowledge for Active-
Learning Instruction in Large Undergraduate Biology Courses: A Large-Scale
Qualitative Investigation of Instructor Thinking,” International Journal of
STEM Education, vol. 5, no. 1, p. 19, Apr. 2018, doi: 10.1186/s40594-018-
0112-9.
Chapter 3

Content and usability of MOOC

platforms for e-learning
An evaluation in higher education
Adarsh Garg1, P Pradeep Kumar2, and Ravinder Rena3
1
GL Bajaj Institute of Management and Research, Greater Noida, India
2
Galgotias University, Greater Noida, India
3
Faculty of Management Sciences, Durban University of Technology (DUT),
Durban, South Africa

3.1 INTRODUCTION

The success of any country depends upon the development of every citizen,
which can be achieved through education. The education systems across
societies have undergone a paramount change, keeping in line with the
changing course of time. This also affects the way of life and how teachers
and students interact, their role in society, etc. From classroom teaching,
the education sector has slowly moved towards online platforms, which
provide a more advantageous opportunity for students from remote areas
or suffering from disease, etc [1].
An online learning platform consists of a webspace or portal which is
dedicated to educational content and resources. Such platforms offer a
student the required educational resources such as lectures, notes and all
other essential things in a single place. It also provides opportunities to
meet and chat with other students and is a brilliant method for the
student and the teacher to interact from a distance and monitor progress
effectively.

3.1.1 Types of online learning platforms

Online platforms underwent numerous variations during the rapid ad-
vancements made in learning through technology. Such changes could be
arranged into different groups according to their geographical description,
scope of learning, research approach, and methodology used. These
features make division of the online learning platform diverse. Some of
the well-known types of online learning platforms can be divided into
collaborative e-learning, lifelong learning, m-learning, and personalised
e-learning [2].

28 DOI: 10.1201/9781003376699-3
 Content and usability of MOOC platforms for e-learning 29

1. Collaborative e-Learning: This type of platform provides an inter-

active interface so that learners can interact with one another, leading
to swift and efficient exchange of knowledge.
2. Lifelong Learning: Lifelong learning refers to the traditional method
of learning which takes place throughout life. It can be informal,
formal, or natural. The primary aim is to enhance the knowledge base
and skills of a person residing in a society or for employment
purposes.
3. m-Learning: The use of mobile technologies and the internet has been
exploited in this type of learning platform. They provide free
educational materials to learners anywhere and anytime.
4. Personalised e-Learning: Personalised online learning systems develop
educational materials based entirely on learner’s requirements. Such
personalised learning is destined to be the next-generation medium of
education.

Depending upon the way in which courses are presented, online learning
platforms can be broadly divided into the following five types [2]:

1. Learning Destination Sites: These types of sites provide online

learning courses from various providers in a shared platform.
Learners can browse through the content and take up any course in
which they are interested. These courses can be free or availed at a
certain price. An authoring tool or a learning management system is
usually employed in a learning destination site. Typical examples of
learning destination sites include Coursera, Udacity and edX.
2. Traditional Commercial Learning Management Systems: These types
of platforms are more concerned with corporate learning and develop-
ment and these platforms provide fundamental skills necessary for
designing and presenting an online course. The products are usually
developed for training within a company. These types of platforms
equip course designers with profiles to store and manage their learning
systems and these have grading systems to monitor progress.
3. Modern Learning Management Solutions: The main disadvantage of
traditional learning management solutions is that the courses are not
completely tailored to the clients’ needs. This is remedied in modern
learning management solutions, where companies focus more on
learners’ needs. Typical examples of modern learning management
solutions include Docebo, Motivis, Totara, etc. However, these
learning systems are comparatively costly.
4. Learning Management Ecosystems: In these types of platforms, all
necessary learning engines, integrated tools, e-commerce sites and
course authoring are combined and presented as a single solution.
These sites usually have a custom front end. An example is the
University of Notre Dame’s NeXus platform, which uses Open edX
30 Advances in technological innovations in higher education

(an open source Learning Management System (LMS)). The system

presents a collection of all software required in a single platform.
5. Custom Built Platforms: These are customised solutions made from
scratch, considering the business server and the learner. A relevant
example is the HBX, a customised platform built for Harvard Business
School that provides high-end business-related certified courses.

Due to fast changing technological resources and advancements, online or

e-learning has undergone several changes. As such, these learning platforms
can be defined and divided based on their scope of learning and research,
geography used for this purpose as well as the methodology employed. Such
approaches have made classification of these platforms varied. One such
platform is the MOOC platform. The concept of MOOC can be linked to the
introduction of distance learning in Great Britain over 150 years ago [5]. The
main purpose was to provide quality education to people who had
geographical disadvantages or faced financial crisis to attend regular institu-
tions. Originally, the exchange of knowledge was strictly between the sender
and the receiver, with no or minimum interaction. However, with the advent
of computers, these exchanges converted into quality interaction between
learners and their tutors, or with other students. This method of distance
learning further inspired the formation of numerous learners on the internet,
giving rise to Massive Open Online Courses (MOOCs) [3–5].
MOOCs were approximately introduced in 2008 and described courses
with their underlying connectivity. Compared to previous years, connecti-
vism is considered to be significant in the modern age. Till 2012, MOOC
was restricted to only academic usage and did not receive much attention in
terms of commercialisation. However, from 2012, with the involvement of
top tier institutes such as MIT, Stanford and Harvard, MOOC received the
much-needed appreciation and spotlight. MOOCs grew in popularity with
higher funding and academic leaders. Platforms such as Udacity, Coursera
and edX received recognition. Since then, MOOC has been a top platform
for imparting knowledge, enabling self-learning as well as successful
interactive sessions between concerned individuals [1].

3.1.2 MOOC
The term MOOC was first coined by Dave Cormier in 2008. The MOOC
platform chiefly defines a site for a flexible and effective way to enhance
skills and take courses for advancement of careers at a reasonable cost. Due
to its non-rigid features, acquiring knowledge at an MOOC platform
provides learners with ample opportunities—they can learn at their own
suitability and time and can choose what and how to learn [6].
MOOCs allow learning through audio-visual, visual and audio, and the
learner can choose any one depending upon the preference. The primary
goal of MOOCs was to provide easily accessible and fundamental
 Content and usability of MOOC platforms for e-learning 31

knowledge to all [1]. The main characteristics of MOOCs can be defined as

—openness, persistence constraints and models. Openness refers to the
open-source availability of information flow, educational resources, related
technological information, organisational overview and other related
knowledge. These resources are made available to all participants. The
persistence of the learners in MOOC mode faces several barriers compared
to life-long learning system. Numerous dropouts in MOOCs can be
observed when the learners are unable to keep up with the time issue or
when new trends in technology come up. All these issues are some distinct
properties of MOOCs. One of the beneficial properties of MOOCs is that
they offer multiple learning models, in terms of content delivery, assess-
ment, approach and mode of presentation. This property gives MOOC
platforms a bigger advantage compared to traditional learning methods [3].
MOOCs can be broadly divided into the following two types—cMOOCs
and xMOOCs [7,8]. cMOOCs mode depends on user participation and
originality by emphasising a wide network of online connections. It is based
on the ideologies of connectivity, openness and shared teaching. In cMOOC,
the massive learning platform is developed on the concept of shared
knowledge through interactive sessions and collective contributions.
Therefore, the typical participants in cMOOC are self-organised with regard
to their knowledge base, learning goals and shared interests. xMOOCs are
more concentrated on transmission of university level knowledge across a
wide number of students. It is based on a more cognitivist-behaviourist
model. xMOOCs consist of numerous video and audio presentations, texts
and several automatic assessment methods. xMOOCs follow a method
which is more inclined towards the traditional method of teaching.

3.1.2.1 Adoption of MOOC in higher education

Recently, the MOOC platform has attracted a substantial number of
persons related to higher education being an open-access, massive and
online platform for learning [9,10]. For the quick adoption of this new
technology, MOOCs have been organised to provide quality educational
resources, solutions to their problems and chances to get the benefit of
world class education staying in their native place where limited opportu-
nity for traditional education persists [6,11,12]. In contrast to the expected
results, the adoption rate is not showing positive results [13,14]. A survey
conducted in February 2013 on the professors taking MOOC classes
suggested that the number of enrolments per class was quite attractive
(almost 33,000 on average per class; Chronicle of Higher Education).
However, the passing rate was quite low (on average 7.5%).
The work in [15] tried to compile information about enrolment and
completion of 91 different types of MOOCS. The study showed a median
enrolment figure of approximately 42,000, but the number of enrolments
decreased over a period. The association between course length and enrolment
32 Advances in technological innovations in higher education

numbers has been studied also and it showed that the longer the courses, the
more enrolment of students it attracts. Completion of a course was evaluated
by students obtaining course certificates. For 39 courses, the study showed
that the completion rate varied from 0.9% to 36.1% with a 6.5% median
value. Such low rate of completion was maintained among all the students
from different universities and different seasons. However, course length
showed a substantial effect on the rate of completion. The longer the course,
the lower the percentage of students who finished the course.
The work in [16,17] studied the registration and course completion data
on MOOC provided through the platform of edX by MIT and Harvard
University. They found out some key facts regarding the learners of this
online educational platform. As registration in MOOCs does not require
any cost or commitment, the traditional measure of a successful course may
not be able to describe the course engagement by the learners. For example,
a skilled learner can visit to access any specific content of the course and he/
she may not need the certification. Therefore, the statistics of enrolment and
registration or course completing participants may not fully evaluate the
course success. Additionally, the work in [16] showed that the acceptance
of MOOCs is geographically biased to a major extent. The top 25 countries
in order of the number of registrants for MOOCs were assessed by locating
their IP address or email address during registration. It showed that very
few to no registrants are from developing countries, and a majority of the
participants are from the United States of America.
The work in [14] highlighted the patterns emerging from the previous
dataset showing poor adoption rate of MOOC among students. The three
obvious patterns are: (1) MOOC learners are leaving the course after one
year and never returning; (2) Participants from developing countries are not
increasing in a significant manner; and (3) the lowered rate of course
completion by the learners are not improving since the initiation of MOOC.
Hence, it is essential to comprehend the different possible elements that
enhance the adoption of MOOCs.

3.1.2.2 Factors affecting MOOC

Research illustrates that the use of MOOC has gained much attention,
especially among working professionals, who are aiming for either a higher
education or to enhance their skills associated with their jobs [18]. The
MOOC platform has grown over ten-fold in recent years compared to the
traditional methods of education and has helped numerous individuals.
Most of the studies concerning MOOCs platforms have been concentrated
on handling and finding technical issues as shown in Table 3.1. However,
limited studies have addressed the issues of content quality and usability
issues of MOOCs platforms. Thus, this study puts forward an evaluation of
content and usability of MOOCs platforms with reference to existing
studies.
Table 3.1 Factors influencing adoption of MOOCs
Author and year Significant factors MOOC platform/s Location
Meet et al. (2022) [ 19] Effort expectancy; Performance SWAYAM India
expectancy; Facilitating condition;
Hedonic motivation; Price value
Chaveesuk et al. (2022) [ 20] Habit and Price value; Social influence; Navoica, Coursera edX, SkillLane, MUx, Poland, Thailand and
Hedonic motivation; Facilitating KMITL Learning Intelligence X, and Pakistan

Content and usability of MOOC platforms for e-learning

condition; Culture; Effort expectancy CHULA MOOC
Gupta and Maurya (2022) [ 21] User characteristics, technological Not mentioned Delhi, India
characteristics, and features of online
courses
Khalid et al. (2021) [ 22] Absorptive capacity; Social influence; Any MOOC Thailand and Pakistan
Perceived autonomy; Facilitating
conditions
Wan et al. (2020) [ 23] User satisfaction; Social influence; Effort ICourse and Netease Opencourse China
expectancy; Performance expectancy
Pozón-López et al. (2020) [ 24] Autonomous motivation; Perceived Abierta UGR, Crehana, EducaLAB and Spain
satisfaction; Perceived ease of use Tutellus
Aparicio et al. (2019) [ 25] Information quality, Service Quality, xMOOC Various country
System quality; Gamification
Mulik et al. (2018) [ 26] Perceived value; Facilitating conditions; Any MOOC Any location
Social influence; Effort expectancy;
Performance expectancy
Khan et al. (2018) [ 27] Perceived competence; Perceived Any MOOC Pakistan
relatedness; Social recognition; Task and
technology characteristics
(Continued)

33
 34
Table 3.1 (Continued) Factors influencing adoption of MOOCs

Advances in technological innovations in higher education

Author and year Significant factors MOOC platform/s Location
Fianu et al. (2018) [ 28] Performance expectancy; Computer self- Any MOOC Accra, Ghana
efficacy; System quality; Facilitating
conditions; instructional quality; MOOC
usage intention
Zhang et al. (2017) [ 29] E-learning self-efficacy; Personal Coursera and ICourse163 China
innovativeness; Learner control;
Perceived ease of use; Perceived
usefulness
Barak et al. (2016) [ 30] Intrinsic motivation and self- Coursera Various countries
determination
Alraimi et al. (2015) [ 31] Perceived and user satisfaction; Perceived Coursera, edX and Udacity Various countries
usefulness; Perceived openness;
Perceived reputation
Source: Author’s own after literature review.
 Content and usability of MOOC platforms for e-learning 35

3.1.2.3 Content of MOOCs

Due to the high-quality content provided in the MOOC platform, it can be
assumed as being an alternative to traditional methods of learning [19]. The
content is provided under different formats, which can include audio, visual
or audio-visual presentations, depending upon the objective. Some of the
contents are provided in a pre-defined format which is designed by the
course instructor. Some of the contents are flexible and give the learners
room to create the content according to their time, availability and level of
understanding. Additionally, the MOOC platform also provides interactive
platforms for user and creator interactions as part of the content [20]. Such
properties of MOOC content make the platform user friendly and
innovative.
Based on literature, similarities among the different content in MOOC
can be observed. The most significant is that all the content has been defined
with alignment of the objective and it has been delivered by a team of
instructors or educators. The content typically entails the information of the
course and assessment of the learners understanding. The primary people
involved in creation of this content are—educators, teaching assistants, staff
members and mentors. The educators or instructors were assigned the duty
of overseeing the entire course from designing to learners’ involvements in
the course. Any technical issues along with helping the educators were
provided by the teaching assistants and the staff members. The mentors
typically provided voluntary services with prior experience of joining
MOOC courses. The mentors are public figures so that the present learners
can voice their doubts directly [3].
The content of MOOCs must serve the purpose of improvement of a
learner’s life through knowledge. Open course content provides such
opportunities to all individuals, even with distance issues [2]. Such a
content design helps in eradicating the knowledge scarcity prevalent among
citizens, especially those of developing countries such as India [21].
The following are some of the significant attributes to be considered for
content in an MOOC platform:

• Widely sought-after content must be made easily and freely available

• The content must be curated to the needs of the learners
• The skills and capabilities of the target audience must be taken into
consideration while designing any content
• Experts in specific domains must be involved to make content more
relevant and efficient

Relevant, updated content with rich collaborative information is very

important for a MOOC to be effective and successful. It is pertinent to
acknowledge that MOOC comprises activities, communication, and actions,
and it cannot be rendered as free online content. Various interconnected
36 Advances in technological innovations in higher education

nodes of knowledge facilitate learning. Due to the rapid changes in content, it

is less important than the pipe in which it is provided [6]. The content of
MOOCs comprises discussion forums, projects, multiple-choice questions,
short quizzes, and resource-related short movies [22]. The success of MOOCs
is determined by the quality of course content, which is one of the crucial
components. The basic features of a quality course content are evaluated on
the basis of 1) MOOC design, 2) the relevance of the course; 3) The ease of
understanding the course materials, and 4) updated version of the material.
Albelbisi (2020) studied different factors leading to MOOC success and
course quality was one of the vital factors. Course quality was measured by
five questionnaire items [23].
The work in [24] introduced a gamified model (Figure 3.1) of MOOCs in
Universidad Rey Juan Carlos in Spain. Gamified MOOCS increased
engagement and participation of learners by introducing game elements
such as completing a task in a scheduled time, discussing on any topic with
peers and posting comments on that topic, and receiving reward points or
promotion over their engagement to the courses. The findings of the study
demonstrated that apart from variables of D&M model (system quality,
service quality, information quality), gamification had a significant effect on
the use of MOOC. Therefore, recent MOOC contents are adopting
gamification in significant manners.
Rajas-Fernández et al. (2021) showed the potential of audio-visual
medium in the content making. They analysed the content of the videos,

Figure 3.1 Gamified model as conceptualised.

Source: Borrás-Gené et al. (2019).
 Content and usability of MOOC platforms for e-learning 37

the audio-visual languages used in these videos, and common characteristics

of such material. In the analysis, they targeted introductory videos for
MOOC courses from the Miríadax platform. This study proposed several
genres of video lectures such as fully animated, partly animated, semi-live
action and semi-animated video, mainly live action video. Apart from that,
addition of cultural aspects in the content showed to be helpful. The
content has been made in story-telling perspective and the storytellers
are the instructors in a cartoon form with similar cultural appearance as the
learners. Research has shown learners are attracted more towards the same
race or culture due to facial attractiveness as compared to strangers from a
different cultural background. Communication via video lectures is also an
important aspect for the MOOC learners. Majorly in developed MOOCs,
informal communication styles are used rather than a formal one. This is
because an informal way of approach is beneficial for learning. The
questionnaire-based study showed that most users were gratified with the
animated course content.

3.1.2.4 Usability
Usability of MOOC platform refers to the effective achievement of
imparting knowledge to the concerned students in the online platform;
without using the traditional educational tools [7]. Several parameters have
been illustrated in the literature to measure the usability of MOOC. In this
regard, MOOC platform has a high degree of usability if it provides
interactive tools to aid self-design of courses while maintaining a relatively
similar outlay reducing any cognitive load [25]; usability is defined as the
rate of satisfaction of a learner while studying a course. Besides cognition
and satisfaction, the work in [26] stated that usability can be increased by
incorporating problem solving skills into the courses. However, the work in
[27] highlights that all these various factors such as content, familiarity of
navigation, interactivity, assessment and support can affect the motivation
of the learners; which in turn defines the usability.
While evaluating usability, issues such as dissatisfaction with courses and
perceiving powers of the learners, need to be considered. The work in [7]
states that an approach and feedback checklist must be incorporated to
evaluate the usability of a course. Table 3.2 displays the significant factors
to be considered while evaluating usability [6].

3.2 DISCUSSION AND CONCLUSION

Students across the world use online courses to improve their skills and
knowledge. As such, an MOOC provides an efficient platform for learners
to have access to a wide variety of effective study material. Therefore,
research in the direction of the content and its usability of courses is
38 Advances in technological innovations in higher education

Table 3.2 Usability traits

Satisfaction User feedback on how satisfied they are after attending the
course
Efficiency Degree of productivity of the course
Cognitive load Reduce it by employing familiar layout
Interactions Interactive forums to clear doubts, etc.
Learnability Courses are easy to comprehend
Error Users can recover easily from errors while navigation
Effective Courses are effective and achieve target goals of users
Visually stimulating Enjoyable course structure through interesting visual inputs
Feedback A proper feedback structure for assessments
Source: Author’s own.

imperative. The overall analysis presented in this study suggests that

content and usability are associated and must be considered to significant
factors while designing any course in an MOOC platform. The content
must be designed to encompass certain factors such as easy availability,
useful information and designed keeping in mind the target audience.
Further, the content must be such that it can be easily understandable. The
degree of usability of such content may be evaluated by considering several
factors. Among them, the satisfaction of learners is of utmost importance.
Such assessment can be made by employing effective feedback tools. For
other aspects, easy to use with less application of cognitive load, easy
navigation, flexibility and simplicity are some of the factors to be
considered to increase usability of content. The critical analysis thus finds
significance in considering content and usability for the success of any
course available in the MOOC platform.

REFERENCES

[1] Ospina-Delgado, J. E., Zorio-Grima, A., & García-Benau, M. A. (2016).

Massive open online courses in higher education: A data analysis
of the MOOC supply. Intangible Capital, 12(5), 1401–1450. 10.3926/
ic.798
[2] Zammit, M. L., Spiteri, J., & Grima, S. (2018). The Development of the
Maltese Insurance Industry: A Comprehensive Study. Emerald Group
Publishing.
 Content and usability of MOOC platforms for e-learning 39

[3] Mohamed, M. H., & Hammond, M. (2018). MOOCs: A differentiation

by pedagogy, content and assessment. The International Journal of
Information and Learning Technology, 35(1), 2–11. 10.1108/IJILT-07-201
7-0062
[4] Mosharraf, M., & Taghiyareh, F. (2016). The role of open educational
resources in the eLearning movement. Knowledge Management & E-
Learning: An International Journal, 8(1), 10–21.
[5] Ng’ambi, D., & Bozalek, V. (2015). Massive open online courses (MOOCs):
Disrupting teaching and learning practices in higher education. 10.1111/
bjet.12281
[6] Zhou, Q. (2018). Usability Study of Massive Open Online Courses
(MOOCs) Platforms [Master of Science]. Northeastern University.
[7] Syahid, A., Kamri, K. A., & Azizan, S. N. (2021). EBSCOhost | 153144080 |
Usability of massive open online courses (MOOCS): Malaysian under-
graduates’ perspective. 18(3). 10.9743/jeo.2021.18.3.11
[8] Totschnig, M., Willems, C., & Meinel, C. (2013, May). openHPI: Evolution
of a MOOC platform from LMS to SOA. In International Conference on
Computer Supported Education (Vol. 2, pp. 593–598). SciTePress. 10.5220/
0004416905930598
[9] Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the
MOOCs continuance: The role of openness and reputation. Computers &
Education, 80, 28–38. 10.1016/j.compedu.2014.08.006
[10] Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and
synthesis of the empirical MOOC literature published in 2013–2015.
International Review of Research in Open and Distributed Learning,
17(2), 198–221. 10.19173/irrodl.v17i2.2448.
[11] Garg, A. (2021). Online education- A learner’s perspective during COVID-
19. Asia Pacific Journal of Research and Innovations, 16(4), 279–286. 10.11
77/2319510X211013594.
[12] Garg, A. & Garg, K. (2021). Emerging technologies to sustain students’
engagement in learning. Rabindra Bharati Journal of Philosophy, XXIII(12),
111–118.
[13] Koutropoulos, A., Gallagher, M. S., Abajian, S. C., de Waard, I., Hogue,
R. J., Keskin, N. O., & Rodriguez, C. O. (2012). Emotive vocabulary in
MOOCs: Context & participant retention. European Journal of Open,
Distance and E-Learning. Vol. n1, 1–23. https://eric.ed.gov/?id=
EJ979609
[14] Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science,
363(6423), 130–131. 10.1126/science.aav7958
[15] Jordan, K. (2014). Initial trends in enrolment and completion of
massive open online courses. International Review of Research in
Open and Distributed Learning, 15(1), 133–160. 10.19173/irrodl.v15i1.
1651
[16] Ho, A., Reich, J., Nesterko, S., Seaton, D., Mullaney, T., Waldo, J., &
Chuang, I. (2014). HarvardX and MITx: The first year of open online
40 Advances in technological innovations in higher education

courses, Fall 2012-Summer 2013 (SSRN Scholarly Paper No. 2381263).

Social Science Research Network. HarvardX and MITx Working Paper No.
1. Posted: 22 Jan 2014, 1–33. 10.2139/ssrn.2381263.
[17] Siemens, G. (2006). Knowing knowledge. Lulu.com.
[18] Sharma, Y. (2017). Global: Move Over Moocs – Collaborative Mooc 2.0
is Coming. In G. Mihut, P. G. Altbach, & H. de Wit (Eds.),
Understanding Global Higher Education: Insights from Key Global
Publications (pp. 167–169). SensePublishers. 10.1007/978-94-6351-
044-8_36
[19] Meet, R. K., Kala, D., & Al‐Adwan, A. S. (2022). Exploring factors affecting
the adoption of MOOC in Generation Z using extended UTAUT2 model.
Education and Information Technologies, 27(7), 10261–10283.
[20] Chaveesuk, S., Khalid, B., Bsoul‐Kopowska, M., Rostańska, E., &
Chaiyasoonthorn, W. (2022). Comparative analysis of variables
that influence behavioral intention to use MOOCs. Plos one, 17(4),
e0262037.
[21] Gupta, K. P., & Maurya, H. (2022). Adoption, completion and continuance
of MOOCs: A longitudinal study of students’ behavioural intentions.
Behaviour & Information Technology, 41(3), 611–628.
[22] Khalid, B., Chaveesuk, S., & Chaiyasoonthorn, W. (2021). Moocs adoption
in higher education: A management perspective. Polish Journal of
Management Studies, 23.
[23] Wan, L., Xie, S., & Shu, A. (2020). Toward an understanding of university
students’ continued intention to use MOOCs: When UTAUT model meets
TTF model. Sage Open, 10(3), 2158244020941858.
[24] Pozón‐López, I., Higueras‐Castillo, E., Muñoz‐Leiva, F., &
Liébana‐Cabanillas, F. J. (2021). Perceived user satisfaction and intention
to use massive open online courses (MOOCs). Journal of Computing in
Higher Education, 33, 85–120.
[25] Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2019). Gamification: A
key determinant of massive open online course (MOOC) success.
Information & Management, 56(1), 39–54.
[26] Mulik, S., Srivastava, M., Yajnik, N., & Taras, V. (2020). Antecedents and
outcomes of flow experience of MOOC users. Journal of International
Education in Business, 13(1), 1–19.
[27] Khan, A. U., Khan, K. U., Atlas, F., Akhtar, S., & Farhan, K. H. A. N.
(2021). Critical factors influencing MOOCs retention: The mediating role of
information technology. Turkish Online Journal of Distance Education,
22(4), 82–101.
[28] Fianu, E., Blewett, C., Ampong, G. O. A., & Ofori, K. S. (2018). Factors
affecting MOOC usage by students in selected Ghanaian universities.
Education Sciences, 8(2), 70.
[29] Zhang, X., Han, X., Dang, Y., Meng, F., Guo, X., & Lin, J. (2017). User
acceptance of mobile health services from users’ perspectives: The role of
self‐efficacy and response‐efficacy in technology acceptance. Informatics for
Health and Social Care, 42(2), 194–206.
 Content and usability of MOOC platforms for e-learning 41

[30] Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive
open online courses: Examining aspects of language and social engagement.
Computers & Education, 94, 49–60.
[31] Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the
MOOCs continuance: The role of openness and reputation. Computers &
Education, 80, 28–38.
Chapter 4

Machine learning in medical imaging

A comprehensive study
Debanjana Ghosh and Srilekha Mukherjee
University of Engineering & Management, Kolkata, India

4.1 INTRODUCTION

Machine learning (ML) is the field of creating models which can be fed with
data to create various analyses or predictions. It has numerous applications
in several fields like Finance, Healthcare, Weather, E-commerce, Image
Processing, etc. In this report the applications in the domain the medical
sciences will be explored. Healthcare is one of the largest fields which
broadly explores the benefits of ML. It is changing the way of treating the
patients and bringing differences in their day-to-day life. From creating new
life-saving drugs to predicting the life-threatening diseases beforehand, ML
is spreading its usefulness everywhere.
As technological advancement is happening in the domain of medical
practice, Machine Learning is also taking a lead. Machine Learning and Deep
Learning have been implemented in different aspects of medical imaging like
image acquisition, novel imaging modalities for several types of images like
CT, MRI, multi-X imaging, and multi-modal or multi-planar (PET/MRI, PET/
CT) technologies, etc. [1]. As a huge amount of data is generated each and
every moment in terms of medical images, it becomes challenging for medical
professionals to plan and follow up only by themselves. At the same time, the
huge amounts of image data generated in every corner of the world are being
archived in huge databases of medical information systems to make them
more accessible in research studies. This also generates technical challenges
and issues related to privacy which have to be dealt with. Hence, ML has a lot
of scope to show its applications in the above field. The well-organized data in
medical imaging also provide opportunities for data analysis to bring
innovation in different wings such as detection of anomalies for individual
patients, called computer-aided or computer-assisted diagnosis, discovery of
the features to detect disease early i.e., imaging biomarkers, prediction of
treatment outcome beforehand to provide optimal therapy, and phenotype
and genotype correlation which is imaging genetics.
Medical Image Analysis is all about getting relevant information from
medical images. The involvement of only human technicians to analyse the

42 DOI: 10.1201/9781003376699-4
 Machine learning in medical imaging: A comprehensive study 43

images is time-consuming and impractical, and also prone to human error.

Hence, there is a huge need to design efficient and reliable semi-automated or
automated models for the analysis of medical images using machine interpre-
tation in everyday medical practice. Medical Imaging often concerns the
calibration of definite attributes of the objects of concern i.e., volume, position,
symmetry, size, shape, extent, etc., and the evaluation of anatomical alterations
over time like aging, motion of organ, deformation of tissue, and abnormal
lesion growth. Moreover, it involves characterization recognition of normal
versus abnormal development morphological variation between subjects.
There are several methods [2] for medical image analysis. But most of
them consist of some basic steps as follows.

4.2 BASIC STEPS

4.2.1 Image segmentation

Image segmentation is about defining the boundaries or edges. It detects the
edges around the object of interest in an image and differentiates which
image voxels are of a particular object and which are not. It is a prerequisite
to quantifying the geometric properties like volume or shape of the object.
In can be done in various ways: (a) delineation of the contour of the object
by boundary-wise in one i.e., 2D image segments or multitudinous i.e., 3D
image segments, (b) section-wise clustering of the voxels which probably
belong to the identical object (maybe into one or multitudinous sectors), (c)
voxel-wise assignment of every voxel within the image to a distinct object,
tissue class or background. Class markers allocated to a voxel are
prospective which results in a fuzzy or soft partition of images. If an image
is of limited resolution, then 3D segmentation can lead to a loss of contrast
and detail. So, to fill those missing details, interpolation is required. In
many cases of clinical practice, to simplify things, approximate 1D or 2D
analysis is used in place of precise 3D measurement.

4.2.2 Image registration

The spatial relationship is determined by image registration between
different images. It is all about matching the image based on its own
content [3]. Images taken at different times like before treatment or after
treatment, or from different subjects, or with different modalities often
contain information that are complementary in nature which can be fused
or analysed together at voxel level for using the images’ full resolution. It is
used and required to rectify differences which are unknown in positioning
of the patient in the scanner. After successful registration, those images are
resampled in a general space and get amalgamated for joint analysis. When
deformations can be ignored, the registration solution is called and
44 Advances in technological innovations in higher education

presented as an affine transformation matrix where few parameters are

used. In other common cases further complicated conversion is needed.

4.2.3 Image visualization

The particulars which were drawn out from the inputs have to be represented
in an optimized way for the support of diagnosis and planning of therapy. For
the assessment of constructional associations in and between the objects in
2D multi-planner, 3D medical images, visualizations are not effectively
suited. Either volume rendering or surface rendering has to be registered.
When a 3D segmented part of the object of interest of the images is rendered
under definite conditions of lightening by the assignment of properties of
material (which specifies its specular and disseminated light reflection,
transmission, scattering, etc.), it is assumed as surface rendering. When the
image voxels are rendered directly by the specification of proper transfer
functions that is used to assign a colour and opacity to each voxel which
depend on their intensity, it is called volume rendering. In case of real-life
applications of medical imaging like image-based surgery, more tools need to
be incorporated to combine the real-world images with virtual reality.
All these methods cannot be considered as separate smaller problems in
medical image analysis. They are connected and treated as a solution which
is optimal for a specific problem, which can be reached by appraising jointly
all decomposition, visualization and registration [3].

4.3 CHALLENGES

Medical image analysis can get intricate due to several reasons. The main
challenge lies within the quality and quantity of the input image which is
required for analysis. These data are complex in nature which gives rise to
the challenges. Next comes the object of interests and its complexities. In
medical image analysis, the objects cannot be assessed with complete
accuracy due to the lack of data from outside.
These input images are mostly 3D in nature. Hence, they provide additional
information along with additional complexity. Rather than processing them in
2D slice by slice, they should be processed in 3D as it analyses all three
dimensions together. As medical images are based on different principles, they
get complicated due to the ambiguity caused by the image acquisition process.
Often there are applications which involve the extraction of complementary
information from images. For these various reasons, dealing with images of
different nature like multi-dimensional, multi-subject, multi-modal, multi-
parametric, multi-centre, and multi-temporal, raises several issues [4].
In every image there are specific anatomical structures which are called
objects of interest. They may be rigid or flexible, and may be normal or
pathological. These objects have a complex shape that is hard to describe by
 Machine learning in medical imaging: A comprehensive study 45

mathematical models. Moreover, these objects can show intra-subject as

well as inter-subject variability both in intensity and shape. These
variabilities in different objects of interest pose challenges.
Medical images are sometimes combined with computational tool
generated simulated images to add more flexibility to them. But these
simulated images are sometimes unable to help apprehend the full intricacy
of the real images and create challenges.

4.4 ROLE OF ML IN MEDICAL IMAGE ANALYSIS

Medical image analysis is near the convergence of Medical Computer

Vision, Image and Machine Learning. Machine Learning is aiming to
develop approaches for medical image analysis which will be able to create
a robust and efficient automated or semi-automated model for accurate
analysis [4,5]. This kind of model-based analysis should follow two things:
the objective derivation function for assessment about how well the specific
model fits to the input, and to select a befitting optimization scheme to find
the specifications about the model instance which are optimal and prime fit
the input data. These models must be sufficiently flexible to incorporate the
variability in images due to several factors.
Nowadays, models of supervised learning are advancing. Chiefly deep
learning or more specifically convolutional neural networks (CNN), exhibit
significant promise in the domain of medical imaging and computer vision.
They have made groundbreaking discoveries in image classification,
segmentation, object recognition, etc. [5,6]. The problem statement here
is basically a classification task, where the input data are the large set of
non-specified local features from within or between images. The neural
network has to learn by itself. A highly complex function class is defined by
it and large amounts of data are required for stable solution and good
generalization.
The following are some of the ML algorithms which are typically used
for image analysis.

4.4.1 Supervised machine learning

Here a collection of large number of images are manually labelled first by
experts: for example whether they are malignant or otherwise. Hence, the
first step is to calculate features which have strong correlation with the
indication of malignancy. Generally, there is more than one feature which
makes feature vector. The point to be noted is that there has to be
appropriate pre-processing for making the features reproducible. Then,
feature selection or feature reduction is done to reduce less informative
features from the feature vector. Class generally refers to different types of
output such as yes or no, malignant or benign. After choosing the features
46 Advances in technological innovations in higher education

they are used as input to any of the ML algorithms like decision tree,
support vector machine, Bayes network, neural nets, etc. [7].

4.4.2 Decision tree

This is one of the simple and easy methods to understand supervised
learning algorithm. It consists of a series of decisions. The most important
decision is taken first. For a collection of examples, the entropy of all the
features has to be calculated first. Then the information gained can be
calculated and based on that the feature is selected [8]. The weakness of this
model is that there is a chance of overfitting and noise as the behindhand
resolutions will be determined extremely by the exact input given.

4.4.3 Support vector machine

Support vector machine (SVM) has two basic concepts, one is the plane or
support vector which separates two classes and the other is the challenge of
plotting points from their original lower dimensional space to a different or
higher dimensional space. As all problems cannot be solved using the
concept of 2D linear plane, SVM creates the concept of hyperplane. Some
tasks of classification are such that they cannot be linearly separable, hence
the mappings used by SVM are incorporated in those cases. SVM has
parameters, called hyperparameters which check for the penalty due to
misclassification of points. Hyperparameter selection and adjustment is
very complex and needs an understanding of both images and machine
learning algorithms. These algorithms are used as well for outlier identifi-
cation and regression [9].

4.4.4 Neural networks

This is a form of machine learning where a bridge is made between the
understanding of machine and human brain. In case of imaging or medical
imaging, input features which are fed to the network are multiplied by
weights. Thus, they pass through the nodes of different layers. The input
gives rise to the output depending on the ‘activation function’. This process
continues till the final output. Adjustment of the weights is critical in neural
networks and is done by backpropagation. One of the problems is to find
which weight is causing error in the output among many weights. This
makes the method difficult [9].

4.4.5 Deep learning

Nowadays, deep learning is getting a lot of attention in medical image
analysis. In various world-wide challenges based on image classification and
analysis, deep learning is showing superior performance to traditional
 Machine learning in medical imaging: A comprehensive study 47

machine learning algorithms. AlexNet, a deep learning algorithm defeated

the field of ImageNet competition by more than 10% in 2012 [10]. One
more deep learning method produced another 10% gain over the previous
in 2013. Now this challenge is dominated by deep learning algorithms
where the performance is better than human performance at above 98%.
Thus, deep learning has achieved the spotlight in the domain of imaging.

4.4.5.1 Deep learning layers

There are the following layers in a deep learning model:

4.4.5.1.1 Fully connected layer

A traditional neural network is made up of nodes and connectors consisting
of weights and activation functions. These are usually addressed as the fully
connected layer that is preferably deployed near the end part of the network.

4.4.5.1.2 Convolution layer

These layers are generally placed on the input side, to help the system learn
about the critical features from the input. In case of images as input, more
than one convolution layer can be used.

4.4.5.1.3 Pooling layer

Pooling layer follows the convolution layer and combines the output of the
adjacent convolution layers into a sole output. “Max Pool” is the most
popular pooling function. Here, the highest value for its ’window’ is found
and then passed to the next adjacent layer, which is most of the time
another convolution.

4.4.5.1.4 Activation layer

To introduce non-linearity in the system, an activation layer is placed in it.
Previously it was a sigmoidal-shaped function but much simpler functions
are introduced as the activation function. Nowadays, rectified linear unit or
ReLU is a famous activation function that gives 0 for the negative input and
1 for positive input.

4.4.5.1.5 Output layer

This is the final layer and also one type of activation layer. For different
tasks, different types of output layer are chosen such as for regression linear
output layer or for classification of SoftMax activation layer. In choosing
this layer the importance of the cost function is also to be considered.
48 Advances in technological innovations in higher education

4.4.5.1.6 Residual layer

Some extra layers are called residual layers. The output of a layer is
compared with the identity layer and forces them to do better. It helps in
reduction of layers, as well as reduction of parameters which decreases the
chances of overfitting of the training data.

4.4.5.2 Types of deep learning models

Depending on the positioning and selection of different types of layers,
there are different formations of deep learning.

4.4.5.2.1 Convolutional neural networks

This architecture is used predominantly for the classification of images. Within
the input layers, especially convolution and pooling layers, the low-level
attributes are effectively drawn out from the image. The pooling layer reduces
the resolution by combining low-level features to high-level features. Thus, the
initial layers find edges, lines, points, etc. These layers get combined with the
following layers to identify objects. Finally, the fully connected (FC) layer is
attached with the weights and activation functions to determine the output. Some
examples of convolutional neural networks (CNNs) are AlexNet [10], VGGNet
[11], GoogLeNet [12], ResNet [13], ResNeXt [14], and region-based CNN [15].

4.4.5.2.2 U-Net
This is one type of CNN. The main characteristic of this network is at the
bottom of this architecture, the input is diminished to the key object. Once
the key object is recognised, the conversion to the original resolution is
attained with the help of bypass layers by upscaling user pixel data. An
important instance of an U-Net is SegNet [16].

4.4.5.2.3 Generalized adversarial networks

A generalized adversarial network (GAN) is generally used to create an
image rather than segment or classify. Though medical images should be
authentic and generated through scanning the patients, this architecture has
some application in radiology. It can be used to create additional medical
images for training. It is also used to check the system’s robustness.

4.5 CONCLUSION

The performance of CNN depends on many factors like, for example

properly adjusted weights and training with huge amounts of data. CNN
 Machine learning in medical imaging: A comprehensive study 49

can currently learn faster and better to beat human experts. But it is very
important that a huge amount of good training data should be available.
Machhine Learning has been applied in the medical imaging field for
decades. It is now getting more spotlight and success than ever [17]. It is an
ever-growing field. In the coming days technicians will be more aware and
able to implement the usefulness of ML in day-to-day analysis. They should
learn about imaging and ML implementations as compulsory to get the full
essence of it. In this way they can bring new ideas and explore the use of
new products and applications designed by ML in imaging. They will
acknowledge the best application of this in medical practice to improve
patients’ lives as well as the system.

REFERENCES

[1] Suetens, P. (2017). Fundamentals of medical imaging. United Kingdom:

Cambridge University Press.
[2] Bankman, I. N. (2000). Handbook of medical imaging: processing and
analysis. Academic Press.
[3] Maes, F., Robben, D., Vandermeulen, D., & Suetens, P. (2019). The role of
medical image computing and machine learning in healthcare. Artificial
intelligence in medical imaging: opportunities, applications and risks, 9–23.
[4] Alanazi, A. (2022). Using machine learning for healthcare challenges and
opportunities. Informatics in Medicine Unlocked, 100924.
[5] Suetens, P., Fua, P., & Hanson, A. J. (1992). Computational strategies for
object recognition. ACM Comput Surv.
[6] Greenspan, H., Van Ginneken, B., & Summers, R. M. (2016). Guest editorial
deep learning in medical imaging: Overview and future promise of an
exciting new technique. IEEE transactions on medical imaging, 35(5),
1153–1159.
[7] Barragán-Montero, A., Javaid, U., Valdés, G., Nguyen, D., Desbordes, P.,
Macq, B., Willems, S., Vandewinckele, L., Holmström, M., Löfman, F., &
Michiels, S. (2021). Artificial intelligence and machine learning for medical
imaging: A technology review. Physica Medica, 83, 242–256.
[8] Gini, C. (1913). Variabilita e Mutabilita. J R Stat Soc, 76, 326.
[9] Erickson, B. J. (2019). Deep learning and machine learning in imaging: Basic
principles. Artificial intelligence in medical imaging: Opportunities, applica-
tions and risks, 39–46.
[10] Krizhevsky, A., Sutskever, I., & Hinton, G. E. (2017). Imagenet classification
with deep convolutional neural networks. Communications of the ACM,
60(6), 84–90.
[11] Simonyan, K., & Zisserman, A. (2014). Very deep convolutional networks
for large-scale image recognition. arXiv preprint arXiv:1409.1556.
[12] Szegedy, C., Liu, W., Jia, Y., Sermanet, P., Reed, S., Anguelov, D., Erhan, D.,
Vanhoucke, V., & Rabinovich, A. (2015). Going deeper with convolutions.
In Proceedings of the IEEE conference on computer vision and pattern
recognition (pp. 1–9).
50 Advances in technological innovations in higher education

[13] He, K., Zhang, X., Ren, S., & Sun, J. (2016). Deep residual learning for
image recognition. In Proceedings of the IEEE conference on computer vision
and pattern recognition (pp. 770–778).
[14] Xie, S., Girshick, R., Dollár, P., Tu, Z., & He, K. (2017). Aggregated residual
transformations for deep neural networks. In Proceedings of the IEEE
conference on computer vision and pattern recognition (pp. 1492–1500).
[15] Ren, S., He, K., Girshick, R., & Sun, J. (2015). Faster R-CNN: Towards real-
time object detection with region proposal networks. Advances in neural
information processing systems, 28.
[16] Badrinarayanan, V., Kendall, A., & Cipolla, R. (2017). Segnet: A deep
convolutional encoder-decoder architecture for image segmentation. IEEE
transactions on pattern analysis and machine intelligence, 39(12),
2481–2495.
[17] Litjens, G., Kooi, T., Bejnordi, B. E., Setio, A. A. A., Ciompi, F., Ghafoorian, M.,
Van Der Laak, J. A., Van Ginneken, B., & Sánchez, C. I. (2017). A survey on
deep learning in medical image analysis. Medical image analysis, 42, 60–88.
Chapter 5

Platform with anonymity for

students to foster in-class
participation
Abhishek Deupa1 and Ruqaiya Khanam2,3
1
Department of Computer Science and Engineering, School of Engineering
and Technology, Sharda University, Greater Noida, India
2
Department of Electronics and Communication Engineering
3
Center for Artificial Intelligence in Medicine, Imaging & Forensic, Sharda
University, Greater Noida, India

5.1 INTRODUCTION

In a large class, when students are asked for responses, students who are not sure
about the topic, feel uncomfortable about being selected and students who are shy
feel uncomfortable being in the limelight, even if they know the correct response
[1]. Students strive to portray a positive image of themselves to their classmates.
Due to this, they are often afraid to share information for fear that they will be
judged for their mistakes or be the centre of attention by others [2]. Engaging
large numbers of students and maintaining their active participation can be
challenging, but it helps students better understand the material when they
have an active experience [2]. Along with making a positive difference in better
understanding topics when doubts were put forward, a better perception of
their understanding of lectures and ability to judge their own understanding is
significantly higher [1]. Different ways to anonymously elicit responses from
students could be by having a show of hands to statements like ‘Raise your
hands if you think this is the answer’ or by distributing coloured papers which
represent particular answers, but these methods could be redundantly time
consuming and also not totally anonymous [1]. It is the anonymity factor that
promotes increased understanding since it induces students to pick a particular
answer, even when they are unsure, and it is this effort that drives students to
produce an answer [1]. The utilization of videoconferencing tools during
classes brings about a change in student behaviour, resulting in many of them
being able to conquer their speech shyness. In virtual settings, students feel
more confident and willing to share their opinions [3]. Along with this
behaviour of students, during class partitions, teachers maintain a consistent
and dynamic communication with their students [4].
Most classes are structured so that the lecturer speaks for at least 80% of
the class time [2]. If there are more than 40 students in a classroom, five are
expected to be dominant in active participation [2].

DOI: 10.1201/9781003376699-5 51
52 Advances in technological innovations in higher education

Some implemented methods to solve this problem are ARS (Audience

Response System) in which a limited number of pre-selected responses
(A/B/C/D or true/false) are provided by the interface and audience
(students) and they choose one of the answers. But for implementation of
this method, the lecture has to be designed in a specific manner to
accommodate these questions and cannot include all the topics discussed
in the lecture. Another method is chatroom discussion where students chat
about or discuss the topic taught in a lecture to help other students, who are
confused, understand better. But these chatrooms also encourage discussion
which are not related to the lecture and draw students’ attention away [2].
A lower level of peer pressure is significantly predicted by an experience
of anonymity [5].
In earlier research, it was shown that students may be influenced by their
friends and personalities, which may prevent them from expressing their
opinions and questions. This may have an impact on their academic
performance, and in certain severe circumstances, some students may even
give up totally [6]. Researchers have noticed that a combination of classroom
learning with online learning can bring about a noticeable change in
motivation of students and overall, their interest in study [6]. Additionally,
this has an impact on the overall teaching methodology currently in use and
causes students to hesitate while studying. Anonymous discussions can assist
students in finding clarification and enhancing their learning effectiveness [6].
Researchers have created a system that allows students to text their
instructors anonymously and vote on whether they want to ask or answer
questions. It was shown that using various methods of contact with teachers
could assist students not only overcome their hesitations but also increase
their willingness to learn. Therefore, we can analyze that with a good
teaching strategy, mobile devices can be a new way of learning tool to use [6].
This way of learning makes learning as a student-centric as most of the
students are then responsible for their own learning; he/she must understand
how to manage their knowledge and have no boundaries for asking the
questions, and it also helps them to improve in their ability to participate in
active learning and their ability to comprehend knowledge [6].

5.2 ORDER OF CLASSROOM

The teacher always struggles to strike a balance between two opposing

tasks: overseeing the class on the one hand, and keeping an eye on the
activities’ planned progression and encouraging student participation on
the other. A major activitity of the classroom is the teacher asking
questions and students providing answers and based on the answers the
teacher evaluates them. By this ‘question-answer-evaluation’ the teacher
maintains order. The classroom follows a ternary structure of conversa-
tion. Questions asked by the teacher are often false questions as he
 Platform with anonymity for students to foster in-class participation 53

already knows the correct answers. Students learn a whole array of

interpretation skills if they participate in classroom evaluation. Teacher
and students both interpret each others’ behaviour on the basis of activity
going in the classroom. The order of the classroom is always in
Ethnomethodological framework [7].

5.3 IMPORTANCE OF MAINTAINING ANONYMITY IN

CLASSROOM

According to the results, anonymity is a vital factor affecting the

willingness of students to participate in class exercises [1]. The advent
of technology in education like online classes surely helps teachers but
students face challenge in learning by being in the public view of the entire
class such as when the teacher asks questions to a student publicly and
expecting the right answer or reading the test score of individuals aloud in
front of the entire class [8]. Those who are not so bright tend towards
introversion, it reduces their confidence. They do not ask question to save
themselves from embarrassment by asking so‐called “stupid question”.
They ignore the question which also causes a lack of motivation and poor
performance [8].
A report by Paul Love can be found on the Lrnlab Course Website of the
Faculty of Education and Social Work at The University of Sydney, in which
he says: ‘Another benefit of online synchronous communication is that the
concept of anonymity allows for greater participation by the students’.
Student participation in anonymous discussions can enable them to raise
ideas that they would otherwise be hesitant to bring up face-to-face [8]. A
student studying at an open university in Israel said he feels more at ease
participating in classes online because he doesn’t have to reveal his identity [8].

5.4 LEVELS OF ANONYMITY

During the design of platforms that offer anonymity for students in

classroom, what levels of anonymity should be provided and what will be
its effect on the students and lecturers are often overlooked. According to
research by Flinn and Maurer on the importance on anonymity and its
categorization [9,10], anonymity can be categorized into six levels.

• Level 5: Authentication and identification occur in a completely secure

manner, so there is no possibility that the user can remain
anonymous.
• Level 4: Usual identification - Users are recognized within the system
by their user name and password, which are required to be entered
prior to admittance.
54 Advances in technological innovations in higher education

• Level 3: Latent (potential) identification - Users can create and use a

variety of distinctive pseudonyms and are referred to as individuals in
the system.
• Level 2: The user is identified within the system by a user name and
password, but cannot be accurately identified as a person.
• Level 1: Anonymous Identification - Just as they log on anonymously
(perhaps using a password), users are identified by the system without
a specific identity, without pseudonyms, or with pen names, and the
system keeps an event record.
• Level 0: In the case of stand-alone workstations, it is typical to log
user activity; however, an application can also do this, as in Level 1.

5.5 SIMILAR WORK

5.5.1 Audience response system

Audience Response Systems for multiple choice and true/false questions
have been employed in classrooms in order to address this problem [2]. A
limited number of pre-selected responses such as A/B/C/D or true/false are
provided by the interface [2]. The lecturer will typically use these interfaces
when asking a multiple-choice question directly to the audience. A lecturer’s
challenge in being effective is anticipating when to reach out to the audience
and to structure the lecture specifically so it accommodates this new
question-and-answer format. Whether it is student-provided or student-
purchased, many of these systems include specialized hardware.

5.5.2 backchan.nl
In a conference or after a talk or after a lecture, members of the audience can
organise their collective questions for the speaker using backchan.nl. Most
relevant questions are filtered by a moderator from the top-rated questions.
Through Conversation Votes, participants are able to indicate consensus by
annotating a visual representation of conversation with positive and negative
votes. Participants in small groups who were unsatisfied with previous
conversations increased their participation after receiving anonymous feedback.

5.5.3 Fragmented social mirror (FSM)

A system with small hand-held devices, with small icons, representing what
the feedback was, and a little space to type in text [11]. The text along with
icon is then delivered to the lecturer, who then responds to the relevant
feedback by the students. During the implementation of this system, usually
after the first session, there were also irrelevant feedback by the students,
which not only distracted other students, but also the lecturer. The lecturer
 Platform with anonymity for students to foster in-class participation 55

would laugh along with other students if the feedback was funny and get
distracted from the lecture context.

5.5.4 Mobile anonymous question-raising system (MAQ)

With this system, when an instructor is taking a class, a student who has a
doubt can ask the question in two ways: first, by selecting among the
questions that were asked in past sessions by students who’re studying the
same course and second, by asking a whole different question that is not
present in the list of previously asked questions.

5.6 EXPERIMENTAL RESULTS

5.6.1 Introduction
Providing anonymity to students increases their likelihood to raise their
questions. Previous research has shown that common reasons for students
to remain silent in the classroom are fear, shyness and anxiety. When
students were asked how likely they were to raise their questions in a
classroom when they were provided anonymity and when not, most
students were more likely to ask questions during class if they were
anonymous and in very few cases, the likeliness remained same.

5.6.2 Methodology
The experiment was conducted among 44 college students through Google
Forms. The participants had attended an online class at least once before. The
form contained two scale-based questionnaires, which students could answer
by choosing a number from 1 to 10. The score of 1 represented lowest (or
least likely) and 10 represented highest (or most likely). The questions were
‘How likely are you to put your doubts forward in an online class?’ and ‘How
likely are you to put your doubts forward in an online class, if you were
anonymous to other students?’. The participants were not made aware of the
objective of the proposed system and were asked to respond fairly.

5.6.3 Result
In this study, most students were more likely to raise a question during class
when they were provided anonymity (Figures 5.1 and 5.2).
As can be observed from the graphs above, if students were not provided
anonymity, 23 students (52.27%) were less likely (5 or less on scale) and 21
students (47.72%) were more likely (6 or more on scale) to raise a question
during class. If students were provided with anonymity, nine students were
less likely and 35 students were more likely to raise questions during class.
56 Advances in technological innovations in higher education

Figure 5.1 Responses of students to when they were not provided anonymity.

Figure 5.2 Responses of students to when they were provided anonymity.

5.6.4 Discussion
There was a significant increase in the number of students who were more
likely to put forward their questions during a class when they were
provided anonymity among their classmates. This indicates that making
the classroom anonymous among students can bring all the benefits in the
teaching learning process from increasing the active participation of
students in the classroom.

5.7 CONCLUSION AND FUTURE IMPROVEMENT

It is not easy to make students participate in classroom discussion, even

though it is very important for them as well as the lecturer. As opposed to
accepting this fact and moving on, technology has stepped in to provide new
ways to engage students throughout the lecture. A platform that provides
anonymity among students can greatly increase the active participation of
students during a class and along with that, make the teaching learning
process more effective. But during the design of such a platform, things like
 Platform with anonymity for students to foster in-class participation 57

extra cost of time and money to set up lectures and teaching should be
considered and kept to a minimum. Even though previous similar works have
proposed a system and allow students to anonymously give feedback to the
lecturer, they are either not cost effective, or do not provide the right level of
anonymity, which makes them simply inefficient. The proposed system does
not imply any extra cost to the online teaching learning process and is more
efficient than previously existing platforms.
The platform provides anonymity to students by hiding the name of
participants among the students. This provides anonymity if the students
don’t recognize each other through voice and it can be further improved by
changing the voice of the speaking student with voice-changing technology.

REFERENCES

[1] Freeman, M., Blayney, P., and Ginns, P. (2006). Anonymity and in class
learning: The case for electronic response systems. Australasian Journal of
Educational Technology, 22(4):568–580.
[2] Bergstrom, T., Harris, A., and Karahalios, K. (2011). Encouraging initiative
in the classroom with anonymous feedback. In Hutchison, D., Kanade, T.,
Kittler, J., Kleinberg, J. M., Mattern, F., Mitchell, J. C., Naor, M.,
Nierstrasz, O., Pandu Rangan, C., Steffen, B., Sudan, M., Terzopoulos, D.,
Tygar, D., Vardi, M. Y., Weikum, G., Campos, P., Graham, N., Jorge, J.,
Nunes, N., Palanque, P., and Winckler, M., editors, Human-Computer
Interaction – INTERACT 2011, volume 6946, pages 627–642. Springer
Berlin Heidelberg, Berlin, Heidelberg. Series Title: Lecture Notes in
Computer Science.
[3] Sufyan, A., Nuruddin Hidayat, D., Lubis, A., Kultsum, U., Defianty, M., and
Suralaga, F. (2020). Implementation of E-learning during a pandemic:
Potentials and Challenges. In 2020 8th International Conference on Cyber
and IT Service Management (CITSM), pages 1–5, Pangkal Pinang, Indonesia,
IEEE.
[4] Del Rio-Chillcce, A., Jara-Monge, L., and Andrade-Arenas, L. (2021).
Analysis of the use of videoconferencing in the learning process during the
pandemic at a University in Lima. International Journal of Advanced
Computer Science and Applications, 12(5):870–878.
[5] Raes, A., Schellens, T., and Vanderhoven, E. (2011). Increasing anonymity in
peer assessment using classroom response technology. In 9th International
Conference on Computer‐Supported Collaborative Learning (CSCL‐2011),
edited by H. Spada, G. Stahl, N. Miyake and N. Law, vol. 2, 922–923. Hong
Kong: International Society of the Learning Sciences (ISLS).
[6] Lai, C.-H., Jong, B.-S., Hsia, Y.-T., and Lin, T.-W. (2020). Use of a mobile
anonymous question-raising system to assist flipped-classroom learning.
International Journal of Interactive Mobile Technologies (iJIM), 14(03):66.
[7] Paoletti, I. and Fele, G. (2004). Order and disorder in the classroom.
Pragmatics. Quarterly Publication of the International Pragmatics
Association (IPrA), 14(1):69–85.
58 Advances in technological innovations in higher education

[8] Dreher, H. and Maurer, H. (2006). The worth of anonymous feedback. In

Proceedings of the 19th Bled Electronic Commerce Conference (eValues).
European Commission.
[9] Flinn, B. and Maurer, H. (1996). Levels of anonymity (pp. 35–47). Springer
Berlin Heidelberg.
[10] Maurer, H., Calude, C., and Salomaa, A., editors, J.UCS The Journal of
Universal Computer Science, pages 35–47. Springer Berlin Heidelberg,
Berlin, Heidelberg.
[11] Denning, T., Griswold, W. G., Simon, B., and Wilkerson, M. Multimodal
Communication in the Classroom: What does it mean for us?. ACM SIGCSE
Bulletin, 38(1):219–223.
Chapter 6

Speech emotion analyzer using deep

learning
Naazneen Ahmed, Ritika Chamaria, Diptarka Paul,
Subham Sarangi, Ishika Agarwal, Yamini Sharma,
and Srilekha Mukherjee
Department of Computer Science, University of Engineering and
Management, Kolkata, India

6.1 INTRODUCTION

Speech Emotion Analysis [1] is an application of machine learning where

human speech is recognized by a machine. The machine also recognizes [2]
the gender of the speech and the emotion that the person behind the speech
is feeling. To understand the working principle of speech recognition and
analysis [3] by the machine we must understand what machine learning is
along with deep learning. Simply, machine learning is the concept where we
feed a bunch of raw data called dataset to the machine system and we train
the machine to act a certain way when some inputs are given so that in real
life when the environment matches to the machine it will react the same
way it is supposed to in the definition given to it by the programmer.
Deep learning [4] is a fragment of the field ‘machine learning’, such that
here artificial neural networks and algorithms are sculpted to perform in a
fashion similar to that of the human brain, which learns from a significantly
large quantity of data and information. Deep learning is basically numerous
layers pertaining to neural networks. These are different algorithms that are
loosely modeled to the stated way on how the human brain functions.
Training [5] performed with large amounts of data in a huge scale is what
actually configures these neurons present in the stated neural network. In
the end, the resultant is the required deep learning model that when trained,
is able to process new data. Such deep learning models take in data and
information from multiple data sources and then analyze that data in real
time, without needing any sort of human intervention.
Deep learning is what drives many artificial intelligence technologies that
can improve the quality of automation and also analytical tasks. Most people
encounter deep learning in their day to day lives when they browse the
internet or use their cell phones. Amongst countless other applications, deep
learning is utilized to generate captions for YouTube videos, perform speech
recognition on mobile phones and smart speakers, provide facial recognition
for videos and photographs, and also enables self-driving cars. As researchers
and data scientists are handling several increasingly complex projects of deep
DOI: 10.1201/9781003376699-6 59
60 Advances in technological innovations in higher education

learning—leveraging deep learning frameworks—such categories of artificial

intelligence will be involved in a greater part of our daily lives. This work also
revolves around deep learning where we have to detect the emotion behind
human speech using Convolution Neural Network.

6.2 LITERATURE SURVEY

T. Nwe, et al. [6] published a speech emotion recognition based work using
the technique of hidden Markov models (HMM). Their works included
speech communication and recognition. In the stated paper, some method of
text independent speech emotion classification has been proposed. This
method makes a proper application of a short time log frequency power
coefficients (LFPC) so that it efficiently represents several signals of speech as
well as some discrete hidden Markov model (HMM) as a classifier. B.
Schuller, et al. [7] published a work on speech emotion recognition that
combines several acoustic features as well as various linguistic information
within a hybrid support vector machine-belief network based architecture. In
the paper, they introduced a very novel method of combining several acoustic
features as well as language information with respect to some robust
automatic identification/recognition of the speaker’s emotion. Seven discrete
emotion based states were classified/identified throughout the total work.
First, a model for serving the purpose of recognition of several emotion with
reference to the acoustic based features/characteristics is presented. These
extracted features of several energy, pitch, signal, spectral contours, etc. were
given ranks by their individual quantitative contributions with respect to the
emotion estimation. There are several other classification methods like that of
linear classifiers, neural nets, Gaussian mixture models, and support vector
machines, etc., which were compared with this work with respect to the
performance. Secondly, another approach to the procedure of emotion
recognition done by the stated spoken content is again introduced by giving
the belief of network-based spotting for the emotional key-phrases.
Thereafter, the two sources of information are finally integrated in a definite
soft decision based fusion with the help of a neural net. Finally, the gain is
figured out as well as compared to the other several advances. Two different
emotional speech corpora that are required for purpose of training along
with evaluation are also elaborated in detail. These results that were achieved
on applying the stated propagatory novel advances to the recognition of
speaker emotion have also been discussed and presented.
K. Lee and J. Lee [8], proposed the work based on the recognition of a noisy
speech with the help of a nonstationary ARHMM with the adaptation of a gain
under certain unknown noise. In the stated work, ARHMM on mel-scale with
some power along with Mel-LPC based time derivative parameters were
presented for the purpose of recognition of some noisy speech. These coefficients
of mel-scaled AR as well as mel-prediction coefficients for Mel-LPC were
calculated on some linear frequency scale from the chosen speech signal. This
 Speech emotion analyzer using deep learning 61

was done without application of the bilinear transformations on them. Such

procedures have been done with the help of a first-order all-pass filter instead of
the unit delay. Finally, in addition to this, the Mel-Wiener filter has also been
applied to the stated system for the purpose of improving the overall recognition
accuracy in the presence of some additive noise. Such a proposed system has
been evaluated on the database of Aurora 2. The accuracy of the overall
recognition is obtained as 80.02% based on the entire net average.

6.3 PROBLEM STATEMENT

6.3.1 Objective
Two audio datasets have been recorded and fed to the machine learning
model. The model is required to detect the classification of emotion being
portrayed through audio processing.
The datasets [9] used are as follows:
RAVDESS: This database includes the inclusion of approximately 1,500
audio files from 24 different characters. The 12 female and 12 male
characters record short sounds with eight different emotions namely Calm,
Happy, Sad, Fear, Surprise, Neutrality, Anger, and Disgust.
Naming audio files is a way for the 7th character to correspond to the
different emotions they represent.
SAVEE: This database includes about 500 audio files from four different
male characters. The file name has its first two letters as the different
emotions it expresses.
This work uses a classification model and appropriate libraries which
help to analyze and predict the correct outcome, in this case the emotions
portrayed in the datasets.

6.4 PROPOSED SOLUTION

6.4.1 Dataset used

Used Data: The audio data sets were found to contain nearly 2,000 audio
files in wav format. The first website contains speech-based data available
in three different formats.

1. Audio Visual – Video with speech

2. Speech – Sound only
3. Visual – Video only

We went with the Audio files [10] only because we were dealing with
receiving the audio files provided. The zip file contained a total of 1,500
audio files in wav format.
The second website contains about 500 audio speech files from four
different players with different types of emotions.
62 Advances in technological innovations in higher education

We tested it on one such audio file to determine its features/characteristics by

adjusting its waveform (Figure 6.1) and spectrogram (Figure 6.2) as given next.
WAVEFORM:

Figure 6.1 Representation of the waveform plot.

SPECTROGRAM:

Figure 6.2 Representation of the spectogram plot.

6.4.2 Usage of Librosa package

To analyze and extract features in audio recordings, we used the Librosa
package of Python. Librosa is a Python-based tool that analyzes sound and
music. It comprises all the components needed to build music acquisition-
based systems [11]. We were able to extract features such as MFCC (Mel
Frequency Cepstral Coefficient) using the Librosa library. All MFCCs have
a common feature of independent speaker and speech identification
 Speech emotion analyzer using deep learning 63

programs. We also used the IDs provided on the website to distinguish the
voices of women and men. This was because, in a study, we found that
the distinction between male and female voices can increase by 15%. The
effects may also be influenced by the loudness parameter.
Each audio file included several features, which were actually the same
type of multiple values. The labels we produced in the previous step were
then added to these features. The next stage was to address the lack of
features in some audio files that were shorter in duration. To acquire the
distinctive qualities of each emotional utterance, we doubled the sample
rate. We didn’t raise the sample frequency any more since we were
concerned that it might accumulate more noise or skew the data.

The next steps were to push the data, divide it into train groups and test
teams, and design our data training model.
We built the Multi-Perceptron model, the LSTM model, and the CNN
model. MLP and LSTM were not suitable due to their low accuracy. CNN
has worked well for us because our work is a divisive challenge where we
differentiate between different emotions.

6.5 EXPERIMENTAL SETUP AND RESULT ANALYSIS

6.5.1 MLP model

The MLP or Multi Perceptron Model [12] we have created has a very low
accuracy of almost 25% authentication in eight layers, softmax output,
output size 32 and 550 epochs as seen in Figure 6.3.
64 Advances in technological innovations in higher education

Figure 6.3 Representation of the accuracy plot with respect to MLP.

 Speech emotion analyzer using deep learning 65

6.5.2 LSTM model

LSTM [13,14] has tan h performance function and low training
accuracy of about 15% in five layers, 32 size collections and 50 epochs
(Figure 6.4).

6.5.3 CNN model

The best model [15] for our division was the CNN model. We found the
best 60% authentication with 18 layers, rmsprop refresh function, softmax
activation function, 32 size size and 1,000 times, after training multiple
models (Figure 6.5).
66 Advances in technological innovations in higher education

Figure 6.4 Representation of the accuracy plot with respect to LSTM.

Figure 6.5 Representation of the accuracy plot with respect to CNN.

 Speech emotion analyzer using deep learning 67

After training the model we had to predict the emotions in our test data.
The following picture shows our predictions and real numbers.
68 Advances in technological innovations in higher education
 Speech emotion analyzer using deep learning 69

6.6 CONCLUSION AND FUTURE SCOPE

After working with various models, the best model that suited our emotion
categorization problem is the CNN model which provides us with the
highest accuracy. We achieved the highest valid accuracy of 50.76% with
our model. The performance of our model will improve more if the supply
of data is vast in size to work with. The essential part about our model is
that it can distinguish the male and female voices very well. Our model
predictions as opposed to actual values can be analyzed in the above chart.
In the beginning, the accuracy of our model was around 30%, then it rose
to 50% and hopefully, it will improve more in the future. With that, here
are some of the fields which can be improved with the application of our
model. Firstly, the recommendations of the product in online shopping
portals will become more accurate in matching the mood of the customers.
Secondly, lie detectors will be able to analyze the minute variations in the
speech and also the emotional state of the subjected person more
profoundly. And lastly, it will help in communicating with machines.
Though machines can understand each and every word, it is hard for them
to understand the consciousness behind those words. This deficiency can be
rectified to a large extent by the application of our model.

REFERENCES

[1] Kerkeni, L., Mbarki, M., Raoofand, K., et al. (2018), Speech emotion
recognition: Methods and case study, ICAART.
[2] Singh, A., Srivastava, K.K., and Murugan, H. (2020), Speech emotion
recognition using convolution neural network (CNN). Vol. 24.
[3] Sundarprasad, N. (2018), Speech emotion detection using machine learning
techniques, Master’s Projects. 628.
[4] Abbaschian, B.J. (2021), Deep learning techniques for speech emotion
recognizer, Special Issue Sensors for Rehabilitation, Telemedicine and
Assistive Technology.
[5] Miteshputhranneu (2021), Analysis and work on speech emotion analyzer,
PhD Thesis.
[6] Nwe, T., Foo, S., and De Silva, L. (2003), Speech emotion recognition using
hidden Markov models, Speech Communication, vol. 41, pp. 603–623.
[7] Schuller, B., Rigoll, G., and Lang, M. (2004), Speech emotion recognition
combining acoustic features and linguistic information in a hybrid support
vector machine-belief network architecture, Proc. ICASSP 2004, vol. 1,
pp. 577–580.
[8] Prudhvi GNV (2020), Guide for speech emotion recognition using deep
learning, An Analyzer Guide.
[9] Wu, S., and Falk chan, W.Y. (2010), Automatic speech emotion recognition,
speech communication.
[10] Cano, A. (2020), Social media and machine learning. pp. 1–96.
70 Advances in technological innovations in higher education

[11] Khalil, R.A. (2019), Speech emotion recognition using deep learning
techniques- A Review, IEEE Access, vol. 7.
[12] huang, C. (2014), A research of speech emotion recognition based on deep
belief network and SVM, Mathematical Problems in Engineering, Hindawi.
[13] Nicholson, J., Takahashi, K., and Nakatsu, R. (2000), Emotion recognition
in speech using neural networks, Neural Computing & Applications, vol. 9,
pp. 290–296.
[14] Poritz, A. (1982), Linear predictive hidden Markov models and the speech
signals, ICASSP, pp. 1291–1294.
Chapter 7

Technology-enhanced personalized
learning in higher education
Ravi Kant Verma1, Satyendra Gupta2, and Svitlana Illinich3
1
Research Scholar, School of Education, Galgotias University, G.B. Nagar, U.P. India
2
Professor and Dean, School of Education, Galgotias University, G.B. Nagar, U.P. India
3
Associate Professor, Department of Social Technologies, Vinnytsia Institute
and College of Open International University of Human Development,
Vinnytsia Oblast, Ukraine

7.1 BACKGROUND OF PERSONALIZED LEARNING

Personalized learning is not a novel idea. For many years, many schools and
teachers have successfully modified their curricula and teaching strategies to
meet the needs of kids and teenagers. The initiative to make best practices
universal is what is new. The foundation for every school becoming great is
reimagining the educational system around young people’s learning
requirements and talents. To create a successful personalized learning
system, we must first acknowledge that every child deserves the opportunity
to achieve their full potential, regardless of talent or background.
Personalized learning entails excellent instruction that is sensitive to the
various ways in which students succeed. Pursuing this course of action
makes sense from a moral and educational perspective. In addition to
producing excellence, a system that responds to each student by designing
an educational path that takes into account their needs, interests, and
aspirations will also significantly advance equity and social justice.
Personalization, almost equivalent to student-centred learning, is heavily
focused on the individual student’s interests, requirements, and goals. By
integrating them into the design, choosing, and execution of the course content,
student-centred learning aims to keep students interested in their studies [1].
For many years, the terms customized learning and customization in
education have been used interchangeably. There are several ways to define
it. According to several sources, including Basye [2], the term “personalized
learning” was used to market more technology tools and programmes
intended to provide students with personalized teaching, but it really fell
short of meeting students’ educational needs.
Technology has enabled the development of personalized learning for
pupils, which is used to assist students in setting and achieving objectives,
engaging in their education, taking into account their interests and
aspirations, and creating plans to accomplish those goals. Personalization
in the classroom requires the teacher to prioritize the needs of the students,

DOI: 10.1201/9781003376699-7 71
72 Advances in technological innovations in higher education

adapt their instruction to fit their individual learning styles, and work with
the assistance of the staff, administration, and peers. Project-based learning,
community-based learning, blended learning, and authentic learning are
some of the various educational approaches and instructional methods used
to achieve this goal. It serves as an alternative to conventional approaches
to education, which let teachers act alone and with little to no involvement
from pupils [3,4].
Patrick et al. [5] claim that by encouraging students to set specific goals
and expectations for success, personalizing learning helps students make
informed decisions in a demanding and challenging learning environment.
In this environment, teachers have the time they need to connect with
students, provide challenging, adaptable, and flexible training, and place a
strong focus on critical thinking and metacognitive abilities to promote
deeper, more in-depth, and more independent learning.
In order to retain student engagement, achieve academic success, and
become ready for future educational possibilities, personalized learning
takes into account each student’s interests, voice, choice, and require-
ments. Students take part in the planning process directly and have access
to their learning plans at home or school to better understand their
progress towards attaining their objectives and decide what additional
needs to be done or developed in light of their future goals and paths to
success [6,7].
Personalized learning theory is a complicated educational strategy that
incorporates objectives to meet individual learning requirements. It is
described by the U.S. Department of Education as education that is adapted
to meet the individual learning requirements of each student, differentiated
according to their preferred learning style, and taken into account their
interests and learning objectives [8].
Personalized learning is an opportunity for educators to build learning
opportunities that take advantage of the digital capabilities that the majority
of students currently have. Customized learning is individualized for every
learner’s abilities, needs, and interests while maintaining the highest attain-
able standards. This technique represents a significant departure from the
usual “one-size-fits-all” approach to education. Personalization urges
instructors to be more open and flexible in order for students to be more
committed to building their own individualized learning paths. Students who
participate in individualized learning at their own pace are provided tools and
feedback that encourage them to maximize their particular abilities and
potential.
The term “personalized learning” refers to the plethora of educational
programmes, teaching strategies, and academic assistance tools created to
satisfy each student’s unique learning requirements. By evaluating each
student’s learning needs, interests, and aspirations before providing personal-
ized instruction, personalized learning aims to help every student succeed
academically. Each student should have a voice in decision-making over their
 Technology-enhanced personalized learning in higher education 73

education, including what and how they wish to learn. There are many
different ways to conceptualize the personalization of learning.

• Content personalization: students interact with material, topics, and

geographic regions that particularly interest them.
• Tempo and progress customization learning, in which students move
through the subject matter and grade levels at their own pace.
• Process personalizing learning: depending on the needs and interests of
the pupils, different instructional strategies and learning settings are used.

7.2. COMPONENTS OF PERSONALIZED LEARNING

According to [9,10], personalization must include the following essential

elements. Figure 7.1 shows the components of personalized learning.

1. Student organizations
2. Personalized instruction
3. Each student receives immediate instructional interventions and
support as needed
4. Adjustable pacing
5. Specific pupil profiles
6. More thorough education and meaning-making through problem-
solving

Figure 7.1 Showing components of personalized learning [ 9].

74 Advances in technological innovations in higher education

7. Regular feedback from teachers and fellow students

8. World-class, standards-based knowledge and abilities
9. Learning anytime and anywhere
10. Evaluations based on performance.

7.3 FUNDAMENTAL PRINCIPLES OF PERSONALIZED

LEARNING

According to [11] several educational institutions are attempting to develop

upon the core ideas of personalized learning, which put the student first,
rather than the instructor or the curriculum. All students should participate in
the following activities as part of their personalized learning. See Figure 7.2.

• Learner profiles that detail the particular abilities, gaps, shortcomings,

strengths, interests, and ambitions of every pupil.
• Customized learning routes with goals and objectives for each
student, as well as a variety of learning opportunities catered to their
requirements;
• Individual mastery, which entails continuously evaluating progress.
• Flexible learning environments that may include various methods of
delivering instruction and continuously maximizing the use of
resources to support student learning.

7.4 DESIGNS FOR PERSONALIZED LEARNING

Attendees of the Invent to Educate: System [Re] Design for Customized

Learning conference in 2010 identified five crucial components of custom-
ized learning as per Figure 7.3:

Figure 7.2 Showing fundamental principles of personalized learning [ 11].

 Technology-enhanced personalized learning in higher education 75

Figure 7.3 Showing designs for personalized learning [ 12].

• Adaptable, anywhere/any moment education;

• Redefining the position of the teacher;
• Real-world project-based education;
• Learning pathways driven by students; and
• Pace/progression dependent on mastery/competence [12,13].

7.5 MODERN PEDAGOGY CENTRED ON PERSONALIZED

LEARNING

By avoiding any learning obstacles and concentrating teaching and

learning on students’ aptitudes and interests, these ideas aim to enhance
standards. How to collaboratively construct this offer for each kid and
each parent is the major problem, the fundamental components of
individualized education both within and outside of the classroom
according to Rooney, Brown, Sommer, & Lopez [14]. The following
modern pedagogy, as shown in Figure 7.4, is centred on personalized
learning.
76 Advances in technological innovations in higher education

Figure 7.4 Showing Modern pedagogy centred on personalized learning [ 14].

7.5.1 Assessment of student learning suggests

• The development of a highly developed capacity for the system,
instructors, and school to use data to promote student learning.
• The process of gathering and examining data to assist educators and
students in making choices about where kids are in their learning,
where they need to go, and the most effective route to get there; and
• Mutually agreed-upon objectives, constructive criticism that points
out potential improvement areas, higher-order inquiries, and peer and
self-evaluation.

7.5.2 Effective instruction and learning imply

• Long-lasting and intrinsically valuable information and skills should
be prioritized in the curriculum.
• While everyone should have high expectations and demanding goals,
time and assistance should vary depending on the requirements of
each individual student but standards should always be the same; and
• To show students how to integrate new knowledge into their past
understanding, teachers should utilize conceptual questions to elicit
critical thinking in their classes.
 Technology-enhanced personalized learning in higher education 77

7.5.3 Self-directed learning suggests

• The project work, an important and continuous aspect of the
curricular offer, is built around these learning contracts.
• Personal learning profiles,
• Contrary to expectations, cooperative group learning and social
interaction are strongly emphasized.

7.5.4 Adapting the curriculum offer entails

• Altering the structure of the national curriculum to provide continuity
for customized learning across the three levels of education –
foundational, middle, and 14–19 years old;
• Establishing standards-based subject-specific enquiry as the corner-
stone of curricular delivery; and
• Allowing pupils to design their own educational objectives. This is
necessary for children to cultivate a love of learning and a commit-
ment to their education over the long run.

7.5.5 The contribution of new technologies implies

• The capacity to accommodate individual inventiveness, the capacity
to adapt the curriculum to different learning preferences, and the
capacity to provide the learner control over the rate of learning;
• Opportunities for concurrent and extended learning outside of the
typical school day; and
• Creating diagnostic tests for learning with several directions to go.

7.5.6 Establishing schools for personalized learning entails

• Providing each learner with a connection to an adult; differentiating
the workforce for student learning; and enhancing the function of the
learning mentor.
• Block scheduling and grouping students in accordance with their
learning requirements, both inside and between schools, to ensure
network and community learning.
• Establishing a system of credits and transferable learning profiles to
assist assessments and provide flexibility.

Each of these six components, as shown in Figure 7.4, is obviously essential

to developing a contemporary pedagogy that is centred on learning, but
they are not necessarily incompatible with one another. To ensure that
every student reaches their potential concentrate on two areas of personal-
ization. The first step entails adjusting the curriculum to allow for a variety
of subject matter, personal relevance, and flexible learning pathways to be
78 Advances in technological innovations in higher education

provided across the educational system. The second is met cognition,

sometimes known as learning how to learn.

7.6 MOTIVATION FOR PERSONALIZED LEARNING

According to Tranquillo and Stecker [15], the learning process is greatly

impacted by motivation. While some individuals get more knowledge from
external sources, others could accomplish more by following their own goals.
Everyone participating in any learning process, regardless of circumstance,
should be aware of how motivation influences learning. There are two types
of motivations.
First, extrinsic motivation and second, intrinsic motivation
Extrinsic motivation arises when we are driven to engage in an action or
activity in order to receive a reward or avoid punishment.
Intrinsic motivation entails participating in conduct that someone
personally finds fulfilling; simply, doing something for the purpose of
doing it rather than the desire for some external benefit.
Table 7.1 describes the differences between extrinsic motivation and
intrinsic motivation.

7.6.1 Extrinsic motivation for personalized learning

According to Cherry [16,17], the extrinsic motivation of personalized
learning is discussed below and shown in Figure 7.5.

• Instrumental – In terms of education, the industrial model, which

promotes rewards and consequences, is analogous to the instrumental
system. We find it tough to change since we are accustomed to this
system. While some students are driven to adhere to the rules, others
lack motivation owing to a lack of interest, failure, or boredom with
education.

Table 7.1 Difference between extrinsic motivation and intrinsic motivation

Extrinsic motivation Intrinsic motivation
1. Engaging in sports in order to gain 1. Attempting to play a sport because you
awards. like the activity.
2. To avoid being chastised by your 2. Clean your room because you like
parents, clean your room. cleaning.
3. Participating in a scholarship 3. Completing a word puzzle because the
competition. challenge appeals to you.
4. Studying in order to earn a high grade. 4. Learning a subject that interests you.
 Technology-enhanced personalized learning in higher education 79

Figure 7.5 Showing extrinsic motivation of personalized learning by Cherry [ 16].

• Social – Learners are motivated by extrinsic factors such as wanting to

be accepted by peers, seeking approval from teachers, parents, and
peers, and measuring their performance with others. Friends mean
more to them than school, but they are still motivated to learn due to
extrinsic motivations.
• Achievement – Accomplishment is when students show that they are
motivated to study and that they want to do well in school. They
adopt a growth mindset, which is the belief that they can learn, and
they select evidence that shows learning mastery and how they
achieved their learning objectives.
• Self-Actualization is the process through which students become
involved in their education because they like studying. The focus is
entirely on the individual and how they choose to learn, whether it be
by picking up a new ability, expanding their knowledge, building
something they never imagined they could, or following their goals.
Learners who are self-actualized have agency and understand that
everything they set their minds to can be learned if they put their all
into it.

7.6.2 Intrinsic motivation for personalized learning

According to Rickabaugh [18], a method of teaching and learning is based
on the requirements, interests, and preparedness of each individual learner.
The learners have an active role in establishing objectives, organizing
80 Advances in technological innovations in higher education

learning routes, monitoring development, and choosing how learning will

be shown. When learners pursue competency in line with defined standards,
learning objectives, material, techniques, and pace are likely to differ from
learner to learner at any given time. A learning environment that is
completely individualized goes beyond individualization and
differentiation.
Consider that the learner performs the following, as per personalized
learning:

• Is self-motivated
• Makes connections between learning and interests, abilities, passions,
and ambitions
• Participates actively in the planning of their education
• Is responsible and accountable for their education, including their
voice and choice in what they study and how.
• As the learner moves along their learning path with instructor
guidance, they set goals and benchmarks for their learning plan.
• Develops the capacity to select and apply resources and technologies
that will assist and promote their study.
• Establishes a network of peers, experts, and educators to encourage
and support their academic pursuits.
• Exhibits domain competence within a competency-based framework.
• Develops into a self-motivated, experienced learner who monitors
their progress and assesses their education in light of their level of
knowledge and competence.

This section looks at the seven elements of learner agency as provided by Bray
and McClaskey [19–22] in their book How to Customize Learning: A Practical
Guide. Figure 7.6 shows the intrinsic motivation of personalized learning.

7.7 THE STAGES OF PERSONALIZED LEARNING

ENVIRONMENTS

Miliband [23–25] defines personalized learning as having five stages shown

in Figure 7.7.

• One of the early phases is the evaluation phase when teachers and
students work constructively together to identify areas of strength and
weakness.
• The ability to choose learning methodologies is given to instructors
and students in the second stage, which entails teaching and learning.
• The third level, known as a curricular choice, allows students to
choose their own course of study, fostering student autonomy.
 Technology-enhanced personalized learning in higher education 81

Figure 7.6 Showing intrinsic motivation of personalized learning by Bray and McClaskey [ 19].

Figure 7.7 Showing stages of personalized learning environments by Miliband [ 23].

• The fourth stage represents a major break from the conventional

educational paradigm since it is focused on student development and
gives teachers the freedom to select their own teaching methods.

The last level of education involves studying outside the traditional

classroom, which gives students the freedom to choose their own learning
environment. During this phase, social and community ties are utilized.
According to Barbara Bray and Kathleen McClaskey (2013), there are
three stages of personalized learning as shown in Figure 7.8.
82 Advances in technological innovations in higher education

Figure 7.8 Showing stages of personalized learning environments (McClaskey, 2013).

1. Learner voice and choice are recognized by the teacher

The teacher:
• Recognizes how each student best learns and bases instructional
decisions on strengths, difficulties, and interests.
• Redesigns the classroom environment and creates courses and
projects that promote learner voice and choice.
• Thoughtfully incorporates technology into the curriculum in order
to educate all learners in the manner in which they learn best.
2. Co-designed by teachers and students in the centre
The teacher and learners:
• Select the knowledge-based tools they will use to support their
learning;
• Co-design lessons and projects with learners to include their voice
and choice;
• Know how to select and use the acceptable tools to support
learning;
• Are moving towards a performance scheme where students begin
to show that they have mastered the material.
3. Student-Driven Learning with the Teacher as a Learning Partner
Learners:
• Direct their education in accordance with their interests, goals, and
inquiries.
 Technology-enhanced personalized learning in higher education 83

• Learn at their own speed with a continuous feedback loop,

monitoring their development.
• Create adaptable projects that let students express themselves and
decide how to demonstrate proficiency in competency-based
learning.

7.8 THE ROLE OF TECHNOLOGY IN PERSONALIZED

LEARNING

Helping students study at their own speed is one of the top technologies-
based customized learning benefits. Also, thanks to the digital format,
teachers may adapt the curriculum to the ability of their pupils. Radical
changes in how education is provided and received are being brought about
by the rise of technology-based personalized learning. With the digitization
of education, educational programmers’ reach is expanding daily.
Technology-based personalized learning is giving instructors and students
new ways to teach and learn, encouraging increased student involvement in
the learning process as a whole.
The way education is delivered in schools and universities has changed
with the introduction of new technology-aided learning tools like smart
boards, MOOCs, tablets, laptops, etc. One of the most economical methods
to teach young brains is through the Internet of Things, which is further
proving to be so. Also, it is an effective approach for including a top-notch
educational opportunity for everyone. The edutech industry is always
looking for new ways to improve access to education for those who are
now unable to afford quality educational facilities [26,27].
Young people from all around the world are increasingly reporting
having attended online courses in the past. The wonderful thing about
digital education is that you can produce things once and reuse them over
and over again for future generations. Digital education also gives teachers
the freedom to alter their lesson plans to meet the specific needs of each
student.
The following Figure 7.9 shows the role of technology in personalized
learning as per the “Office of Educational Technology” [26].

7.9 PERSONALIZED LEARNING ENVIRONMENT TOOLS AND

SOLUTIONS

In India, digital education is transforming the way pupils study several

disciplines. Current Internet technologies and artificial intelligence enable
students‘ learning experiences to be tailored to their individual time
constraints and demands. Furthermore, a wide range of digital learning
solutions and technologies are now available.
84 Advances in technological innovations in higher education

Figure 7.9 Showing the role of technology in personalized learning.

Several instructors have used Online services to create websites for their
students, especially when there was no web hosting service available or when
there were limitations on web posting that made it difficult for teachers to
give their pupils access to the necessary information. The curricula should be
customized by educators, institutions, and language businesses for certain
student groups. New homepage services provide more capability and
flexibility than older ones. One of the fundamental ideas of a Personalized
Learning Environment (PLEs) is the capacity to include flexibility. Wikis,
forums, Twitter, social networks, bookmaking, and other readily available
tools and services are all intended to encourage the distribution of the
material produced by individual users through participation, engagement,
and collaboration. These technologies, as shown in Table 7.2, could aid in
enhancing performance and engagement through personalized learning.

7.10 SCHOOL AND DISTRICT LEADERS CAN SUPPORT

PERSONALIZED LEARNING

School and district administrators need to make sure that the appropriate
digital resources, technological infrastructure, and classroom and school-wide
procedures are in place to lessen the potential burden of individualized learning
on instructors. This involves researching and selecting curriculum, materials,
 Technology-enhanced personalized learning in higher education 85

Table 7.2 Showing personalized learning environment tools

Tool Services Tool Services
Address books Address books Microblogs Twitter
Analytics Google Analytics Music Music
Blogs Blogger, Online office Google Docs
WordPress
Books store Amazon Other media TV, radio
Calendar Calendar Physical objects/sites, libraries,
books, etc.
Chat/IRC MSN Podcast Podcast
Courses Free courses Portfolios e-portfolios
Curriculum Curriculum RSS RSS Reader, Feedly, Blog
documents documents lines
Databases Databases Search engine Google, Yahoo
Drawings Drawings Slide casting SlideShare
Email email Social bookmarking Delicious, Diigo, Digg,
Zotero
Files/document Dropbox, Drive Social networks Facebook, LinkedIn,
repository Academia, Plurk, Elgg,
Base camp
Fora Fora Start pages Netvibes, Protopage,
iGoogle, Windows Live
(discontinued)
Image sharing Flicker Video/repository YouTube
LMS Module, Sakai, Videoconference Skype, Flash Meeting
Blackboard
Mail lists/news Mail lists/ Virtual worlds Second Life
newsletters
Maps Google Maps Webinars Webinars
Wikis Wiki spaces Wikipedia Wikipedia

tools, and other technological resources for education, as well as assisting

instructors in providing substantial feedback and formative assessment [26].
Data-informed personalized learning may be supported by school and
district leaders by:

• To enhance instruction and learning, teachers should leverage

learning environments to provide students access to data.
• Teachers should have time to think about data and plan for its
application.
• Investing in teachers’ education, mentoring, and ongoing professional
development.
• Fostering opportunities for informal cooperation among educators
and institutions to talk about best practices.
86 Advances in technological innovations in higher education

• Establishing conditions in which educators are backed up as they

design and personalized instruction for different students.
• Supplying and keeping up with the technology necessary for person-
alized instruction.
• Investing in infrastructure, such as cutting-edge tools and contempo-
rary data systems.
• Holding dialogues with local residents, parents, and teachers about
the benefits of data-informed education.

7.11 STATE SUPPORT FOR PERSONALIZED LEARNING

Governments can also provide more direct assistance to schools and

teachers as they transition to and sustain personalized learning activities.
Office of Educational Technology [26] makes the following recommenda-
tions to state leaders:

• Explain and give advice on state rules that may have an impact on
personalized learning plans.
• Provide financing channels to support the technologies required for
personalized learning.
• Examine how teacher education programmes approach personalized
learning.
• Make it accessible to school districts, teachers, and students as
important and pertinent tailored learning materials.
• Invest the required human capital resources in making sure that state
authorities are informed about and supportive of customized learning
initiatives.
• Keep track of the state’s results for individualized learning.

7.12 EFFECTIVE PERSONALIZED LEARNING

Learning is an ongoing process in which no two pupils have the same

manner or speed of learning. Personalized learning provides dynamic
settings that foster a love of learning by adapting the curriculum tailored
to each student’s ability of success and skills.

• You’ve probably heard of the proximal development zone, which

claims that everyone has a set of abilities that can be improved with
assistance. These abilities are considered proximal because the
individual requires instruction and nurture to acquire the capacity
to accomplish these tasks on their own.
• Personalized learning is built on similar ideas to the zone of proximal
development. It strives to set difficult but feasible goals for kids based
 Technology-enhanced personalized learning in higher education 87

on their unique needs and talents. Personalized learning also entails

instructors actively reviewing student progress, interacting with
parents, and giving further assistance when necessary.
• Personalized learning leads to higher productivity and material delivery
as students require it. This implies that content that is already familiar
may be omitted, and more time can be spent on topics and places that
are proving difficult. Teachers spend less time re-teaching subject that is
already familiar as a consequence of individualized learning. Students
are better able to focus on areas that demand attention and offer the
knowledge required in a continuous learning journey.
• The key to effective personalized learning is a data-driven strategy
that takes into account the demands of each individual learner. The
correct digital solutions may help educators track and monitor
progress more easily, giving them the knowledge, they need to make
educated decisions about how to best support each individual student.

Students may develop at their own pace as a consequence of this strategy, which
can help them stay interested in their studies. Using data from management of
learning and other sources such as Google Analytics or Module, teachers can
diversify instruction and tailor it to the requirements of each student.

7.13 PERSONALIZED LEARNING IS CHANGING EDUCATION

Personalized learning is a popular topic in education right now. That is not

to say personalized learning is a bad thing; rather, it is a hot issue with a lot
of consequences; there is a lot to speak about when it comes to personalized
learning. As a result, we must be specific. What kind of personalized
learning are we discussing?

• Pupils can achieve mastery learning, which is entire and full knowl-
edge of a certain subject, topic, or concept.
• Students benefit from one-on-one mentoring, which consists of
frequent meetings with the same teacher.
• Online tutoring is inexpensive. Online tutoring is more economical for
most families than other traditional and contemporary individualized
learning choices. In addition, online tutoring is substantially less
expensive than in-person tutoring.
• Online instruction is adaptable.
• Online tutoring is available; students may plan sessions when and
when they wish. Students may now access top-tier instructors via their
mobile devices, such as IOS or Android smartphones or tablets, or
from PCs, unlike ever before. Geography is no longer a barrier to
tailored learning in this concept.
88 Advances in technological innovations in higher education

Figure 7.10 Showing educational technology supports personalized learning.

7.14 EDUCATIONAL TECHNOLOGY SUPPORT

PERSONALIZED LEARNING

Educational technology may help with tailored learning in a variety of ways

shown in Figure 7.10.
Adaptive learning technology modifies the content and complexity of
learning material based on a student’s progress and performance. This
allows students to study at their own speed and concentrate on the issues
that require the greatest assistance.
Management of learning is a platform that allows students and teachers
to access course materials, submit assignments, and interact with one
another. It may also monitor a student’s development and give comments
and assistance.
Learning analytics software may track a student’s learning progress and
give instructors and students data-driven insights. This can assist teachers to
adjust their lessons to particular student’s requirements.
Personalized learning environments: These are digital platforms that
allow students to set their own learning paths and goals. They may also
allow students to personalize their learning experiences by allowing them to
choose their own learning resources or establish their own learning pace.
Artificial intelligence and machine learning: AI and machine learning may
be used to deliver tailored learning suggestions based on a student’s
interests and requirements. An AI-powered tutoring system, for example,
 Technology-enhanced personalized learning in higher education 89

may be able to deliver personalized lessons and feedback depending on a

student’s skills and deficiencies.
Eventually, educational technology has the potential to be a significant
instrument for encouraging personalized learning by providing students
with customizable and flexible learning experiences that are matched to
their unique requirements and goals.

7.15 IMPORTANCE OF PERSONALIZED LEARNING

Several characteristics define the human personality. A unique format is

created by a combination of particular characteristics. We must acknowl-
edge that everyone is built differently and that there must be a varied
approach to teaching. If we look closely, we will notice that each student’s
learning needs differ from those of the others. A learner may spend hours
learning a topic, whilst another may just need a few minutes. Some people
are better at explaining things than others at writing.
More student engagement results from personalized learning. We will
increase and promote student engagement by addressing the various
interests of students. Our kids will spend more time learning and truly
grasp the subject if they are more engaged. What more could a teacher ask
for? Increased involvement also results in higher levels of motivation among
pupils. Students will get involved in their learning journey because they
have a level of choice in the learning path they pursue. This incentive will
help them avoid distractions, disengagement from learning materials, and
overall poor academic performance.
Increased productivity is also a result of personalized learning.
Understanding each student’s needs allows us to target the areas that
demand attention. This implies that content that is already familiar may be
omitted, and more time can be spent on topics and places that are proving
difficult. By delivering material as students demand it, the learning journey
becomes more efficient, allowing instructors and students to engage in areas
that require attention. The variation and diversity in such qualities make it
extremely difficult to establish a prospective leading solution that meets all
demands. Here is when the value of personalized learning becomes clear.
Personalizing training and learning experiences for each student in order to
meet their individual requirements, interests, and aptitudes is known as
personalized learning. It entails creating curricula and learning activities for
each student that are pertinent and interesting based on their interests,
advantages, and learning preferences. With the provision of the resources
and assistance they require to thrive, personalized learning seeks to assist
students in realizing their full potential. This strategy can include leveraging
technology to design personalized learning pathways, offering specialized
instruction or coaching, and motivating students to take charge of their
education by establishing objectives and keeping track of their advancement.
90 Advances in technological innovations in higher education

Several venues, such as conventional classrooms, online learning envir-

onments, and homeschooling, can use this sort of learning. It has been
demonstrated to increase student engagement, motivation, and academic
achievement while fostering 21st-century abilities like problem-solving and
critical thinking.

• Student-centred personalized learning

Students can pick their own method of learning in the classroom using
personalized learning. According to their requirements and interests, they
choose the learning model. Students actively endeavour to accomplish
specified learning objectives, goals, and assignments.

• The Learning Speed is determined by the students

Students can choose their own pace thanks to the flexibility of Personalized
Learning. Only if they have a firm grasp of the present concept may they
decide to move on to subsequent modules. Depending on how complicated
the subjects are, students can split their time accordingly.

• Knowledge-Based Methodology

Understanding the concepts is the main goal of personalized learning, not

getting high exam results. Instructors pay closer attention to what and how
kids are learning. Hence, teachers provide opportunities for students to
build practical real-life skills rather than merely preparing them for tests
and outcomes.

• Anywhere, Anytime: Learn

Access to learning and teaching applications is available to both students

and teachers both within and outside of the school and classroom. Anyone
has access to educational apps thanks to cloud technologies for education.

7.16 CONCLUSION

In conclusion, based on the few data available, several components of

personalized learning appear to show potential for enhancing the higher
education system in India. To provide causal proof that the approach improves
student results, further research is needed. Further study will be required to
determine the specifics of which techniques and what combinations are most
beneficial for individual pupils because personalized learning is made up of so
many interconnected tactics. Early adopters of personalized learning are now
constrained by rules that might thwart their efforts, incomplete evidence, and
 Technology-enhanced personalized learning in higher education 91

inadequate curricular materials. There is a chance that these issues might lead
to early implementations failing as personalized learning techniques expand.
This could force the broader idea to be dropped before it can be tried out
under more favourable circumstances. Implementers should follow certain
guiding principles to identify the facets of personalized learning that are most
likely to be successful as a safeguard against these hazards.

REFERENCES

[1] McCarthy, J. (2015). Student-centered learning: It starts with the teacher.

George Lucas Educational Foundation. https://www.edutopia.org.
[2] Basye, D. (2018). Personalized vs. differentiated vs. individualized learning.
Retrieved February 28, 2021, from https://www.iste.org/explore/
Educationleadership/Personalized.
[3] Hidden Curriculum. (2014). In S. Abbott (Ed.), the glossary of education
reform. http://edglossary.org/hidden-curriculum.
[4] Jenkins, S., Williams, M., Moyer, J., George, M., & Foster, E. (2016). The
shifting paradigm of teaching: Personalised learning according to teachers.
Knowledge Works. Retrieved from www.knowledgeworks.org/sites/default/
files/u1/teacher-conditions.pdf.
[5] Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining
and integrating personalized, blended, and competency education. INACOL.
https://www.inacol.org.
[6] Vermont Agency of Education (2017). Personalized learning. Retrieved from
http://education.vermont.gov/student-learning/personalized-learning.
[7] Wang, T.I., Tsai, K.H., Lee, M.C. & Chiu, T.K. (2007). Personalized
learning objects recommendation based on the semantic-aware discovery
and the learner preference pattern. Educational Technology & Society. 10
(3), 84–105.
[8] Powell, P. (2019). What is personalized learning? A complete guide to
individualized education in the classroom. Future Readiness. https://xello.
world/en/blog/.
[9] Slocum, N. (2016). What is personalized learning? Education Domain.
https://aurora-institute.org.
[10] Tanenbaum, C., Le Floch, K. & Boyle, A. (2013). Are personalized learning
environments the next wave of K–12 education reform? American Institutes
for Research. Retrieved from http://www.air.org/sites/default/files/
[11] Laurans, E., Derr, K. & Turco, J. (2013). The state of personalized learning
in districts: Research Overview. The Parthenon Group and Bill & Melinda
Gates Foundation. https://www.learningpersonalized.com.
[12] Wolf, M. (2010). Innovate to education: System [re] design for personalized
learning. A report from the 2010 symposium. Washington, DC: Software &
Information Industry Association. Retrieved from http://siia.net/pli/
presentations/PerLearnPaper.pdf.
[13] Yonezawa, S., McClure, L., & Jones, M. (2012). Personalization in schools.
Washington, DC: Jobs for the Future. Retrieved from http://www.
studentsatthecenter.org
92 Advances in technological innovations in higher education

[14] Rooney, T., Brown, L., Sommer, B., & Lopez, A. (2017). Beyond reform:
Systemic shifts toward personalized learning. Lindsay Unified School
District. Contributing researchers: Leslie Pynor, Katie Strom, Eric Haas,
and Robert J. Marzano. iNACOL, The International Association for K–12
Online Learning. www.inacol.org.
[15] Tranquillo, J. & Stecker, M. (2016). Using intrinsic and extrinsic motivation
in continuing professional education. Surg Neurol Int. 2016. 7 (Supply 7):
S197–S199. doi: 10.4103/2152-7806.179231.
[16] Cherry, K. (2016). Extrinsic vs. intrinsic motivation: What’s the difference?
http://psychology.about.com.
[17] Great Schools Partnership (2015). Personalised learning. Retrieved February
24, 2018, from The Glossary of Education Reform: https://www.Edglossary.
org/personalized-learning.
[18] Rickabaugh, J. (2016). Tapping the power of personalized learning: A roadmap
for school leaders. Alexandria, VA: ASCD. https://www.teachingchannel.com/
k12-hub/blog/personalized-learning-increases-intrinsic-motivation/.
[19] Bray, B. & McClaskey, K. (2017). How to personalize learning: A practical
guide for getting started and going deeper. Thousand Oaks, CA: Corwin.
The Institute for Personalized Learning. (n.d.). Retrieved August 5, 2018,
from http://institute4pl.org.
[20] Bray, B. & McClaskey, K. (2013a). A step-by-step guide to personalize
learning. Learning and leading with technology. International Society for
Technology in Education, 40(7), 12–19. Retrieved from http://www.
learningandleadingdigital.com/
[21] Bray, B. & McClaskey, K. (2013b). Personalization vs. differentiation vs.
individualization report. Retrieved from http://www.slideshare.net/bbray/
personalization.
[22] Bray, B. & McClaskey, K. (2013c). International society for technology in
education, learning & leading with technology. 12–19. https://www.iste.org.
[23] Miliband, D. (2006). Choice and voice in personalized learning. In
Personalising Education 21–30. OECD. 10.1787/9789264036604-2-en.
[24] Mohd, C., Shahbodin, F. & Pee, N.C. (2014). Exploring the potential
technology in personalized learning environment (PLE). J. of Applied Science
and Agriculture, 9 (18), 61–65.
[25] Nandigam, D., Tirumala, S.S. & Baghaei, N. (2015). Personalized learning:
Current status and potential. IC3e 2014 -2014 IEEE Conf. e-Learning,
e-Management e-Services. 111–116.
[26] Office of Educational Technology (2017). Reimagining the role of tech-
nology in education: 2017 National Education Technology Plan update. U.S.
Department of Education. Washington, DC: U.S. Department of Education.
[27] Pane, J.F., Steiner, E., Hamilton, M.L. & Pane, J.D. (2017). Informing
progress: Insights on personalized learning implementation and effects. Santa
Monica, CA: RAND Corporation.
Chapter 8

Environment for personalized

learning
Jagjit Singh Dhatterwal1, Kuldeep Singh Kaswan2,
and Sunil Kumar Bharti3
1
Department of Artificial Intelligence & Data Science, Koneru Lakshmaiah
Education Foundation, Vaddeswaram, Andhra Pradesh, India
2
School of Computing Science and Engineering, Galgotias University, Greater
Noida, India
3
Department of Information Technology, Galgotias College of Engineering &
Technology, Greater Noida, India

8.1 INTRODUCTION

Many students who perform poorly in science during their secondary

education go on to major in non-scientific fields during their post-
secondary education, which raises substantial concerns. It is certain that
pupils would lack assistance and counsel on how to study and excel in
scientific courses despite the hurdles since professors are frustrated with the
science learning environment [1]. Moreover, there seems to be no improvisa-
tion in handling the scientific classroom, which leads instructors to gloss over
challenging ideas. Goodrum also points out that there is a theoretical risk
that teaching scientific courses would lead students to see science as overly
difficult and, hence, less relevant to students‘ everyday lives [2]. The teaching
and learning process, as well as teacher-student contact in schools, is cited as
having a significant impact on student’s attitudes toward scientific courses.
Goodrum and Rennie both stress that students’ “perceptions that, there is
little relevance of science courses with their daily life” contribute to the loss
of students‘ enthusiasm for science disciplines. In recent years, internet
education has been more integrated into the educational process. The
approach used is what sets online education apart from more conventional
forms of education [3]. On the other hand, the goals, resources, texts, and
schedules are all the same. When content is received over the internet, it is
considered online learning because of the structure and process that links
students with the resources and information. In most classroom settings,
students and teachers seldom interact face-to-face. According to their
research, almost 4.8 million students shifted to online programs in 2008.
Web-based learning has become one of the most widely used online
applications in the field of education. Web-based education has been proven
to improve education in several research investigations. This is because the

DOI: 10.1201/9781003376699-8 93
94 Advances in technological innovations in higher education

Internet has opened exciting new pedagogical possibilities for both students
and teachers. The ability to study whenever and anywhere is what makes
web-based education so appealing. As was previously noted, the World
Wide Web is a highly individualized, worldwide disseminable medium for
delivering information. This means that the process of education is no
longer restricted by time and location. Students and instructors may be in
different places at different times by utilizing this medium to communicate
and collaborate. Time and space constraints that formerly defined the
classroom are now irrelevant (Bachari et al., 2011).
It is common knowledge that the major benefit of online learning is the
opportunity for non-linear engagement. This empowers students to shape
their own educational experience. Some pupils may struggle with issues like
disorientation, cognitive overload, and lack of self-control if given too
much leeway. Consequently, academics are now shifting their focus to
discovering how learners of different styles and characteristics utilize web-
based learning in order to investigate these issues. It is becoming more
necessary to take students’ unique learning styles into account when
developing and delivering courses (Chatti et al., 2010).
Teachers need to adapt their methods to the unique characteristics of
online learning so that students may succeed regardless of their preferred
learning style. Therefore, teachers need knowledge about student traits that
may influence student behaviour in the classroom. Teachers may tailor their
classroom setup to the individual needs of their students in this way [4].
Educators were given a list of factors to consider, including students’ age,
gender, cognitive style, motivation, and how much previous knowledge
they already had in the subject area. Once the learner profile is established,
the hypermedia learning process may be tailored to each individual’s
requirements.
The term “personal learning environment” (PLE) describes a relatively
new phenomenon in the modern educational system. The term “Personal
Learning Environment” (PLE) refers to a set of technologies that facilitate
interaction between learners (or anybody else) and a network of indivi-
duals, organizations, and resources. The idea of PLE is relatively new to the
field of creating effective online education. In a PLE setting, the learner
takes centre stage as opposed to the teacher, classroom, materials, and
technology. Likewise, PLE has been useful in boosting the efficiency of
education. PLE, as described by Atwell, is a personalized setting. Each
person is accountable for his or her own education. They must also take a
more active role in managing the learning process and in the content’s
ownership. In general, a personalized learning strategy may provide a fresh
way to motivate pupils to study and may even be necessary to satisfy the
educational demands of the future [5].
Science Two is the focus of this investigation. Specifications for an
Integrated High School Curriculum. The Malaysian Ministry of
Education’s framework for Science Form 2 is used. As a result of this
 Environment for personalized learning 95

work, a novel method of education called the Personalized Learning

Environment will be proposed. (PLE). In PLE, the learner takes centre
stage as opposed to the teacher, classroom, materials, and technology. PLE
may play a vital function in enhancing the efficiency of learning. A personal
learning environment (PLE) is one of the resources available to a student in
a network of people, services, and resources [6].

8.2 ABOUT PERSONALIZED LEARNING STRATEGY

In the twenty-first century, children’s particular strengths, interests, and

aptitudes are recognized and cultivated via a personalized learning strategy.
Likewise, PLE has been useful in boosting the efficiency of education [7].
Indeed, conventional learning based on a “one size fits all” approach tends
to support just one educational model since a teacher in a normal classroom
environment typically needs to deal with numerous pupils at once. To
ensure that students are actively involved in and taking responsibility for
their own education, several scholars have argued that consideration should
be given to the unique characteristics of each learner [8]. Learners always
have power over what they learn, but they may not always have a say in
what is taught. One of the most important aspects of customization is the
learning experience. We utilize Google, social media, online forums, and
wikis to collaborate on assignments and solve problems. There is much
academic learning that occurs outside of schools. A paradigm shift may be
seen in the concept of PLE, which proposes a learning environment in
which users have access to a steady stream of information and guidance
from a wide variety of sources. Learning takes place in a wide variety of
settings, making this tool crucial for facilitating this process [9].
Learners vary in numerous ways, including their learning styles, orienta-
tions, learning rates, cognitive styles, level of intellect, number of innate
abilities, and other facets of their potential.
This research took into account three distinct learning styles: aural,
visual, and kinetic. Students learn best via visual means, such as pictures,
images, and spatial comprehension. Observe and absorb. Take notes, listen
carefully, and review your notes often. They are able to participate in class
discussions and lectures without difficulty. Summarize the material and
speak it aloud after reading [10].
Students like auditory methods such as music and sound effects. Auditory
learning. Take notes often and swiftly evaluate visuals. They train their
minds to think more clearly by mentally visualizing certain words or ideas.
They also make use of the following tools:
Students who learn best using kinesthetic methods are those who learn
best by doing. Feel your way to understanding. Repeated writing will help
you retain the information. We save the scratch paper. Taking and retaining
notes from lectures is crucial. Create some study guides [11].
96 Advances in technological innovations in higher education

Adopting apps, matching educational pursuits, and incorporating techno-

logical components into teaching all contribute to a successful PLE deploy-
ment. As a result, classroom setup should cater to individual students’
preferences, strengths, and weaknesses.

8.3 METHODOLOGY

The methodology used to develop a courseware is ADDIE (Analyze, Design,

Develop, Implement, and Evaluate) model. ADDIE is a systematic or step-
by-step model used for product development. Each phase ensures develop-
ment efforts stay on track, time, and target [12].

8.3.1 The research process

During this stage, we analyze the data to determine the root causes of the
students’ difficulties with the Science curriculum. The evaluation needs of
students were then taken into account when we set our goals and built the
PLE environment and approach. In order to confirm the need, we will
undertake surveys, focused group interviews, and a review of relevant
literature [13]

8.3.2 The planning stage

Create a test version of your suggested model that emphasizes learning. The
anticipated results from the aforementioned study may then be used to
inform the design of the interactive prototype’s content, media, and
interaction.

8.3.3 In development
PLE components are integrated throughout development. Now that the
storyboard has been made, development can begin, and eventually, an
Alpha version of the product will be the result. Using the storyboard as a
blueprint, the team will first work on the user interface and then add
content. We will construct each module and test its features to make sure
they all operate [14].

8.3.4 The stage of implementation

In this stage, the prototype is tested to ensure it works properly. Each
component and module will be combined into one fully functional whole.
It is crucial to run a demo of the application with a select audience in
order to get valuable input that can be included in future iterations of the
program.
 Environment for personalized learning 97

8.3.5 The assessment step

During this stage, we identify the processes that may be enhanced in order
to provide better study outcomes. User comments are gathered as part of
the evaluation process. Testers’ responses to a questionnaire on the
program’s user interface, PLE approach, and content will be utilized to
improve the product.

8.4 PERSONALIZED LEARNING ENVIRONMENT IN

EDUCATION

To better meet the individual requirements, traits, and preferences of each

student, educational institutions are increasingly turning to personalization
technology. Learners who take charge of their own education and progress
use PLEs, which consist of a collection of tools, communities, and services.
Personalized learning proponents argue that the notion should be modified
for each student, rather than the other way around, in contrast to the
standard method of education [15].
By focusing on each student’s unique set of circumstances, a personalized
approach to education may foster a close, one-on-one interaction between
the classroom and the classroom’s students. Learner modelling is the
primary technique for tailoring the system’s interaction with each indi-
vidual student in a customized learning environment. Generating a learner
model entails hypothesizing the learner’s intentions, plans, preferences,
attitudes, knowledge, and beliefs based on the information obtained via
interaction [16].
According to studies, pupils who study in a more individualized setting
improve both academically and socially. These pupils are becoming more
independent, creative, and resourceful. Personalized learning environments
(PLEs) include a number of characteristics, as described by Clements and
Douglas (2008) in their paper Personalized Learning and Innovation in
Education. This includes:-

• It gets students involved in the learning process, which in turn makes

them more responsible for their own success. Students are learning to
produce content rather than just consuming it.
• Students take responsibility for their learning.
• Gives kids the independence they want
• It is a link to the actual world
• It encourages kids to think outside the box
• Promotes in-depth thinking, learning, and comprehension
• Allows for the free exchange of ideas
• Fosters a relationship based on trust and cooperation between
instructors and their students.
98 Advances in technological innovations in higher education

8.5 WHY PERSONALIZED LEARNING ENVIRONMENT?

The introduction of online courses has revolutionized the educational

system. It is unfortunate that many supposed educational websites do not
use sound pedagogical practices. How can we best target each user as they
increasingly turn to online education? How can we foster more initiative,
autonomy, and student responsibility? How can I tailor a website’s layout
to each user? How can I tailor my message to a wide range of personality
types by using a variety of settings? How do various students use the online
curriculum? In what ways do our consumers vary from one another? The
answers to these sorts of inquiries are crucial when creating an instructional
website [17].
Research on individual differences and needs has emerged as a central
concern during the last decade as a means of addressing these concerns. The
significance of adjusting for different users while creating online guides is a
good indicator of this. The customization problem emerges when we
consider how best to accommodate students‘ unique needs by allowing
them to tailor their classroom experience to their own unique set of
experiences and backgrounds.
The absence of individualization has been identified as a major flaw in
virtual classrooms. Therefore, personalized education is one of the most
pressing concerns in the field of education today. According to propo-
nents of the customized learning approach, this style of instruction puts
the learner, or student, at the centre of the educational process. Students
are more invested in their education, so they study at their own speed and
in their own way, are more motivated, and achieve more uniformity in
their knowledge. Otherwise, students will take advantage of self-paced
learning settings, where they may choose their own tempo, get the
information they need, choose from a variety of teaching methods, and
manage their time effectively. As a result, we need further studies
examining the connections between student background information
and the best ways to provide course materials online. This research
is necessary because it will help us understand what features of the
online learning delivery format lead to better student happiness and
performance.

8.6 INDIVIDUAL DIFFERENCES IN PERSONALIZED

LEARNING ENVIRONMENT

Knowing your students is essential for creating a productive learning

atmosphere. The extent to which individual variations affect the learning
process has been the subject of much study. Differences in cognitive styles
and background information are examined in more detail below.
 Environment for personalized learning 99

8.7 COGNITIVE STYLE

Each person has their own unique way of thinking and processing
information, and this is called their “cognitive style.” Cognitive style is
said to influence how one perceives the world, processes information, and
ultimately comes to conclusions and choices. A person’s cognitive style may
be defined as the way in which they naturally and most effectively acquire
and process new information and solve problems.
There have been many studies done on the cognitive style factor of field
dependency vs. field independence. The reason for this is that the ways in
which people learn best – through salient signals and field arrangement –
depend on the cognitive style they employ. Most empirical research focuses
on the following questions:
To what extent (a) various groups of students with different cognitive
styles prefer utilizing different sorts of navigation tactics, and (b) whether
cognitive styles will substantially impact learners’ success inside web-based
training. Field independence was used to define people who are self-reliant,
analytical, and focused inward. Field-reliant people, on the other hand, are
more likely to operate in teams, take direction from others, be swayed by
prominent factors, and accept ideas at face value. Due to the differences,
field-independent learners have been shown to outperform field-dependent
learners in a variety of traditional and online learning contexts [18].

8.8 PRIOR KNOWLEDGE

One factor contributing to individual variances is a person’s level of prior

knowledge. An individual’s prior knowledge incorporates a comprehension of
their past experiences. Numerous research studies have shown the importance
of previous knowledge in online training. It is well acknowledged that issues of
disorientation and the need for extra help are significant challenges in online
education. It has been shown via studies that individuals with less knowledge
and expertise would have greater difficulty finding their way around in a web-
based tutorial. The fact that they are not yet acquainted with the new material
means that they have no frame of reference within which to place it.
Knowledgeable users, on the other hand, will not have any trouble building
new knowledge and making connections to existing information.

8.9 PRELIMINARY ANALYSIS

Ninety second graders at SMK Malim in Melaka, Malaysia, are polled to

determine what aspect of Science is the most challenging for them.
The results of this preliminary research on the most challenging areas of
Science Form 2 are shown. The second-year science professors are
100 Advances in technological innovations in higher education

interviewed by the researcher to determine the most challenging course

material. The complexity and breadth of nutrition’s various subfields make
it the toughest. Food groups, the value of a well-rounded diet, the digestive
process, digested food absorption, urine and feces reabsorption, and good
eating habits are all components of the broader field of nutrition.
To evaluate the survey data, we use SPSS (Statistical Package for the Social
Sciences). (SPSS). Students have been interviewed sparingly for their thoughts
on the issue of nutrition. According to the comments, they should keep in
mind the information covered in class. This subject was likewise dull to them.
As students have not been introduced to ways to enhance the learning
processes in this area, their boredom has grown. Topic 2 is Nutrition in
Science, and this table displays the relative frequency of its occurrence.
Nutrition is the most challenging subject, as agreed upon by 40%, and highly
agreed upon by 38.9%. The next most popular answer, “easy,” was given by
12.2% of respondents, followed by Nutrition (chosen by 3.3%).
The data demonstrates the investigation of how much kids rely on the internet
for schoolwork. Statistics reveal that kids require internet access for their
education with 40% strongly agreeing and 38.9% agreeing. Only 2.2% disagree
and 1.1% strongly disagree that they used the internet for schoolwork. They
place a high importance on practical resources that aid in task organization, time
management, the simplification of complex jobs, and, of course, entertainment.
This study will provide a framework for recognizing and evaluating
students’ preferred learning styles, including the three most common ones:
visual, auditory, and kinesthetic. Students will be evaluated based on their
actions and progress. The goal of this project is to create a model and
framework that puts an emphasis on the mental abilities necessary for PLE.

8.10 CONCLUSIONS

It is likely not unexpected that the study’s preliminary analysis suggests that
computers are being utilized in classrooms in ways like those of previous
classroom uses of technology. If we are going to make the most of the
potentials for PLE discussed in the literature, then we need to put in more
effort to ensure that teachers receive successful instruction to understand
what those potentials are, and that policymakers ensure that enough people
have access to the Internet to make that kind of movement necessary.

REFERENCES

[1] Alkhasawneh, I. M., Mrayyan, M. T., Docherty, C., Alashram, S. A., &
Yousef, H. Y. (2008). Problem-based learning (PBL): Assessing students’
learning preferences using vark. Nurse Education Today, 28(5), 572–579.
10.1016/j.nedt.2007.09.012.
 Environment for personalized learning 101

[2] Aviram A., Ronen Y., Somekh S., Winer A., & Sarid A. (2008). Self-
Regulated Personalized Learning (SRPL): Developing iClass’s pedagogical
model. eLearning Papers, 9, 1–17.
[3] Attwell, G. (2007). Personal learning environments - The future of Learning?
eLearning Papers, 2(1). http://digtechitalia.pbworks.com/w/file/fetch/
88358195/Atwell%202007.pdf
[4] Kaswan, K. S., Dhatterwal, J. S., Sharma, H., & Sood, K. (2022). Big Data in
Insurance Innovation. Sood, K., Dhanaraj, R. K., Balusamy, B., Grima, S.
and Uma Maheshwari, R. (Ed.) Big Data: A Game Changer for Insurance
Industry (Emerald Studies in Finance, Insurance, and Risk Management),
Emerald Publishing Limited, Bingley, pp. 117–136. 10.1108/978-1-80262-
605-620221008.
[5] Elliott, C. (2010). We are not alone: The power of Personal Learning
Networks. Synergy, 7(1), 47–50.
[6] Ertl, B., Ebner, K., & Kikis-Papadakis, K. (2010). Evaluation of eLearning.
International Journal of Knowledge Society Research (IJKSR), 1(3), 31–43,
2010.
[7] Dhatterwal, J. S., Kaswan, K. S., & Pandey, A. (2022). Implementation and
Deployment of 5G-Drone Setups. In The Internet of Drones (pp. 47–64).
Apple Academic Press.
[8] Gagné, R., & Briggs, L. J. (1974). Principles of Instructional Design. http://
ci.nii.ac.jp/ncid/BA04482406
[9] Gu, X., & Li, X. (2009). A Conceptual Model of Personal Learning
Environment Based On Shanghai Lifelong Learning System. Proceedings
of the 17th International Conference on Computers in Education
[CDROM]. Hong Kong: Asia-Pacific Society for Computers in
Education, 885.
[10] Kaswan, K. S., Dhatterwal, J. S., Kumar, S., & Lal, S. (2022). Cybersecurity
Law-based Insurance Market. In Big Data: A Game Changer for Insurance
Industry (pp. 303–321). Emerald Publishing Limited.
[11] Goodrum, D., Rennie, L. J., & Hackling, M. W. (2000). The Status and
Quality of Teaching and Learning of Science in Australian Schools: A
Research Report.
[12] Minocha, S., Schroeder, A., & Schneider, C. (2011). Role of the educator in
social software initiatives in further and higher education: A conceptualisa-
tion and research agenda. British Journal of Educational Technology, 42(6),
889–903. 10.1111/j.1467-8535.2010.01131.x
[13] Retalis, S., Paraskeva, F., Tzanavari, A., & Garzotto, F. (2004). Learning
Styles and Instructional Design as Inputs for Adaptive Educational
Hypermedia Material Design. Paper presented at the “Information and
Communication Technologies in Education” - Fourth Hellenic Conference
with International Participation, Athens, Greece.
[14] Samah, N. A., Yahaya, N., & Ali, M. B. (2011). Individual differences in
online personalized learning environment. Educational Research Review,
6(7), 516–521. 10.5897/err.9000199
[15] Downes, S. (2006). Learning Networks and Connective Knowledge.
Collective Intelligence and Elearning, 20, 1–26.
102 Advances in technological innovations in higher education

[16] Kaswan, K. S., Dhatterwal, J. S., & Kumar, A. (2023). Swarm Intelligence:
An Approach from Natural to Artificial. John Wiley & Sons.
[17] Speering, W., & Rennie, L. J. (1996). Students’ perceptions about science:
The impact of transition from primary to secondary school. Research in
Science Education, 26(3), 283–298. 10.1007/bf02356940.
[18] Trinidad, S. (2003). Working with Technology-Rich Learning Environments:
Strategies for Success. World Scientific eBooks, 97–113. 10.1142/97898125
64412_0005
Chapter 9

AI in personalized learning
Kuldeep Singh Kaswan1, Jagjit Singh Dhatterwal2,
and Rudra Pratap Ojha3
1
School of Computing Science and Engineering, Galgotias University, Greater
Noida, India
2
Department of Artificial Intelligence & Data Science, Koneru Lakshmaiah
Education Foundation, Vaddeswaram, Andhra Pradesh, India
3
Department of Computer Science & Engineering, GL Bajaj Institute of
Technology and Management, Greater Noida, India

9.1 INTRODUCTION

The rise of digitalization as a driver of economic expansion and improve-

ment in living standards is well recognized. Changes in global, creative,
inclusive, and sustainable growth across industries are influenced by
digitalization [1]. Computational science has flourished as a result of the
availability of massive datasets and the rising importance of digital
technology, which in turn has stimulated the expansion of many sectors
and permitted a swift transition to e-science on a national scale. Computer
literacy has emerged as a key competency driving technological advance-
ments in the business world, thanks to the rise of smart computing [2].
Additionally, it has been acknowledged as a factor in the expansion of
businesses. The broad accessibility of low-cost computing power and vast
volumes of data has contributed to recent advancements in machine
learning. The widespread dissemination and accessibility of digital tech-
nology have sparked a renewed interest in artificial neural networks in both
industry and academia. Among the various applications of neural AI and
ML are real-time language processing, translation, image analysis, and
driverless vehicles. Examples include synthetic artwork, service robots,
automated fraud identification systems, and automated procedure systems
for administration.
AI is revolutionizing many sectors of economic life and communication,
while also bringing virtual reality to the forefront. Learning, cognition, and
the progress of society have all been impacted by AI‘s introduction into the
classroom. The biggest problem is that schools still do not believe in the
usefulness of technology for learning, which has delayed the introduction of
AI into classrooms for a long time [3]. However, digital changes have
occurred in the fields of applied sciences, industry, finance, and health. As a
result of the digital revolution of education, secondary and higher education
institutions all over the globe have become major adopters of technology. It

DOI: 10.1201/9781003376699-9 103

104 Advances in technological innovations in higher education

has also stoked studies into the practical use of AIEd (artificial intelligence
in education) in contemporary classrooms.
To improve education, technological advances are being used in the
classroom, however, many developed countries still face challenges in doing
so. Due to the interplay of numerous factors, the successful application of
intelligent machines (AI) to the objective of supporting society’s long-term
progress needs the collaboration of a wide range of organizations. Many
educational procedures, such as determining whether or not they are
effective and whether or not they make sense, are extremely subjective,
and not all public educational policies are uniform around the globe.
Although artificial intelligence (AI) products have the potential to enhance
students’ opportunities for higher education, interactive instructional
spaces, and intelligent teaching assistants, putting these ideas into practice
is still easier said than done. It is, therefore, relevant to investigate how
intelligent technology might be used to best promote personalized educa-
tion in the classroom [4].
The focus of this research is on how AIEd may be utilized to tailor
education to the specific needs of each student. To do so, the following
objectives are set:

Describe the digitization of society and the potential social and ethical
risks posed by AI; Explain the meaning of a certain AI-related word,
key ideas, and subfields; Investigate the potential of AIEd and look at
other ways of learning and growing in your field; Study real-world
examples of using AIEd to learn more; Analyze the ways in which AIEd
may facilitate personalized education [5].

Students now have to study at a much faster rate than their predecessors
because of the increasing relevance of AI. However, there is broad public
concern that the deployment of AI to tackle social and economic concerns
may have unexpected repercussions. When applied to learning, AIEd opens
up exciting new horizons. In the relatively short history of AIEd, there have
been a number of key moments that may be categorized into three
overarching paradigms of how AI is applied to difficulties in education
and learning. In the first approach, students are seen as passive consumers
of educational services while conceptual models of knowledge are repre-
sented and cognitive learning is directed by means of AIEd technology. In
the second model, students work in tandem with AI and use AI-enhanced
pedagogical materials. In the third framework, students use AIEd tools to
become more involved in their own education. With the aim of creating
iteratively upgraded customized, learner-centred, data-driven training that
emphasizes review and criticism from students to artificially intelligent
machines, The application of computational intelligence in education
(AIEd) is progressing towards individualizing learning experiences for
students. While individualized instruction is not new, advances in AI and
 AI in personalized learning 105

big data analysis are making it a lot more practical for use in educational
institutions.
The online classroom provides the flexibility to cater to different learning
styles. However, empirical studies show that the mere fact of customization
does not guarantee improved educational outcomes. Attempts at personal-
ization in the classroom may fail if they are based on static modelling or if
they make adjustments based on student traits that are only loosely related
to the method of instruction and instruction. (Such as learning styles).
However, dynamic modelling can assess and adapt to important learner
traits, resulting in learning performance that rivals that of human effort.
Intelligent Learning Systems may be very useful for teachers who focus on
online or hybrid instruction. (ITS). The widespread availability of digital
resources has facilitated the dramatic shift away from in-person classrooms
and towards distance education. With its capacity to enable customizable
groupings based on student data, promote communication among virtual
team members, and provide reports on group conversations., AIEd has the
potential to promote learning through collaboration. Artificial school
systems are predicated on the principle that each student should have their
own unique educational experience tailored to their unique set of char-
acteristics and past knowledge. In contrast, data-driven AI systems excel in
real-time processing of massive, complex data streams. User interfaces (UIs)
that capture pupil action in real time and save historical data to be utilized
in building a student’s profile are necessary for the coming generations of
intelligent learning systems. This concept is sometimes expressed as “no AI
without UI.” As a result, significant resources will be devoted to integrating
various technologies for sensing and graphical user interfaces into academic
settings. They will make it easier to get data on students‘ habits from
outside sources like social media and gaming sites [6].
Artificial intelligence (AI) can help teachers create lessons that are
customized for each student. The use of technology to address educational
challenges and promote new pedagogical approaches is brought to the
forefront of people’s minds. The fast development of AI has made it feasible
to create unique educational plans for each student. Some applications of
artificial intelligence that attempt to emulate human performance include
machine translation, voice recognition, computer vision, picture recognition,
recognizing texts, theorem demonstrating, algorithmic learning, intelligent
learning with adaptation, and robotics [7].
In order to examine students’ knowledge (and their learning engagement
techniques) and reconstruct effective individualized learning pathways and
develop curricular supporting strategies, learning analytics now makes use
of AI as one of its tools. Learning data analytics algorithms are widely used
for decision assistance and tailored instruction. Predictive analytics is used
by systems for decision support to provide predictions based on graphical
representations of data. AIEd may be used by teachers to analyze student
assessment results. Personalized learning systems might evaluate a student’s
106 Advances in technological innovations in higher education

progress towards mastery of course material and adjust their education

appropriately. Students‘ interests and needs may be better met and learning
results improved via the use of personalization strategies. Artificial intelli-
gence (AI) and immersive technology have the potential to make today’s
classrooms more engaging and inspiring.
Information systems link, govern, and promote the professional and
academic communities. New studies on the benefits of technological
progress and the development of innovative educational methods are
made possible by the progress of AI and other forms of machine learning.
The fields of artificial intelligence (AI) and robotics have attracted
increasing attention in the past couple of decades. The importance of
digital materials in today’s workplaces and classrooms is undeniable. The
extensive use of digital technologies will have significant effects on both
teachers and pupils. Therefore, universities have an obligation to equip their
students with the knowledge and abilities they will need to succeed in the
interconnected economic system of the 21st millennium and to aid in the
process of social adaptation. Educators can do more with AI, and the gap
between instructional technology creation and execution in the classroom is
narrowed. The advancement of both education and technology is mutually
beneficial and should be encouraged simultaneously. Educators and AI
professionals must collaborate efficiently since educational technology
cannot exist alone. Students’ employability is tied to their capacity to
acquire marketable skills, which in turn depends on their ability to
communicate effectively in the classroom [8].

9.2 BASIC TERMS OF ARTIFICIAL INTELLIGENCE

Understanding how robots can learn as well as logic like humans is a broad
field of study known as artificial intelligence [9]. There are both elementary
rules and more sophisticated neural networks present. The field of artificial
intelligence known as machine learning (ML) focuses on teaching com-
puters to learn and make predictions on their own. Machine learning that
makes use of artificial intelligence (AI) is known as deep learning (DL) or
deep neural networks (DNN). (Figure 9.1). Manufacturing companies that
rely heavily on data commonly employ and combine the techniques of
cognitive ability, intelligence, machine learning, and extensive intelligence
to create AI-based products and services. Human-centred machine learning
(HCML) has emerged as a result of the growing partnership between
humans and AI [10,11].
Algorithms are the rules and instructions that computers follow to solve
problems and reach their objectives. Algorithms are a kind of instruction
that AI and ML systems need in order to perform. Neural networks analyze
large amounts of data using complex algorithms to do jobs that were
previously only feasible for humans. Machine learning algorithms mine
 AI in personalized learning 107

Figure 9.1 Artificial intelligence concepts [ 12].

information for patterns that may be used to make forecasts about the
future. The quality of the information and human expertise utilized to train
machine learning is crucial to the success of the process. Machine learning
techniques may be found in a wide variety of fields, including the
categorization of information, data clustering, regression study, feature
design, reduced dimensionality, rule-based learning, and reinforcement
learning to name a few. It is not always a breeze to zero down on the
best learning algorithm for a given challenge. Various learning algorithms
may have various ultimate goals. The results of various learning algorithms
on the same sample of data may vary dramatically depending on the data
and the approach applied. Computer algorithms that might potentially
“learn” from their mistakes by analyzing massive amounts of data are
referred to as “machine learning.” One of the most crucial aspects of
learning is data, which presents a problem for the field of machine learning.
Machine learning takes time since it uses series data to assess and explore
possible outcomes. Mining data, creating new data, cleaning existing data,
analyzing data, and visualizing data are the primary tasks.
The field of machine learning known as “deep learning” makes use of
artificial neural networks. When compared to shallow machine learning
models and more conventional methods of data analysis, deep learning
models perform better. However, it is possible that the widespread use of
machine learning has its roots in agricultural instruction. Institutions in
many European nations, including the UK, Greece, and Italy, have shown
how machine learning may be used to enhance the broad field of agri-
technologies by making greater use of existing data. Studies using machine
learning to distinguish between ill and healthy wheat crops have also been
conducted. By combining hyper spectral absorption information with a self-
organizing classification based on a hierarchical structure, this
108 Advances in technological innovations in higher education

breakthrough has enabled the development of a novel approach for

identifying winter wheat with and without yellow rust disease. This has
real-world relevance because it paves the way for precise dosing of
fertilizers and fungicides on individual plants [13].

9.3 ACQUIRING KNOWLEDGE THROUGH PERSONALIZED

LEARNING [14]

The broad field of research known as artificial intelligence (AI) aims to one
day replace humans in decision-making roles. One’s own set of assump-
tions, prejudices, opinions, and cultural norms, among other things, are
brought to any new knowledge. Acquiring new information, perspectives,
and skills is a uniquely personalized endeavour. The typical classroom has
the major issue of assuming that all students have the same level of
background understanding, instructional style, and end objectives. The
standard curriculum guides students towards a certain route to academic
achievement [15]. Not every kid benefits from following a set curriculum.
Individualized learning plans are created for each student with considera-
tion given to their needs, interests, learning styles, and prior knowledge.
When using student-centred tactics, it is crucial to take into account the
individuality of each teacher. Teachers in customized learning settings have
less of a “commanding presence” and more of a “coordinator” or
“mentor” role than they do in traditional classrooms. IT education for
teachers should also emphasize skill acquisition using the tools that will be
used in the digitization of STEM topics.
Individualized instruction that takes into account each student’s back-
ground, interests, and long-term goals is known as “personalized learning.”
This affords students the chance to develop personally and academically by
engaging with a wide range of disciplines. Teachers in a PL classroom
should encourage students to take an active role in their education by
assisting them in identifying and pursuing goals that are of most interest to
them. When used effectively, individualized learning systems and ap-
proaches may stimulate students‘ enthusiasm for learning and boost them
to new academic heights.
Both the student’s individual growth and their educational setting are
given top priority in a personalized learning setting. Services, educational
resources, and apps in a tailored learning space are developed with each
student specifically in mind. Web 3.0 and Web 2.0 technologies provide for
more affordable training, more engaging user experiences, and more
individualized profiles. An adaptive system may be set up to review lessons
as often as necessary to ensure that students grasp the concepts.
The application of AI in education has the potential to benefit students
across the board in terms of age, ability level, and socioeconomic status.
Artificial intelligence has helped customize lessons in significant ways.
 AI in personalized learning 109

Artificial intelligence (AI) can assist teachers design individualized lesson

plans based on each student’s unique set of skills, interests, and challenges
[16]. Social and emotional development might benefit from the use of
advanced analytics and machine learning. Educators may now review both
qualitative and quantitative data because of the wealth of modern tools
available to them. Educators’ use of AI, data, analytics, and machine
learning has the potential to enhance the online learning environment for
their students. This method is useful for guaranteeing the efficiency and
usefulness of distance education.
The advent of machine learning, artificial intelligence, and big data
analytics has opened up exciting new doors for delivering individualized
education. One of the most recent developments, personalized learning
allows teachers to adapt their lessons to each student’s specific needs. The
new educational model emphasizes the uniqueness of each learner by
tailoring instruction to their specific needs. Lifelong education is a great
way to boost your resume and your career prospects. Increasingly, schools
are turning to machine learning systems and algorithms to provide
personalized learning environments, automated assessment tools, face
recognition software, interactive virtual assistants (SNS), and data mining
and forecasting programs [17]. Due to its usefulness in assisting both
educators and students in identifying and acquiring optimal learning
resources, intelligent learning systems have quickly become one of the
most popular and extensively used AI applications. A computer-based ITS
might potentially instruct students and provide them with real-time,
individualized feedback.
In the context of the recent coronavirus epidemic, artificial intelligence has
been extensively deployed to speed up education. These changes in schooling
had an especially large impact on the field of medicine. Evidence from the
University of the West Indies suggests that the COVID-19 epidemic has
created a number of challenges for premedical training. These obstacles
include the reduction or elimination of hands-on/lab sessions, the dis-
continuation of cadaver dissections, and the termination of in-person
instruction. Conversely, it has spawned a wide variety of novel enterprises,
the likes of which would not exist in a world without AI. Therefore, because
of its robust potential for virtual simulation, artificial intelligence was shown
to be a reliable instrument for adaptive learning [18].
The purpose of AIEd is to provide students with a personalized learning
platform that can adjust the pace, difficulty, and grading scale based on
their individual requirements. Several processes may be automated, and the
student’s development can be tracked with the use of artificial intelligence.
By taking into account both the classroom atmosphere and the students‘
achievement, AI aids instructors in implementing the most successful
instructional tactics. The AIEd provides students with engaging new
options for online learning and personalized, classroom-wide metacognitive
clues. Students are more interested and do more work while using AIEd.
110 Advances in technological innovations in higher education

Advantages of AIEd for teachers include its potential utility in monitoring

student progress, creating individualized courses, assessing student
learning, and analyzing data. Automating evaluations, digital asset catego-
rization, and scheduling using AIEd may lead to the quickest return on
investment. If teachers have access to AIEd, they may be able to spend less
time on administrative tasks and more time with students. Teachers are
adapting their methods and curricula to better prepare their students with
the future-ready abilities that will be in high demand. Analytics backed by
AI is essential for tracking changes in curriculum-relevant subjects.
Integrating AI with other IT initiatives, such as connected devices and a
managed IoT network, has the possibility of helping greatly improve
students’ educational prospects. This is according to a 2021 study. With
the use of expertise systems, sensory input, and a visual, comprehensive
approach to learning, technology, an AI learning environment has the
potential to significantly enhance LMS for both instructors and students.
Results in the classroom might be enhanced by adopting new teaching
strategies and using new technologies. When students get personalized
instruction, they are better equipped to take responsibility for their learning
and use what they have learned in the real world.
Artificial intelligence (AI) technologies may help improve educational
settings. It is conceivable for educational policy and practice to include
several worldviews and pedagogical approaches. Students could learn more
via creative teaching methods. That is what the data suggests. Personalized
learning is now a realistic option because of technological advancements in
the classroom and ground-breaking pedagogical techniques. Differentiated
education may be delivered in a variety of ways using AIEd technology. The
use of cutting-edge AIEd in the classroom has been shown to have positive
effects on students‘ motivation, engagement, and learning. With the
assistance of these novel methods, today’s students will be better prepared
to meet the challenges of tomorrow. Children go up to the plate when they
are presented with an opportunity to stretch their talents. For instance,
scientists from Nanyang Technological University in Singapore have
investigated the usefulness of VR for instructing future doctors. Medical
students may benefit from using virtual reality to help them understand
difficult ideas. Another study focused on the potential of digital gaming to
help students develop business acumen. Students were able to learn more
about business with the help of this one-of-a-kind online game [19].
The development of deep and network learning and the creation of tools
for evaluating large volumes of data may be traced back to shifts in NLP.
Artificial intelligence (AI) can now assess a person’s mental health by
recognizing negative emotions such as stress, anxiety, and sadness. The
Intelligent Computer-Assisted Language Learning system was created as a
result of research into how people acquire a second language. (ICALL
system). The system consists of a variety of intelligent technologies,
including a virtual reality environment that uses adaptive learning
 AI in personalized learning 111

algorithms to facilitate collaboration education. Individualized course

materials, machine translation applications, chatbots, and more are also a
component of the language-learning ecosystem powered by artificial
intelligence. There are both elementary rules and more sophisticated neural
networks present. The field of artificial intelligence known as machine
learning (ML) focuses on teaching computers to learn and make predictions
on their own. Machine learning that makes use of artificial intelligence (AI)
is known as deep learning (DL) or deep neural networks (DNN)
(Figure 9.1). Industries that rely heavily on data commonly employ and
combine the application of artificial intelligence, machine learning, and
deep learning to create AI-based products and services. Human-centred
machine learning (HCML) has emerged as a result of the growing
partnership between humans and AI [20].
Algorithms are rules and guidelines that computers follow to solve
problems and achieve objectives. Algorithms are a kind of instruction that
AI and ML systems need in order to perform. Machine learning’s end
objective is to eliminate the need for people to do certain activities by using
large datasets and intricate algorithms. Artificial intelligence algorithms are
designed to mine data for predictable patterns and models. For algorithmic
learning to be effective, training data and information must be of high
quality. Some common algorithms used in machine learning include those
for classification, regression, clustering, data feature design, decreasing
dimensionality, rule-of-association learning, and learning through
reinforcement. It is not always a breeze to zero down on the best learning
algorithm for a given challenge. Various learning algorithms may have
various ultimate goals. The results of various learning algorithms on the
same sample of data may vary dramatically depending on the data and the
approach applied [21].
Computer algorithms that might potentially “learn” from their mistakes
by analyzing massive amounts of data are referred to as “machine
learning.” One of the most crucial aspects of learning is data, which
presents a problem for the field of machine learning. Machine learning
takes time since it uses series data to assess and explore possible outcomes.
Mining data, creating new data, cleaning existing data, analyzing data, and
visualizing data are the primary tasks. The field of machine learning known
as “deep learning” makes use of artificial neural networks. When compared
to shallow machine learning models and more conventional methods of
data analysis, deep learning models perform better. However, it is possible
that the widespread use of machine learning has its roots in agricultural
instruction. Institutions in many European nations, including the UK,
Greece, and Italy, have shown how machine learning may be used to
enhance the broad field of agri-technologies by making better use of
existing data. Studies using machine learning to distinguish between ill
and healthy wheat crops have also been conducted. Specifically, this
breakthrough has allowed researchers to create a novel approach to
112 Advances in technological innovations in higher education

identifying winter wheat with and without yellow rust disease by using
hyperspectral reflectance data and a hierarchical self-organizing classifier.
This has real-world relevance because it paves the way for precise dosing of
fertilizers and fungicides on individual plants.
However, the theoretical underpinnings for choosing how to use AI as a
digital tool in the classroom vary widely from one location or institution to
the next. Personalized student instruction, which is presently adopting a
more conventional shape as a solution to the world’s most pressing
concerns, has not been properly investigated in the context of numerous
works describing the foundations of introducing AI into the classroom.

9.4 AI IMPLEMENTATION IN EDUCATION

AI implementation in education refers to the integration of artificial intelli-

gence technologies and applications to enhance teaching, learning, and
administrative processes in educational settings. AI has the potential to
transform various aspects of education by providing personalized learning
experiences, automating administrative tasks, and facilitating data-driven
decision-making. Here are some areas where AI is being implemented in
education:
Personalized Learning: AI can adapt instructional content and delivery to
meet the individual needs and preferences of learners. Intelligent tutoring
systems use AI algorithms to provide personalized feedback, suggest
appropriate learning resources, and adapt the pace and difficulty level of
the material based on the student’s progress and performance [22].
Intelligent Assessment: AI-powered assessment tools can automate the
grading and feedback process, saving teachers time and providing imme-
diate feedback to students. Machine learning algorithms can analyze
student responses, detect patterns, and generate insights into individual
and group performance, helping educators identify areas of improvement.
Virtual Assistants and Chatbots: Virtual assistants and chatbots can be used
to provide instant support to students, answering their questions, guiding
them through learning materials, and assisting with administrative tasks.
These AI-driven chatbots can be integrated into learning management systems
or educational websites to provide on-demand assistance and support.
Adaptive Learning Platforms: Adaptive learning platforms use AI algo-
rithms to analyze student data and provide customized learning paths. By
continuously assessing a student’s performance and adjusting the learning
content and activities accordingly, these platforms can optimize learning
experiences and promote individual mastery of concepts.
Administrative Efficiency: AI can streamline administrative tasks in
educational institutions. For example, AI-powered systems can automate
administrative processes like enrollment management, scheduling, and
student record keeping. This automation reduces administrative burden,
 AI in personalized learning 113

enhances efficiency, and allows educators to focus more on teaching and

student support.
Data Analytics and Insights: AI algorithms can analyze large volumes of
educational data to identify patterns and trends. This data-driven approach
enables educators and administrators to gain insights into student perform-
ance, identify at-risk students, and make informed decisions about curric-
ulum design, instructional strategies, and resource allocation.
Language Learning and Translation: AI-powered language learning
platforms can provide personalized language instruction, pronunciation
feedback, and language practice exercises. AI-based translation tools can
assist students and educators in overcoming language barriers, facilitating
communication, and collaborating in multilingual educational settings.
Intelligent Content Creation: AI technologies can assist in the creation of
educational content. For instance, AI can generate interactive simulations,
virtual reality experiences, and multimedia materials to enhance the learning
experience and engage students in immersive and interactive activities.

9.5 ROLE IN THE DIGITALIZATION OF EDUCATION

As an AI language model, I can provide information on the role of

digitalization in education. Digitalization has had a profound impact on
education, transforming traditional teaching and learning methods. Here
are several key roles digitalization plays in the field of education:
Access to Information: Digitalization has made vast amounts of informa-
tion readily available to students and educators. Online resources, e-books,
and digital libraries provide instant access to a wide range of educational
materials, allowing students to explore subjects beyond their textbooks and
learn at their own pace.
Enhanced Learning Experience: Digital tools, such as interactive multi-
media presentations, simulations, and virtual reality, enrich the learning
experience by making it more engaging and interactive. These tools help
students visualize complex concepts, conduct virtual experiments, and
participate in immersive learning activities [23].
Personalized Learning: Digitalization enables personalized learning ex-
periences tailored to each student’s needs and abilities. Adaptive learning
platforms use data analytics to assess students’ progress and provide
personalized recommendations, allowing educators to offer targeted sup-
port and interventions [24].
Collaboration and Communication: Digital platforms facilitate collabo-
ration and communication among students and educators. Online discus-
sion forums, collaborative document editing, and video conferencing tools
enable remote teamwork, peer-to-peer learning, and global collaboration.
Flexibility and Accessibility: Digitalization offers flexible learning
options, breaking down barriers of time and location. Online courses,
114 Advances in technological innovations in higher education

distance learning programs, and virtual classrooms enable learners to access

education from anywhere, accommodating diverse schedules and
circumstances.
Assessment and Feedback: Digital tools streamline assessment processes,
making it easier for educators to evaluate student performance and provide
timely feedback. Online quizzes, automated grading systems, and data
analytics help track progress, identify areas of improvement, and inform
instructional strategies.
Professional Development: Digitalization provides educators with oppor-
tunities for continuous professional development. Online training pro-
grams, webinars, and educational platforms offer resources and support to
enhance teaching skills, explore new methodologies, and stay updated with
the latest research and trends.
Administrative Efficiency: Digitalization optimizes administrative tasks,
reducing paperwork, and streamlining processes such as enrollment,
scheduling, and record-keeping. Educational institutions can manage
student data, monitor progress, and generate reports more efficiently,
freeing up time for educators to focus on teaching.
Lifelong Learning: Digitalization promotes lifelong learning by making
educational resources accessible to learners of all ages. Online courses,
webinars, and Massive Open Online Courses (MOOCs) enable individuals
to acquire new knowledge and skills throughout their lives, fostering a
culture of continuous learning.
While digitalization brings numerous benefits to education, it is essential
to address challenges such as the digital divide, privacy concerns, and the
need for digital literacy skills among students and educators. Nonetheless,
digitalization continues to revolutionize education, shaping a more inclu-
sive, engaging, and learner-centred landscape.
As an AI language model, I do not have a physical presence or a direct
role in the digitalization of education. However, I can provide information
on how digitalization is impacting education and the potential roles that
various stakeholders play in this process.
Digitalization has had a significant impact on education, transforming
the way knowledge is accessed, shared, and acquired. Here are some key
roles and aspects related to the digitalization of education:
Educators and Instructors: Educators play a crucial role in leveraging
digital tools and technologies to enhance teaching and learning experiences.
They may incorporate digital resources, such as online courses, educational
apps, multimedia content, and learning management systems (LMS), into
their instruction. Digital platforms can enable personalized learning, real-
time feedback, and collaborative opportunities among students.
Students: Students are at the centre of the digitalization process,
benefiting from increased access to educational resources and opportunities.
They can engage in online learning, access educational materials anytime
 AI in personalized learning 115

and anywhere, collaborate with peers using digital platforms, and develop
digital literacy skills essential for the modern workforce.
Administrators and Institutions: Educational administrators and institu-
tions are responsible for implementing digital technologies, infrastructure,
and policies that support digital learning. This involves procuring and
managing hardware, software, and online platforms, ensuring data privacy
and security, and developing strategies for effective integration of digital
tools into the curriculum.
EdTech Companies: Technology companies specializing in educational
technology (EdTech) play a vital role in the digitalization of education.
They develop and provide learning management systems, online learning
platforms, virtual classrooms, adaptive learning software, and other digital
tools and resources that facilitate teaching and learning. EdTech companies
also contribute to research and innovation in educational technology.
Researchers and Academics: Researchers and academics contribute to the
digitalization of education through their studies and insights. They investi-
gate the effectiveness of digital tools, pedagogical approaches, and online
learning environments. Their work helps to refine and improve the use of
technology in education and inform policy decisions.
Government and Policy Makers: Governments and policy makers estab-
lish regulations and policies that shape the digital transformation of
education. They allocate resources, promote digital literacy initiatives,
address accessibility and equity issues, and develop frameworks for data
privacy and security. They also collaborate with educational institutions
and stakeholders to ensure a smooth transition to digital learning
environments.

9.6 CONCLUSIONS

In conclusion, the integration of AI in personalized learning holds great

promise for transforming education. By leveraging AI technologies, educa-
tional institutions can create adaptive and tailored learning experiences that
cater to the unique needs, preferences, and abilities of individual students.
The benefits of AI in personalized learning are manifold. Intelligent tutoring
systems offer personalized feedback, explanations, and recommendations,
fostering deeper understanding and engagement. Recommendation engines
provide students with relevant and personalized learning resources, enhan-
cing their learning experience and motivation. Adaptive assessments adapt
to students‘ progress in real-time, allowing for customized feedback and
targeted interventions. However, the implementation of AI in personalized
learning also presents challenges. Privacy concerns and ethical considera-
tions must be carefully addressed to protect students’ data and ensure
responsible use of AI technologies. Additionally, biases within AI algo-
rithms need to be identified and mitigated to ensure equitable learning
116 Advances in technological innovations in higher education

opportunities for all students. Adequate infrastructure, access to quality

data, and teacher training are also crucial for the successful integration of
AI in personalized learning environments. To harness the full potential of
AI in personalized learning, it is essential for educators, policymakers, and
technology developers to collaborate and prioritize the development of
robust and ethical AI systems. By doing so, we can create inclusive and
student-centric learning environments that empower learners, foster critical
thinking skills, and promote lifelong learning.

REFERENCES

[1] Kaswan, K. S., Dhatterwal, J. S., & Kumar, A. (Eds.). (2023). Swarm
intelligence: An approach from natural to artificial. John Wiley & Sons.
[2] Azevedo, R., & Aleven, V. (2013). Handbook of metacognition in education.
Routledge.
[3] Baker, R. S., & Inventado, P. S. (2014). Educational data mining and
learning analytics. International Journal of Artificial Intelligence in
Education, 24(4), 387–392.
[4] Conati, C., & Maclaren, H. (2016). Empirically building and evaluating a
probabilistic model of user affect. User Modeling and User-Adapted
Interaction, 26(3), 267–335.
[5] Heffernan, N. T., Heffernan, C. L., & Goldman, S. R. (2014). Using ALEKS
to support collaborative learning experiences. In Artificial intelligence in
education (pp. 413–422). Springer.
[6] Koedinger, K. R., & Corbett, A. T. (2006). Cognitive tutors: Technology
bringing learning sciences to the classroom. In Handbook of educational
psychology (pp. 645–656). Routledge.
[7] Lane, H. C., & vanLehn, K. (2005). Teaching the way, you practice:
Combining cognitive and psychomotor skills training in virtual environ-
ments. In Intelligent tutoring systems (pp. 26–37). Springer.
[8] Martínez-Monés, A., Dimitriadis, Y., & Anguita-Martínez, R. (2017).
Learning analytics for the Internet of Things. Journal of Universal
Computer Science, 23(9), 869–894.
[9] Picard, R. W., & Picard, R. W. (1997). Affective computing. MIT Press.
[10] Dhatterwal, J. S., Kaswan, K. S., & Kumar, N. (2023). Telemedicine-based
development of m-health informatics using AI. Deep Learning for
Healthcare Decision Making, 159.
[11] Dhatterwal, J. S., Naruka, M. S., & Kaswan, K. S. (2023, January). Multi-
agent system based medical diagnosis using particle swarm optimization in
healthcare. In 2023 international conference on Artificial Intelligence and
Smart Communication (AISC) (pp. 889–893). IEEE.
[12] Noor Dayana Abd Halim, Mohamad Bilal Ali, Prof Madya Dr., Noraffandy
Yahaya Dr. (2010). Personalized Learning Environment: A New Trend in
Online Learning, Conference: Proceeding of Education Postgraduate
Research Seminar 2010 (Edupres’10)
[13] Self, J. A., & Roediger III, H. L. (2009). The effects of tests on learning and
forgetting. Memory & Cognition, 37(4), 501–513.
 AI in personalized learning 117

[14] Kulkarni, C., & Cambria, E. (2020). Artificial Intelligence for personalized
education: Challenges and opportunities. IEEE Intelligent Systems, 35(1),
64–72.
[15] Woolf, B. P. (2010). Building intelligent interactive tutors: Student-centered
strategies for revolutionizing e-learning. Morgan Kaufmann.
[16] Siemens, G., Gasevic, D., & Dawson, S. (Eds.). (2015). Preparing for the
digital university: A review of the history and current state of distance,
blended, and online learning. Athabasca University Press.
[17] Wang, M., Shen, R., Novak, D., & Pan, X. (2016). The Impact of
Personalization on Student Engagement and Performance. In Proceedings
of the 9th International Conference on Educational Data Mining (EDM
2016) (pp. 506–511).
[18] Koedinger, K. R., & Aleven, V. (2007). Exploring the assistance dilemma in
experiments with cognitive tutors. Educational Psychology Review, 19(3),
239–264.
[19] Baker, R. S., Corbett, A. T., Koedinger, K. R., & Wagner, A. Z. (2004). Off-
task Behavior in the Cognitive Tutor Classroom: When Students “Game the
System”. In Proceedings of the SIGCHI Conference on Human Factors in
Computing Systems (pp. 383–390).
[20] Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-adaptivity:
Combining agent and macro-level adaptation. Journal of Computer Assisted
Learning, 23(1), 1–13.
[21] Johnson, W. L., Rickel, J., & Lester, J. C. (2000). Animated pedagogical
agents: Face-to-face interaction in interactive learning environments.
International Journal of Artificial Intelligence in Education, 11(1), 47–78.
[22] Wang, Y., & Heffernan, N. T. (2019). A review of educational data mining
for personalized learning. Journal of Educational Data Mining, 11(1), 1–47.
[23] Pardos, Z. A., Heffernan, N. T., Anderson, B., Heffernan, C. L., &
Koedinger, K. R. (2006). Using Fine-Grained Skill Models to Fit Student
Performance in Educational Games. In Proceedings of the 8th International
Conference on Intelligent Tutoring Systems (pp. 164–175).
[24] Li, N., Wang, M., Chen, W., & Gao, J. (2019). Personalized learning for
K-12 students: A review of the literature. Computers & Education, 137,
209–225.
Chapter 10

Transformative innovation in
education
Sapan Adhikari
Managing Director, SST.Pvt.Ltd, Attariya, Kailali, Nepal

10.1 OVERVIEW

Education is a learning process where one is involved in acquiring or teaching

wisdom for self-development in order to rationalize, judge, and make decisions
towards the things happening around one’s life. It helps to prepare someone to
be intellectually mature in his/her life [1]. The word education came from the
Latin “Educare”, meaning “to nourish” or “to raise,” and Educatus, which
translates as education [2]. When one undergoes education, it often happens in
formal or informal settings. Formal education is a kind of official learning
process which is usually divided into stages like preschool or kindergarten,
primary school, secondary school, and then college, university, or apprentice-
ship while informal education happens outside of a structured curriculum like
unschooling or homeschooling, autodidacticism (self-teaching), and youth
work. The science or art of teaching or the methodology is called pedagogy.
Traditionally and up till now, education happens in a closed setting or
institutions like schools or colleges. A teacher teaches the students with
their predefined curriculum or syllabus. The teaching method includes
reading books, explanation, writing, visualizing, thinking, and written tests
to assess if the students are learning properly or not.
Along with the Industrial Revolution 1.0 of the steam engine invention to
the world of AI, IoT and green sustainable development of 5.0, the human
civilization has evolved immensely. This has happened because of the same
pace of development happened in education i.e., 1.0 to 5.0. This has
resulted in a continuously growing trend in technology, along with
unceasing demand for sharp skilled and problem-solving manpower
causing an ever-increasing demand for innovation in education.

10.2 EVOLUTION OF EDUCATION

Education has evolved over the centuries from teaching beliefs, and
religions to the modern-day classroom, schooling, pedagogy, and digital

118 DOI: 10.1201/9781003376699-10

 Advances in technological innovations in higher education 119

devices and can be seen in two forms i.e., traditional education and modern
education.

10.2.1 Traditional education

Traditional education or customary education or conventional education is
all about imparting knowledge about the values, manners skills, and social
practices to the student or apprentice. In traditional education oral
recitations were given to the student about the customs and traditions of
the society in which he/she lived [3].
In traditional education, the process would occur as the students simply
sitting down together and listening to the teacher or another who will recite
the lesson. Assessment was usually done through oral tests, not as written
tests as we do in current schooling. Science and technology would not be
discussed and only customs, traditions, and religions were key aspects of
discussion, which is why it is called traditional education [3].

10.2.2 Modern education

Modern education is very different from traditional education which is
comprised of learning plans or pedagogy, assessment, science, technology,
skills development, etc. Modern-day schools, colleges, universities, and
online training centres are the best examples of modern education. Modern
education focuses on listening, writing, visualizing, imagining, thinking skills,
and written assessment to check if the students are learning properly or not.
Modern education is just an evolution of traditional education [3]. Evolution
in modern education can be segregated into further stages as follows.

10.2.3 Education 1.0

Most of the current-day schools and colleges function as the Education 1.0
model. They have a fixed set essentialist-based curriculum which guides the
way of teaching and testing to the teacher. The curriculum is often based on
traditional disciplines such as mathematics, science, social, history, lan-
guage, and literature. The teacher is the controller of the class and decides
what is important to teach regardless of the student’s interests. The teacher
is the main body to assess and evaluate the student’s performance. The
classroom setting looks like students sitting in rows at desks and learning in
mass and listening to the teacher [4].
Education 1.0 is a largely one-way process in which students go to school
to get an education from teachers and teachers teach them on a routine
basis. The teacher provides class notes, handouts, textbooks, and videos to
students for further improvement of assessment and their development. The
students take the information gathered from the teacher and get prepared
for the assessment. This is much centred towards teachers [4]. (Figure 10.1)
120 Transformative innovation in education

Figure 10.1 Education 1.0 in a nutshell [ 4].

10.2.4 Education 2.0

Education 2.0 is more interactive than Education 1.0 where the teachers
and students are more engaged and communicate on less understood topics
and students among themselves interact with content or experts to get a
better understanding of what they are learning. The schools or colleges
provide extra activities or industry exposure like industry visits, project-
based learning, corporate expert guest lectures, etc. to the students so the
student can get extra learning from the curriculum. The school encourages
blog postings, Wiki reading, and social networking in the classroom
through Facebook, WhatsApp, and Skype for better sharing of information
among the students. Overall, it is student-centric learning, learning-based
outcomes, and result oriented. But still, most schools and colleges fail to
practice Education 2.0 as it resides on paper only [4]. (Figure 10.2)

Figure 10.2 Education 2.0 in a nutshell [ 4].

 Advances in technological innovations in higher education 121

Figure 10.3 Education 3.0 in a nutshell [ 4].

10.2.5 Education 3.0

Education 3.0 is based on problem-solving, creativity, and innovation.
Students are provided with free and readily available content so they can
strive for self-direction and interest-based learning. The ultimate purpose of
Education 3.0 is to produce industry-ready graduates or students [4]
(Figure 10.3)

10.2.6 Education 4.0

Using Education 3.0 as its basis, Education 4.0 is introduced and it has
more emphasis on collaborative and personalized learning. It enables
students to choose a mode of higher education for their career path as
per their interest and the student can learn on campus, at home, and even in
the workplace. Education 4.0 is often termed as “Smart” as the internet and
modern smart digital devices like smartphones, tablets, laptops, computer
applications, and technology are used widely for tutorials, assignments, and
assessments. Higher Education 4.0 goes beyond the boundaries of higher
education institutions and the learner of 4.0 has full freedom to choose
courses, knowledge, and skills from different platforms like multiple
universities offering choice-based courses and acquiring degrees of their
choice. This is pure outcome-based education [5].
The key factor in Education 4.0 is the MOOCs from different govern-
mental and non-governmental universities, institutions, etc. (Figure 10.4)

10.2.7 MOOCs
Massive Open Online Courses (MOOCs) are free online courses from a
wide range of career streams available for anyone to enrol in different
122 Transformative innovation in education

Figure 10.4 Education 4.0 in a nutshell [ 6].

reputed universities or private institutions like MIT, Harvard, etc. MOOCs

provide an affordable and flexible way to learn new skills. It helps one to
improve and advance their career in their desired field of interest by
delivering quality educational experiences at scale. Millions of people
around the world use MOOCs to acquire knowledge for career develop-
ment, changing careers, college preparations, supplemental learning, life-
long learning, corporate e-learning and training, and more [7].
MOOCs have dramatically changed the learning pattern of students. The
traditional was limited to time and space but the MOOCs are flexible and
way beyond that. MOOCs or massive open online courses open a new
opportunity for students to grab education for free [7]. There are usually no
barriers or entry requirements for enroling in MOOCs. You can enrol and
get an education regardless of the place you live or your financial
circumstances [8]. (Figures 10.5 and 10.6)
Some of the popular MOOC platforms are given in Figure 10.6.

10.2.7.1 How does a MOOC work?

MOOCs usually start with enrolment by giving personal information and
the course will have a specific start and finish date. As the MOOC starts,
you’ll be provided with a wide range of interactive tools to interact with
university educators and other learners. These tools include video lectures,
 Advances in technological innovations in higher education 123

Figure 10.5 MOOC in a nutshell [ 9].

Figure 10.6 Popular MOOC platforms [ 10].

articles, discussions, assignments, and social networking. For getting help

there will be community or blog posting where discussions will be
conducted on the problems or topics. Millions of learners and educators
take part simultaneously. As you progress through the course there will be
some pre-defined assessments given and the assessment will be via peer-
reviewed written assignments or computer-marked tests, rather than by
124 Transformative innovation in education

Figure 10.7 Free machine learning course offered by Stanford University on Coursera
platform [ 12].

tutors. In short, MOOCs are free courses which take place completely
online [11].
In Figure 10.7, the most popular free machine learning course among the
data science aspirants is presented which is available on the Coursera
platform. Any enthusiast having no educational background can enrol
freely and can study machine learning. This course is offered by Stanford
University and after completion the university provides a certification of
completion.
This is one of the examples of MOOCs and there are many more on other
platforms like MIT open course, Udemy, etc.

10.2.8 AI in personalized learning

In traditional schools, lessons, tutorials, and assignments are already set for a
year where teachers are guided with what they are supposed to teach and
what students are supposed to be learnt in that particular year. Whether the
students like it or not or are interested or not to study, they must go through
that fixed set of pedagogical instruction in order to pass that academic year.
This kind of approach is known as “one size fits all” where every student is
taught in the same way despite every student has their own unique interest
and skill sets. And because of this, many students are seen to fall aside in their
career. As a counter, a new learning process is emerging and becoming
popular which is known as Personalized Learning [13].
Personalized Learning is a process in which a student is taught a stream
or field in a way which they are keen on and aspire to learn. Someone might
want to be a doctor or computer scientist or sportsperson or musician so to
cater to this every student is given a learning plan based on their areas of
interest, skills, and learning pace. This helps the student to take ownership
of their learning process, build self-advocacy, and encourages them to
 Advances in technological innovations in higher education 125

engage their interest [13]. Examples of personalized learning are separate

music schools, corporate training, online courses like udemy.com, skill-
share, MIT open learning library, etc. [13].

10.2.8.1 How personalized learning works?

Personalized learning sets a rigorous standard and expects high-quality
learning outcomes from the students. There are basically four types of
methods that schools follow.

1. Keeping track and record of the student’s profile that provides full-
fledged information about the student’s interests, strengths, needs,
assessment, progress, and goals.
2. Based on that track record of students the school can use it to
customize the learning plan and schedule for the students that help
them to progress, motivate, and achieve their goals. Several learning
methods or modalities can be used such as project-based learning,
independent project work, complex task assignment, and one-to-one
tutoring with teachers.
3. Schools can use a competency-based progression like an assessment
review from different students and monitor the progress of their
specific goals. This helps to segregate and identify the students from
their ability to learn at what pace and who is lagging behind in the
process. This also helps to identify the core strength of the students
and work towards mastery in their field of interest.
4. Schools or institutes can adopt flexible learning environments like the
physical setup of classes, allocations of teachers, time schedule
allocations so that the students can best learn [13].

10.2.8.2 Artificial intelligence and Personalized learning

Artificial intelligence and personalized learning are a combination of data,
machine learning, and analytics in an ed-tech product. Applications (web,
desktop, or app-based) are trained with a large set of data to perform some
teaching tasks on a large scale. When a student asks or search for
information it provides the results in an instant with much higher accuracy.
For example, ChatGPT from Microsoft and Bard from Google where any
task given related to information or asking a question or even drawing a
picture from text direction gives results instantly. Students can ask for essay
writing, engineering topic question, mathematical question, geographical
question, or even geo-political question and it can provide accurate
information or answer in no time.
In the MOOC program or in eBooks from eLibrary, AI can be seen in
action. The interface shows in which chapter the students are in with
accurate time, when they left their video tutorials, what they have studied
126 Transformative innovation in education

from the resources provided, and what is left to study. Along with that
assessment reviews and proper feedback-providing systems which highlight
the key areas to focus on in their study are shown in the interface in the
system. AI programs also choose the right digital content at the right time.
The AI-embedded system helps the student’s learning experiences become
more personal and successful.
For example, A Altitude learning platform helps the teacher to create
individual learning paths for each student based on the student’s learning
pace and monitors students’ progress at the same time. The software
DreamBox Learning helps to increase math knowledge by specifically
providing problems according to the individual student’s strengths and
weaknesses and slowly helps the student to build up expertise. AI can be
used not only to aid students but also to provide guidelines for the
educator’s or teacher’s job, e.g., an automated dashboard interface helps
to create scoring, review, and feedback for student performance [14].

10.3 EMERGING TRENDS AND TECHNOLOGY IN HIGHER

EDUCATION

1. Competency-Based Learning/Education, where technology is used

for personalized learning and is student-centred revolving in their
field of interest, skills, and passion.
2. Video Streaming/Flipped Classroom/eLearning trends from Zoom to
Skype to Webinars and even live streaming on social media itself.
Video was perhaps the most visible and common form of techno-
logical and educational trend during the COVID-19 pandemic. The
flipped classroom seems to be in our pockets, as so much great
content is already published and accessible on YouTube and other
platforms.
3. Open curriculum, like MIT’s OpenCourseWare and other MOOCs.
4. Digital textbooks or elibrary.
5. Use of data analytics to check the student’s interests, performances,
results, etc.
6. Virtual, Augmented Reality, and Contextual Tools to visualize
learning objects.
7. Extended reality (XR) helps the students move away from tradi-
tional lectures towards more engaging, immersive learning experi-
ences within a simulated real-world space. Other benefits include
increased comprehension levels and long-term memory retention
among students.
8. Gamification learning through the game model using different
software platforms. This enables greater student interaction and
more excitement about learning.
 Advances in technological innovations in higher education 127

9. New kinds of certifications and degrees are helping “update”

certifications and degrees over time.
10. New pedagogies, like project-based learning at the college level,
inquiry-based learning, competency-based learning, experiment-
based learning, and more [15,16].

10.4 EDUCATION 5.0

In traditional educational approaches, strategies, and pedagogy, each year

the quality of graduates produced continues to deteriorate in terms of skills
and knowledge. This causes a huge gap between industry demand and
graduates’ knowledge and skills [17].
So, Education 5.0 comes into the picture. It is a transitional approach
from theoretical-based education to action/outcome-based systems.
Education 5.0 is not just about teaching, research, and being employed
but to innovate and industrialize. It is all about problem-solving for value-
creation at his/her/learner’s stage of education so that later on they will not
stumble when choosing what is the right thing to do and what is not for
their career. (Jonathan, 2019)
Education 5.0 is possible because of the adoption of technology like the
Internet of Things (IoT), advanced robotics, automation, etc. The main
emphasis is on personalized learning, information technology, easy access
to resources, flexibility, continuous assessment and improvement, critical
thinking, being creative, problem-solving, student participation, and project
based learning [18].
Education 5.0 focuses on humans and uses technology for creating efficient
and effective graduates. It is more about being rational and making conscious
decisions while seeing the bigger picture. it takes a holistic approach or takes
consideration of all stakeholders such as educational institution, government,
industry, community and learner themselves to provide a holistic approach to
provide what is needed in education for the students or learner. The ultimate
objective is to develop an individual intellectually, socially, and emotionally
strong by applying strategic methodological and pedagogical approaches.
The motive here is to motivate, make creative, innovative, and joyful learning
experiences for the learners so they can have self-esteem and confidence for
lifelong learning [19].

10.5 FUTURE OF EDUCATION

10.5.1 E-learning
When the COVID-19 pandemic hit, all of the educational institutions
around the world shut their classes, affecting over 1.2 billion children. As a
128 Transformative innovation in education

result, education was transformed into the e-learning platform where

teachers were conducting classes on the digital platform remotely and
students were taking classes on the same platform and doing assignments at
the same times. With this new trend, many ed tech-based IT companies
were established and are still emerging [20].
With this, a shift from the traditional classroom to the digital platform
happened around the world. Many education experts doubt if this trend
will remain post-pandemic; however, this education paradigm shift has
impacted the worldwide education market and helped the smooth running
of education institutions [20].
If we care to look, before COVID-19 and the transformation of the
education system, high growth in the adoption of new education technology
was already clearly emerging. The global edtech investment in 2019 was US
$18.66 billion and this is estimated to be a market of $350 billion by 2025
in online education projects. During COVID-19 the usage of language apps,
virtual tutoring, video conferencing tools, or online learning software
significantly surged [20].
While some believe this unplanned rapid transition into the digital
platform with no training, insufficient bandwidth, and little preparation
will result in a poor user experience and would not be sustained in the
future, others believe a new hybrid model with traditional and new
education systems will have significant benefits. The setback of e-learning
is not seen yet but there are already success stories surfacing regarding the

Figure 10.8 What work conference meetings currently look like in Facebook’s metaverse
[ 22].
 Advances in technological innovations in higher education 129

transitions amongst many universities. For example, Zhejiang University

was able to develop more than 5,000 online courses in two weeks’ time
for the transition using “DingTalk ZJU”. The Imperial College London
commenced offering an online course related to the science of corona-
virus, which has been the most enroled class launched in 2020 on
Coursera [20].
Dr Amjad, a Professor at the University of Jordan who has been using
Lark to teach his students said, “It has changed the way of teaching. It
enables me to reach out to my students more efficiently and effectively
through chat groups, video meetings, voting, and also document sharing,
especially during this pandemic. My students also find it is easier to
communicate on Lark. I will stick to Lark even after coronavirus. I
believe traditional offline learning and e-learning can go hand in
hand” [20].

Figure 10.9 Learning in the metaverse 1 [ 22].

130 Transformative innovation in education

10.5.2 Metaverse
On October 28, 2021, Facebook CEO Mark Zuckerberg announced Meta,
a brand name for his company which would encompass their core apps into
one company. The renaming into Meta was a transitional commitment to
developing the metaverse of a virtual social world where everyone is
connected and interacts just as we are connected in real life. The idea is to
create a more immersive internet world where technology like AR and VR
will be used to spend our time engaging in virtual spaces and experiences
rather than the physical world. The term was first coined by Neal
Stephenson in 1992 in his science fiction novel Snow Crash [21].
In this race to develop a metaverse world many companies have come
forward to develop their own metaverse world like Microsoft, Facebook,
Nvidia, Apple, Niantic, Decentraland, etc. With the rollout of 5G or 6G,

Figure 10.10 Learning in the metaverse 2 [ 22].

 Advances in technological innovations in higher education 131

10G cable, fast internet through Starlink satellites, and other low latency
technologies, it has been a hot topic to discuss among these companies [21].
In the form of development in education, it can be seen as a virtual setup
like a classroom or meeting hall, a school where no matter where each
student is, they can be connected to this virtual environment setup with
their own 3D avatar, VR tools, and headphone to attend the class or
meeting or assembly just like they do in the physical school in the real
world. They could see all the participants hanging out in the same room,
and interact with each other seamlessly which is not possible in video calls
of any app like Skype, Messenger, Zoom, etc. (Figure 10.8).
If one who wants to learn anything, he/she could bring all the subjects of
interest closer to him/her. For example, someone who wants to learn astro-
physics and learn about the solar system, he/she can bring a real virtual

Figure 10.11 Teleporting to ancient Rome 1 [ 22].

132 Transformative innovation in education

setup upfront to him/her and can study wisely in all the dimensions he/she
wants. (Figure 10.9 and 10.10)
Or suppose someone wants to learn about the history of the Roman
empire, he/she could teleport to not just the place but time and could
witness moments from 2,000 years ago. (Figures 10.11 and 10.12)
With the right headset or glasses, one can pull out or pull up schematics
of their study. (Figure 10.13)
For a medical student or a doctor, he/she can learn a new technique of
surgery by firsthand practice until they get it right. (Figures 10.14 and 10.15)

10.5.3 AI-based Chatbots (ChatGPT and Bard)

Artificial intelligence-based chatbots are chatbots to create and chat like a
human conversing with another human. This chatbot responds to every

Figure 10.12 Teleporting to ancient Rome 2 [ 22].

 Advances in technological innovations in higher education 133

Figure 10.13 Pulling out schematic of study in metaverse [ 22].

question asked, similar to a human responding from the back. It is built by

using multiple combinations of machine learning models like natural
language processing, neural networks, supervised learning, and
reinforcement. In order to operate it used millions of millions of datasets
and trained itself to respond to any questions asked. Using these chatbots
people can ask for writing code for computer programs, compose music
using a certain keyword, solve math problems, describe complex topics in a
simpler form, search for a job and write resumes in a simple form, etc. The
most popular AI-based chatbots are ChatGPT by Microsoft and Bard by
Google [23]. (Figures 10.16 and 10.17)
134 Transformative innovation in education

Figure 10.14 Learning surgery in metaverse 1 [ 22].

 Advances in technological innovations in higher education 135

Figure 10.15 Learning surgery in metaverse 2 [ 22].

136 Transformative innovation in education

Figure 10.16 Sample interface of asking ChatGPT to write a song on a mountain [ 24].

Figure 10.17 Sample interface of asking Google Bard about algebra [ 25].

10.6 CONCLUSION

As industry is shifting from Industry 4.0 to 5.0 of IoT, robotics, automa-

tion, etc., it is now becoming imperative for each country in the world to
shift their educational format to Education 5.0. Otherwise one’s country’s
economy could never flourish as it will never be able to produce effective
and efficient skilled manpower. Skilled manpower is key to innovation,
startup, industry growth, etc. The main focus for them should be on the
theme of “Innovating Education and Educating for Innovation”.
The citizens’ quality of education defines a country’s social and economic
well-being. A higher “knowledge society” means a more skilled labour
force and this makes citizens of the country more efficient and effective.
 Advances in technological innovations in higher education 137

This helps to achieve the common goal of the nation in a holistic way like
an increase in life expectancy, per capita income, increase in living
standard, etc. As the education paradigm shifts to a progressive chain,
there is much need for innovation, the inclusion of stakeholders, the use of
digital technology, the full utilization of resources, and more focus on
outcome-based learning.
When we try to innovate education, there is one thing that never should
be left behind i.e., the ethics of the students. The learning should always
encompass positive social conduct, values, and ethics and these should
always be instilled in the student’s hearts. The ultimate goal of innovative
education and education innovation is to make students or learners possess
“career readiness” to “life readiness”. Teachers should also be trained in
parallel to cope with the new Education 5.0 so that they could deliver more
effective and efficient knowledge to the students.

REFERENCES

[1] Dictionary. (2012). www.dictionary.com. Retrieved from Education: https://

www.dictionary.com/browse/education
[2] Encyclopedia, N. W. (2019). Education. Retrieved 12 21, 2021, from https://
www.newworldencyclopedia.org/entry/Education
[3] Anchal, M. A. (2018). Traditional Education System versus Modern
Education System: A reference to Indian Education system. Retrieved 12 21,
2021, from https://madhavuniversity.edu.in/reference-to-indian-education-
system.html
[4] Gerstein, J. (2018). The Difference Between Education 1.0 & 3.0. Retrieved
from www.teachthought.com: https://www.teachthought.com/the-future-of-
learning/past-time-education-3-0/
[5] Gavhane, D. S. (2019). Higher Education: A Journey from 1.0 to 4.0 (PART 2).
Retrieved from Eduvoice. in: https://eduvoice.in/%EF%BB%BFhigher-education-
a-journey-from-1-0-to-4-0-part-2/
[6] Leger, M.-A. (2019). An introduction to Education 4.0. Retrieved 12 21, 2021,
from https://www.slideshare.net/maleger/an-introduction-to-education-40
[7] MOOCs. (2021). About MOOCs. Retrieved 12 21, 2021, from https://
www.mooc.org/
[8] e-learningmatters. (2022). CMOOCS VS XMOOCS: The Battle of the
Pedagogies. Retrieved 12 21, 2021, from https://www.e-learningmatters.
com/cmoocs-vs-xmoocs-battle-pedagogies/
[9] Nisha, F. (2018). Massive Open Online Course. Retrieved 12 21, 2021, from
https://www.researchgate.net/figure/Massive-open-online-course-MOOCs-
3_fig1_273888190
[10] onlinecoursereport. (2021). The Best Tools for Developing Online Courses.
Retrieved 12 21, 2021, from https://www.onlinecoursereport.com/the-best-
tools-for-developing-online-courses/
[11] FutureLearn. (2016). What is a MOOC? Retrieved 12 21, 2021, from
https://www.futurelearn.com/info/blog/what-is-a-mooc-futurelearn
138 Transformative innovation in education

[12] coursera. (2021). Machine Learning. Retrieved 12 21, 2021, from https://
www.coursera.org/learn/machine-learning#instructors
[13] Morin, A. (2021). Personalized Learning: What You Need To Know.
Retrieved 12 21, 2021, from https://www.understood.org/articles/en/
personalized-learning-what-you-need-to-know
[14] Focke, C. (n.d). Talking Teaching: Is Personalized Learning the Future?
Retrieved 12 21, 2021, from https://www.adinstruments.com/blog/talking-
teaching-personalized-learning-future
[15] Heick, T. (2021). 14 Examples Of Innovation In Higher Education.
Retrieved 12 21, 2021, from https://www.teachthought.com/the-future-of-
learning/innovation-higher-ed/
[16] Council, F. T. (2019). 10 Ways Edtech Advances Are Shaking Up Education.
Retrieved 12 21, 2021, from https://www.forbes.com/sites/forbestechcouncil/
2019/12/10/10-ways-edtech-advances-are-shaking-up-education/?sh=
634c64c53cb2
[17] Meenakumari, D. (2021). Response to Demands From Society Through
Education 5.0 in Indian Education System. Retrieved 12 21, 2021, from
https://timesofindia.indiatimes.com/readersblog/response-to-society/response-to-
demands-from-society-through-education-5-0-in-indian-education-system-2-
33163/
[18] Uysal, D. L. (2021). Education 5.0. Retrieved 12 21, 2021, from https://
www.leventuysal.com/2021/03/28/education-5-0/
[19] Dervojeda, K. (2021). Education 5.0: Rehumanising Education in the Age of
Machines. Retrieved 12 21, 2021, from https://www.linkedin.com/pulse/
education-50-rehumanising-age-machines-kristina-dervojeda/
[20] weforum. (2021). The COVID-19 Pandemic has Changed Education Forever.
This Is How. Retrieved 12 28, 2021, from https://www.weforum.org/agenda/
2020/04/coronavirus-education-global-covid19-online-digital-learning/
[21] Schroeder, R. (2021). Tech Trends in Higher Ed: Metaverse, NFT and DAO.
Retrieved 12 12, 2021, from https://www.insidehighered.com/digital-learning/
blogs/online-trending-now/tech-trends-higher-ed-metaverse-nft-and-dao
[22] Meta. (2021). The Metaverse and How We’ll Build It Together - Connect
2021. Retrieved 12 21, 2021, from https://www.youtube.com/watch?v=
Uvufun6xer8
[23] Hetler, A. (2023). Bard vs. ChatGPT: What’s the Difference? Retrieved from
www.techtarget.com: https://www.techtarget.com/whatis/feature/Bard-vs-
ChatGPT-Whats-the-difference
[24] OpenAI. (2023). ChatGPT. Retrieved from https://chat.openai.com/: https://
chat.openai.com/
[25] Bard. (2023). Bard. Retrieved from https://bard.google.com/: https://bard.
google.com/
Chapter 11

eSCOOL
A virtual learning platform
Ruqaiya Khanam1,2, Shraiyash Pandey3,
Shrishti Choudhary3, and Abhik Kumar De3
1
Department of Electronics and Communication Engineering
2
Center for Artificial Intelligence in Medicine, Imaging & Forensic, Sharda
University, Greater Noida, India
3
Department of Computer Science and Engineering, Sharda University,
Greater Noida, India

11.1 INTRODUCTION

While there has been much research on data compression, video quality
handling, and connectivity issues in video conferencing apps, not many
researchers have taken into account or addressed the regularly faced
problems inside the meeting for online school classes. It is not the case
that data compression or video quality handling topics are less relevant or
not as important but in some areas, these additional concerns are very
important in an online meeting experience which is currently not being
discussed. In fact, web conferencing systems are, if not entirely, then mainly
dependent on the internet and the connectivity for online communication.
But specifically referring to the teacher-student classroom environment,
there are several problems that arise in a daily online classroom setting.
Many problems, drawbacks, and issues that are currently being faced in
already existing video conferencing apps are undiscussed and disregarded.
These problems need to be addressed and alternative solutions have to be
proposed to make the online video conferencing experience much better.
Specific problems faced during these online school classes are related to
attendees list, less centralized and restricted access in meetings for teachers,
and unavailability of certain features to improve and enhance the teaching-
learning experience. Technology is very initiative and helpful that can
resolve such problems. Creating a video conferencing app that not only
provides already existing features in other video conferencing apps but also
focuses primarily on including new features that provide alternative
solutions to these pre-existing problems is the main goal. Such an app
will make both teachers’ and students’ educational teaching-learning
experience more reliable and fun. [1–6]

DOI: 10.1201/9781003376699-11 139

140 eSCOOL: a virtual learning platform

The body of the survey provides a brief and detailed comparative analysis
of the differential gap between various pre-existing video conferencing
apps. It highlights the areas that are left undiscussed and unresolved.
Highlighting these main areas helps provide an overview of the necessary
elements in the new video conferencing app. afterwards, an analysis of
parameters and features within video conferencing apps is discussed. These
parameters provide a pleasant and reliable experience for online video
conferencing and meetings. Each parameter is heavily discussed and
analyzed so the audience can have a better understanding of this video
conferencing app. These features are also highlighted to differentiate the
gap between different video conferencing apps which will be addressed in
this video conferencing app.

11.2 THE ENVIRONMENT OF ONLINE CLASSROOM

It is no mystery that an online classroom is not the same as an offline

classroom. In fact, during the COVID-19 pandemic, the whole point of
the online classroom was to replace the offline classroom until the
situation went back to normal. It was never meant to be a permanent
replacement since it does not provide the same experience as an offline
classroom would. However, after implementing the online classroom into
place for a while, people have realized it also comes along with many
advantages compared to offline classrooms. An attendance system that
requires almost no effort to use for teachers can be highly beneficial and
effective. However, in order for this system to be effective, it can only be
implemented in an online classroom. Similarly, a feature to organize notes
efficiently and in a much easier way can be done in an online teaching-
learning environment. Only a highlight of features can be stated, but
many more can be implemented in the future with the advancement of
this technology. Many think of an online classroom to be inefficient or
useless, but many students tend to be more productive learning via online
sources. Not to mention, many successful people are in a very great
position with the help of online resources. The environment of an online
classroom can be as effective, and beneficial if not more than an online
classroom. (Figures 11.1 and 11.2)

11.3 IMPORTANCE OF ESCOOL

A student’s productivity is shortened when the right environment is not

provided. A place that provides students with proper and effective
education is vital and necessary. eScool makes a student feel comfortable
and flexible with online learning. It is not only helpful for the students but
 Advances in technological innovations in higher education 141

Figure 11.1 Environment of an online classroom.

Figure 11.2 Notes uploading facility before attendance.

also for teachers. It provides teachers with handy features that reduce time
and effort, therefore, they can focus more on the educational aspect. To
enhance and improve both the student and teacher’s classroom experience,
eScool is an important tool that solves a major issue of productivity in
online learning for students. It becomes difficult for students to focus and
concentrate in class, especially when there are so many unwanted distrac-
tions. To improve the quality of the online teaching-learning experience, a
142 eSCOOL: a virtual learning platform

platform with effective features can remove these unwanted distractions

and increase students’ ability to concentrate and focus.
Our work outlines a vision to provide students with the best online video
conferencing experience. Many different pre-existing video conferencing
applications have features that are very developed and modified to the best
extent. However, there are some areas that can be improved or developed.
Accordingly, we extracted limitations, problems, and issues being faced in
pre-existing video conferencing apps to develop and improve upon each
area or field that these apps lack. Overall, our online video conferencing
app, eScool, provides certain features that address the limitations of
currently used, worldwide known video conferencing apps such as Zoom,
Google Meet, and Microsoft Teams [7].

11.4 METHODOLOGY

A video conferencing app is a software tool that lets you conduct video meetings
online via video conferencing, audio conferencing, and screen sharing.
Many applications like Google Meet and Skype already existed and were
being widely used for remote conversations, especially in business meetings
and corporate discussions. However, it was only with the advent of the
coronavirus pandemic when it became impossible to hold physical meetings
that the necessity and use of video conferencing apps grew exponentially.
The major contributor to this rise in the use of video conferencing apps
like Zoom is undoubtedly “Online Education” [8–11].
As schools, colleges, and universities were forced to shut down, the entire
teaching-learning process had to be adjusted and transformed into online
mode. The use of multimedia and real-time content sharing compensated
for the loss of physical interaction in offline mode, but there were still
nonetheless many bottlenecks and loopholes in most of the existing video
conferencing applications like Zoom.
Every time there is a slight hint the pandemic is over, a new variant is
found. People across the world cannot achieve a bright future because of
the lack of proper education. Our invention provides an easily accessible
virtual platform for teachers and students to interact efficiently across the
globe. Although there are already existing apps that target this worldwide
problem of lack of education, we focus primarily on the drawbacks and
limitations of these existing apps. Such platforms lack in some areas to
provide or deliver an efficient teaching-learning environment. We present
a platform that tackles these issues. We hope to see a revolution in this
field of the online education system as time progresses such that future
generations can be provided with an excellent form of education no
matter where the school is located. Therefore, the platform is called
eScool (Figures 11.3 and 11.4).
 Advances in technological innovations in higher education 143

Figure 11.3 Registration window.

11.5 PROBLEM – SOLUTION REPRESENTATION

Drawbacks (of existing apps) and solutions:

• Restricted access
• Problem: Ease of access allows miscreants to enter the classroom
with organizational IDs by mimicking actual students’ names and
cause disturbance
• Solution: Only the students pre-enrolled with their accorded IDs by
the faculty itself can access the classroom via link
144 eSCOOL: a virtual learning platform

Figure 11.4 Flowchart of walkthrough in app.

 Advances in technological innovations in higher education 145

• One-click attendance
• Problem: So much chaos and wastage of study time are caused
while taking daily attendance
• Solution: eScool allows teachers to record attendance in a matter of
one click

• Easy notes sharing

• Problem: Numerous times the faculty is unable to upload or share
study materials which hampers the teaching-learning process.
• Solution: While presenting the study materials in an online class,
eScool provides a feature that enables the faculty to upload and
share the same file instantly with just one click
146 eSCOOL: a virtual learning platform

• Safety Pocket Mode

• Problem: Numerous times participants face embarrassment or
cause unintended disturbance due to accidentally switching on or
off their camera or microphone
• Solution: eScool provides a handy screen lock, Safety Pocket
Mode, which prevents such embarrassment
• Single link classroom
• Problem: Too many links shared to students makes it confusing
and difficult for them to keep up
• Solution: Our platform simulates real-life classrooms in a virtual
mode wherein there is a single link for each class and respective
teachers join at the time of their class
• Student’s Personal notes
• Problem: Students have to switch between third party apps such as
Google Docs while taking quick digital notes during lectures
• Solution: eScool provides one step integrated solution to this issue
by introducing a feature that allows students to take quick digital
notes within the app during ongoing lecture
• Scheduled Meeting reminder
• Problem: Even after attaining a timetable of classes it becomes difficult
to keep track of upcoming lectures and their timings on a daily basis
• Solution: With eScool, there are no more worries regarding an
important lecture. A reminder is sent at an appropriate time before
the class is scheduled

11.6 SIMILAR ONLINE APPLICATIONS

Comparative analysis of existing video conferencing applications:

 Advances in technological innovations in higher education 147

There is a lot of news related to which video conferencing app is best to

use today. The apps available on the market are witnessing a huge rise in
popularity and use, especially due to lockdowns across the globe. These
apps do not target a specific audience, in fact, the market space stretches
from as small as a kid in 2nd grade to working professionals. It can be used
for online calls or just casual group video calls. Even though there is a lot of
competition in this market space, each app has similar features with few
exceptions. The three most popular apps used widely across the world are
Zoom, Google Meet, and Microsoft Teams [7].

11.6.1 Zoom
Zoom is currently known to be the most popular video conferencing app.
The app has over 200 million active users on a daily basis. Zoom has
amazing features, along with a few drawbacks. It has extremely good
features like screen sharing, screen recording, and team chats. One of the
most amazing features is participants can change their background with
default options or put up an image of their choice. (Table 11.1)

11.6.2 Google Meet

Google Meet, previously known as Hangouts, is also one of the trending
video conferencing apps on the market. It is free of use, which provides a
smooth interface and elegant look. The main target audience for this app is
companies and educational centers. Google Meet is connected to Google
Suite, which allows participants to add meetings through Event Calendar.
Google Meet is popular due to the recognition of the Google name itself. In
fact, it doesn’t have as many features compared to the other two apps,
Zoom and Microsoft Teams. (Table 11.2)

Table 11.1 Major Zoom tools

Features Usage
Schedule a meeting To schedule a meeting at a specific time
Use of the calendar To receive notifications of meetings that are scheduled
Screen sharing Participants have the option to share any sort of information via
this feature with other participants in the meeting
Screen Recorder Allows participants to review anything after the meeting is over
especially for students who need to revise a topic after it has
been taught
Virtual whiteboard Allows participants to express ideas on a whiteboard by
drawing, writing, or carrying out explanations
Chat Participants have the option to interact both directly and privately
User management You have the option to enable and disable the audio and video of
the participants
148 eSCOOL: a virtual learning platform

Table 11.2 Major Meet tools

Feature Usage
Schedule a meeting To schedule a meeting at a specific time
Use of the calendar To receive notifications of meetings that are scheduled
Screen sharing Participants have the option to share any sort of information via
this feature to other participants in the meeting
Screen Recorder Allows participants to review anything after the meeting is over
especially for students who need to revise a topic after it has
been taught
Virtual whiteboard Allows participants to express ideas on a whiteboard by
drawing, writing, or carrying out explanations
Chat Participants have the option to interact both directly and
privately
User management Options available to enable and disable audio and video of
participants as host

11.6.3 Microsoft Teams

Microsoft Teams is part of Microsoft Office 365. There are two different
types of plans available: free and paid. This virtual meeting platform is also
used by hundreds of students nationwide. The app focuses mainly on
collaboration and teamwork. Collaboration and teamwork are key in an
online classroom to achieve the best workflow. The app is not only just an
online video conferencing app, it also includes features that are not
available in other apps. Microsoft Teams is an all-encompassing, robust
tool for collaboration and sharing that allows staff from multiple locations
to work together as a seamless, functional unit [7]. Stability, security,
privacy, and easy access are some of the hallmarks of Microsoft Teams.
(Tables 11.3 and 11.4)

Table 11.3 Major MS Teams tools

Tools Usage
Screen sharing Allows all participants to have the option to choose what to
share with other meeting participants
Integrated Classroom Students can easily access recordings and notes from the
session within the same platform
Whiteboard Allows participants to express ideas on a whiteboard by
drawing, writing, or carrying out explanations.
Virtual Backgrounds Allows users to bring variety and creativity into play by
expressing different types of backgrounds
 Advances in technological innovations in higher education 149

Table 11.4 Overall comparison of existing competitor works cited

Features Zoom Google Microsoft eScool
Meet Teams
Restrictive access to pre-enrolled ✓ X X ✓
students with respective email-id.
A feature to download or extract the X X ✓ ✓
attendance of present attendees.
A feature to share or upload notes X X ✓ ✓
efficiently
Safety Pocket Mode(feature to lock X X X ✓
screen while in a meeting)
Effective use of a single link for students X X X ✓
to join classes
A feature to send reminders for X X ✓ ✓
scheduled meetings
A limit present for a number of allowed X X ✓ X
attendees in the meeting
Highly secured with encryption ✓ ✓ ✓ X
Reasonable pricing for all students X ✓ ✓ ✓

11.7 CONCLUSION

The e-learning platform has played a vital role in our lives, especially in
the COVID-19 pandemic. These online tools supported us and made it
easy to handle our worst situation globally. From now onwards, we are
much more comfortable with online tools either in education or business.
A detailed comparison is shown in the above table which comprises all the
different features with proposed tool. Our work compares with other
educational tools like Zoom, Microsoft Teams, Google Meet, and GoTo
Meeting. The eScool online tool will be beneficial for the education sector
and business domain as well. Two features are entirely different from
other tools which are locking the screen while meeting and effective use of
a single link for students to join classes but moderately secure with
encryption.
Indeed, the popularity of online tools will increase in future in the
education and business domains to connect worldwide. These meeting tools
will make for a global village and provide us with a very useful platform.
We can also solve all the complex and critical problems remotely. They
allow us to conduct online classes, video conferencing, online interviews,
business meetings, webinars, seminars, etc. These online applications have
allowed us a sigh of relief. eScool will provide us with more features than
other online applications which are available in the market.
150 eSCOOL: a virtual learning platform

REFERENCES

[1] Anand, Hardik. “Zoom Responds to MHA Deeming the App ’Not Safe’.”
HT Tech, Hindustan Times, 17 Apr. 2020, web.
[2] Chillcce, Angie Del Rio, et al. “Analysis of the Use of Videoconferencing in
the Learning Process.”
[3] “During the Pandemic at a University in Lima,” The Sai, 5 Nov. 2021, web
[4] Perry, Tracy. “Overview of Security and Compliance – Microsoft Teams.”
Overview of Security and Compliance - Microsoft Teams | Microsoft Docs,
Microsoft Docs, web.
[5] Rajput, Abhinav. “Zoom vs Google Meet vs Microsoft Teams: Which Video
Conferencing App to Go For.” HT Tech, Hindustan Times, 17 Apr.
2020, web.
[6] Singh, Ravinder, and Soumya Awasthi. “Updated Comparative Analysis on
Video Conferencing Platforms- zoom, Google Meet, Microsoft Teams,
WebEx Teams and Gotomeetings”, 16 Aug. 2020, web.
[7] Soltero, Javier. “How Google Meet Is Helping Our G Suite and Google
Cloud Customers Google Cloud Blog.” Google, Google, 9 Apr. 2020, web.
[8] Ana Maria Suduc and Mihai Bizoi, AI shapes the future of web conferencing
platforms “Comparing Zoom, Microsoft Teams and Google Meet.”
Devoteam G Cloud, 21 Dec. 2021, web.
[9] Zaghdoud, A., “Impact of Digital Transformation on Education
Approaches: E-Learning – A Case Study of the National Office for
Distance Education and Training,” The University of Algiers, Algiers,
Algeria, 2020.
[10] Englund, C., Olofsson, A. D., and Price, L. Teaching with technology in
higher education: Understanding conceptual change and development in
practice. High. Educ. Res. Dev. 36, 73–87, 2017. doi: 10.1080/07294360.
2016.1171300
[11] Saxena, K, Coronavirus accelerates pace of digital education in India. EDII
Institutional Repository, 2020.
Chapter 12

Post-pandemic technology assisted

teaching and learning
A perspective on self-directed learning
Shreya Virani1 and Sarika Sharma2
1
Symbiosis Centre for Management Studies, Symbiosis International
(Deemed University), Pune, India
2
Symbiosis Institute of Computer Studies and Research, Symbiosis
International (Deemed University), Pune, India

12.1 INTRODUCTION

The global COVID-19 pandemic outbreak, which began in December 2019,

affected almost all countries and territories. The pandemic has greatly
hampered student prospects for global education. Students and teachers have
the opportunity to set the foundation for the introduction of digital learning
after being forced to transition from traditional classrooms to emergency online
or remote learning [1]. As face-to-face instruction provided a way for online
instruction, during this time period both students and educators had to deal
with numerous difficulties. The COVID-19 pandemic has provided opportuni-
ties for both learners and teachers to get trained on various digital collaborative
platforms [2]. As a result, they are now more confident about working with
information and communications technology (ICT). Online learning, some-
times referred to as e-learning, synchronous learning, or asynchronous learning,
is a novel method of education that uses cutting-edge communication
technologies. E-learning platforms were developed to capitalize on the
already-existing internet connectivity [3,4]. According to Khoza [5], the
development of online learning environments (also known as learning manage-
ment systems, or LMS) has rekindled interest in transforming conventional
face-to-face teaching into a student-centred strategy characterized by self-
directed learning (SDL). Thus, Self-Directed Learning (SDL) is a method by
which students direct their own learning experience from start to end (Knowles,
1975). SDL is an imperative strategy for higher education and is essential to
programmes for professionals as well [6,7]. Knowles [8,9] asserts that social
interaction, including interactions with classmates, teachers, and tutors, is
integral to learning. The learning spectrum can be thought of as having self-
directed learning at one end and teacher-directed learning at the other [10].
Self-directed learning is a crucial component of a number of teaching and
learning processes that students participate in higher education [11]. Self-
directed learning requires freedom, which has become increasingly

DOI: 10.1201/9781003376699-12 151

152 Advances in technological innovations in higher education

important in the context of the digital revolution. Due to easier access to

information technology, new channels of communication, and online
learning communities, the meaning of lifelong learning has been expanded
[12–14]. The user’s ability to choose what, when, and how long to study
has a huge impact on the efficiency of their learning efforts thanks to social
media and other technology [15]. In order to understand the true dynamics
of the interactions between learning and technologies, self-directed learning
has been suggested as a viable and more direct route [16].

12.2 RATIONALE OF THE STUDY

The conceptions of teaching, learning, and instructor have changed, and

new viewpoints and understandings have been added to these concepts, in
order to better suit the demands of the current situation [17]. All aspects of
life are immediately impacted by the world’s rapid changes and revolutions
in science and technology, as well as by their effects on educational
procedures [18]. As a result of the COVID-19 epidemic, different applica-
tions in education have been deployed, including concepts such as blended
learning and distance education.
Researchers interested in online learning are particularly interested in the
student’s aptitude for self-directed learning [19]. Students who learn how to
be proactive and self-directed learners in college will be better equipped as
workers to foresee the needs of their organizations. They may also acquire
the required skills on their own and can create value for an organization as
workers [20]. According to research, because of the COVID-19 situation,
there was an acceleration in SDL to keep students engaged [21]. In this
view, understanding the concept of self-directed learning from different
perspectives has become more prevalent.
Earlier, the concept of SDL was more relevant to lifelong or distance
learning programmes in higher education. With the recent changes in the
education sector with the hit of the pandemic and the adoption of online
teaching, the relevance of SDL has increased in the mainstream higher
education programmes as well. The benefits of technology mediated learning
are immense and therefore, even after the world has come back to traditional
face-to-face teaching-learning, the scope for adoption of technology-enabled
SDL is still there. This chapter explores the various aspects and dimensions of
SDL and also investigates its feasibility and adaptability in higher educational
institutions for a blended teaching-learning experience.
The present study provides a detailed review of literature on each element
as per the selected definition, in order to gain a holistic perspective on the
concept. SDL research studies have been undertaken for a while, but the
context of online education and the extensive use of technology have not
been explored. Specifically, in the context of the present pandemic situation,
it is rather untouched. With the increased use of high-tech and sophisticated
 Post-pandemic technology assisted teaching and learning 153

digital collaboration platforms available and used, research on the use of

technology for SDL is much needed.

12.3 POST-PANDEMIC TEACHING-LEARNING AND

SELF-DIRECTED LEARNING

Globally, the academic schedules of higher education institutions were

disturbed by the COVID-19 pandemic. But every crisis also presents a
chance for change. This paradigm might signify a move away. The service
sectors where the core modus operandi was the physical and face-to-face
interactions happened to be affected most. In developing countries like
India, the education sector faces the challenges of survival. The educational
institutions had to adopt digital technologies and had to switch to online
teaching-learning to maintain continuity in education.
In post-digital learning communities, this necessitates a conceptual and
philosophical reconsideration of the nature of teaching-learning activities, use
of technology, infrastructure, and utilization of resources (Jandri et al., 2018).
Many universities have been shifting to an online environment as a result of
changing situations due to the pandemic. As a result of this, face-to-face
deployment strategies for online learning and teaching have had to evolve
[22]. The COVID-19 pandemic and online classes have led learners to engage
themselves in self-directed learning through online learning [23]. The wide-
spread consensus is that learners have greater control over their education
when they learn online [24,25]. The addition of SDL to online learning
increased students’ freedom as they studied independently using the platform’s
resources. Self-directed learners spend more time preparing and evaluating
learning outcomes, going through online resources and materials [26].
The transition to online training has accelerated self-directed learning,
motivating and involving students in their learning more critically and
independently. To enable self-directed learners to become active partici-
pants in their education rather than passive users of knowledge, a student-
centred approach is essential [27]. As a result, self-directed learning is now
required in order to improve student’s proficiency. Students who had to
become self-directed learners as a result of COVID-19 have experienced
considerable effects [28]. With the implementation of COVID-19, SDL
skills are regarded as being the most important for students [29]. Pan [30]
looked at attitudes towards adopting technology for self-directed learning
in research with undergraduate students from China. It has been demon-
strated that self-directed learning and technological self-efficacy are related.

12.4 LITERATURE REVIEW

The authors have discussed the concept of self-directed learning as defined by

Knowles (1975): “SDL is a process in which individuals actively participate,
154 Advances in technological innovations in higher education

with or without the assistance of others, in identifying their learning needs,

setting learning objectives, exploring human and material resources that are
required for the learning purpose, selecting and implementing right learning
strategies and assessing their learning outcomes.”

12.4.1 An insight into the theoretical foundations of SDL

Self-directed learning is a multi-dimensional idea to be viewed from various
perspectives. Van der Walt [31] also draws attention to the terminological
ambiguity around this idea, which has complicated communication on the
topic of self-directed learning. Furthermore, Dehnad et al. [32] claim that
the definition of the term “self-directed learning” is inconsistent. Self-
directed learning has many more definitions, whereas there is no consist-
ency in theoretical perspectives (Candy, 1998). Draper [33] made an effort
to connect self-directed learning to adult education by encouraging teachers
to use alternative pedagogies for teaching and learning. With this back-
ground in mind, the current study examines some key conceptual frame-
works that have been established by researchers in the context of self-
directed learning to offer in-depth insight into the issue.
Self-directed learning is a strategy where students are encouraged to take on
personal accountability and cooperative control of the cognitive (self-
monitoring) and contextual (self-management) processes in order to construct
and confirm meaningful and worthwhile learning outcomes, according to
Garrison [34]. From the above discussion, it is evident that Garrison’s concept
of SDL emphasises the learner’s motivation and collaborative perspective of
the learner in order to accomplish the desired learning outcomes.
Grow’s [35] Staged Self-Directed Learning (SSDL) model is among the
most well-known self-directed learning methods. The SSDL model explains
how learning can go from being reliant to being self-directed. The teaching
strategies that are advised at various phases of a learner’s self-direction are
shown in Figure 12.1. Grow [35] suggested eight such factors to determine

Figure 12.1 Staged self-directed learning model based on Grow [ 35] (own source).
 Post-pandemic technology assisted teaching and learning 155

one’s readiness for self-directed learning as: “(1) openness to learning

opportunities, (2) self-concept as an effective learner, (3) initiative and
independence in learning, (4) informed acceptance of responsibility for
one’s own learning, (5) love of learning, (6) creativity, (7) positive
orientation to the future, and (8) capacity for using fundamental study
and problem-solving skills.”

12.4.2 SDL is a process

Process is the “autonomous learning processes of learners.” According to
Moore [36,37], the act of organizing, overseeing, and evaluating one’s
own learning is the main way that learner autonomy is demonstrated. A
six-step process can be used to describe self-directed learning: setting
study goals, describing assessment in terms of how the learner will know
when they are successful, identifying the structure and sequence of
activities, setting up a schedule for completion of activities, identifying
resources to help the learner reach each goal, and finding a mentor or
faculty member to offer feedback on the plan [38]. In academic learning
contexts, Winne and Hadwin [39] recognized four critical phases of self-
directed learning: (1) identifying tasks; (2) Establishing goals and plan-
ning; (3) putting study methods and strategies into practice; and (4)
metacognitive adapting studying. Self-directed learning is a process that
involves social interaction, context, constructive feedback, self-regulation,
and reflection [40,41]. In self-directed learning, the student takes charge
of their learning objectives and strategies to achieve their own objectives
or the needs they perceive to exist in their unique context. The fact that a
learner’s learning methods and goals are very customized and tailored to
their particular circumstances in life is a distinguishing aspect of this
process. The learners themselves represent a central and salient feature of
their context.
Some researchers have investigated how online learning affects the SDL
process and have focused on key areas like planning, monitoring, and
evaluating in the context of SDL. Planning in online learning gives students
the freedom to study at their own pace [42]. The flexibility of scheduling
activities at a convenient time and location is a prominent feature of
asynchronous online learning. Although the flexibility offered by online
learning gives a student more freedom, it also comes with certain challenges
(Song et al., 2004).

12.4.3 SDL is initiated by the individual

Learning is described psychologically, as the process through which the
learners meet their needs and pursue their goals. This means that people are
driven to learn when they have a personal goal they want to attain and a
desire to learn. They are also motivated to use the resources that are
156 Advances in technological innovations in higher education

accessible to them, such as teachers and reading material, when they believe
such resources are pertinent to their needs and goals [43]. Individuals who
self-direct their learning take the initiative and accountability for it. The
idea that the student controls his or her own learning by taking ownership
of and making decisions regarding what and how something is learnt is at
the core of self-directed learning [44,45]. Self-directed learning can take
place in both formal and informal settings [46,47]. According to Clardy
[48], a person’s former educational experiences are a reliable predictor of
their predisposition to pursue self-directed learning. Self-directed learning
behaviours can be developed in people when this is coupled with an
environment that is encouraging and provides opportunity, resources, and
dedication.

12.4.4 SDL may or may not involve the help of others

Garrison [49] stated that SDL in formal learning environments should be
viewed as a process which facilitates between the teacher and the learner.
Self-directed learning demands the ability to choose what to learn in
addition to having the chance to do so. Therefore, formal education should
be seen as a joint effort between the teacher and the learner. Merriam &
Caffarella (2013) argue that there should be a greater acceptance of the
inter-reliant and collaborative features of self-directed learning. O’Donnell
[50] goes the farthest in accentuating the community over individual
dimension when he explains the reason for what he calls “selves-directed
learning.” [8] asserts that social interaction, including interactions with
peers, teachers, and tutors, is essential to learning. The best strategy
teachers should think about using is to, encourage today’s students to
discover their own capacity for learning in order to reach the concept of
“learn, unlearn, and relearn.” [51]. Consequently, teachers and lecturers
can aid in the development of self-directed learning [52].
However, SDL can be adopted inside as well as outside of the formal
educational institution. Here researchers are keen on the SDL in educa-
tional institutions. Students need to develop and practise a variety of skills
that allow them to direct their own learning rather than rely on a teacher to
tell them what to do because SDL tends to be learner-centred rather than
instructor-centred and instructor-driven. They must be capable of self-
direction both individually and in peer groups, be self-conscious, aware of
their value system, and possess qualities such as self-assurance and a
positive self-concept [53,54].

12.4.5 Establishing learning objectives based on needs

identification
Learning motivation, which is demonstrated by behaviour involvement in
learning activities, is the process by which goal-directed action is initiated
 Post-pandemic technology assisted teaching and learning 157

and sustained [55]. According to studies on students’ learning, setting goals

is closely associated with learning motivation [56–58]. The students should
be very motivated to learn new things and accomplish their objectives. The
personalized learning approach is addressed by SDL [59]. SDL is referred to
as a goal that highlights a learner’s desire or preference for taking
ownership of their learning [60].
The self-directed learners have confidence in their capacity to learn. They
can successfully make choices that are relevant to their learning require-
ments, and they view themselves gaining independence in this regard.
Additionally, they are significantly more likely than their teacher-directed
counterparts to feel successful as learners [46]. In their research study,
Schweder and Raufelder [61] discovered that self-directed learning (SDL)
encourages teenagers to satisfy their needs. In their study, Joo et al. [62]
looked at how learning goal orientation, knowledge of developmental
requirements, and self-directed learning affected employees’ happiness with
their careers in the Korean public sector. Based on an investigation using
structural equation modelling, they found that learning goal orientation
and awareness of developmental needs were accountable for the variability
in self-directed learning. It has been demonstrated that self-directed learning
(SDL) aids professionals in overcoming learning obstacles and gaining new
abilities [63]. Additionally, evidence-based studies have demonstrated that
digital learning supports SDL and that it is practical for professionals to
attend courses through digital devices, favourably affecting learners’
accomplishments [64–66].

12.4.6 Find the necessary resources to attain these goals

Resources come in different forms, including information resources and
infrastructure. Students must be aware of and actively investigate a variety
of learning tools [67]. When students are given access to resources, tools for
learning, inspiration, and support, they can be helped to become more self-
directed learners. As a result, a facilitator can serve as a counsellor,
consultant, tutor, and resource finder in addition to being a classroom
teacher [60]. Learning settings that effectively integrate technology may
have a significant impact on independent learning because they give
students access to materials in ways that were not previously possible
[16]. In the aftermath of network technology, informal learning techniques
such as online learning, e-learning, and others enable self-initiated design of
learning experiences [68]. According to several research studies, self-
directed learners get more from online learning than others do [69,70].
Students’ perceptions of collaborative learning have the potential to
improve their self-directed learning (SDL), according to research on
SDLT [71]. The use of internet communication technologies for group
learning is aided by student SDL procedures [72].
158 Advances in technological innovations in higher education

12.4.7 To achieve their objectives, choose and put into

practice the best learning strategies
Effective learning strategies are to be adopted by learners for successful
learning. SDL Model Learning strategies, according to Candy [73], describes
how students approach a subject. Processing levels are divided into deep
and surface levels. While surface learning is more concerned with reprodu-
cing the content, deep level processing seeks to find meaning in the subject.
Deep-level processing complements study techniques like elaboration and
searching for patterns and underlying ideas. Students who use a surface-level
processing strategy are more likely to practise and memorize materials.
According to Khalid et al. [74], SDL and self-motivation go hand in hand.
Learners believe they are active participants in their own education and have
knowledge and skills. If they have a good guide, they are prepared to dive into
a topic, and some do it alone. By using deliberate learning tactics, they will
gain from knowing more about how they learn. The methodical aspect of
SDL refers to the procedures (tasks and strategies) that students use to self-
direct their learning. These procedures include learning by doing, cooper-
ating, exhibiting, and discovering, as well as metacognition techniques (i.e.,
awareness of one’s own mental processes, notably through reflection).

12.4.8 Determining how to measure learning outcomes

In SDL, learning has shifted its focus from teacher to student. This
transition has facilitated students to choose their own goals and the steps
to be taken to achieve their learning goals. Now the learning is student-
centred. Peer evaluation contributes to better learning outcomes [75,76].
Self-assessment enables learners to diagnose their understanding through
reflection in order to advance academically [77]. Self-assessment encom-
passes a variety of activities that students can engage in to evaluate their
own performance, and this can be seen as a type of feedback and formative
evaluation [78]. Boud [79] emphasises the value of self-evaluation in the
educational process. Yan [80] establishes the value of self-assessment for
self-regulated learning, implicitly reiterating its applicability to SDL.
According to Garrison [34] self-directed learning encompasses certain
processes for constructing learning outcomes.

12.4.9 Blended learning and SDL

A dynamic learning environment that accommodates multiple forms of
communication is created through blended learning with combining in-
person and digital learning, so that teaching and learning happens both in the
classroom and online [81,82]. A mixed-learning course sits in the middle of a
continuum with wholly online and fully face-to-face learning settings as its
anchors [83]. Traditional learning, which includes face-to-face interaction
 Post-pandemic technology assisted teaching and learning 159

and Information Technology (IT) components, must be successfully incorpo-

rated into the course design in order to ensure that blended learning is more
than just an addition to the currently popular methodology or method
(Kanuka, 2004). The kind of free and open conversation, critical debate,
negotiation, and agreement that characterize good education are made
possible in the setting of higher education through community engagement
and interaction [84,85]. Blended learning is only successful and effective
when students take ownership of and commitment to the learning (Bonk &
Graham, 2006). According to Moore (2005), self-regulation and self-directed
learning are related to blended learning because they involve three correlated
elements: interaction, structure, and autonomy. By using an experimental
research methodology Sriarunrasmee et al., [86] investigated the effectiveness
of the blended learning approach on students’ development of communica-
tion skills and self-directed learning. Their findings showed that students in
blended learning classrooms outperformed students in traditional classrooms
in both areas. Another crucial aspect of students’ learning in the blended
learning setting is their readiness for technology. The development of various
computer technologies makes it possible to use multimedia content and
multimedia communication in education (Horton, 2006) and makes learning
content accessible at any time and from anywhere. Self-directed learners take
an active role in their education and can adapt their learning methods to the
circumstances. In a classroom with plenty of technology, students can
tremendously benefit from the learning prospects and capabilities that are
required to be self-directed in their learning [87].
In higher education, blended learning (BL), or the combination of in-person
and online instruction, is extensively used. The phrase “new traditional
model” [88] or “new normal” [89] has been used by certain academics to
describe it. It has been mentioned that blended learning (BL) enables
asynchronous teaching and learning by combining in-person and online
training [90]. The online discussion forum is just one of the many online
learning tools that BL uses to facilitate communication between students and
between students and teachers. In contrast to the traditional classroom,
blended learning enables educators and students to use all forms of communi-
cation, information technology, and innovation, particularly the Internet and
networks, as tools to improve teaching and learning management as well as to
produce educational media. For students to build their abilities and compe-
tence as learners, a blend of classroom and technology-assisted teaching-
learning establishes access to a variety of modes and approaches to learning
[91]. Numerous studies on blended learning demonstrate an improvement in
students’ capacity for collaborative learning, creative thinking, independent
study, and personalization of their learning experiences. The use of blended
learning by educators help them create avenues for communication that
encourage students to share their knowledge and experiences [92]. The
teachers’ job in a blended learning setting is to act as a facilitator to help,
suggest, and challenge students to meet their own learning objectives.
160 Advances in technological innovations in higher education

Asynchronous and collaborative learning among students is supported by an

effective blending of traditional classroom instruction with online learning.
However, students still enjoy face-to-face opportunities to receive feedback in
BL settings, hence it is important to maintain a balance between traditional
setting of classroom teaching, learning, and online learning [93].

12.5 DISCUSSIONS AND CONCLUSION

Technology enabled self-directed learning is here to stay and will affect the
overall teaching-learning process in the long run. The stakeholders are keen
to adopt SDL because of its obvious benefits offered. From the insights from
previous sections, the researchers now propose a comprehensive model for
technology enabled SDL based on Garrison [34] (Figure 12.2).

12.5.1 SDL from an educators’ perspective

The educators can adopt SDL in their teaching with the help of blended
learning activities. Along with the regular face-to-face teaching, some
activities can also be planned to include SDL elements which can promote
learner autonomy. With adequate technology support, teachers can incul-
cate more student-centric approaches and can enact more autonomous
learning in the class. The long-term approaches of autonomy can be
adopted in teaching practices.

12.5.2 SDL from learners’ perspective

Higher education is a synonym for adult learning. The 21st century demands
a variety of skills from learners. Certain areas which are important to
developing knowledge are core content knowledge, digital literacy, problem

Figure 12.2 Dimensions of technology enabled self-directed Learning (own source).

 Post-pandemic technology assisted teaching and learning 161

solving, and critical thinking. According to Garison [34], the SDL helps in
self-development, motivation, and self-monitoring. These three factors
further support goal setting, interdependence, being reflective, critical
thinking, and task motivation. Other than these, SDL when adopted with
technology, also provides greater sources of information for the students.

12.5.3 SDL from a management perspective

Use of technology in teaching-learning leads to the optimum utilization of
resources. The educational institutions may have to appoint fewer teachers
if SDL is promoted, which will be helpful in situations where good and
skilled teachers are hard to find. The availability of human resources will be
optimized through technology-enabled SDL.

12.6 FUTURE DIRECTIONS

This study provides some meaningful insights into the technology that
enables self-directed learning with respect to higher educational institutions.
SDL for schools can also be explored further. It would be interesting to know
in the future what factors may affect the SDL implementation at the
institutes. Other than the benefits of SDL, are there any negative impacts
on the student’s learning can be another perspective for future research.

REFERENCES

[1] Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19

crisis. Journal of educational technology systems, 49 (1), 5–22.
[2] Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-
19 pandemic on teaching and learning. Higher Education for the Future, 8
(1), 133–141.
[3] Mpungose, C. (2020). Emergent transition from face-to-face to online
learning in a South African university in the context of the coronavirus
pandemic. Humanities and Social Sciences Communications, 7 (1), 1–9. 10.
1057/s41599-020-00603-x
[4] Ohlin, C. (2019). Information and communication technology in a global
world. Research in Social Sciences and Technology, 4 (2), 41–57. 10.46303/
ressat.04.02.4
[5] Khoza, S.B. (2019). Lecturers’ reflections on curricular spider web concepts
as transformation strategies. In Transformation of higher education institu-
tions in post-apartheid South Africa. pp. 15–26, Routledge.
[6] Raidal, S.L., & Volet, S.E. (2009). Preclinical students’ predispositions
towards social forms of instruction and self-directed learning: a challenge
for the development of autonomous and collaborative learners. Higher
Education, 57 (5), 577–596.
162 Advances in technological innovations in higher education

[7] Sze-Yeng, F., & Hussain, R.M.R. (2010). Self-directed learning in a socio
constructivist learning environment. Procedia-Social and Behavioral
Sciences, 9, 913–1917.
[8] Knowles, M. (1990). The adult learner: A neglected species. Houston. TX:
Gulf Publishing.
[9] Lai, C., & Gu, M.Y. (2011). Self-regulated out-of-class language learning
with technology. Computer Assisted Language Learning, 24 (4), 317–335.
doi: 10.1080/09588221.2011.568417
[10] Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed
learning readiness scale for nursing education. Nurse Education Today, 22
(7), 516–525.
[11] Rascón-Hernán, C., Fullana-Noell, J., Fuentes-Pumarola, C., Romero-
Collado, A., Vila-Vidal, D., & Ballester-Ferrando, D. (2019). Measuring
self-directed learning readiness in health science undergraduates: A cross-
sectional study. Nurse Education Today, 83, 104201.
[12] Kim, R.H. (2010). Self-directed learning management system: Enabling
competency and self-efficacy in online learning environments. The
Claremont Graduate University.
[13] Thorpe, M. (2005). The impact of ICT on lifelong learning, Lifelong learning
& distance higher, pp. 23–32. Retreived from: https://universidadazteca.net/
yahoo_site_admin/assets/docs/141218e_Lifelong_Learning_Distance_HE.631
65716.pdf#page=32 (accessed on 20 March, 2023).
[14] Tobin, D.R. (2000). All learning is self-directed: How organizations can
support and encourage independent learning. Alexandria, VA: American
Society for Training and Development.
[15] Tullis, J.G., & Benjamin, A.S. (2011). On the effectiveness of self-paced
learning, Journal of memory and language, 64 (2), 109–118.
[16] Candy, P.C. (2004). Linking thinking: Self-directed learning in the digital
age, Canberra, Australia, Department of Education, Science and Training.
[17] Karataş, K., Şentürk, C., & Teke, A. (2021). The mediating role of self-
directed learning readiness in the relationship between teaching-learning
conceptions and lifelong learning tendencies. Australian Journal of Teacher
Education, 46 (6), 54–77. 10.14221/ajte.2021v46n6.4
[18] UNCTAD (2018). The impact of rapid technological change on sustainable
development. United Nations Publishing.
[19] Hartley, K., & Bendixen, L.D. (2001). Educational research in the Internet
age: Examining the role of individual characteristics. Educational
Researcher, 30 (9), 22–26.
[20] Artis, A.B., & Harris, E.G. (2007). Self-directed learning and sales force
performance: An integrated framework. Journal of Personal Selling and Sales
Management, 27 (1), 9–24.
[21] Adinda, D., & Mohib, N. (2020). Teaching and instructional design
approaches to enhance students’ self-directed learning in blended learning
environments. The Electronic Journal of e-Learning, 18(2),162–174. 10.341
90/EJEL.20.18.2.005.
[22] Owolabi, J.O. (2020). Virtualising the school during COVID-19 and beyond
in Africa: infrastructure, pedagogy, resources, assessment, quality assurance,
student support system, technology, culture and best practices. Advances in
Medical Education and Practice. 11, 755–759. doi: 10.2147/AMEP.S272205
 Post-pandemic technology assisted teaching and learning 163

[23] Baticulon, R.E., Sy, J.J., Alberto, N.R.I., Mabulay, R.E.C., Rizada, L.G.T.,
Tiu, C.J.S., Clarion, C.A., & Reyes. J.C.B. (2021). Barriers to online learning
in the time of COVID-19: A national survey of medical students in the
Philippines. Medicine Science Education, 31, 615–626. 10.1007/s40670-
021-01231-z
[24] Garrison, D.R. (2003). Cognitive presence for effective asynchronous online
learning: The role of reflective inquiry, self-direction and metacognition.
Elements of quality online education: Practice and direction, 4 (1), 47–58.
[25] Gunawardena, C.N., & McIsaac, M.S. (2003). Distance education.
D. Jonassen (Ed.), Handbook for research on educational communications
and technology (pp. 355–396). New York.
[26] Geng, S., Law, K.S. & Niu, B. (2019). Investigating self-directed learning and
technology readiness in blending learning environment. International
Journal of Educational Technology in Higher Education, 16 (1), 1–22.
10.1186/s41239-019-0147-0
[27] Roberson Jr., D.N., Zach, S., Choresh, N., & Rosenthal, I. (2021). Self-
directed learning: A longstanding tool for uncertain times. Creative
Education, 12 (5), 1011–1026. 10.4236/ce.2021.125074
[28] Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages,
limitations and recommendations for online learning during COVID-19
pandemic era. Pakistan Journal of Medical Sciences, 36, 21–27.
[29] Morris, T.H. (2021). Meeting educational challenges of pre-and post-
COVID-19 conditions through self-directed learning: Considering the con-
textual quality of educational experience necessary. On the Horizon, 29 (2),
1–20. doi: 10.1108/OTH01-2021-0031.
[30] Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude
toward technology-based self-directed learning: Learning motivation as a
mediator. Frontiers in Psychology, 11, 1–11. 10.3389/fpsyg.2020.564294.
[31] Van der Walt, J.L. (2019). The term Self-Directed Learning - back to
Knowles, or another way to forge ahead? Journal of Research on Christian
Education, 28 (1), 1–20.
[32] Dehnad, A., Afsharian, F., Hosseini, F., Arabshahi, S.K.S., & Bigdeli, S.
(2014). Pursuing a definition of self-directed learning in literature from
2000–2012. Procedia-Social and Behavioral Sciences. 116, 5184–5187.
[33] Draper, J. (1998). The metamorphoses of andragogy. Canadian Journal for
the Study of Adult Education, 12 (1), 3–26.
[34] Garrison, D.R. (1997). Self-directed learning: Toward a comprehensive
model, Adult Education Quarterly, 48 (1), 8–33. 10.1177/074171369704
800103.
[35] Grow, G.O. (1991). Teaching learners to be self-directed, Adult Education
Quarterly, 41 (3), 125–149.
[36] Moore, M.G. (1972). Learner autonomy: The second dimension of indepen-
dent learning. Convergence, 5 (2), 76–88.
[37] Moore, M., & Kearsley, G. (2005). Distance education: A system view.
Boston: Wadsworth.
[38] Robinson, J.D., & Persky, A.M. (2020). Developing self-directed learners.
American Journal of Pharmaceutical Education, 84 (3), 847512. 10.5688/
ajpe847512.
164 Advances in technological innovations in higher education

[39] Winne, P.H., & Hadwin, A.F. (1998). Studying as self-regulated engagement
in learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition
in educational theory and practice, pp. 277–304, Hillsdale: Lawrence
Erlbaum.
[40] Simons, P.R.J. (2000). Towards a constructivistic theory of self-directed
learning. Self-learning, pp. 1–12 retrieved from file:///C:/Users/viran/
Downloads/5701%20(2).pdf (accessed on 20 March 2023).
[41] Song, L. (2005). Self-directed learning in online environments: process,
personal attribute, and context (Doctoral dissertation, University of
Georgia).
[42] Chizmar, J.F., & Walbert, M.S. (1999). Web-based learning environments
guided by principles of good teaching practice. Journal of Economic
Education, 30 (3), 248–264.
[43] Chene, A. (1983). The concept of autonomy in adult education: A
philosophical discussion. Adult Education Quarterly, 34 (1), 38–47.
[44] Merriam, S.B., & Bierema, L.L. (2013). Adult learning: Linking theory and
practice. New Jersey: Jossey-Bass, John Wiley & Sons.
[45] Mishra, P., Fahnoe, C., Henriksen, D., & Deep-Play Research Group (2013).
Creativity, self-directed learning and the architecture of technology rich
environments. TechTrends, 57 (1), 10–13.
[46] Loeng, S. (2020). Self-directed learning: A core concept in adult education.
Education Research International, 2020, 1–20.
[47] Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009).
Evaluation of evidence-based practices in online learning: A meta-analysis
and review of online learning studies, available at https://repository.alt.ac.
uk/629/1/US_DepEdu_Final_report_2009.pdf (accessed on 10 December,
2022).
[48] Clardy, A. (2000). Learning on their own: Vocationally oriented self-directed
learning projects. Human Resource Development Quarterly, 11 (2),
105–125.
[49] Garrison, D.R. (1992). Critical thinking and self-directed learning in adult
education: an analysis of responsibility and control issues, Adult Education
Quarterly, 42 (3), 136–148.
[50] O′Donnell, D. (1999). Habermas, critical theory and selves-directed learning.
Journal of European Industrial Training, 23 (4/5), 251–261.
[51] Piseth, N. (2020). Self-directed learning: The way forward for education
after the COVID-19 crisis. Available at https://cefcambodia.com/2020/08/
03/self-directed-learning-the-way-forward-for-education-after-the-covid-19-
crisis/ (accessed on 10 February, 2023)
[52] Cadorin, L., Bortoluzzi, G., & Palese, A. (2013). The self-rating scale of self-
directed learning (SRSSDL): A factor analysis of the Italian version, Nurse
Education Today, 33 (12),1511–1516.
[53] Giveh, F. (2018). SDL via contemplative teaching to promote reading
comprehension ability. English Language Teaching, 11(12), 58–76.
[54] Shahrory, E. (2013). The degree of SDL skills obtains for university level
students in Riyadh. Journal of Educational Sciences Studies, 40, 927–944.
[55] Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement:
Potential of the concept, state of the evidence. Review of Educational
Research, 74 (1), 59–109.
 Post-pandemic technology assisted teaching and learning 165

[56] Che-Ha, N., Mavondo, F.T., & Mohd-Said, S. (2014). Performance or

learning goal orientation: Implications for business performance. Journal of
Business Research, 67 (1), 2811–2820.
[57] Law, K.M., & Breznik, K. (2017). Impacts of innovativeness and attitude on
entrepreneurial intention: Among engineering and non-engineering students.
International Journal of Technology and Design Education, 27 (4), 683–700.
[58] Law, K.M., Lee, V.C., & Yu, Y.T. (2010). Learning motivation in e-learning
facilitated computer programming courses. Computers & Education, 55 (1),
218–228.
[59] Lalitha, T.B., & Sreeja, P.S. (2020). Personalised self-directed learning
recommendation system. Procedia Computer Science, 171, 583–592.
[60] Brockett, R.G. & Hiemstra, R. (1991). Self-direction in adult learning:
Perspectives on theory, research, and practice, New York, NY: Routledge.
[61] Schweder, S., & Raufelder, D. (2021). Needs satisfaction and motivation
among adolescent boys and girls during self-directed learning intervention.
Journal of Adolescence, 88, 1–13.
[62] Joo, B.K., Park, S., & Oh, J.R. (2013). The effects of learning goal
orientation, developmental needs awareness and self-directed learning on
career satisfaction in the Korean public sector. Human Resource
Development International, 16 (3), 313–329.
[63] Jeong, D., Presseau, J., ElChamaa, R., Naumann, D.N., Mascaro, C.,
Luconi, F., Smith, K.M. & Kitto, S. (2018). Barriers and facilitators to
self-directed learning in continuing professional development for physicians
in Canada: a scoping review. Academic Medicine, 93 (8), 1245–1254.
[64] Berndt, A., Murray, C.M., Kennedy, K., Stanley, M.J., & Gilbert-Hunt, S.
(2017). Effectiveness of distance learning strategies for continuing profes-
sional development (CPD) for rural allied health practitioners: a systematic
review. BMC Medical Education, 17 (1), 1–13.
[65] Bonk, C.J., & Graham. C.R., (Eds.). (2004). Handbook of blended learning:
Global perspectives, local designs, San Francisco, CA: Pfeiffer Publishing.
[66] Scott, K.M., Baur, L., & Barrett, J. (2017). Evidence-based principles for
using technology-enhanced learning in the continuing professional develop-
ment of health professionals. Journal of Continuing Education in the Health
Professions, 37 (1), 61–66.
[67] Sener, J., & Stover, M.L. (2000). Integrating ALN into an independent study
distance education program: NVCC case studies. Journal of Asynchronous
Learning Networks, 4 (2), 126–144.
[68] Reinders, H., & White, C. (2011). Learner autonomy and new learning
environments. Language Learning & Technology, 15 (3), 1–3.
[69] Lee, J., Hong, N.L., & Ling, N.L. (2002). An analysis of students’
preparation for the virtual learning environment. Internet and Higher
Education, 5 (3), 231–242.
[70] Shapley, P. (2000). On-line education to develop complex reasoning skills in
organic chemistry, Journal of Asynchronous Learning Networks, 4, 43–49.
[71] Teo, T., Tan, S.C., Lee, C.B., Chai, C.S., Koh, J.H.L., Chen, W.L., & Cheah,
H.M. (2010). The self-directed learning with technology scale (SDLTS) for
young students: An initial development and validation, Computers &
Education, 55 (4),1764–1771. 10.1016/j.compedu.2010.08.001
166 Advances in technological innovations in higher education

[72] Lee, K., Tsai, P.S., Chai, C.S., & Koh, J.H.L. (2014). Students’ perceptions of
self-directed learning and collaborative learning with and without tech-
nology. Journal of Computer Assisted Learning, 30 (5), 425–437. 10.1111/
jcal.12055
[73] Candy, P.C. (1991). Self-Direction for Lifelong Learning. A Comprehensive
Guide to Theory and Practice. Jossey-Bass, 350 Sansome Street, San
Francisco, CA 94104-1310.
[74] Khalid, M., Bashir, S., & Amin, H. (2020). Relationship between Self-
Directed Learning (SDL) and academic achievement of university students: A
case of online distance learning and traditional universities. Bulletin of
Education and Research, 42 (2), 131–148.
[75] Li, H., Xiong, Y., Hunter, C.V., Guo, X., & Tywoniw, R. (2020). Does peer
assessment promote student learning? A meta-analysis. Assessment &
Evaluation in Higher Education, 45 (2), 193–211. 10.1080/02602938.2019.
1620679
[76] Sanchez, C.E., Atkinson, K.M., Koenka, A.C., Moshontz, H. & Cooper, H.
(2017). Self-grading and peer-grading for formative and summative assess-
ments in 3rd through 12th grade classrooms: A meta-analysis. Journal of
Educational Psychology, 109 (8), 1049–1066.
[77] Baez, Z.D. (2019). ICT and its purpose in the pedagogical practice. Research
in Social Sciences and Technology, 4 (2), 83–95. 10.46303/ressat.04.02.6
[78] Andrade, H.L. (2019). A critical review of research on student self-
assessment. Frontiers in Education, 4, 1–13. 10.3389/feduc.2019.00087
[79] Boud, D. (2013). Enhancing learning through self-assessment, New York,
NY: Routledge.
[80] Yan, Z. (2020). Self-assessment in the process of self-regulated learning and
its relationship with academic achievement. Assessment & Evaluation in
Higher Education, 45 (2), 224–238.
[81] Collis, B., & Moonen, J. (2012). Flexible learning in a digital world:
Experiences and expectations, London and New York: Routledge, Taylor
& Francis Group.
[82] Cron, W.L., Marshall, G.W., Singh, J., Spiro, R.L., & Sujan, H. (2005).
Salesperson selection, training, and development: Trends, implications, and
research opportunities. Journal of Personal Selling and Sales Management,
25 (2), 123–136.
[83] Rovai, A.P., & Jordan, H.M. (2004). Blended learning and sense of
community: A comparative analysis with traditional and fully online
graduate courses. International Review of Research in Open and
Distributed Learning, 5 (2), 1–13. 10.19173/irrodl.v5i2.192
[84] Garrison, D.R., & Cleveland-Innes, M. (2005). Facilitating cognitive
presence in online learning: Interaction is not enough. The American
Journal of Distance Education, 19 (3), 133–148.
[85] Garrison, R., & Kanuka, H. (2004). Blended learning: Uncovering its
transformative potential in higher education. Internet and Higher
Education, 7 (2), 95–105.
[86] Sriarunrasmee, J., Techataweewan, W., & Mebusaya, R.P. (2015). Blended
learning supporting self-directed learning and communication skills of
Srinakharinwirot University’s first year students. Procedia-Social and
Behavioral Sciences, 197, 1564–1569.
 Post-pandemic technology assisted teaching and learning 167

[87] Fahnoe, C., & Mishra, P. (2013). Do 21st century learning environments
support self-directed learning? Middle school students’ response to an
intentionally designed learning environment. In Society for information
technology & teacher education international conference (3131–3139).
Association for the Advancement of Computing in Education (AACE).
[88] Ross, B., & Gage, K. (2006). Global perspectives on blending learning
(pp. 155–168). San Francisco: Pfeiffer.
[89] Norberg, A., Dziuban, C.D., & Moskal, P.D. (2011). A time-based blended
learning model. On the Horizon, 19 (3), 207–216. 10.1108/107481211111
63913
[90] Graham, C.R. (2013). Emerging practice and research in blended learning. In
M.G. Moore (Ed.), Handbook of distance education, 333–350, New York,
NY: Routledge.
[91] Cleveland-Innes, M., Ostashewski, N., & Wilton, D. (2017). iMOOCs and
learning to learn online. Community of Inquiry Blog Post, Retrieved from:
https://www.thecommunityofinquiry.org/project5 (Accessed on 13 October
2022).
[92] Orhan, R. (2008). Redesigning a course for blended learning environment.
Turkish Online Journal of Distance Education, 9 (1), 54–66.
[93] Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J.
(2018). Students’ motivation and subjective task value of participating in
online and blended learning environments. The Internet and Higher
Education, 36, 33–40.
Chapter 13

Education 5.0
An overview
B V Babu
Consultant on Quality Assurance in Higher Education, India

13.1 INTRODUCTION

Quality Assurance in Higher Education is an essential and integral part of

various assessment and accreditation bodies and rankings across the world.
To make a mark in the academic world, to get the required recognition, and
also to be in the race, obtaining these accreditations and rankings will be of
utmost importance.
To ensure the assured quality in the outcomes of higher education, the
following aspects are important and hence the understanding of these
aspects is inevitable:

1. Value-based education
2. Research-based learning
3. Project-based learning
4. Experiential learning
5. Student aspirations
6. Flexibilities
7. Industry 5.0
8. Curriculum design
9. Teaching-learning-evaluation processes
10. Outcome-based education

There has been a paradigm shift from the conventional one-way monoto-
nous teacher-centric learning to two-way experiential student-centric
learning. Education 5.0 encompasses this paradigm shift in learning process
and all the ten aspects as mentioned above. Education 5.0 establishes a
seamless integration of all these aspects and components.
Education 5.0 represents a new concept in education that emphasises on
meeting the needs of the 21st-century learner [1,2]. By emphasizing
personalization, lifelong learning, emerging technologies, global collabora-
tion, and skills and competencies, Education 5.0 is designed to prepare

168 DOI: 10.1201/9781003376699-13

 Advances in technological innovations in higher education 169

learners to be successful in today’s rapidly changing world. It focuses on

skills and competencies that are essential for success in today’s continuously
changing world.
Education 5.0 is a term used to describe the latest paradigm shift in
education that is being driven by the rapid advances in technology and
globalization. It represents a novel approach to education that ensures on
developing students who are adaptable, innovative, and equipped with
the required skills and knowledge base to survive in this ever changing
world.
Education 5.0 builds upon the previous generations of education, which
were characterized by a focus on knowledge acquisition (Education 1.0),
mass education and standardization (Education 2.0), personalized learning
and competency-based education (Education 3.0), and digital and con-
nected learning (Education 4.0). Education 5.0 takes a more holistic and
student-centric approach to education, and places a greater emphasis on
experiential learning, global citizenship, values-based education, and
enhancement of skills such as critical thinking abilities, problem-solving
capabilities, creativity, and collaborative work.
Through Education 5.0, the emphasis is on developing lifelong learners
who can learn and adapt to new situations throughout their life span. This
is achieved through the use of personalized and adaptive learning technol-
ogies, which enable students to learn in their way and at the pace they want.
Education 5.0 also emphasizes the importance of global citizenship and
cultural understanding, with an emphasis on collaboration and cooperation
across borders and cultures.
Overall, Education 5.0 represents a significant shift in education that
recognizes the importance of making students ready for the ever changing
and interconnected world. By focusing on developing students who are
adaptable, innovative, and equipped with the required skills and essential
knowledge base to survive in this competitive world, Education 5.0 has the
potential to transform education and empower individuals to achieve their
full potential.
In this chapter, we shall first discuss in detail the above quality assurance
aspects and then further explore how seamlessly these aspects along with
student-centric learning have been integrated into Education 5.0.
In Part I of this chapter, a brief introduction is given (as above) on
Education 5.0. Part II of this chapter elaborates on the Quality assurance
aspects and Student-centric learning. Part III of this chapter gives a
detailed account of Education 5.0, covering and seamlessly integrating all
the aspects associated with it. Part IV of this chapter summarises the
challenges associated with Education 5.0 and provides possible solutions
to address them. Finally, the conclusions on Education 5.0 are presented
in Part V of this chapter. References are listed at the end as the last section
of this chapter.
170 Education 5.0 – an overview

13.2 QUALITY ASSURANCE ASPECTS & STUDENT-CENTRIC

LEARNING

13.2.1 Value-based education

Value-based education is one of the most important approaches to
education, which emphasizes the development of ethical and moral values
in learners. The goal of value-based education is to instil in learners a
responsibility, empathy, and compassion, and to prepare them to be ethical
and responsible members of society [3].
It includes the understanding of the inherent connect among self, society,
and nature. With the advent of scientific breakthroughs and technological
discoveries, inventions, and innovations over the past many centuries, the
human beings somewhere lost their humility, sensitivity, and sensibilities to
other beings in nature [4,5]. Now, the time has come to explore within to
understand these values and hence the value-based education plays an
important role at all three levels of education (primary, secondary, and
higher education spheres), more so at higher education level [6,7].
The educators should train the students to be aware of the connect
among the self, society, and nature and ensure that this connect does not get
affected during their scientific discoveries and technological inventions. The
connect can be ensured by not interfering with four orders of nature, five
dimensions of human order, and nine feelings in relationships among them
in any of their scientific and technological discoveries and inventions [8,9].
The four orders of nature include “(1) Bio order (plants, trees, etc.), (2)
Physical order (soil, metals, etc.), (3) Animal order (animals, birds, etc.),
and (4) Human order (human beings)’.
The five dimensions of human order consist of ‘(1) Education (Sanskar), (2)
Health (self-regulation), (3) Production (work), (4) Justice (preservation),
and (5) Exchange (storage)’.
The nine feelings of relationship encompass ‘(1) Trust (viswas, the founda-
tion value), (2) Respect (samman), (3) Affection (sneh), (4) Care (mamta), (5)
Guidance (vatsalya), (6) Reverence (shraddha), (7) Glory (gaurav), (8)
Gratitude (krutaznatha) and (9) Love (prem, the complete value)’ [10].
Value-based education is characterized by the features given below:

1. Values-based curriculum: Value-based education emphasizes a cur-

riculum that is designed to teach learners the values of honesty,
respect, kindness, empathy, responsibility, and compassion.
2. Character education: Value-based education focuses on character
education, where learners are taught to have positive character traits,
viz., honesty, integrity, and empathy.
3. Service learning: Value-based education promotes service learning,
where learners engage in community service projects that help to
develop a sense of social responsibility and civic engagement.
 Advances in technological innovations in higher education 171

4. Positive school culture: Value-based education promotes a positive

school culture, where learners are encouraged to demonstrate respect,
kindness, and empathy towards others.
5. Role models: Value-based education emphasizes the importance of
role models, where learners are exposed to positive role models who
exemplify the values and traits that are being taught.

Value-based learning emphasizes the ethical and moral values. It is designed

to prepare learners to be responsible and ethical members of society, and to
develop a sense of social responsibility and civic engagement [11].

13.2.2 Research-based learning

Research-based learning approach in education is all about the use of
research in teaching and learning practices. The goals of research-based
learning is to use the latest research findings to improve the quality aspects
of teaching and learning, and to ensure that educational practices are based
on sound evidence.
The features of research-based learning typically are [12]

1. Evidence-based teaching practices: Research-based learning focuses

on the use of evidence-based teaching practices, where teaching
strategies are based on the latest research findings on effective
practices of teaching and learning strategies.
2. Action research: Research-based learning promotes the use of action
research, where educators engage in systematic inquiry in improving
their teaching strategies and to evaluate the effectiveness of educa-
tional programs.
3. Data-driven decision making: Research-based learning emphasizes
the use of data to make informed decisions, where educational
practices are evaluated based on data-driven evidence of their
effectiveness.
4. Continuous improvement: Research-based learning emphasizes the
importance of continuous improvement, where educational prac-
tices are evaluated and refined based on ongoing research and
evaluation.
5. Collaboration and knowledge-sharing: Research-based learning pro-
motes collaboration and knowledge-sharing among educators, re-
searchers, and practitioners, to ensure that the latest research findings
are disseminated and applied in educational settings.

Hence, research-based learning is designed to basically ensure that educa-

tional practices are based on sound evidence, and to promote continuous
improvement and innovation in teaching and learning.
172 Education 5.0 – an overview

13.2.3 Project-based learning

Project-based education in teaching and learning process emphasizes hands-
on, experiential learning through the completion of projects or tasks. In
project-based education, learners work collaboratively to identify and solve
real-world problems, create products or services, and develop skills and
competencies through a process of inquiry and exploration [13].
Here are some common features of project-based learning:

1. Student-centered learning: Project-based learning is student-centered,

where learners play an active role in their learning process by
identifying and pursuing their own interests and goals.
2. Authentic tasks: Project-based learning involves the completion of
authentic tasks that are relevant and meaningful to learners’ lives and
interests, and that have real-world applications.
3. Collaborative learning: Project-based learning emphasizes collabora-
tive learning, through which learners work together by sharing ideas,
solving problems, and creating resultant products or services.
4. Inquiry-based learning: Project-based learning involves inquiry-based
learning, where learners engage themselves in the process of explora-
tion and discovery, and develop the innate skills such as critical
thinking and problem-solving.
5. Assessment: Project-based learning involves ongoing assessment,
where learners receive feedback on their progress and use it to
improve their skills and competencies.

Project-based learning is designed to engage learners in their learning

process and focuses on developing skills and competencies that are relevant
and meaningful to their lives and interests. By providing opportunities for
inquiry, collaboration, and authentic learning experiences, project-based
education can help learners to develop the skills and competencies that are
needed to succeed in the fast changing world.

13.2.4 Experiential learning

Experiential learning focuses on emphasizing the importance of hands-on real-
world experiences among the students in their learning process. Learners are
encouraged to apply their acquired knowledge and skills to real practical
situations, and develop a deeper understanding of the world around them [14,15].
Experiential learning emphasizes and typically characterized by the
following features:

1. Active participation: Through active participation, learners play an

active role in their learning process through activities such as intern-
ships, apprenticeships, and project-based learning.
 Advances in technological innovations in higher education 173

2. Reflection: Experiential learning focuses on the importance of reflec-

tion, where learners reflect on their experiences and identify what they
have learned.
3. Application: Explains the importance of applying knowledge and
skills to practical situations, where learners can see the relevance and
applicability of what they have learned.
4. Feedback: Experiential learning also emphasizes the importance of
feedback, where learners receive feedback continuously on their perform-
ance and enable them to use it to improve their skills and competencies.

Experiential learning is an approach to learning that emphasizes the

importance of hands-on, real-world experiences in the learning process. It
is basically designed to provide learners with opportunities to apply their
acquired knowledge and skills to real-world practical situations and enable
them to develop a deeper understanding of the world around them.
Experiential learning is often used in vocational and technical education,
but it can be applied to any subject or field of study.

13.2.5 Student aspirations

Students are the main stakeholders in an education system. However, the
students aspirations by far have been the most neglected aspect in
curriculum design and framework in higher education. Irrespective of the
degree one obtains, the students could be broadly categorized into six
groups, based on their aspirations, such as (1) gaining good social stature
by obtaining a good job in hand before passing out of the university
(Campus placements), (2) becoming a job provider rather than a job seeker
(Entrepreneurship), (3) becoming an academician (pursuing higher studies
abroad), (4) becoming a good researcher (project-based and research-based
learning, (5) becoming a good performing arts professional (Music, Dance,
Dramatics, Photography, Film making, Spirituality, etc.), and (6)
Administrative services through competitive examinations for public service
commission and probationary officers, etc. [16].
Student aspirations refer to the goals, ambitions, and desires that students
have for their future. Aspirations can be related to academic, personal, and
professional goals, and they would play a significant role in motivating
students to realize their full potential.
Common types of student aspirations:

1. Academic aspirations: Many students aspire to achieve academic

success, such as getting good grades, graduating with honors, and
pursuing further education.
2. Career aspirations: Many students aspire to pursue a specific career
path or profession, such as becoming a doctor, lawyer, engineer, or
entrepreneur.
174 Education 5.0 – an overview

3. Personal aspirations: Some students aspire to develop personal

qualities and skills, such as becoming more confident, improving
communication skills, or becoming more socially engaged.
4. Creative aspirations: A few students aspire to develop their creative
talents, such as music, art, or writing.
5. Social aspirations: Some students aspire to be able to make a positive
impact on their local communities or world at large through social
activism, community service, or environmental advocacy.
6. Entrepreneurial aspirations: These refer to the desire to start and run
a business venture, and these aspirations have become an important
component of student aspirations in recent years.

13.2.5.1 Academic aspirations

Academic aspirations refer to the educational goals and ambitions of
students, which may include pursuing higher education, achieving
academic excellence, and acquiring specialized knowledge and skills in
a particular field. Academic aspirations are shaped by a variety of factors,
such as family background, cultural values, personal interests, and career
aspirations [17].
Some common features of academic aspirations:

1. Higher education: Many students aspire to pursue higher education

(obtaining a college degree or a graduate degree), to gain specialized
knowledge and skills in a particular field and increase their career
prospects.
2. Academic excellence: Many students aspire to achieve academic
excellence, by earning high grades, winning academic awards, and
pursuing challenging courses and projects.
3. Specialized knowledge and skills: Some students aspire to acquire
specialized knowledge and skills in a particular field of their interest,
viz., science, technology, engineering, and mathematics (STEM) or
the arts and humanities.
4. Career aspirations: Some students aspire to pursue careers in specific
fields, such as medicine, law, business, or technology, and may tailor
their academic aspirations to achieve their career goals.
5. Personal growth: Academic aspirations may also include personal
growth and development, such as acquiring new perspectives, devel-
oping critical thinking skills, and pursuing intellectual curiosity.

Academic aspirations play an important role in shaping students’ educa-

tional journeys and career trajectories. By setting clear goals and aspira-
tions, students can focus their efforts and energies on achieving their desired
outcomes and realizing their full potential [18].
 Advances in technological innovations in higher education 175

13.2.5.2 Career aspirations

Career aspirations refer to the career goals and ambitions of individuals,
which may include pursuing a particular profession, acquiring specific skills
and experience, or achieving a certain level of success in their chosen career
path. Career aspirations get realised by a variety of factors based on their
personal interests, values, personality traits, and work experiences [19].
Common features of career aspirations:

1. Career choice: Career aspirations often involve choosing a specific

career path, such as becoming a doctor, lawyer, engineer, or artist.
2. Skill development: Career aspirations may involve acquiring specific
skills and experience in a particular field, such as leadership skills,
technical expertise, or project management skills.
3. Advancement: Career aspirations may involve advancing within a
chosen career path, such as moving from an entry-level position to a
management position, or starting a business.
4. Work-life balance: Career aspirations may also involve achieving a
balance between work and personal life, such as working in a flexible
work environment or pursuing a career that aligns with personal
values and interests.
5. Personal fulfilment: Career aspirations may also involve achieving
personal fulfilment and satisfaction through one’s work, such as
making a positive impact on society, pursuing a passion, or achieving
financial stability.

Career aspirations are an important part of career planning and can help
individuals achieve their professional and personal goals. By setting clear
career goals and developing a plan to achieve them, individuals can make
informed decisions about their education, work experiences, and skill
development, and increase their chances of success in their chosen career
path [20].

13.2.5.3 Personal aspirations

Personal aspirations refer to the personal goals and ambitions of indivi-
duals, which may include achieving personal growth, pursuing new
experiences, building meaningful relationships, or finding inner peace and
fulfilment. Personal aspirations are imbibed by a variety of factors including
personal values, life experiences, interests, and relationships [21].
Some features of personal aspirations:

1. Personal growth: Many individuals aspire to achieve personal growth

and development, such as developing new skills, gaining new
knowledge, and broadening their perspectives.
176 Education 5.0 – an overview

2. New experiences: Many individuals aspire to explore new experiences

and activities, such as traveling to new places, trying new hobbies, or
taking on new challenges.
3. Meaningful relationships: Many individuals aspire to build mean-
ingful relationships with family, friends, or romantic partners, and to
cultivate a sense of belonging and connection.
4. Inner peace and fulfilment: Many individuals aspire to find inner
peace and fulfilment, by exploring their spirituality, practicing
mindfulness, or pursuing a life purpose.
5. Health and well-being: Many individuals aspire to achieve optimal
health and well-being, by adopting healthy habits, staying physically
active, and prioritizing self-care.

Overall, personal aspirations are an important part of self-discovery and

personal growth, and can help individuals live a more fulfilling and
satisfying life. By setting clear personal goals and working towards
achieving them, individuals can develop a deeper understanding of
themselves, build meaningful relationships, and find greater happiness
and fulfilment [22].

13.2.5.4 Creative aspirations

Creative aspirations refer to the creative goals and ambitions of individuals,
which may include pursuing artistic endeavors, developing new ideas and
innovations, or exploring new modes of self-expression. Creative aspira-
tions are shaped up by many factors, such as personal interests, life
experiences, and exposure to different forms of art and culture [23].
Common features of creative aspirations [23]:

1. Artistic expression: Many individuals aspire to express themselves

creatively through various forms of art, such as painting, writing,
music, dance, or theater.
2. Innovation: Many individuals aspire to develop new ideas and
innovations that push the boundaries of traditional art and culture,
such as creating new genres of music or developing new visual art
forms.
3. Self-expression: Many individuals aspire to use their creativity as a
means of self-expression, to convey their thoughts, feelings, and
experiences in a unique and meaningful way.
4. Collaboration: Many individuals aspire to collaborate with others in
creative endeavors, to explore new perspectives, and create new forms
of art and culture.
5. Impact: Many individuals aspire to use their creativity as a means of
making a positive impact on society, by raising awareness of social
issues, promoting social justice, or inspiring change.
 Advances in technological innovations in higher education 177

Creative aspirations are an important part of human expression and can

help individuals develop a deeper understanding of themselves, explore new
modes of self-expression, and make a positive impact on society. By
pursuing their creative aspirations, individuals can tap into their imagina-
tion and creativity, and create something unique and meaningful [24].

13.2.5.5 Social aspirations

Social aspirations refer to the goals and ambitions of individuals to make a
positive impact on society, to help others, and to improve the quality of life
for individuals and communities. Social aspirations are shaped by a variety
of factors, such as personal values, life experiences, exposure to different
cultures, and awareness of social issues.
Features of social aspirations:

1. Community service: Many individuals aspire to engage in community

service and volunteer work, to support social causes and help those in
need.
2. Advocacy: Many individuals aspire to become advocates for social
issues and use their voices and platforms to raise awareness of
important social issues.
3. Leadership: Many individuals aspire to become leaders in their
communities, to inspire and mobilize others to create positive change.
4. Sustainability: Many individuals aspire to support sustainability and
environmental causes, to reduce their impact on the planet and
promote a healthier future for all.
5. Social entrepreneurship: Many individuals aspire to start social
enterprises, to use business to create positive social and environmental
impact while generating sustainable revenue.

Social aspirations are an important part of social responsibility and civic

engagement. By pursuing their social aspirations, individuals can contribute
to a better society, build meaningful connections with others, and achieve
personal fulfilment resulting in a positive impact on the world around them
[25,26].

13.2.5.6 Entrepreneurial aspirations

Entrepreneurial aspirations refer to the desire to start and run a business
venture, and these aspirations have become an important component of
student aspirations in recent years. In today’s rapidly changing economy,
where technology is transforming industries and job markets are becoming
increasingly competitive, many students are turning to entrepreneurship as
a way to create their own career paths and achieve their goals.
178 Education 5.0 – an overview

Research has shown that the students having higher levels of entrepre-
neurial aspirations are more likely to become entrepreneurs in the future. A
study by Shinnar et al. [27] surveyed over 27,000 students from 20
countries and found that the level of entrepreneurial aspirations among
students was a strong predictor of future entrepreneurial activity. Students
who had higher levels of entrepreneurial aspirations proved to have started
their own businesses and became successful in those ventures.
The development of entrepreneurial aspirations could be influenced by a
number of factors, including family background, education, work experi-
ence, and exposure to entrepreneurial role models. A study by Liao and Liu
[28] found that family background played a significant role in the
development of entrepreneurial aspirations among the students. Students
from families with an entrepreneurial background were found to have
higher levels of entrepreneurial aspirations than those without such a
background.
Education also is considered to be an important factor in the develop-
ment of entrepreneurial aspirations. Entrepreneurship education programs
have been found to be effective in increasing entrepreneurial intentions and
aspirations among students [29]. Such programs provide students with the
knowledge, skills, and resources necessary to start and run a business
venture. In addition, exposure to entrepreneurial role models, such as
successful entrepreneurs, could also have a positive impact on the develop-
ment of entrepreneurial aspirations among students.
Furthermore, work experience has been found to be another important
factor in the developing the entrepreneurial aspirations. Students who have
had work experience in entrepreneurial settings, such as start-ups or small
businesses, found to have higher levels of entrepreneurial aspirations [30].
Such work experience provides students with hands-on training in the
challenges and rewards of entrepreneurship, and could help them to better
equipped with the skills and knowledge required for becoming successful
entrepreneurs.
In recent years, entrepreneurial aspirations have become one of the
important components of student aspirations. The development of these
aspirations can be influenced by many factors, such as family background,
education, work experience, and exposure to entrepreneurial role models.
Students having high level of entrepreneurial aspirations would likely to
become successful entrepreneurs in the future, and the promotion of these
aspirations can help to foster a more entrepreneurial culture and drive
economic growth [31].
It is important for educators to understand and support student
aspirations, as aspirations can be a powerful motivator for learning and
achievement. By helping students to identify and pursue their aspirations,
educators can be instrumental in making the students develop in their lives
a sense of purpose, direction, and fulfilment [16].
 Advances in technological innovations in higher education 179

13.2.6 Flexibilities
Academic flexibilities refer to the various ways by which educational
institutions provide flexibility and choice to the students in their academic
pursuits. Academic flexibilities can take many different forms, and they can
help students to personalize their educational experiences, meet their
unique needs and interests, and achieve their goals [32].
Types of academic flexibilities:

1. Course offerings: Academic institutions may provide a wide range of

course offerings, allowing students to choose courses that are of
interest to them, and that help them to achieve their academic and
career goals.
2. Credit transfer: Academic institutions may allow students to transfer
credits from other institutions, or from prior learning experiences,
such as work experience, military training, or prior coursework.
Academic bank of credits (ABC) is a new concept as mentioned in
new education policy (NEP-2020) of India.
3. Flexible scheduling: Academic institutions may offer flexible sched-
uling options, viz., evening or weekend classes, online courses, and/or
self-paced learning programs. This allows students to balance their
academic pursuits with other responsibilities and commitments.
4. Dual enrolment: Academic institutions may offer dual enrolment
programs by allowing high school students to earn college credits
while they are still in high school.
5. Personalized learning plans: Academic institutions may provide
personalized learning plans, allowing students to customize their
academic paths and focus on areas of interest or need.
6. Multiple exit options: This refers to the flexibility given to learners to
exit a program of study at different stages, based on their individual
needs and goals. This means that learners can choose to exit the
program after completing a certain number of courses, or after
earning a specific credential, such as a certificate or diploma.
7. Dual degrees: It refers to the opportunity for learners to pursue two
degrees simultaneously, which can be completed in a shorter period of
time than pursuing each degree separately. Dual degree programs are
designed to provide learners with a broader range of knowledge and
skills, as well as greater flexibility and marketability in the job market.
8. Twinning programs: Twinning programmes in academic flexibilities
refer to the opportunity for learners to pursue a degree program from
two different institutions simultaneously. Twinning programs are
designed to provide learners with a broader range of knowledge and
skills, as well as exposure to different academic environments,
cultures, and perspectives.
180 Education 5.0 – an overview

9. Semester abroad programs: This flexibility refers to the opportunity

for learners to spend a semester studying at a foreign university or
educational institution as part of their degree program. Semester
abroad programs are basically designed to provide learners an
opportunity for an immersive educational and cultural experience,
as well as exposure to different academic environments, cultures, and
perspectives.

And so, academic flexibilities are important because they allow students to
personalize their educational experiences and meet their unique needs and
interests. By providing a range of academic flexibilities, the higher
educational institutions could help students in achieving their academic
and career goals, and to develop the skills and competencies they need to
succeed in an ever changing world [33,34].

13.2.7 Industry 5.0

Industry 5.0 is a term used in the recent past to describe the fifth generation
of industrial development processes that is characterized by the integration
of advanced technologies such as artificial intelligence, machine learning,
robotics, and the internet of things (IoT) integrated with human skills and
expertise. The goal of Industry 5.0 is to create a sustainable and more
human-centered approach to industrial development, where technology is
used to enhance and support human skills and capabilities, rather than
replacing them.
Industry 5.0 is typically characterized by the following features:

1. Human-machine collaboration: Industry 5.0 emphasizes human-

machine collaboration, where in which the advanced technologies
such as robotics, artificial intelligence, and machine learning are used
to augment human skills and capabilities, rather than replacing them.
2. Sustainable production: Industry 5.0 focuses on sustainable produc-
tion, where environmental considerations and resource efficiency are
prioritized, and waste and emissions are minimized.
3. Customer-centricity: Industry 5.0 emphasizes customer-centricity,
where products and services are designed and produced in such a
way that they meet the specific needs and preferences of customers,
and also provide a personalized and seamless user experience.
4. Smart factories: Industry 5.0 is characterized by the development of
smart factories, where advanced and modern technologies such as
sensors, data analytics, and automation are used to optimize produc-
tion processes and improve efficiency.

Industry 5.0 represents a shift towards a more human-centered and

sustainable approach to industrial development, where technology is used
 Advances in technological innovations in higher education 181

to enhance and support human skills and capabilities, rather than replacing
them. By leveraging advanced technologies and human expertise in a
collaborative and sustainable way, Industry 5.0 has the potential to drive
innovation, create new business opportunities, and address some of the
biggest challenges facing society today [35–40].

13.2.7.1 Human-machine collaboration

Human-machine collaboration refers to the much needed collaboration
between humans and machines (e.g., robots, artificial intelligence) for
achieving a common goal or a task. In the specific context of industry
and work, human-machine collaboration involves leveraging the unique
strengths and capabilities of both humans and machines to improve
productivity, quality, and safety.
Here are some common examples of human-machine collaboration:

1. Manufacturing: Human-machine collaboration in manufacturing

industry involves the use of robots and automation to perform
repetitive tasks, while humans are responsible for such tasks, which
require flexibility, creativity, and problem-solving.
2. Healthcare: Human-machine collaboration in healthcare involves the
use of technology such as robotic surgery, diagnostic imaging, and
medical monitoring to assist healthcare professionals in providing
high-quality care to patients.
3. Transportation: Human-machine collaboration in transportation
involves the use of self-driving cars and trucks, which rely on both
human input and artificial intelligence to navigate safely on the road.
4. Education: Human-machine collaboration in education involves the
use of technology such as artificial intelligence and virtual reality to
create personalized learning experiences for students, while educators
provide guidance and support.

Hence, human-machine collaboration is an increasingly important aspect of

work and industry, as technology continues to advance and automate many
tasks. By leveraging the unique strengths and capabilities of both humans
and machines, human-machine collaboration can improve efficiency, safety,
and productivity, and create new opportunities for innovation and growth
[41,42].

13.2.7.2 Sustainable production

Sustainable production is a manufacturing and production process that
prioritizes the efficient use of natural resources, reduces waste and
emissions, and promotes environmental sustainability. Sustainable produc-
tion practices are becoming increasingly important as companies seek to
182 Education 5.0 – an overview

reduce their environmental footprint and meet the demands of consumers

who prioritize sustainability.
Here are some common features of sustainable production:

1. Efficient use of resources: Sustainable production emphasizes the

efficient and effective use of natural resources such as energy, water,
and raw materials. This can be achieved by using efficient technol-
ogies, process optimization, and recycling and reuse of materials.
2. Pollution prevention: Sustainable production aims to prevent pollu-
tion by reducing waste and emissions, and by using cleaner produc-
tion technologies and processes.
3. Renewable energy: Sustainable production promotes the use of
renewable energy sources, such as solar, wind, and hydro power for
reducing greenhouse gas emissions and reliance on non-renewable
energy sources.
4. Life cycle thinking: Sustainable production involves considering the
entire life cycle of a product (life cycle assessment and analysis), from
raw materials to disposal and designing products and production
processes that minimize environmental impact at each stage.
5. Stakeholder engagement: Sustainable production involves engaging with
stakeholders, including suppliers, customers, and local communities, to
promote transparency and collaboration in the production process.

Sustainable production is an important aspect of manufacturing and

production that prioritizes environmental sustainability and efficiency. By
adopting sustainable production practices, companies can reduce their
environmental footprint, improve efficiency, and meet the growing demand
for sustainable products and processes [43,44].

13.2.7.3 Customer centricity

Customer centricity is a business philosophy that emphasizes the impor-
tance of keeping the customer at the center of all business decisions and
activities. In a customer-centric organization, the emphasis is on under-
standing and meeting the needs and expectations of customers, and
providing them with a positive and personalized experience throughout
their interactions with the organization.
Here are some common features of a customer-centric approach:

1. Customer understanding: A customer-centric organization under-

stands the needs, wants, and preferences of its customers through
research and data analysis.
2. Personalization: A customer-centric organization provides personalized
experiences for its customers, such as personalized recommendations,
customized products, and tailored marketing messages.
 Advances in technological innovations in higher education 183

3. Customer feedback: A customer-centric organization solicits feedback

from its customers to continuously improve its products, services, and
processes.
4. Customer engagement: A customer-centric organization engages with
its customers through various channels, such as social media, email,
and chatbots, to provide support and build relationships.
5. Continuous improvement: A customer-centric organization continu-
ously improves its products, services and processes in a way that they
meet the exact changing needs and actual expectations of its customers.

Customer centricity is an important aspect of business strategy that emphasizes

the importance of meeting the needs and expectations of customers. By
adopting a customer-centric approach, organizations can improve customer
loyalty, increase revenue, and gain an edge over the others competitors in the
marketplace [45–47].

13.2.7.4 Smart factories

Smart factories are advanced manufacturing facilities that leverage digital
technologies [Internet of Things (IoT), artificial intelligence (AI), and
automation] to optimize production processes and to improve the opera-
tional efficiency. Smart factories are designed to be highly flexible and
adaptable and can respond quickly to ever changing market demands and
customer needs.
Here are some common features of smart factories:

1. Connected machines and devices: Smart factories use connected

machines and devices to gather and share data in real-time, enabling
greater visibility and control over the production process.
2. Automation and robotics: Smart factories use automation and robotics to
perform repetitive tasks and improve productivity, while reducing the
physical load on human workers so as to enable them divert their
energies in solving more complex problems and addressing creative tasks.
3. Predictive maintenance: Smart factories use predictive maintenance
techniques to detect potential issues with equipment and machinery
before they occur, reducing downtime and increasing productivity.
4. Digital twin technology: Smart factories use digital twin technology to
create virtual models of the production process, enabling testing and
optimization of new products and processes in a virtual environment.
5. Data analytics and AI: Smart factories use data analytics and artificial
intelligence (AI) to optimize production processes, to improve quality
control and to identify areas for improvement.

Smart factories are designed to be highly efficient and adaptable, and can
help manufacturers to achieve higher levels of productivity, reduce costs,
184 Education 5.0 – an overview

and improve product quality. By leveraging the power of digital technol-

ogies, smart factories are in the process of transforming the entire
manufacturing industry and also paving the way for a more connected
and efficient future [48,49].

13.2.8 Curriculum design

Curriculum design is the process of creating a comprehensive plan for
teaching and learning that outlines the content, skills, and competencies
that students are expected to learn. Curriculum design involves a systematic
approach to designing, implementing, and evaluating educational programs
that are aligned with specific learning objectives and goals.
Here are the key steps involved in curriculum design:

1. Needs assessment: To identify the needs and goals of the learners, the
community, and the educational system.
2. Learning objectives: To develop clear and measurable learning
objectives that specify what learners should be able to do or know
by the end of the educational program.
3. Content selection: To select and organize the content that will be
taught in the program, based on the learning objectives and the needs
of the learners.
4. Teaching strategies: Choose teaching strategies that are appropriate
for the content and learning objectives, and that engage learners in
active and meaningful learning.
5. Assessment: To develop appropriate methods for assessing learners’
progress and achievement and to use the results to evaluate the
effectiveness of the curriculum.
6. Revision: Continuously evaluate and revise the curriculum to ensure
that it remains relevant and effective.
7. Benchmarking: 70% of the curriculum design (framework, structure,
courses, contents, etc.) are to be incorporated by taking from the best
of the benchmarked institutions globally and 30% of it should be
unique to the parent institution.
8. Digital lean solutions: Digital lean solutions are an innovative
approach to improving business operations by combining digital
technology (SMAC), information technology, and Internet of
Things (IoT).

Curriculum design is a complex and iterative process that requires careful

planning, implementation, and evaluation. By following a systematic
approach to curriculum design, educators can develop effective educational
programs, which meet the needs and goals of learners and prepare them for
success in their personal and professional lives [50].
 Advances in technological innovations in higher education 185

13.2.8.1 Assessment of needs

Assessment of needs is an important part of curriculum design, as it helps to
ensure that the curriculum is tailored to the needs of target audience, such
as students or learners. Needs assessment in curriculum design involves
identifying the learning needs and goals of the target audience, as well as the
resources and constraints that may impact the design and the implementa-
tion of the curriculum.
Steps involved in needs assessment as a part of curriculum design:

1. Identify the target audience: The first step in needs assessment in

curriculum design is to identify the target audience, such as students,
professionals, or adult learners.
2. Determine the purpose: The next step is to determine the purpose of
the curriculum, such as to provide basic education, to develop specific
skills, or to prepare for a particular profession.
3. Collect data: The third step is to collect the data using various
methods including surveys & interviews with stake holders, discus-
sion with the focus groups, and observation to identify the learning
needs and goals of the target audience.
4. Data Analysis: The next step is analyzing the data collected to
determine the gaps between the current knowledge and skills of the
target audience and the desired learning outcomes.
5. Develop the curriculum: Based on the results obtained from the needs
assessment, a curriculum is developed that addresses the identified
gaps in knowledge and skills. The curriculum should be designed to
be engaging, relevant, and appropriate for the target audience.
6. Implement and evaluate: Finally, the curriculum is implemented and
evaluated to determine its effectiveness in achieving the desired
learning outcomes. Based on the evaluation results, adjustments
may be made to the curriculum to improve its effectiveness.

Needs assessment is a critical process in curriculum design, as it helps to

ensure that the curriculum is mapped to the needs of the target audience
and is very effective in achieving the desired and designed learning
outcomes. By using data-driven approaches to identify the learning needs
and goals of the target audience, curriculum designers can create engaging
and effective curricula that prepare learners for success in their chosen field
[51,52].

13.2.8.2 Learning
Learning is a key component of curriculum design, as it forms the basis for
the educational experiences and outcomes that the curriculum is intended to
achieve. Learning in curriculum design refers to the process of acquiring
186 Education 5.0 – an overview

new knowledge, skills and understanding through various educational

activities and experiences.
Some key factors to consider when designing learning experiences in
curriculum design:

1. Learning objectives: Learning objectives are specific goals that are

established for a particular course or program of study. These
objectives should be aligned with the overall goals and the outcomes
of curriculum.
2. Teaching methods: Teaching methods refer to the techniques and
strategies that are utilized to deliver the content of the curriculum and
to facilitate the learning process. Effective teaching methods include
lectures, discussions, hands-on activities, and collaborative learning.
3. Assessment methods: Assessment methods are used to evaluate the
learning outcomes of curriculum. Assessment methods should be
aligned with the learning objectives and should include a variety of
methods such as exams, essays, projects, and presentations.
4. Learning resources: Learning resources are the tools and materials
that are used to support learning. These resources may include
textbooks, online materials, multimedia resources, and learning
management systems.
5. Learning environment: The learning environment refers to the
physical and social setting in which learning takes place. This may
include the classroom, laboratory, online environment, or community
settings.
6. Learner-centered approach: Curriculum design should focus on a
learner-centered approach, which places the needs and interests of
learner at the center of the learning experience. This includes
providing opportunities for self-directed learning, individualized
learning, and collaborative learning.

Effective learning is essential to the success of any curriculum design. By

focusing on the needs and interests of learner and designing engaging and
effective learning experiences, curriculum designers can help learners
achieve their educational goals and prepare them for success in their chosen
field [53,54].

13.2.8.3 Content selection

Content selection is a crucial part of curriculum design, as it involves
selecting the most relevant and appropriate content to achieve the desired
learning outcomes. Content selection should be based on the needs and
interests of target audience, as well as the goals and outcomes of the
curriculum.
 Advances in technological innovations in higher education 187

Some key factors to consider when selecting content for curriculum

design:

1. Learning objectives: The content selected should be aligned with the

learning objectives of curriculum. This ensures that the content is
relevant and appropriate for the desired learning outcomes.
2. Relevance: The content selected should be relevant to the needs and
interests of target audience. This ensures that the content is engaging
and meaningful for learners.
3. Quality: The content selected should be of high quality and should be
accurate, up-to-date, and reliable.
4. Diversity: The content selected should represent diverse perspectives
and experiences for providing learners a well-rounded education.
5. Balance: The content selected should be balanced, covering a range of
topics and perspectives without bias.
6. Appropriateness: The content selected should be appropriate for age,
developmental level, and cultural background of the target audience.
7. Accessibility: The content selected should be accessible to all learners
regardless of their background and/or abilities.

Content selection is a critical part of curriculum design, as it can greatly impact

the effectiveness and relevance of the curriculum. By selecting high-quality,
relevant, and diverse content that is aligned with the learning objectives of the
curriculum, curriculum designers can create engaging and effective learning
experiences that prepare learners for success in their chosen field [55–57].

13.2.8.4 Teaching strategies

Teaching strategies are an important component of curriculum design, as
they are used to deliver the curriculum content and facilitate learning.
Effective teaching strategies should be aligned with the specified learning
objectives and needs & interests of the target audience.
Some common teaching strategies used in curriculum design:

1. Lectures: Lectures are a traditional teaching strategy that involves

presenting information through spoken word. Lectures can be effec-
tive for introducing new concepts and providing an overview of a
topic.
2. Discussions: Discussions are an interactive teaching strategy that
allows learners to engage in conversation and share their ideas and
perspectives. Discussions can be effective for promoting critical
thinking and collaboration.
3. Hands-on activities: Hands-on activities involve learners in active
participation and can be effective for promoting experiential learning
and skill development.
188 Education 5.0 – an overview

4. Collaborative learning: Collaborative learning involves learners

working together in small groups to solve problems, complete
projects, or discuss ideas. Collaborative learning can be effective for
promoting teamwork and communication skills.
5. Inquiry-based learning: Inquiry-based learning involves learners
posing questions, investigating topics, and seeking answers through
research and exploration. Inquiry-based learning can be effective for
promoting curiosity and self-directed learning.
6. Technology-based learning: Technology-based learning involves
using digital tools and resources for enhancing the teaching and
learning processes. Technology-based learning can be effective for
providing access to information and promoting multimedia learning
experiences.

Effective teaching strategies are essential to the success of curriculum

design. By selecting teaching strategies that are aligned with the learning
objectives and needs & interests of the target audience, curriculum
designers can create engaging and effective learning experiences that
prepare learners for success in their chosen field [58–60].

13.2.8.5 Assessment
Assessment is a critical component of curriculum design, as it is used to
evaluate the effectiveness of the curriculum and learning outcomes achieved
by the learners. Assessment should be aligned with the learning objectives
and teaching strategies used in the curriculum.
Common types of assessment used in curriculum design:

1. Formative assessment: Formative assessment is used to monitor

learner progress and provide feedback during learning process.
Formative assessment can be used to identify areas where learners
need additional support or to adjust the teaching strategies to meet
the needs of learners.
2. Summative assessment: Summative assessment is used to evaluate the
learning outcomes achieved by learners at the end of a course or a
program of study. Summative assessment could be in the form of
examinations, essays, projects, or presentations.
3. Authentic assessment: Authentic assessment involves evaluating the
ability of learners in applying knowledge and skills in real-world
situations. Authentic assessment can be used to evaluate learners’
problem-solving skills, critical thinking skills, and creativity.
4. Self-assessment: Self-assessment involves learners evaluating their
own learning progress and achievements. Self-assessment can be
used to encourage learners to take ownership of their learning and
to develop self-reflection skills.
 Advances in technological innovations in higher education 189

5. Peer assessment: Peer assessment involves learners themselves evalu-

ating the work of their peers. Peer assessment can be used to promote
collaboration, teamwork, and communication skills.
6. Portfolio assessment: Portfolio assessment involves learners compiling
their work over time to demonstrate the progress in their learning and
achievements. Portfolio assessment can be used to provide a compre-
hensive picture of learners’ knowledge and skills.

Effective assessment is essential to the success of curriculum design. By

using a variety of assessment methods that are aligned with the learning
objectives and teaching strategies, curriculum designers can evaluate the
effectiveness of curriculum and learning outcomes achieved by the learners,
and make adjustments as needed to improve curriculum and enhance
learning experience [61–65].

13.2.8.6 Revision
Revision is an important part of curriculum design, as it allows curriculum
designers to evaluate the effectiveness of curriculum and make necessary
adjustments to better meet the needs of learners and to achieve desired
learning outcomes.
Key steps involved in revision in curriculum design:

1. Evaluate the effectiveness: The first step in revision is to evaluate the

effectiveness of the curriculum by reviewing assessment data, feed-
back from learners, and other performance indicators.
2. Identify areas for improvement: Based on the evaluation, identify
areas where the curriculum can be improved, such as updating
content, revising learning objectives, or adjusting teaching strategies.
3. Develop a plan for revision: Develop a plan for revision that outlines
the changes to be made, the resources needed, and the timeline for
implementation.
4. Implement the revision: Implement the revision by updating the
curriculum content, adjusting teaching strategies, and providing
necessary resources and support for learners.
5. Evaluate the impact: Evaluate the impact of the revision by reviewing
assessment data, feedback from learners, and other performance
indicators. This will help to determine the effectiveness of the revision
and identify any further areas for improvement.

Revision is an ongoing process in curriculum design that is essential for ensuring

that the curriculum is effective in achieving the desired learning outcomes. By
regularly evaluating the effectiveness of the curriculum and making necessary
adjustments, curriculum designers can create engaging and effective learning
experiences that prepare learners for success in their chosen field [55,66].
190 Education 5.0 – an overview

13.2.8.7 Benchmarking in curriculum design

Benchmarking in curriculum design involves comparing an educational
program to other similar programs to identify areas for improvement and
ensure that the program meets the required standards and expectations.
Benchmarking can be used to compare an educational program to other
programs at the same level (e.g. high school to high school) or to programs
at higher levels (e.g. high school to college).
Here are some common steps involved in benchmarking in curriculum
design:

1. Identify the benchmark: Identify the program or programs that will be

used as the benchmark for comparison. These programs should be
similar in terms of content, goals, and outcomes to the educational
program being benchmarked.
2. Collect data: Collect data on the benchmark program(s), such as
curriculum documents, syllabi, course descriptions, and student
learning outcomes.
3. Analyze data: Analyze the data collected from the benchmark
program(s) for identifying strengths, weaknesses, and areas for
improvement.
4. Compare to own program: Compare the data collected from the
benchmark program(s) to the educational program being bench-
marked to identify similarities and differences.
5. Adjust the curriculum: Use the information gathered from the
benchmarking process to adjust and improve the educational pro-
gram as needed.

Benchmarking in curriculum design can help ensure that an educational

program is meeting the necessary standards and expectations, and can
identify areas for improvement. By comparing an educational program to
similar programs, educators can gain insights into effective teaching and
learning strategies and make data-driven decisions to improve the program
[67–70].

13.2.8.8 Digital lean solutions

Digital lean solutions are an innovative approach to improving business
operations by combining digital technology (SMAC), information tech-
nology, and Internet of Things (IoT). This approach is basically trans-
forming the way businesses operate by streamlining processes, increasing
efficiency, and reducing waste. These digital lean solutions along the lines
of lean manufacturing systems are going to change the way we live in the
very near future. Hence, exposure to these solutions need to be given to
the students of all disciplines irrespective of their domain in higher
 Advances in technological innovations in higher education 191

education sector. Let us explore this concept further and examine its
potential benefits.

13.2.8.8.1 Core components of digital lean solutions

Digital Technology (SMAC): SMAC stands for Social networks, Mobile
network, Analytics, and Cloud. These technologies are essential in the
digital age and enable businesses to streamline processes, improve customer
experiences, and make better decisions.
Information Technology: IT is the backbone of any digital lean solution.
It involves the use of computers, software, and other technologies to
manage and process information.
Internet of Things (IoT): IoT involves the interconnectivity of physical
devices and systems through the internet. This enables real-time data
collection and analysis that can be used to optimize the business operations.

13.2.8.8.2 Benefits of digital lean solutions

Improved Efficiency: By streamlining processes and reducing waste, digital
lean solutions can help businesses become more efficient and effective. This
can lead to cost savings and increased productivity.
Enhanced Customer Experiences: With the use of digital technology,
businesses can better understand customer needs and preferences, which
can lead to personalized experiences and improved customer satisfaction.
Real-Time Data Analysis: The IoT enables businesses to collect the real-
time data that can be used to optimize processes and to make better
decisions.
Greater Flexibility: Digital lean solutions enable businesses to be more
agile and responsive to changing market conditions, which can help them
stay competitive.
Examples of digital lean solutions in action include:
Smart Manufacturing: By combining IoT sensors, data analytics, and
automation, manufacturers can optimize their operations and reduce waste.
Connected Logistics: By using real-time data and analytics, logistics
companies can optimize their supply chain and reduce costs.
Smart Retail: By using digital technology, retailers can provide personal-
ized experiences to customers, improve inventory management, and
increase sales.
In conclusion, digital lean solutions are a powerful tool for businesses to
streamline operations, improve customer experiences and to stay competi-
tive in the digital age. By combining digital technology (SMAC), informa-
tion technology, and the IoT, businesses can optimize their operations and
make better decisions. As such, organizations that adopt digital lean
solutions are better positioned to thrive in the future [71–73].
192 Education 5.0 – an overview

13.2.9 Teaching-learning-evaluation processes

Teaching, learning, and evaluation are three interrelated components of the
educational process. Effective teaching involves creating learning experi-
ences that engage and motivate students, while effective learning involves
actively participating in these experiences to gain knowledge and develop
skills. Evaluation helps to determine whether the learning objectives are
achieved or not and also provides feedback to improve future teaching and
learning [64].
Here is how teaching, learning, and evaluation are interrelated:

1. Teaching: Effective teaching involves creating a supportive learning

environment, setting clear learning objectives, selecting appropriate
instructional strategies, and providing feedback and support to
learners.
2. Learning: Effective learning involves actively engaging in the learning
experience, developing critical thinking and problem-solving skills,
and applying new knowledge and skills to real-world situations.
3. Evaluation: Evaluation helps to determine whether the learning
objectives have been achieved and also provides feedback to improve
future teaching and learning processes. Evaluation can take many
forms such as tests, projects, presentations, or portfolios and can
involve both formative (ongoing) and summative (final) assessments.

13.2.9.1 Teaching
Teaching is a critical part of teaching-learning-evaluation process and
involves the facilitation of learning experiences for students. Teaching is a
complex process that involves a wide range of skills and strategies including
lesson planning, classroom management, delivery of instructions, and
assessment of student learning.
Effective teaching is characterized by a student-centric approach in which
the teacher works collaboratively with students to create a positive and
engaging learning environment. This approach emphasizes the importance
of understanding the individual needs and learning styles of each student,
and adapting instruction and learning activities accordingly. It also involves
the use of a variety of teaching strategies and techniques such as
experiential learning, project-based learning, and technology-enhanced
learning.
One of the key aspects of effective teaching is the ability to design and
deliver engaging and meaningful lessons that are aligned with the learning
objectives of curriculum. This involves a systematic approach to lesson
planning, which includes the identification of learning outcomes, selection
of appropriate teaching strategies and materials, and assessment of student
learning.
 Advances in technological innovations in higher education 193

Another important aspect of effective teaching is classroom management.

This involves creating a safe and supportive learning environment that is
conducive to the process of learning. Classroom management strategies
include establishing clear expectations and rules, providing positive
reinforcement, and using appropriate disciplinary measures when necessary.
The delivery of instruction is also a critical part of effective teaching. This
involves the use of a variety of instructional methods and techniques to
engage students and promote learning. These may include lectures, discus-
sions, group activities, and hands-on experiences.
Finally, the assessment of student learning is an essential part of effective
teaching. Assessment is used to evaluate student understanding and
progress and to provide feedback for improvement. Assessment strategies
may include formative assessments, such as quizzes and homework assign-
ments, as well as summative assessments, such as exams and final projects.
Effective teaching is a critical component of the teaching-learning-
evaluation process. It involves the use of a wide range of skills and strategies
including lesson planning, classroom management, delivery of instruction,
and assessment of student learning. Effective teaching requires a student-
centered approach that emphasizes the importance of understanding indi-
vidual student needs and learning styles, and adapting instruction and
learning activities accordingly. With effective teaching, students can be
engaged and motivated to learn and can achieve their full potential [74–77].

13.2.9.2 Learning
Learning is another important part of the teaching-learning-evaluation
process, and it involves the acquisition of knowledge, skills, and attitudes
by students. Learning is a complex process, which is influenced by a wide
range of factors including the quality of teaching, the learning environment,
the student’s motivation and engagement, and the use of appropriate
learning strategies.
Effective learning is characterized by a student-centric approach in which
the student takes an active role in the learning process. This approach
emphasizes the importance of understanding individual learning needs and
styles and adapting learning activities and strategies accordingly. Effective
learning also involves the development of critical thinking skills, problem-
solving skills, and the ability to apply knowledge to real-world situations.
One of the key aspects of effective learning is development of metacog-
nitive skills that enable students to reflect on their own learning and identify
areas for improvement. This involves setting goals, monitoring progress,
and evaluating the effectiveness of learning strategies.
Another important aspect of effective learning is the use of active learning
strategies such as group work, discussions, and project-based learning.
Active learning strategies promote engagement, collaboration, and the
development of higher-order thinking skills.
194 Education 5.0 – an overview

The learning environment also is an important factor in effective

learning. A positive and supportive learning environment could promote
motivation and engagement while a negative or hostile environment can
have the opposite effect. A positive learning environment includes features
such as clear expectations, opportunities for collaboration and interaction,
and a variety of resources and learning materials.
Finally, feedback is an important part of effective learning. Feedback can
provide students with information on their progress and performance and
help them to identify areas for improvement. Effective feedback is timely,
specific, and constructive, and it should be delivered in a supportive and
non-judgmental manner.
Effective learning is one of the important components of teaching-
learning-evaluation process. It involves a student-centered approach that
emphasizes the importance of understanding individual learning needs and
styles, and adapting learning activities and strategies accordingly. Effective
learning also involves the development of metacognitive skills, the use of
active learning strategies, the creation of a positive learning environment,
and the provision of constructive feedback. With effective learning, students
can acquire the knowledge, skills, and attitudes necessary to succeed in
today’s rapidly changing world [78–80].

13.2.9.3 Evaluation
Evaluation is the most critical part of the teaching-learning-evaluation
process and it involves the assessment of student learning and the
effectiveness of teaching strategies. Evaluation is a complex process that
can be influenced by a wide range of factors including the quality of
teaching, the learning environment, and the student’s motivation and
engagement.
Effective evaluation is characterized by a student-centered approach in
which the focus is on the student’s learning and progress rather than just
their grades and/or test scores. This approach emphasizes the importance of
assessing not only what the student has learned, but also how they learned
and the skills and attitudes they developed.
One of the key aspects of effective evaluation is the use of multiple
assessment strategies including formative and summative assessments.
Formative assessments are used throughout the learning process to provide
feedback to the student and the teacher on their progress and to guide future
learning activities. Summative assessments are used at the end of a learning
period to evaluate the student’s overall achievement and understanding.
Another important aspect of effective evaluation is the use of authentic
assessments, which measure the student’s ability to apply knowledge and
skills to real-world situations. Authentic assessments can include projects,
presentations, and other performance-based tasks that require students to
demonstrate their understanding and application of concepts and skills.
 Advances in technological innovations in higher education 195

The evaluation process also involves the use of rubrics and criteria to
ensure that assessments are fair, consistent, and aligned with learning
objectives. Rubrics provide a clear and transparent framework for assess-
ment, and criteria ensure that assessments are aligned with the specific
learning objectives and standards.
Finally, effective evaluation involves the use of feedback to inform future
learning and teaching strategies. Feedback can be provided to the student
on their progress and performance, and to the teacher on the effectiveness
of their teaching strategies. Feedback can also be used to guide future
learning activities and to identify areas for improvement.
Effective evaluation is an important component of the teaching-learning-
evaluation process. It involves a student-centered approach that emphasizes the
importance of assessing not only what the student has learned, but also how
they learned and the skills and attitudes they developed. Effective evaluation
involves the use of multiple assessment strategies, including authentic assess-
ments and rubrics, and the provision of feedback to inform future learning and
teaching strategies. With effective evaluation, students can be empowered to
achieve their full potential and succeed in a rapidly changing world [81–84].
To summarize, Teaching, learning, and evaluation are interdependent and
must be carefully planned and implemented to ensure the success of educational
process. By using effective teaching strategies, promoting active learning, and
providing meaningful evaluation, educators can create positive learning
environment that engages students and helps them achieve their full potential.

13.2.10 Outcome-based education (OBE)

Outcome-based education is an approach to education, which focuses on
identifying and achieving specific learning outcomes or goals. In outcome-
based education, the curriculum is designed to ensure that students acquire
the knowledge, skills, and competencies they need to succeed in their
personal and professional lives.
The ‘Washington Accord is an international accreditation agreement for
professional engineering academic degrees between the bodies responsible
for accreditation in its signatory countries and regions’. Established in
1989, the full signatories as of 2018 are Australia (1989), Canada (1989),
China, Hong Kong, India (2014), Ireland, Japan, Korea, Malaysia, New
Zealand (1989), Pakistan, Peru, Philippines, Russia, Singapore, South
Africa, Sri Lanka, Taiwan, Turkey, the United Kingdom (1989) and the
United States (1989). However, Bangladesh, Chile, Costa Rica, Mexico,
and Philippines do have provisional signatory status and might become
member signatories in the near future.
In line with the Washington Accord, the graduate attributes have been
specified for engineering education which are applicable with sight modifi-
cations for all the programs of study in University education systems across
the globe.
196 Education 5.0 – an overview

In Outcome-based education (OBE) system, starting from the Vision &

Mission Statements of University/Institute, School, and Department, the
Graduate Attributes (As per Washington Accord) (GAs), Program
Educational Objectives (PEOs), Program Outcomes (POs) & Program
Specific Outcomes (PSOs) and Course Outcomes (COs) should be in sync
and mapped to every program of study. It is not enough to specify the above
outcomes, but it is equally important that the outcomes are measured
through Student evaluation components (Direct measurement) & Surveys
(Indirect measurement) of all the stake holders (direct stake holders such as
students and alumni, and indirect stake holders such as parents, employers,
and prospective students).
Here are some common features of outcome-based education:

1. Learning outcomes: Outcome-based education emphasizes the impor-

tance of identifying clear and measurable learning outcomes that
specify what students should be able to do or know by the end of an
educational program.
2. Competency-based approach: Outcome-based education uses a
competency-based approach, where students are expected to demon-
strate mastery of specific skills and competencies.
3. Assessments: Outcome-based education involves ongoing assessment,
where students are evaluated based on their ability to demonstrate the
desired learning outcomes and competencies.
4. Flexibility: Outcome-based education allows for flexibility in learning
process as students are encouraged to take ownership of their learning
and pursue their own interests and goals.
5. Collaboration: Outcome-based education emphasizes collaboration
between educators and students as well as between students them-
selves to achieve the desired learning outcomes and competencies.

Overall, outcome-based education is an approach to teaching and learning

processes that emphasizes the importance of clear and measurable learning
outcomes and the development of specific skills and competencies. By using
appropriate assessments to evaluate student progress and by adjusting teaching
strategies as needed, outcome-based education can help ensure that students
are well-prepared to succeed in their personal and professional lives [85].

13.2.11 Teacher-centric learning vs. student-centric

learning
Teacher-centric learning and student-centric learning are two different
approaches to education that have different goals and methods.
Teacher-centric learning, also known as traditional or lecture-based
learning, is a method of education where the teacher is the central figure
in the classroom. The teacher is responsible for delivering the content and
 Advances in technological innovations in higher education 197

the students are expected to listen, take notes, and memorize the material.
The teacher controls the pace and direction of the learning and students are
assessed based on their ability to reproduce what they have learned.
Student-centric learning, also known as learner-centered or active
learning, is a method of education where the focus is on the needs and
interests of the student. In this approach, the teacher acts as a facilitator
rather than a person delivering lectures. Students are encouraged to take
active role in their learning by participating in discussions, collaborative
activities and projects. Assessment is focused on the students’ ability to
apply what they learned to real-world situations.
Key differences between teacher-centric learning and student-centric
learning:

1. Role of the teacher: In teacher-centric learning, the teacher is the

central figure in the classroom, responsible for delivering the content
and controlling the learning process. In student-centric learning, the
teacher acts as a facilitator rather than a person professes, guiding,
and supporting the students in their learning.
2. Learning outcomes: In teacher-centric learning, the focus is on
acquiring knowledge and reproducing it. In student-centric learning,
the focus is on developing skills and competencies that can be applied
in real-world contexts.
3. Assessment: In teacher-centric learning, assessment is focused on the
students’ ability to reproduce what they have learned. In student-
centric learning, assessment is focused on the students’ ability to apply
what they learned to real-world contexts.
4. Learning environment: In teacher-centric learning, the learning
environment is often a traditional classroom setting, where teacher
lectures and students listen. In student-centric learning, the learning
environment is often more interactive and collaborative, with stu-
dents working in groups and engaging in discussions and projects.

Both teacher-centric learning and student-centric learning have their

advantages and disadvantages. However, student-centric learning is
becoming increasingly popular as it is seen as a more effective way to
prepare students for achieving success in today’s rapidly changing world
scenarios [86].

13.3 EDUCATION 5.0

13.3.1 Background
Education 5.0 encompasses all the above aspects and seamlessly integrates
all of them.
198 Education 5.0 – an overview

Education 5.0 is a relatively new concept that refers to the fifth

generation of educational models, which aims to address the changing
needs of modern society. It is based on the idea of lifelong learning, where
education is not limited to the traditional classroom setting but can happen
anytime and anywhere [1].
The first four generations of educational models are:

1. Education 1.0: Education 1.0 refers to the traditional teacher-centric

model of education, where the teacher is the primary source of
knowledge and learners are passive recipients of information.
2. Education 2.0: Education 2.0 is a more student-centered model of
education, where learners are encouraged to take active role in their
learning. This can include collaborative learning activities, peer-to-
peer mentoring, and project-based learning.
3. Education 3.0: Education 3.0 is a model of education that emphasizes
the use of ‘digital technologies’ to support learning. This can include
online courses, educational apps, and virtual learning environments.
4. Education 4.0: Education 4.0 is a model of education that focuses on
the development of 21st-century skills such as critical thinking,
creativity, collaboration, and communication. Education 4.0 also
emphasizes the importance of lifelong learning and the need for
learners to adapt to the ever changing world.

These four models of education represent a progression from a traditional

teacher-centered approach to a more student-centered, technology-enabled,
and future-oriented approach to education.

13.3.1.1 Education 1.0

Education 1.0 refers to the traditional model of education, which is
characterized by a teacher-centered approach to learning. In Education
1.0, teacher is the primary source of knowledge and learners are passive
recipients of information. The focus is on transmitting knowledge from the
teacher to the learner, rather than on active engagement and participation.
Education 1.0 is typically characterized by the following features:

1. Lecture-based teaching: Education 1.0 relies on lecture-based

teaching, where the teacher presents information to the class through
lectures, and learners take notes and memorize the information.
2. Passive learning: Education 1.0 is characterized by passive learning, where
learners are expected to listen, memorize, and regurgitate information,
without much opportunity for critical thinking or active engagement.
3. Standardized testing: Education 1.0 relies heavily on standardized
testing, which measures learners’ ability to memorize and recall
information.
 Advances in technological innovations in higher education 199

4. Classroom-based learning: Education 1.0 is typically delivered in a

classroom setting, where learners attend classes at set times and
follow a structured curriculum.

Education 1.0 is a traditional and teacher-centered approach to education,

which emphasizes the transmission of knowledge from teacher to learner
rather than on active engagement and participation [87].

13.3.1.2 Education 2.0

Education 2.0 is a model of education that emphasizes a more student-
centered approach to learning, where learners are encouraged to take active
role during their learning process. In Education 2.0, learners are viewed as
active participants during the learning process and the focus is on creating a
collaborative and interactive learning environment.
Education 2.0 is typically characterized by the following features:

1. Active learning: Education 2.0 emphasizes active learning, where

learners take active role during their learning process through
activities such as collaborative learning, peer-to-peer mentoring, and
project-based learning.
2. Personalized learning: Education 2.0 is designed to be more person-
alized, where learners have more control over their learning experi-
ence and can choose the learning path that best suits their needs and
interests.
3. Technology-enabled learning: Education 2.0 leverages technology to
support learning, such as online learning platforms, educational apps,
and virtual learning environments.
4. Collaborative learning: Education 2.0 promotes collaborative
learning, where learners work together as a group to solve problems,
share ideas, and learn from each other.

Education 2.0 is a more student-centered, interactive, and collaborative

approach to learning, which emphasizes the importance of active engage-
ment and participation, personalized learning, and the use of modern
technology to support learning [88].

13.3.1.3 Education 3.0

Education 3.0 is a model of education that focuses on integration of
technology into learning process and use of digital tools to support and
enhance learning. In Education 3.0, learners are encouraged to use
technology to access information, communicate with others, and create
and share knowledge.
200 Education 5.0 – an overview

Education 3.0 is typically characterized by the following features:

1. Online learning: Education 3.0 emphasizes the use of online learning

platforms, such as ‘learning management systems (LMS)’ and ‘mas-
sive open online courses (MOOCs)’, to deliver courses and educa-
tional content to learners around the world.
2. Flipped learning: Education 3.0 promotes flipped learning, where learners
watch instructional videos and complete online activities outside of class
and use class time for collaborative and interactive learning activities.
3. Digital literacy: Education 3.0 emphasizes the importance of digital
literacy, where learners are taught to use digital tools and platforms
effectively and responsibly.
4. Open education: Education 3.0 promotes open education, where
educational resources are freely available to learners around the
world and learners are encouraged to contribute to creation and
sharing of knowledge.

Education 3.0 is a model of education that emphasizes integration of

technology into learning process and the use of digital tools to support and
enhance learning. It is designed to provide learners with access to a wealth
of educational resources and opportunities and to prepare them for the
digital age [89,90].

13.3.1.4 Education 4.0

Education 4.0 is a model of education that focuses on developing 21st-
century skills such as critical thinking, creativity, collaboration, and
communication. In Education 4.0, learners are encouraged to be active
learners, and to develop the skills and competencies they need to succeed in
today’s ever changing world.
Education 4.0 is typically characterized by the following features:

1. Personalized learning: Education 4.0 emphasizes personalized

learning, where learners have more control over their learning
experience and can choose the learning path that best suits their
needs and interests.
2. Competency-based learning: Education 4.0 focuses on competency-
based learning, where learners are assessed based on their ability to
demonstrate their mastery of specific skills and competencies.
3. Lifelong learning: Education 4.0 promotes lifelong learning, where
learners are encouraged to continue learning throughout their lives,
and to adapt to a rapidly changing world.
4. Real-world learning: Education 4.0 emphasizes real-world learning,
where learners are provided with opportunities to apply their knowl-
edge and skills to real-world problems and situations successfully.
 Advances in technological innovations in higher education 201

Education 4.0 is a model of education that is designed to develop skills

and competencies learners need to succeed in the 21st century. It
emphasizes the importance of active learning, personalized learning,
competency-based learning, and real-world learning. It also encourages
learners to be lifelong learners who are prepared to adapt to a rapidly
changing world [1,91,92].

13.3.2 Education 5.0

Education 5.0 is the latest evolution of educational models, which
emphasizes the use of technology, personalization, collaboration, and
experiential learning to prepare students for success in today’s ever
changing world. Education 5.0 builds on the previous generations of
educational models, which focused on the transmission of knowledge
and skills, to create a more holistic and student-centric approach to
learning.
Education 5.0 is a model of education that builds on the previous models
of education (Education 1.0, 2.0, 3.0, and 4.0) and integrates them with
new developments and emerging technologies to create a more holistic,
student-centric, and future-oriented approach to education.
Some of the key features of Education 5.0 include:

1. Personalization: Education 5.0 is designed to be personalized to meet

the needs of individual learner. This means that learners can choose
the type of learning experience that best suits their individual needs
and preferences.
2. Collaboration: Education 5.0 emphasizes collaboration and team-
work, where learners work together to solve problems and achieve
learning goals.
3. Technology: Education 5.0 incorporates the latest technology to
support learning, including online platforms, virtual reality, and
artificial intelligence.
4. Experiential learning: Education 5.0 emphasizes hands-on experien-
tial learning, where learners can apply what they learned to real-
world situations.
5. Globalization: Education 5.0 emphasizes the importance of global
learning, where learners can gain an understanding of different
cultures and perspectives.

Education 5.0 is designed to be more flexible, personalized and collabo-

rative than traditional educational models. It aims to prepare learners for
the challenges of the 21st century and beyond by providing them with the
skills and knowledge they need to succeed in this ever changing world
[1,93–97].
202 Education 5.0 – an overview

13.3.2.1 Personalization
Personalization is a key feature of Education 5.0, which recognizes that
every student has unique learning needs and preferences. Personalized
learning experience can be created using technologies such as artificial
intelligence and adaptive learning algorithms that allow educators to tailor
the content, pace, and style of instruction to individual students.
Personalization aims to provide learners with a more tailored and
individualized learning experience. In Education 5.0, personalization means
that learning is customized to meet the unique needs and interests of each
learner based on their individual learning style, preferences, strengths, and
weaknesses.
There are many ways in which personalization can be implemented in
Education 5.0. For example:

1. Customized learning paths: Learner can choose his/her own learning

path based on his/her interests, goals, and level of proficiency. This
can include selecting courses, modules or projects that are aligned
with their career aspirations or personal interests.
2. Adaptive learning: Education 5.0 leverages technology to provide
learners with personalized learning experiences. This can include
adaptive learning systems that adjust the difficulty, content, and pace
of learning based on the learner’s performance and progress.
3. Flexible scheduling: Education 5.0 allows learners to learn at their
own pace and on their own schedule using a variety of formats and
modalities such as online courses, virtual classrooms, and/or blended
learning environments.
4. Personalized assessments: Education 5.0 uses a range of assessments to
measure learner progress and provide personalized feedback. This can
include self-assessments, peer assessments, and instructor feedback.

13.3.2.1.1 Customized learning paths

‘Customized learning paths’ is a critical component of the personaliza-
tion approach to education that is a key feature of Education 5.0.
Customized learning paths allow students to tailor their learning
experience to their individual needs, interests, and goals. This approach
recognizes that every student is unique and has their own learning style,
pace, and preferences.
Customized learning paths involve the use of adaptive learning technol-
ogies that allow students to work in their own way and at their own pace.
These technologies use algorithms and analytics to assess a student’s
progress and to adjust learning activities and resources accordingly. This
ensures that students are receiving instruction that is appropriate to their
level of understanding, and that challenges them appropriately.
 Advances in technological innovations in higher education 203

One of the key benefits of customized learning paths is that they enable
students to take ownership of their learning process. Students are empow-
ered to make choices about what and how they learn, which can help to
increase engagement and motivation. Customized learning paths also allow
for greater flexibility in scheduling and pacing, which can help students to
balance their academic work with other commitments and activities.
Another benefit of customized learning paths is that they can help to
improve student outcomes. By providing students with targeted instruction
and support, customized learning paths can help to close achievement gaps
and improve student performance. Customized learning paths can also help
to develop critical thinking skills, problem-solving skills, and the ability to
apply knowledge to real-world situations.
However, there are also some challenges associated with customized
learning paths. One of the biggest challenges is ensuring that students
receive adequate support and guidance. While customized learning paths
can be highly engaging and motivating, students may need additional
support from teachers and mentors to ensure that they are on track and
receiving the support they need.
Another challenge is the need for effective assessment and evaluation.
Customized learning paths can make assessment more challenging, as students
may be working on different tasks and at different levels. It is important to
ensure that assessments are aligned with learning objectives and standards and
that they are fair and consistent across different students and learning paths.
Customized learning paths is an important component of the personal-
ization approach to education that is a key feature of Education 5.0.
Customized learning paths enable students to tailor learning experience to
their individual needs, interests, and goals. While there are some challenges
associated with customized learning paths, when implemented effectively,
they can help to improve student outcomes and prepare students for success
in this fast changing world [98–100].

13.3.2.1.2 Adaptive learning

Adaptive learning is another important component of the personalization
approach to education that is a key feature of Education 5.0. Adaptive
learning refers to the use of technology and data analytics to personalize
learning experiences for individual students. This approach recognizes that
every student is unique and has their own learning style, pace, and preferences.
Adaptive learning involves the use of algorithms and analytics to assess a
student’s progress and to adjust learning activities and resources accord-
ingly. This ensures that students are receiving instruction that is appropriate
to their level of understanding, and that challenges them appropriately.
Adaptive learning technologies can also provide real-time feedback to
students, allowing them to monitor their progress and adjust their learning
strategies as needed.
204 Education 5.0 – an overview

One of the key benefits of adaptive learning is that it enables a student to

work at his/her own pace and in his/her own way. Students can progress
through learning activities and assessments at a pace that is appropriate for
them, and they can receive targeted instruction and support that meets their
individual needs.
Adaptive learning can also help to improve student outcomes. By
providing students with targeted instruction and support, adaptive learning
can help to close achievement gaps and improve student performance.
Adaptive learning can also help to develop critical thinking skills, problem-
solving skills, and the ability to apply knowledge to real-world situations.
However, there are also some challenges associated with adaptive
learning. One of the biggest challenges is ensuring that the technology
and algorithms are accurate and effective. This requires ongoing monitoring
and evaluation to ensure that the technology is providing accurate
assessments and recommendations.
Another challenge is ensuring that students are receiving adequate support
and guidance. While adaptive learning can be highly engaging and moti-
vating, students may need additional support from teachers and mentors to
ensure that they are on track and receiving the support they need.
In conclusion, adaptive learning is an important component of the
personalization approach to education that is a key feature of Education
5.0. Adaptive learning enables students to receive personalized instruction
and support that meets their individual needs, and it can help to improve
student outcomes and prepare students for success in this fast changing
world. There are some challenges associated with adaptive learning, but
when implemented effectively, it can be a powerful tool for improving
student learning and engagement [101,102].

13.3.2.1.3 Flexible scheduling

Flexible scheduling is another important component of the personalization
approach to education. Flexible scheduling recognizes that students have
different needs and schedules and that traditional schedules may not be
appropriate or effective for all students.
Flexible scheduling involves the use of a variety of scheduling options,
including online learning, blended learning, and self-paced learning. These
options allow students to work at their own pace and in their own way and
they can help to accommodate different learning styles and preferences.
One of the key benefits of flexible scheduling is that it can help to increase
student engagement and motivation. By providing students with more
control over their learning environment and schedule, flexible scheduling
can help to increase student ownership of their learning and their
commitment to academic success.
Flexible scheduling can also help to improve student outcomes. By
providing students with targeted instruction and support that meets their
 Advances in technological innovations in higher education 205

individual needs, flexible scheduling can help to close achievement gaps and
improve student performance. Flexible scheduling can also help to develop
critical thinking skills, problem-solving skills, and the ability to apply
knowledge to real-world situations.
However, there are also some challenges associated with flexible
scheduling. One of the biggest challenges is ensuring that students receive
adequate support and guidance. While flexible scheduling can be highly
engaging and motivating, students may need additional support from
teachers and mentors to ensure that they are on track and receiving the
support they need.
Another challenge is ensuring that assessments are aligned with learning
objectives and standards, and that they are fair and consistent across
different scheduling options. This requires ongoing monitoring and evalua-
tion to ensure that assessments are accurate and effective, and that students
are receiving appropriate feedback and support.
In conclusion, flexible scheduling is a critical component of the personal-
ization approach to education that is a key feature of Education 5.0.
Flexible scheduling enables students to receive instruction and support that
meets their individual needs and schedules, and it can help to improve
student outcomes and prepare students for success in fast changing world.
While there are some challenges associated with flexible scheduling, when
implemented effectively, it could be a powerful tool for improving student
learning and engagement [103–105].

13.3.2.1.4 Personalized assessments

Personalized assessments are an important component of the personaliza-
tion approach to education. Personalized assessments refer to the use of
technology and data analytics to tailor assessments to the needs and
preferences of individual students.
Personalized assessments involve the use of adaptive assessments, which
use algorithms and analytics to adjust the difficulty of questions and tasks
based on a student’s performance. This ensures that students are being
challenged appropriately and receiving assessments that are aligned with
their level of understanding.
Personalized assessments can also involve the use of alternate assessments
such as project-based assessments, portfolios, and performance tasks. These
assessments can provide a more comprehensive view of a student’s
knowledge and skills and can help to better align assessments with learning
objectives and standards.
One of the key benefits of personalized assessments is that they can provide
students with more accurate and meaningful feedback on their progress. By
tailoring assessments to the needs and preferences of individual students,
personalized assessments can provide more targeted feedback that can help
students identify areas where they need additional support and guidance.
206 Education 5.0 – an overview

Personalized assessments can also help to improve student outcomes. By

providing students with more accurate and meaningful feedback on their
progress, personalized assessments can help to close achievement gaps and
improve student performance. Personalized assessments can also help to
develop critical thinking skills, problem-solving skills, and the ability to
apply knowledge to real-world situations.
However, there are also some challenges associated with personalized
assessments. One of the biggest challenges is ensuring that the technology
and algorithms are accurate and effective. This requires ongoing monitoring
and evaluation to ensure that the technology is providing accurate
assessments and recommendations.
Another challenge is ensuring that assessments are aligned with learning
objectives and standards, and that they are fair and consistent across
different students and learning paths. This requires ongoing monitoring and
evaluation to ensure that assessments are accurate and effective, and that
students are receiving appropriate feedback and support.
In conclusion, ‘personalized assessments’ is an important component of
the personalization approach to education that is a key feature of Education
5.0. Personalized assessments can provide students with more accurate and
meaningful feedback on their progress and they can help to improve student
outcomes and prepare students for success in a rapidly changing world.
While there are some challenges associated with personalized assessments,
when implemented effectively, they can be a powerful tool for improving
student learning and engagement [106,107].
Personalisation in Education 5.0 is designed to help learners achieve their
full potential by providing them with the support, guidance, and resources
they need to succeed in their learning journey.

13.3.2.2 Collaboration
Collaboration is another important feature of Education 5.0, which
emphasizes the importance of working together to solve real-world
problems and create innovative solutions and achieve learning goals.
Collaboration can be fostered through project-based learning and other
experiential learning approaches, which require students to work in teams
to complete tasks and achieve learning objectives.
In Education 5.0, collaboration can take many different forms, such as peer-
to-peer collaboration, group projects, and team-based learning activities.
Here are some ways in which collaboration is implemented in
Education 5.0:

1. Peer-to-peer learning: Education 5.0 encourages learners to work

together and learn from each other. This can include peer-to-peer
mentoring, where more experienced learners provide guidance and
support to their peers.
 Advances in technological innovations in higher education 207

2. Group projects: Education 5.0 promotes collaborative learning

through group projects and team-based assignments. This allows
learners to develop their communication, leadership, and problem-
solving skills, while also learning from the diverse perspectives of their
peers.
3. Community engagement: Education 5.0 encourages learners to
engage with their local and global communities, and to work together
to address real-world problems. This can include service learning
projects, community outreach programs, and global partnerships.
4. Virtual collaboration: Education 5.0 leverages technology to facilitate
virtual collaboration and teamwork, allowing learners to work
together regardless of their location or time zone. This can include
online discussion forums, virtual group meetings, and collaborative
document editing tools.

13.3.2.2.1 Peer-to-peer learning

Peer-to-peer learning is an important component of the collaboration
approach to education that is another key feature of Education 5.0. Peer-
to-peer learning refers to the use of collaborative learning strategies that
involve students working together to solve problems, complete tasks and
develop new knowledge and skills.
Peer-to-peer learning involves the use of small group activities, collabo-
rative projects, and peer feedback and evaluation. These activities can help
to improve communication skills, problem-solving skills, and teamwork
skills and they can help create a more supportive and engaging learning
environment.
One of the key benefits of peer-to-peer learning is that it can help to
increase student engagement and motivation. By providing students with
more opportunities to collaborate and work together, peer-to-peer learning
can help to increase student ownership of their learning and their
commitment to academic success.
Peer-to-peer learning can also help improve student outcomes. By
providing students with more opportunities to work together and share
their knowledge and skills, peer-to-peer learning can help close achievement
gaps and improve student performance. Peer-to-peer learning can also help
to develop critical thinking skills, problem-solving skills, and the ability to
apply knowledge to real-world situations.
However, there are also some challenges associated with peer-to-peer
learning. One of the biggest challenges is ensuring that students are
receiving adequate support and guidance. While peer-to-peer learning can
be highly engaging and motivating, students may need additional support
from teachers and mentors to ensure that they are on track and receiving
the support they need.
208 Education 5.0 – an overview

Another challenge is ensuring that assessments are fair and consistent

across different students and learning paths. This requires ongoing
monitoring and evaluation to ensure that assessments are accurate and
effective, and that students are receiving appropriate feedback and support.
In conclusion, peer-to-peer learning is an important component of the
collaboration approach to education that is a key feature of Education 5.0.
Peer-to-peer learning can provide students with more opportunities to
collaborate and work together and it can help improve student outcomes
and prepare students for success in a fast changing world. While there are
some challenges associated with peer-to-peer learning, when implemented
effectively, it can be a powerful tool for improving student learning and
engagement [108].

13.3.2.2.2 Group projects

‘Group projects’ is another important component of the collaboration
approach to education. Group projects refer to the use of collaborative
learning strategies that involve students working together in small groups to
complete tasks, solve problems, and develop new knowledge and skills.
Group projects involve a range of activities including brainstorming,
planning, research, and presentation of findings. These activities can help
improve communication skills, problem-solving skills, and teamwork skills,
and they can help create a more supportive and engaging learning
environment.
One of the key benefits of group projects is that they can help increase
student engagement and motivation. By providing students with more
opportunities to work together and share their knowledge and skills, group
projects can help to increase student ownership of their learning and their
commitment to academic success.
Group projects can also help in improving student outcomes. By
providing students with more opportunities to work together and share
their knowledge and skills, group projects can help to close achievement
gaps and improve student performance. Group projects can also help to
develop critical thinking skills, problem-solving skills, and the ability to
apply knowledge to real-world situations.
However, there are also some challenges associated with group projects.
One of the biggest challenges is ensuring that students are receiving
adequate support and guidance. While group projects can be highly
engaging and motivating, students may need additional support from
teachers and mentors to ensure that they are on track and receiving the
support they need.
Another challenge is ensuring that group projects are fair and equitable.
This requires careful planning and monitoring to ensure that each group is
provided with equal resources and opportunities, and that each member of
the group is given the opportunity to contribute and learn.
 Advances in technological innovations in higher education 209

In conclusion, group projects are an important component of the

collaboration approach to education. Group projects can provide students
with more opportunities to collaborate and work together and they can
help in improving student outcomes and prepare students for success in a
rapidly changing world. While there are some challenges associated with
group projects, when implemented effectively they can be a powerful tool
for improving student learning and engagement [109].

13.3.2.2.3 Community engagement

Community engagement is an important component of the collaboration
approach to education. Community engagement refers to the involvement
of community members, organizations, and resources in the educational
process to support student learning and development.
Community engagement involves a range of activities including service
learning, internships, community-based research, and partnerships with
local businesses and organizations. These activities can help to improve
communication skills, problem-solving skills, and teamwork skills. They
can also help in creating a more supportive and engaging learning
environment.
One of the key benefits of community engagement is that it can help to
increase student engagement and motivation. By providing students with
more opportunities to work with community members and organizations,
community engagement can help to increase student ownership of their
learning and their commitment to academic success.
Community engagement can also help in improving student outcomes. By
providing students with more opportunities to work with community
members and organizations, community engagement can help to close
achievement gaps and improve student performance. Community engage-
ment can also help to develop critical thinking skills, problem-solving skills,
and the ability to apply knowledge to real-world situations.
However, there are also some challenges associated with community
engagement. One of the biggest challenges is ensuring that community
engagement is integrated into the curriculum in a meaningful and effective
way. This requires careful planning and monitoring to ensure that
community engagement activities are aligned with learning objectives and
standards and that they are providing students with the support and
guidance they need.
Another challenge is ensuring that community engagement is equitable
and inclusive. This requires ongoing monitoring and evaluation to ensure
that community engagement activities are accessible to all students regard-
less of their background or circumstances and that they are providing
students with the support and resources they need to succeed.
In conclusion, community engagement is an important component of
the collaboration approach to education that is another key feature of
210 Education 5.0 – an overview

Education 5.0. Community engagement can provide students with

more opportunities to work with community members and organizations
and it can help to improve student outcomes and prepare students for
success in a fast changing world. While there are some challenges
associated with community engagement, when implemented effectively
it can be a powerful tool for improving student learning and engagement
[110,111].

13.3.2.2.4 Virtual collaboration

Virtual collaboration is another important component of the collaboration
approach to education that is a key feature of Education 5.0. Virtual
collaboration refers to the use of online tools and technologies to facilitate
collaboration and communication between students and teachers in virtual
environments.
Virtual collaboration involves a range of activities including online
discussions, group projects, virtual classrooms, and online peer feedback
and evaluation. These activities can help to improve communication skills,
problem-solving skills, and teamwork skills, and they can help to create a
more supportive and engaging learning environment.
One of the key benefits of virtual collaboration is that it can help to
increase student engagement and motivation. By providing students with
more opportunities to collaborate and communicate online, virtual collab-
oration can help to increase student ownership of their learning and their
commitment to academic success.
Virtual collaboration can also help to improve student outcomes. By
providing students with more opportunities to collaborate and communi-
cate online, virtual collaboration can help to close achievement gaps and
improve student performance. Virtual collaboration can also help to
develop critical thinking skills, problem-solving skills, and the ability to
apply knowledge to real-world situations.
However, there are also some challenges associated with virtual collabo-
ration. One of the biggest challenges is ensuring that students are receiving
adequate support and guidance. While virtual collaboration can be highly
engaging and motivating, students may need additional support from
teachers and mentors to ensure that they are on track and receiving the
support they need.
Another challenge is ensuring that virtual collaboration is effective and
meaningful. This requires careful planning and monitoring to ensure that
virtual collaboration activities are aligned with learning objectives and
standards, and that they are providing students with the support and
guidance they need to succeed.
In conclusion, virtual collaboration is an important component of the
collaboration approach to education that is a key feature of Education 5.0.
 Advances in technological innovations in higher education 211

Virtual collaboration can provide students with more opportunities to

collaborate and communicate online, and it can help improve student
outcomes and prepare students for success in a rapidly changing world.
While there are some challenges associated with virtual collaboration, when
implemented effectively, it can be a powerful tool for improving student
learning and engagement [112,113].
Hence, collaboration in Education 5.0 is designed to promote a culture of
teamwork, communication, and mutual support, where learners can
develop the skills and competencies they need to succeed in a complex
and interconnected world.

13.3.2.3 Technology
Technology is a critical element of Education 5.0, which recognizes the
transformative power of digital technologies in creating personalized,
collaborative, and experiential learning experiences. Technology can be
used to facilitate personalized learning, provide real-time feedback and
assessment, and connect students to a global community of learners.
Technology is a key component of Education 5.0, which leverages the
latest digital tools and platforms to support learning and enhance the
educational experience. In Education 5.0, technology is used to facilitate
personalized and adaptive learning, improve collaboration and communi-
cation, and provide learners with access to a wealth of learning resources.
Here are some ways in which technology is used in Education 5.0:

1. Online learning platforms: Education 5.0 uses online learning plat-

forms to deliver courses and educational content to learners around
the world. These platforms can include learning management systems
(LMS), massive open online courses (MOOCs), and educational apps.
2. Virtual and augmented reality: Education 5.0 leverages virtual and
augmented reality to create immersive and interactive learning
experiences. This can include virtual field trips, simulations, and
augmented reality games.
3. Artificial intelligence: Education 5.0 uses artificial intelligence (AI) to
provide personalized and adaptive learning experiences. AI can
analyze learner data and provide personalized recommendations for
learning activities and resources.
4. Cloud computing: Education 5.0 uses cloud computing to provide
learners with access to a vast array of learning resources, including
digital textbooks, educational videos, and online databases.
5. Social media: Education 5.0 uses social media to facilitate collabora-
tion and communication among learners and instructors. Social
media platforms can be used for online discussions, collaborative
projects, and peer-to-peer mentoring.
212 Education 5.0 – an overview

13.3.2.3.1 Online learning platforms

Online learning platforms are an important component of the technology
approach to education that is a key feature of Education 5.0. Online
learning platforms refer to the use of web-based tools and technologies to
deliver educational content and resources to students and teachers in virtual
environments.
Online learning platforms involve a range of activities, including online
lectures, digital textbooks, multimedia presentations, interactive quizzes,
and online discussion forums. These activities can help to improve access to
educational resources, promote active learning and engagement, and
support personalized learning paths for students.
One of the key benefits of online learning platforms is that they can help
to increase access to educational opportunities. By providing students with
access to educational resources online, online learning platforms can help to
close the digital divide and provide equal access to educational opportuni-
ties for all students regardless of their location or background.
Online learning platforms can also help to improve student outcomes. By
providing students with more opportunities for personalized learning,
online learning platforms can help to close achievement gaps and improve
student performance. Online learning platforms can also help to develop
critical thinking skills, problem-solving skills, and the ability to apply
knowledge to real-world situations.
However, there are also some challenges associated with online learning
platforms. One of the biggest challenges is ensuring that students are receiving
adequate support and guidance. While online learning platforms can be highly
engaging and motivating, students may need additional support from teachers
and mentors to ensure that they are on track and receiving the support they need.
Another challenge is ensuring that online learning platforms are effective and
engaging. This requires careful planning and monitoring to ensure that online
learning activities are aligned with learning objectives and standards and that
they are providing students with the support and guidance they need to succeed.
In conclusion, online learning platforms are an important component of
the technology approach to education. Online learning platforms can provide
students with access to educational resources online, promote active learning
and engagement, and support personalized learning paths for students. While
there are some challenges associated with online learning platforms, when
implemented effectively they can be a powerful tool for improving student
learning and engagement in the 21st century [114,115].

13.3.2.3.2 Virtual and augmented reality

Virtual and augmented reality (VR and AR) are important components of
the technology approach to education that is a key feature of Education 5.0.
VR and AR technologies refer to the use of digital tools and technologies to
 Advances in technological innovations in higher education 213

create immersive learning environments that can help enhance student

engagement and improve learning outcomes.
Virtual reality involves the use of computer-generated simulations to
create a realistic and immersive learning environment. Virtual reality can
help to create engaging and interactive learning experiences that can help to
improve student engagement and learning outcomes. For example, virtual
reality can be used to simulate complex scientific phenomena or historical
events, allowing students to explore and interact with these phenomena in a
more engaging and meaningful way.
Augmented reality involves the use of digital tools and technologies to
overlay digital information onto the real world. Augmented reality can help
in enhancing the learning experience by providing students with additional
information and context that can help to support learning outcomes. For
example, augmented reality can be used to overlay information about a
historical site or a scientific experiment onto the real world, allowing
students to explore and interact with these phenomena in a more engaging
and meaningful way.
One of the key benefits of VR and AR technologies is that they can help
to increase student engagement and motivation. By providing students with
more engaging and interactive learning experiences, VR and AR technol-
ogies can help to increase student ownership of their learning and their
commitment to academic success.
VR and AR technologies can also help in improving student outcomes.
By providing students with more opportunities to explore and interact with
complex phenomena in a more engaging and meaningful way, VR and AR
technologies can help to improve student performance and prepare students
for success in a rapidly changing world.
However, there are also some challenges associated with VR and AR
technologies. One of the biggest challenges is ensuring that these technol-
ogies are integrated into the curriculum in a meaningful and effective way.
This requires careful planning and monitoring to ensure that VR and AR
activities are aligned with learning objectives and standards, and that they
are providing students with the support and guidance they need.
Another challenge is ensuring that VR and AR technologies are accessible
to all students. This requires ongoing monitoring and evaluation to ensure
that VR and AR activities are accessible to all students, regardless of their
background or circumstances and that they are providing students with the
support and resources they need to succeed.
In conclusion, VR and AR technologies are important components of the
technology approach to education that is a key feature of Education 5.0. VR
and AR technologies can provide students with engaging and interactive
learning experiences, enhance learning outcomes, and prepare students for
success in a rapidly changing world. While there are some challenges associated
with VR and AR technologies, when implemented effectively, they can be a
powerful tool for improving student learning and engagement [116,117].
214 Education 5.0 – an overview

13.3.2.3.3 Artificial intelligence

Artificial intelligence (AI) is an important component of the technology
approach to education that is a key feature of Education 5.0. AI technologies
refer to the use of digital tools and technologies to simulate human intelligence
and behavior, allowing machines to learn, reason and make decisions.
AI technologies can be used in a range of educational contexts including
personalized learning, data analytics, and automated assessment. AI
technologies can help to improve student outcomes by providing students
with more personalized and adaptive learning experiences and by providing
teachers with more accurate and timely feedback on student performance.
One of the key benefits of AI technologies is that they can help to increase
student engagement and motivation. By providing students with more
personalized and adaptive learning experiences, AI technologies can help to
increase student ownership of their learning and their commitment to
academic success.
AI technologies can also help to improve student outcomes. By providing
students with more opportunities for personalized and adaptive learning, AI
technologies can help to close achievement gaps and improve student
performance. AI technologies can also help to develop critical thinking
skills, problem-solving skills, and the ability to apply knowledge to real-
world situations.
However, there are also some challenges associated with AI technologies.
One of the biggest challenges is ensuring that these technologies are
integrated into the curriculum in a meaningful and effective way. This
requires careful planning and monitoring to ensure that AI activities are
aligned with learning objectives and standards, and that they are providing
students with the support and guidance they need.
Another challenge is ensuring that AI technologies are accessible to all
students. This requires ongoing monitoring and evaluation to ensure that AI
activities are accessible to all students, regardless of their background or
circumstances, and that they are providing students with the support and
resources they need to succeed.
In conclusion, AI technologies are an important component of the
technology approach to education that is a key feature of Education 5.0.
AI technologies can provide students with personalized and adaptive
learning experiences, enhance learning outcomes, and prepare students
for success in a rapidly changing world. While there are some challenges
associated with AI technologies, when implemented effectively, they can be
a powerful tool for improving student learning and engagement [118,119].

13.3.2.3.4 Cloud computing

Cloud computing is an important component of the technology approach to
education that is a key feature of Education 5.0. Cloud computing refers to
 Advances in technological innovations in higher education 215

the use of remote servers, networks, and storage devices to store, manage,
and process data and applications.
Cloud computing can be used in a range of educational contexts,
including personalized learning, data analytics, and collaborative learning.
Cloud computing can help to improve student outcomes by providing
students with access to educational resources and tools from anywhere, at
any time.
One of the key benefits of cloud computing is that it can help to increase
access to educational resources. By providing students with access to
educational resources and tools online, cloud computing can help to close
the digital divide and provide equal access to educational opportunities for
all students, regardless of their location or background.
Cloud computing can also help to improve student outcomes. By
providing students with more opportunities for personalized and collabo-
rative learning, cloud computing can help to improve student performance
and prepare students for success in a rapidly changing world.
However, there are also some challenges associated with cloud com-
puting. One of the biggest challenges is ensuring that cloud-based resources
and tools are secure and protected against data breaches and cyber-attacks.
This requires ongoing monitoring and evaluation to ensure that cloud-
based resources and tools are secure and protected against unauthorized
access or use.
Another challenge is ensuring that cloud-based resources and tools are
accessible to all students. This requires ongoing monitoring and evaluation
to ensure that cloud-based resources and tools are accessible to all students,
regardless of their background or circumstances, and that they are
providing students with the support and resources they need to succeed.
In conclusion, cloud computing is an important component of the
technology approach to education that is a key feature of Education 5.0.
Cloud computing can provide students with access to educational resources
and tools from anywhere, at any time, enhance learning outcomes, and
prepare students for success in a rapidly changing world. While there are
some challenges associated with cloud computing, when implemented
effectively, it can be a powerful tool for improving student learning and
engagement [120,121].

13.3.2.3.5 Social media

Social media is an important component of the technology approach to
education that is a key feature of Education 5.0. Social media refers to the
use of online platforms and tools that allow individuals to create, share, and
exchange information and ideas with others.
Social media can be used in a range of educational contexts including
personalized learning, collaborative learning, and data analytics. Social
media can help to improve student outcomes by providing students with
216 Education 5.0 – an overview

access to educational resources, facilitating collaboration and communica-

tion, and promoting engagement and participation.
One of the key benefits of social media is that it can help to increase
student engagement and participation. By providing students with oppor-
tunities to interact and engage with peers and teachers, social media can
help to create a more collaborative and interactive learning environment.
Social media can also help to improve student outcomes. By providing
students with more opportunities for collaborative learning, social media
can help to improve student performance and prepare students for success
in a rapidly changing world. Social media can also help to develop critical
thinking skills, problem-solving skills, and the ability to apply knowledge to
real-world situations.
However, there are also some challenges associated with social media.
One of the biggest challenges is ensuring that social media is used in a safe
and responsible way. This requires ongoing monitoring and evaluation to
ensure that social media is used in a way that is respectful of others and that
protects student privacy and safety.
Another challenge is ensuring that social media is accessible to all
students. This requires ongoing monitoring and evaluation to ensure that
social media is accessible to all students, regardless of their background or
circumstances, and that they are providing students with the support and
resources they need to succeed.
In conclusion, social media is an important component of the technology
approach to education. Social media can provide students with access to
educational resources, facilitate collaboration and communication, enhance
learning outcomes, and prepare students for success in a rapidly changing
world. While there are some challenges associated with social media, when
implemented effectively, it can be a powerful tool for improving student
learning and engagement [122,123].
Technology in Education 5.0 is designed to enhance the learning
experience, making it more engaging, interactive, and personalized. It
provides learners with access to a wealth of educational resources and
opportunities regardless of their location or background.

13.3.2.4 Experiential learning

Experiential learning is a core component of Education 5.0, which
recognizes that students learn best through hands-on experiences and
real-world applications of knowledge and skills. Experiential learning can
be facilitated through activities such as internships, service learning, and
simulations, which allow students to apply their learning in real-world
contexts and develop practical skills.
Experiential learning is an important feature of Education 5.0, which
emphasizes the importance of hands-on real-world learning experiences. In
Education 5.0, experiential learning is designed to help learners apply their
 Advances in technological innovations in higher education 217

knowledge and skills to practical situations and to develop a deeper

understanding of the world around them.
Here are some ways in which experiential learning is implemented in
Education 5.0 [14,124]:

1. Internships and apprenticeships: Education 5.0 provides learners with

opportunities to gain practical experience through internships, ap-
prenticeships, and other work-based learning programs. This allows
learners to apply their classroom learning to real-world situations and
to develop professional skills and competencies.
2. Service learning: Education 5.0 encourages learners to engage in
service learning, where they apply their knowledge and skills to
address real-world problems and make a positive impact in their
communities.
3. Project-based learning: Education 5.0 promotes project-based
learning, where learners work on real-world projects that are relevant
to their interests and career aspirations. This allows learners to
develop critical thinking, problem-solving, and collaboration skills,
while also applying their knowledge to practical situations.
4. Study abroad programs: Education 5.0 provides learners with
opportunities to study abroad, where they can gain new perspectives,
learn about different cultures, and develop global competencies.
5. Experiential simulations: Education 5.0 leverages technology to
create experiential simulations such as virtual reality and augmented
reality that allow learners to practice real-world skills and scenarios in
a safe and controlled environment.

13.3.2.4.1 Internships and apprenticeships

Internships and apprenticeships are important components of the experi-
ential learning approach to education that is a key feature of Education 5.0.
Experiential learning refers to the use of real-world experiences and
practical applications to enhance student learning and understanding.
Internships and apprenticeships can be used in a range of educational
contexts including career and technical education, workforce development,
and higher education. Internships and apprenticeships can help to improve
student outcomes by providing students with opportunities to apply
knowledge and skills in real-world settings, develop new skills, and also
build professional networks.
One of the key benefits of internships and apprenticeships is that they can
help to increase student engagement and motivation. By providing students
with opportunities to apply knowledge and skills in real-world settings,
internships and apprenticeships can help to increase student ownership of
their learning and their commitment to academic success.
218 Education 5.0 – an overview

Internships and apprenticeships can also help to improve student

outcomes. By providing students with more opportunities for hands-on
learning and practical application of knowledge and skills, internships and
apprenticeships can help to close achievement gaps and improve student
performance. Internships and apprenticeships can also help to develop
critical thinking skills, problem-solving skills, and the ability to apply
knowledge to real-world situations.
However, there are also some challenges associated with internships and
apprenticeships. One of the biggest challenges is ensuring that these
experiences are designed in a meaningful and effective way. This requires
careful planning and monitoring to ensure that internships and apprentice-
ships are aligned with learning objectives and standards and that they are
providing students with the support and guidance they need.
Another challenge is ensuring that internships and apprenticeships are
accessible to all students. This requires ongoing monitoring and evaluation
to ensure that internships and apprenticeships are accessible to all students,
regardless of their background or circumstances, and that they are
providing students with the support and resources they need to succeed.
In conclusion, internships and apprenticeships are important components
of the experiential learning approach to education that is a key feature of
Education 5.0. Internships and apprenticeships can provide students with
opportunities to apply knowledge and skills in real-world settings, develop
new skills, and build professional networks. While there are some
challenges associated with internships and apprenticeships, when imple-
mented effectively, they can be a powerful tool for improving student
learning and engagement.

13.3.2.4.2 Service learning

Service learning is an important component of the experiential learning
approach to education that is a key feature of Education 5.0. Service
learning refers to the use of community service and volunteer work as a way
to enhance student learning and understanding.
Service learning can be used in a range of educational contexts, including
K-12 education, higher education, and workforce development. Service
learning can help to improve student outcomes by providing students with
opportunities to apply knowledge and skills in real-world settings, develop
empathy and social awareness, and build relationships with community
members.
One of the key benefits of service learning is that it can help to increase
student engagement and motivation. By providing students with opportu-
nities to make a positive impact in their communities, service learning can
help to increase student ownership of their learning and their commitment
to academic success.
 Advances in technological innovations in higher education 219

Service learning can also help to improve student outcomes. By

providing students with more opportunities for hands-on learning and
practical application of knowledge and skills, service learning can help to
close achievement gaps and improve student performance. Service
learning can also help to develop critical thinking skills, problem-
solving skills, and the ability to apply knowledge to real-world situations.
However, there are also some challenges associated with service learning.
One of the biggest challenges is ensuring that service learning experiences
are designed in a meaningful and effective way. This requires careful
planning and monitoring to ensure that service learning experiences are
aligned with learning objectives and standards, and that they are providing
students with the support and guidance they need.
Another challenge is ensuring that service learning experiences are
accessible to all students. This requires ongoing monitoring and evaluation
to ensure that service learning experiences are accessible to all students,
regardless of their background or circumstances, and that they are
providing students with the support and resources they need to succeed.
In conclusion, service learning is an important component of the
experiential learning approach to education that is a key feature of
Education 5.0. Service learning can provide students with opportunities
to apply knowledge and skills in real-world settings, develop empathy and
social awareness, and build relationships with community members. While
there are some challenges associated with service learning, when imple-
mented effectively, it can be a powerful tool for improving student learning
and engagement.

13.3.2.4.3 Project-based learning

Project-based learning is an important component of the experiential
learning approach to education that is a key feature of Education 5.0.
Project-based learning refers to the use of real-world projects and problem-
solving as a way to enhance student learning and understanding.
Project-based learning can be used in a range of educational contexts,
including K-12 education, higher education, and workforce development.
Project-based learning can help to improve student outcomes by providing
students with opportunities to apply knowledge and skills in real-world
settings, develop new skills, and build teamwork and collaboration.
One of the key benefits of project-based learning is that it can help to
increase student engagement and motivation. By providing students with
opportunities to work on meaningful and relevant projects, project-based
learning can help to increase student ownership of their learning and their
commitment to academic success.
Project-based learning can also help to improve student outcomes. By
providing students with more opportunities for hands-on learning and
practical application of knowledge and skills, project-based learning can
220 Education 5.0 – an overview

help to close achievement gaps and improve student performance. Project-

based learning can also help to develop critical thinking skills, problem-
solving skills, and the ability to apply knowledge to real-world situations.
However, there are also some challenges associated with project-based
learning. One of the biggest challenges is ensuring that project-based
learning experiences are designed in a meaningful and effective way. This
requires careful planning and monitoring to ensure that projects are aligned
with learning objectives and standards, and that they are providing students
with the support and guidance they need.
Another challenge is ensuring that project-based learning experiences are
accessible to all students. This requires ongoing monitoring and evaluation
to ensure that project-based learning experiences are accessible to all
students, regardless of their background or circumstances, and that they
are providing students with the support and resources they need to succeed.
In conclusion, project-based learning is an important component of the
experiential learning approach to education that is a key feature of
Education 5.0. Project-based learning can provide students with opportu-
nities to apply knowledge and skills in real-world settings, develop new
skills, and build teamwork and collaboration. While there are some
challenges associated with project-based learning, when implemented
effectively, it can be a powerful tool for improving student learning and
engagement.

13.3.2.4.4 Study abroad programs

Study abroad programs are an important component of the experiential
learning approach to education that is a key feature of Education 5.0. Study
abroad programs refer to the use of travel and study in foreign countries as
a way to enhance student learning and understanding.
Study abroad programs can be used in a range of educational contexts,
including higher education and workforce development. Study abroad
programs can help to improve student outcomes by providing students
with opportunities to immerse themselves in new cultures, learn new
languages, and gain a global perspective on their field of study.
One of the key benefits of study abroad programs is that they can help to
increase student engagement and motivation. By providing students with
opportunities to explore new places and cultures, study abroad programs
can help to increase student ownership of their learning and their
commitment to academic success.
Study abroad programs can also help to improve student outcomes. By
providing students with more opportunities for hands-on learning and
practical application of knowledge and skills, study abroad programs can
help to close achievement gaps and improve student performance. Study
abroad programs can also help to develop critical thinking skills, problem-
solving skills, and the ability to apply knowledge to real-world situations.
 Advances in technological innovations in higher education 221

However, there are also some challenges associated with study abroad
programs. One of the biggest challenges is ensuring that study abroad
programs are designed in a meaningful and effective way. This requires
careful planning and monitoring to ensure that study abroad experiences
are aligned with learning objectives and standards and that they are
providing students with the support and guidance they need.
Another challenge is ensuring that study abroad experiences are acces-
sible to all students. This requires ongoing monitoring and evaluation to
ensure that study abroad experiences are accessible to all students regard-
less of their background or circumstances and that they are providing
students with the support and resources they need to succeed.
In conclusion, study abroad programs are an important component of the
experiential learning approach to education that is a key feature of
Education 5.0. Study abroad programs can provide students with opportu-
nities to immerse themselves in new cultures, learn new languages, and gain
a global perspective on their field of study. While there are some challenges
associated with study abroad programs, when implemented effectively, they
can be a powerful tool for improving student learning and engagement.

13.3.2.4.5 Experiential simulations

Experiential simulations are an important component of the experiential
learning approach to education that is a key feature of Education 5.0.
Experiential simulations refer to the use of simulated environments and
scenarios as a way to enhance student learning and understanding.
Experiential simulations can be used in a range of educational contexts,
including K-12 education, higher education, and workforce development.
Experiential simulations can help to improve student outcomes by pro-
viding students with opportunities to apply knowledge and skills in
simulated real-world settings, develop new skills, and build teamwork
and collaboration.
One of the key benefits of experiential simulations is that they can help to
increase student engagement and motivation. By providing students with
opportunities to work in realistic simulated environments and scenarios,
experiential simulations can help to increase student ownership of their
learning and their commitment to academic success.
Experiential simulations can also help to improve student outcomes. By
providing students with more opportunities for hands-on learning and
practical application of knowledge and skills, experiential simulations can
help to close achievement gaps and improve student performance. Experiential
simulations can also help to develop critical thinking skills, problem-solving
skills, and the ability to apply knowledge to real-world situations.
However, there are also some challenges associated with experiential
simulations. One of the biggest challenges is ensuring that experiential
simulations are designed in a meaningful and effective way. This requires
222 Education 5.0 – an overview

careful planning and monitoring to ensure that simulations are aligned with
learning objectives and standards and that they are providing students with
the support and guidance they need.
Another challenge is ensuring that experiential simulations are accessible
to all students. This requires ongoing monitoring and evaluation to ensure
that experiential simulations are accessible to all students, regardless of
their background or circumstances, and that they are providing students
with the support and resources they need to succeed.
In conclusion, experiential simulations are an important component of
the experiential learning approach to education that is a key feature of
Education 5.0. Experiential simulations can provide students with oppor-
tunities to apply knowledge and skills in simulated real-world settings,
develop new skills, and build teamwork and collaboration. While there are
some challenges associated with experiential simulations, when imple-
mented effectively, they can be a powerful tool for improving student
learning and engagement.
And so, experiential learning in Education 5.0 is designed to provide
learners with opportunities to apply their knowledge and skills to practical
situations and to develop the professional skills and competencies they need
to succeed in their careers and personal lives.

13.3.2.5 Globalisation
Globalization is another key feature of Education 5.0, which recognizes the
interconnectedness of the world and the need for students to develop global
competencies and perspectives. Globalization can be facilitated through
international study programs, language learning and virtual exchange
programs, which allow students to connect with peers from around the
world and develop a global mindset.
Globalisation is a key feature of Education 5.0, which emphasizes the
importance of preparing learners to succeed in an increasingly intercon-
nected and globalized world. In Education 5.0, globalisation means that
learners gain a deep understanding of different cultures, perspectives, and
languages and are equipped with the skills and competencies they need to
work and communicate effectively in a global context.
Here are some ways in which globalisation is implemented in Education 5.0:

1. Multicultural education: Education 5.0 promotes multicultural edu-

cation, where learners gain an understanding of different cultures,
histories, and perspectives. This can include courses and programs
that focus on global issues, such as human rights, climate change, and
sustainable development.
2. Language learning: Education 5.0 encourages learners to learn
multiple languages, and to develop the language skills they need to
communicate effectively in a global context.
 Advances in technological innovations in higher education 223

3. International study programs: Education 5.0 provides learners with

opportunities to study abroad, where they can gain new perspectives,
learn about different cultures, and develop global competencies.
4. Global partnerships: Education 5.0 encourages educational institu-
tions and organizations to form global partnerships, where they can
collaborate on research, curriculum development, and student ex-
change programs.
5. Online global learning communities: Education 5.0 leverages tech-
nology to create online global learning communities, where learners
can connect with peers and instructors from around the world and
collaborate on projects and learning activities.

13.3.2.5.1 Multicultural education

Multicultural education is an important component of the globalization
aspect of Education 5.0. It refers to the integration of diverse cultural
perspectives, experiences, and values into the learning process, with the goal
of fostering respect, empathy, and understanding for people from different
backgrounds.
Multicultural education is critical in today’s globalized world, where
people from different cultural backgrounds are increasingly interacting with
each other in both personal and professional contexts. Multicultural
education can help to promote intercultural competence and communica-
tion skills, which are essential for success in a globalized workforce.
There are several strategies that can be used to incorporate multicultural
education into the learning process. One strategy is to use culturally
responsive teaching, which involves using teaching methods and materials
that are culturally relevant and responsive to the diverse backgrounds and
experiences of students.
Another strategy is to use service learning, which involves engaging
students in community-based projects that address social and cultural
issues. This can help to foster a sense of social responsibility and empathy
for people from different cultural backgrounds.
Finally, using technology to connect with people from different cultural
backgrounds can be another effective strategy. For example, video confer-
encing and social media can be used to facilitate intercultural communica-
tion and collaboration among students from different parts of the world.
However, implementing multicultural education can also present chal-
lenges. One challenge is the need for teachers to have the necessary training
and expertise to effectively integrate multicultural education into the
learning process. This requires ongoing professional development and
training to ensure that teachers have the necessary skills and knowledge
to effectively incorporate multicultural education into their teaching
practices.
224 Education 5.0 – an overview

Another challenge is the need to address issues of equity and access in

multicultural education. This requires ensuring that all students have equal
access to the resources and opportunities necessary to succeed in a
multicultural learning environment.
In conclusion, multicultural education is an essential component of the
globalization aspect of Education 5.0. Multicultural education can help to
promote intercultural competence, communication skills, and social respon-
sibility, which are essential for success in a globalized workforce. While
implementing multicultural education can present challenges, when done
effectively, it can be a powerful tool for promoting respect, empathy, and
understanding for people from different cultural backgrounds [125–128].

13.3.2.5.2 Language learning

Language learning is an essential component of the globalization aspect of
Education 5.0. With the world becoming more interconnected, the ability to
communicate in multiple languages has become increasingly important for
both personal and professional success.
Research has shown that learning a second language has numerous
benefits, including improved cognitive function, increased cultural aware-
ness, and better job prospects. Language learning can also help to facilitate
intercultural communication and understanding, which is essential for
success in a globalized world.
There are several strategies that can be used to promote language learning
in the classroom. One effective strategy is to use immersion techniques,
which involve creating an environment where the language being learned is
the primary means of communication. This can help to accelerate language
acquisition and improve language proficiency.
Another effective strategy is to incorporate technology into language
learning. Technology can be used to provide students with access to
authentic language resources, such as videos, podcasts, and news articles.
Technology can also be used to facilitate language exchanges with students
from other countries, which can help to promote intercultural communica-
tion and understanding.
However, implementing language learning can present challenges. One
challenge is the need for teachers to have the necessary training and
expertise to effectively teach a second language. This requires ongoing
professional development and training to ensure that teachers have the
necessary skills and knowledge to effectively teach a second language.
Another challenge is the need to address issues of equity and access in
language learning. This requires ensuring that all students have equal access
to the resources and opportunities necessary to succeed in language
learning.
In conclusion, language learning is an essential component of the
globalization aspect of Education 5.0. Language learning can help to
 Advances in technological innovations in higher education 225

promote cognitive function, cultural awareness, and intercultural commu-

nication and understanding, which are essential for success in a globalized
world. While implementing language learning can present challenges, when
done effectively, it can be a powerful tool for promoting language
proficiency and intercultural communication and understanding [129–134].

13.3.2.5.3 International study programs

International study programs are an important component of the global-
ization aspect of Education 5.0. These programs provide students with the
opportunity to study in a different country and immerse themselves in a
new culture, while also gaining valuable academic and professional
experience.
International study programs can take many forms, including study
abroad programs, international internships, and international research
programs. These programs can be a powerful tool for promoting inter-
cultural communication and understanding, as well as for developing the
skills and knowledge necessary for success in a globalized workforce.
Research has shown that international study programs can have a
positive impact on student learning outcomes. For example, studies have
found that students who participate in study abroad programs have higher
GPAs are more likely to graduate on time and are more likely to be
employed after graduation.
International study programs can also provide students with valuable
cross-cultural skills and experiences, such as intercultural communication,
adaptability, and problem-solving. These skills are highly valued by
employers in a globalized workforce and can give students a competitive
edge in their careers.
However, implementing international study programs can present chal-
lenges. One challenge is the need for adequate funding and resources to
support international study programs. This requires ensuring that students
have access to the financial and logistical resources necessary to participate
in international study programs.
Another challenge is the need to ensure that international study programs
are culturally sensitive and respectful. This requires ensuring that students
are aware of cultural differences and are able to navigate cultural
differences in a respectful and appropriate manner.
In conclusion, international study programs are an important component
of the globalization aspect of Education 5.0. These programs provide
students with valuable academic and professional experience, as well as
valuable cross-cultural skills and experiences. While implementing interna-
tional study programs can present challenges, when done effectively, they
can be a powerful tool for promoting intercultural communication and
understanding, as well as for developing the skills and knowledge necessary
for success in a globalized workforce [135–138].
226 Education 5.0 – an overview

13.3.2.5.4 Global partnerships

Global partnerships are a critical aspect of the globalization aspect of
Education 5.0. These partnerships involve collaborations between educational
institutions, organizations, and individuals across international boundaries,
with the aim of promoting intercultural communication and understanding, as
well as advancing education and research in a global context.
Global partnerships can take many forms, including partnerships
between universities, partnerships between educational institutions and
non-governmental organizations, and partnerships between educational
institutions and industry. These partnerships can be a powerful tool for
promoting intercultural communication and understanding, as well as for
advancing education and research in a globalized context.
Research has shown that global partnerships can have a positive impact
on student learning outcomes. For example, studies have found that
students who participate in international collaborations have higher levels
of intercultural competence and are more likely to have positive attitudes
toward other cultures.
Global partnerships can also provide students and educators with
valuable opportunities for professional development, networking, and
collaboration. These opportunities can help to facilitate the exchange of
ideas and best practices across international boundaries and can lead to
new insights and innovations in education and research.
However, implementing global partnerships can present challenges. One
challenge is the need to navigate cultural differences and ensure that all
partners are aware of cultural differences and are able to navigate them in a
respectful and appropriate manner.
Another challenge is the need for adequate funding and resources to
support global partnerships. This requires ensuring that all partners have
access to the financial and logistical resources necessary to participate in
global partnerships.
In conclusion, global partnerships are a critical aspect of the globalization
aspect of Education 5.0. These partnerships can be a powerful tool for
promoting intercultural communication and understanding, as well as for
advancing education and research in a global context. While implementing
global partnerships can present challenges, when done effectively, they can
provide students and educators with valuable opportunities for professional
development, networking, and collaboration, and can lead to new insights
and innovations in education and research [139–142].

13.3.2.5.5 Online global learning communities

Online global learning communities are a crucial aspect of globalization in
Education 5.0. These communities bring together students, educators, and
professionals from around the world to collaborate and learn from each
 Advances in technological innovations in higher education 227

other. These communities are made possible by advancements in tech-

nology, which have made it easier than ever to connect with people from
different parts of the world.
Online global learning communities offer several benefits. First, they
provide students with the opportunity to learn from experts and peers from
different cultural backgrounds. This exposure to different perspectives can
help students develop a more nuanced understanding of the world and can
prepare them for global citizenship.
Second, online global learning communities provide a platform for
collaboration and networking. Students and professionals from different
parts of the world can work together on projects, share ideas, and build
relationships that can be valuable throughout their careers.
Finally, online global learning communities provide access to resources
and expertise that might not otherwise be available. Students and educators
can access lectures, research papers, and other materials from experts
around the world, and can participate in discussions and forums where they
can share ideas and ask questions.
However, there are challenges associated with online global learning
communities. One challenge is the need to navigate cultural differences and
ensure that all participants are aware of cultural differences and are able to
navigate them in a respectful and appropriate manner. Another challenge is
the need to ensure that all participants have access to the necessary
technology and resources, which can be a barrier for students and educators
in some parts of the world.
Despite these challenges, online global learning communities are an
important tool for promoting globalization in Education 5.0. By providing
students and educators with access to diverse perspectives, collaboration
opportunities, and valuable resources and expertise, online global learning
communities can help prepare students for success in a globalized world
[143–146].
Globalization in Education 5.0 is designed to prepare learners to work
and communicate effectively in a global context and to develop the skills
and competencies they need to succeed in a complex and interconnected
world.
Education 5.0 is a model of education that is designed to prepare learners
for the challenges and opportunities of the 21st century. It emphasizes the
importance of personalized and adaptive learning, collaboration and
teamwork, experiential learning, globalization and multiculturalism, and
technology-enabled learning, and encourages learners to be lifelong learners
who are prepared to adapt to a rapidly changing world.

13.3.3 Life Long learning

Lifelong learning is the process of gaining knowledge and skills throughout
one’s life, from childhood to old age. It is based on the belief that learning is
228 Education 5.0 – an overview

a continuous process that should never stop, and that everyone has the
capacity to learn and develop throughout their life.
Lifelong learning is not limited to formal education, but can happen in a
variety of settings, such as through work, travel, hobbies, and personal
interests. It can also take many different forms, such as self-directed
learning, online courses, workshops, apprenticeships, and mentoring.
The benefits of lifelong learning are numerous. It can help individuals
stay competitive in the job market, improve their job prospects, and
increase their earning potential. It can also lead to personal growth and
fulfilment, as individuals pursue their passions and interests and gain a
deeper understanding of themselves and the world around them.
Moreover, lifelong learning is increasingly important in today’s rapidly
changing world, where new technologies, industries, and job roles are
constantly emerging. By embracing lifelong learning, individuals can stay
up-to-date with the latest developments in their field, adapt to new
challenges, and remain relevant in a constantly evolving job market.
Lifelong learning is the ongoing process of acquiring new knowledge,
skills, and competencies throughout one’s life. It is becoming increasingly
important in today’s rapidly changing world, where new technologies and
globalization are constantly transforming the workplace and the economy.
Education 5.0, with its focus on personalization, collaboration, and
globalization, is well suited to support lifelong learning.
One of the key features of Education 5.0 is its emphasis on personaliza-
tion. This includes customized learning paths, adaptive learning, and
flexible scheduling, all of which can support lifelong learning. By allowing
individuals to tailor their learning experiences to their specific needs and
interests, Education 5.0 can help to ensure that individuals stay engaged
and motivated to learn throughout their lives.
Another important feature of Education 5.0 is its emphasis on collabo-
ration. Peer-to-peer learning, group projects, and community engagement
can all provide opportunities for individuals to learn from and with others,
and to build networks and relationships that can support lifelong learning.
By fostering a sense of community and connection, Education 5.0 can help
to create an environment in which lifelong learning is not only possible, but
enjoyable and rewarding.
Finally, Education 5.0’s focus on globalization can help to support lifelong
learning by providing access to a diverse range of perspectives and expertise
from around the world. Online global learning communities, international
study programs, and global partnerships can all provide opportunities for
individuals to expand their horizons and learn about different cultures,
economies, and ways of life. By promoting a global perspective and
encouraging individuals to be lifelong learners, Education 5.0 can help to
ensure that individuals are equipped to succeed in a rapidly changing world.
However, there are also challenges associated with lifelong learning in
Education 5.0. One challenge is the need for individuals to take
 Advances in technological innovations in higher education 229

responsibility for their own learning and development. In Education 5.0,

learners are expected to be self-directed and self-motivated, which can be a
challenge for some individuals. Another challenge is the need for individuals
to be adaptable and flexible in their approach to learning, as new
technologies and ways of working continue to emerge.
Despite these challenges, lifelong learning is becoming increasingly
important in today’s economy, and Education 5.0 is well suited to support
it. By providing individuals with the tools and resources they need to
continue learning and growing throughout their lives, Education 5.0 can
help to ensure that individuals are equipped to succeed in a rapidly
changing world [147–153].
Overall, lifelong learning is a valuable and essential practice for
individuals who want to achieve personal and professional success, and
thrive in an ever-changing world.

13.4 CHALLENGES AND SOLUTIONS

Despite the many benefits of Education 5.0, there are also several challenges
that must be addressed in order to fully realize its potential. One major
challenge is the digital divide, which limits access to technology and online
learning resources for disadvantaged students. To address this challenge,
schools, and governments must invest in digital infrastructure and provide
equitable access to technology and internet connectivity for all students.
Another challenge is the need to train educators to effectively implement
Education 5.0 approaches and technologies. Professional development
opportunities need to be provided to help educators develop the skills
and knowledge required to create personalized, collaborative and experi-
ential learning experiences.
Finally, there is a need to develop new assessment models that can
accurately measure the competencies and skills that are emphasized in
Education 5.0. Traditional assessments such as standardized tests may not
be adequate to assess the complex and diverse range of competencies that
students are expected to develop in Education 5.0. New assessment models
such as performance-based assessments and portfolios should be developed
and implemented to accurately measure student learning and progress.
Let us discuss the above three challenges in detail in the following section.

13.4.1 Digital divide

The digital divide refers to the gap between those who have access to digital
technologies and those who do not have that access. It is a significant
challenge in the context of Education 5.0, as digital technologies are
becoming increasingly important for learning and development.
230 Education 5.0 – an overview

One of the key challenges associated with the digital divide is unequal
access to digital technologies. This can include access to high-speed internet,
computers, and mobile devices. Individuals who do not have access to these
technologies may be at a disadvantage when it comes to learning and
development.
Another challenge is unequal digital literacy. Even if individuals have
access to digital technologies, they may not have the skills and knowledge
necessary to use them effectively for learning and development. This can
include skills such as online research, digital collaboration, and data
analysis.
To address these challenges, there are a number of potential solutions
that can be implemented in the context of Education 5.0. One solution is to
provide greater access to digital technologies, such as through initiatives to
expand broadband internet access in underserved areas. Another solution is
to provide digital skills training and support, such as through online
tutorials, workshops, and mentoring programs.
In addition, there are a number of strategies that can be used to promote
digital inclusion and reduce the digital divide. For example, educators can
design learning materials and assessments that take into account different
levels of digital literacy, and can provide feedback and support in helping
learners develop their digital skills. Similarly, digital learning platforms can
be designed to be accessible and inclusive, with features such as closed
captioning, audio descriptions, and alternative text for images.
Ultimately, addressing the digital divide is essential for ensuring that
Education 5.0 is accessible and equitable for all learners. By promoting
greater access to digital technologies and digital literacy, and by designing
learning experiences that are inclusive and supportive, we can help in
ensuring that all individuals have the opportunity to learn and grow in the
21st century [154–159].

13.4.2 Training educators

As Education 5.0 continues to evolve, it is essential that educators are
equipped with the skills and knowledge necessary to effectively integrate
new technologies and teaching methodologies into their practice. However,
training educators in the context of Education 5.0 is not without its
challenges.
One challenge is the need for educators to develop new skills and
competencies such as digital literacy, data analysis, and collaborative
problem-solving. This can require significant time and resources, and may
require educators to step outside of their comfort zones and embrace new/
novel approaches to teaching and learning.
Another challenge is the need for ongoing professional development and
support. As new technologies and methodologies continue to emerge,
educators must be able to keep themselves up-to-date with the latest trends
 Advances in technological innovations in higher education 231

and best practices. This can require ongoing training, coaching, and
mentoring, which can be difficult to provide in the context of busy
classrooms and limited resources.
To address these challenges, there are a number of potential solutions
that can be implemented in the context of Education 5.0. One solution is to
provide targeted training and professional development opportunities for
educators, such as workshops, webinars, and online courses. These
opportunities can help educators in developing the skills and knowledge
necessary to effectively integrate new technologies and methodologies into
their practice.
Another solution is to provide ongoing support and coaching to
educators through mentoring programs or peer-to-peer networks. This
will ensure that educators have access to the resources and support they
need to continue developing their skills and knowledge over time.
In addition, there are many other strategies that can be used to promote a
culture of continuous learning and improvement among educators. For
example, schools and educational institutions can create opportunities for
educators to collaborate and share best practices, such as through online
forums or regular meetings. Similarly, schools can encourage educators to
engage in ongoing self-reflection and assessment, and provide support and
feedback to help them identify areas for improvement and growth.
Ultimately, training educators is essential for ensuring that Education 5.0
is successful in delivering high-quality, student-centered learning experi-
ences. By providing targeted training and support, and promoting a culture
of continuous learning and improvement, we can help educators in
developing the skills and competencies necessary to succeed in the 21st
century classroom [160–165].

13.4.3 Developing new assessment models

As Education 5.0 continues to evolve, traditional assessment models may
no longer be sufficient to measure the complex skill set and competencies
that the students need to succeed in the 21st century. Developing new
assessment models that are better suited to the needs of Education 5.0
presents a number of challenges, as well as potential solutions.
One challenge is the need to measure a broader range of skill set and
competencies beyond traditional academic subjects. This may include skills
such as creativity, critical thinking, collaboration, and problem-solving.
Developing effective assessments for these skills can be difficult, and may
require the use of alternative assessment methods such as performance tasks
or portfolios.
Another challenge is the need to measure student progress over time,
rather than simply at the end of a course in a semester/trimester or school
year. This requires the development of ongoing assessment tools that can
232 Education 5.0 – an overview

provide educators with real-time data on student learning, allowing them to

adjust their teaching strategies as needed.
To address these challenges, there are a number of potential solutions
that can be implemented in the context of Education 5.0. One solution is to
develop new assessment models that are specifically designed to measure the
skills and competencies that are most relevant to Education 5.0. This may
involve the use of innovative assessment methods such as game-based
assessments, simulations, or virtual reality environments.
Another solution is to incorporate ongoing assessment into the learning
process, rather than treating it as a separate event. This can involve the use
of formative assessment tools, such as quizzes, surveys, or feedback
mechanisms, that allow educators to monitor student progress and adjust
their teaching strategies in real time.
In addition, there are many other strategies that can be used in promoting
the culture of assessment and continuous learning among educators and
students. For example, schools and educational institutions can provide
training and professional development opportunities for educators on the
latest assessment methods and tools. These strategies may also encourage
students to take ownership of their learning by involving them in the
assessment process, such as through self-assessment or peer assessment.
Ultimately, developing new assessment models is essential for ensuring
that Education 5.0 is successful in delivering high-quality, student-centered
learning experiences. By developing innovative assessment methods, incor-
porating ongoing assessment into the learning process, and promoting a
culture of assessment and continuous learning, we can help in ensuring that
the students are prepared for the challenges and opportunities of the 21st
century [64,166–168].
In conclusion, Education 5.0 represents a significant shift in educational
models, which emphasizes the importance of personalized, collaborative,
experiential, and globalized learning experiences. To fully realize the
tremendous potential Education 5.0 has, we must address the challenges
of the digital divide, educator training, and assessment models, and invest
in the necessary infrastructure and resources to create a more equitable and
effective education system.

13.5 SUMMARY AND CONCLUSIONS

The field of education has undergone significant changes over the past many
years, with new approaches and paradigms emerging in response to the ever
changing needs of learners and the society. In this article, we have explored
several key trends and concepts in education including value-based educa-
tion, research-based education, project-based education, experiential
learning, student aspirations, flexibilities, Industry 5.0, curriculum design,
teaching-learning-evaluation processes, outcome-based education, and the
 Advances in technological innovations in higher education 233

most important paradigm shift from teacher-centric learning to student-

centric learning, and Education 5.0.
Value-based education emphasizes the importance of imparting values and
ethics to learners, in addition to academic knowledge. Research-based
learning highlights the importance of development research skills and critical
thinking among the students as a part of their learning process. Project-based
education involves learners in real-world projects, which help them to apply
theoretical knowledge in practical situations. Experiential learning is basi-
cally a hands-on approach to learning, which provides learners with direct
experience and exposure to real-world problems and situations.
Student aspirations are the individual goals and ambitions of learners,
which should be considered when designing educational programs.
Flexibilities in education refer to the ability to customize educational
programs in such a way that they meet the individual needs and interests
of learners. Industry 5.0 refers to the integration of emerging technologies
and Industry 4.0 principles in the education system, and to prepare learners
with the required skill set for the jobs of the future.
Curriculum design is an important aspect dealing with the process of
designing educational programs, taking into account learner needs, societal
needs, and emerging trends and technologies. Teaching-learning-evaluation
processes refer to the methods and strategies used by educators to impart
knowledge and evaluate learning outcomes. Outcome-based education
focuses on clearly defined learning outcomes and assesses learners’ abilities
to achieve those outcomes.
The paradigm shift from teacher-centric learning to student-centric
learning is an approach to education that focuses on the needs and interests
of the learner, providing them with personalized and relevant learning
experiences.
Education 5.0 is a future-focused educational paradigm that emphasizes
the integration of emerging technologies, Industry 5.0 principles, and
learner-centered approaches to education.
Education 5.0 is an innovative approach to education that focuses on
holistic development of students and prepares them with skill set required
to face the challenges of the 21st century. It emphasizes the importance of
value-based education, research-based education, project-based education,
and experiential learning. It also emphasizes the need for personalization,
collaboration, and the integration of industry 5.0 into the education system.
Personalization is a crucial component of Education 5.0, allowing
students to have customized learning paths, adaptive learning, flexible
scheduling, and personalized assessments. Collaboration emphasizes the
importance of peer-to-peer learning, group projects, community engage-
ment, and virtual collaboration.
Technology plays a vital role in Education 5.0, with online learning
platforms, virtual and augmented reality, artificial intelligence, cloud
computing, and social media being some of the critical components.
234 Education 5.0 – an overview

Experiential learning focuses on internships, apprenticeships, service

learning, project-based learning, study abroad programs, and experiential
simulations, allowing students to gain hands-on experience and apply
theoretical knowledge in real-world situations.
Globalization is another essential component of Education 5.0, with
multicultural education, language learning, international study programs,
global partnerships, and online global learning communities being critical
components.
In terms of challenges and solutions, digital divide, training educators,
and developing new assessment models are some of the most significant
challenges that needed to be addressed. To overcome these challenges, it is
essential to focus on providing equal access to technology, providing
professional development for educators, and developing new assessment
models that can measure the holistic development of students.
Education 5.0 is a transformational approach to education, which
emphasizes the importance of holistic approach to student development,
personalization, collaboration, technology, experiential learning, and glob-
alization. While there are significant challenges to implementing this
approach, with the right strategies and solutions, we can create an
education system that prepares students for success in the 21st century.
In conclusion, the field of education is continuously evolving, with new
approaches and paradigms emerging in response to the fast changing needs
of learners and society. Value-based education, research-based learning,
project-based learning, experiential learning, student aspirations, flexibili-
ties, Industry 5.0, curriculum design, teaching-learning-evaluation pro-
cesses, outcome-based education, paradigm shift from teacher-centric
learning to student-centric learning and Education 5.0 are all important
concepts that are shaping the future of education. By embracing these
trends and concepts, educators can help prepare learners for success in the
rapidly changing world.

REFERENCES

[1] UNESCO. (2019). Education 5.0 and Artificial Intelligence for sustainable
development. Paris: UNESCO.
[2] UNESCO. (2019). Futures of education: Learning to become. UNESCO.
[3] Narayanan, S. (2016). Value education in schools and colleges. New Delhi:
PHI Learning.
[4] Schwartz, S. H. (2017). An overview of the Schwartz theory of basic values.
Online Readings in Psychology and Culture, 2(1), 11.
[5] De George, R. T. (2021). Business ethics. Routledge.
[6] Rokeach, M. (2017). The nature of human values. Routledge.
[7] Cortina, L. M., et al. (2020). Universal human values and ethics: A cross-
cultural approach. Springer.
 Advances in technological innovations in higher education 235

[8] Feinberg, J. (2019). Moral philosophy: Theories and issues. Cengage

Learning.
[9] Gaur, R. R., Asthana, R., and Bagaria (2022). Teacher’s manual: A
foundation course In human values and professional ethics (set of 2 books),
2nd Editions, Excel Books, New Delhi, India.
[10] Gaur, R. R., Asthana, R., and Bagaria (2010). A foundation course in human
values and professional ethics, Excel Books, New Delhi, India.
[11] Kumar, V. (2019). Values and ethics for organizations: Theory and practice.
SAGE Publications India.
[12] Healey, M., & Jenkins, A. (2009). Developing undergraduate research and
inquiry. York, UK: Higher Education Academy.
[13] Thomas, J. W. (2000). A review of research on project-based learning. San
Rafael, CA: Autodesk Foundation.
[14] Kolb, D. A. (2014). Experiential learning: Experience as the source of
learning and development. Upper Saddle River, NJ: Pearson Education.
[15] Kolb, D. A. (2014). Experiential learning: Experience as the source of
learning and development. FT press.
[16] Brown, M., & Jones, R. (2018). Student aspirations and the transition to
university: Widening participation and marginalisation. New York:
Routledge.
[17] Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2020). Academic
aspirations and self-regulation. In Self-regulation and motivation in learning
environments (pp. 59–78). Springer, Cham.
[18] Pate, J., & Short, P. M. (2019). Academic aspirations and achievement of
first-generation college students: Implications for college counselors. Journal
of College Counseling, 22(2), 165–176.
[19] Fester, M., & Hassenkamp, J. (2021). Career aspirations and professional
identity development of university students in STEM disciplines. Journal of
Career Development, 48(1), 48–63.
[20] Garg, P., & Malhotra, R. (2020). Career aspirations, social support, and
career barriers among female students: A study of an Indian university.
Journal of Career Development, 47(2), 160–174.
[21] Beyers, W., & Goossens, L. (2018). The reciprocal relationship between
personal identity and personal aspirations: A longitudinal study in adoles-
cence. Journal of Research on Adolescence, 28(1), 220–235.
[22] Côté, J. E., & Levine, C. G. (2017). Identity formation, agency, and culture:
A social psychological synthesis. Psychology Press.
[23] Csikszentmihalyi, M. (2014). Creativity: The psychology of discovery and
invention. Harper Perennial Modern Classics.
[24] Kaufman, J. C., & Sternberg, R. J. (Eds.). (2019). The Cambridge handbook
of creativity (2nd ed.). Cambridge University Press.
[25] Crocetti, E., Klimstra, T. A., Hale, W. W., Koot, H. M., Meeus, W., &
Branje, S. (2016). Friend similarity in group decision making: The roles of
social identity and norms of cooperation. Group Processes & Intergroup
Relations, 19(6), 730–749.
[26] Deci, E. L., & Ryan, R. M. (2018). Basic psychological needs theory, self-
determination theory, and the importance of context. In H. T. Reis & S. K.
Sprecher (Eds.), Encyclopedia of human relationships (2nd ed., pp. 167–171).
Routledge.
236 Education 5.0 – an overview

[27] Shinnar, R. S., et al. (2019). Entrepreneurial aspirations and intentions: A

large-scale study of youth across 20 countries. Journal of Business Venturing
Insights, 12, e00132.
[28] Liao, Y., & Liu, Y. (2019). Entrepreneurial aspirations and entrepreneurial
activities: The role of family background. Journal of Entrepreneurship
Education, 22(1), 1–10.
[29] Fayolle, A., & Gailly, B. (2015). The impact of entrepreneurship education
on entrepreneurial attitudes and intention: Hysteresis and persistence.
Journal of Small Business Management, 53(1), 75–93.
[30] Astuti, P., & Triyono, D. (2019). The influence of entrepreneurial orienta-
tion on entrepreneurial aspirations and perceived behavioral control. Journal
of Entrepreneurship Education, 22(1), 1–9.
[31] Dhiman, S., & Bhardwaj, A. (2021). Investigating the role of entrepreneurial
aspirations in developing entrepreneurial intention: A study of Indian
business students. Journal of Entrepreneurship Education, 24(2), 1–14.
[32] Cookson Jr, P. W. (2018). Flexibility and public education. New York:
Teachers College Press.
[33] Baik, C., & Greig, J. (2009). Improving assessment practice through cross-
institutional collaboration: From concept to reality. Assessment &
Evaluation in Higher Education, 34(3), 303–313.
[34] Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its
transformative potential in higher education. Internet and Higher Education,
7(2), 95–105.
[35] Abele, E., Wortmann, F., Giger, Y., Meisen, T., Morisse, M., Urmetzer, F., &
Neely, A. (2018). The future of work and education in Industry 5.0. Journal
of Industrial Information Integration, 10, 1–8.
[36] Lee, J. Y., & Park, J. H. (2019). Industry 5.0: An overview of key
technologies and their potential effects on businesses and society.
Technological Forecasting and Social Change, 141, 341–351.
[37] Prajogo, D. I., & Oke, A. (2018). Industry 4.0 and manufacturing flexibility:
An overview. Emerald Insight, 38(7), 1206–1224.
[38] Shin, H., & Kang, J. (2020). Industry 5.0 and the future of work: Challenges
and opportunities for human resource development. Sustainability, 12(6),
2486.
[39] World Economic Forum. (2019). The Future of Jobs Report 2018. Geneva:
World Economic Forum.
[40] Ghobakhloo, M., et al. (2021). Industry 5.0: State-of-the-art and future
directions for sustainable development. Journal of Cleaner Production, 283,
124654.
[41] Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work,
progress, and prosperity in a time of brilliant technologies. WW Norton &
Company.
[42] Davenport, T. H., & Kirby, J. (2015). Beyond automation: Strategies for
remaining gainfully employed in an era of very smart machines. Harvard
Business Review, 93(6), 58–65.
[43] Dasgupta, S., Hettiarachchi, H., & Huq, M. (2017). Achieving sustainable
development goals through sustainable manufacturing: A review and a
conceptual framework. Journal of Cleaner Production, 162, 1209–1222.
 Advances in technological innovations in higher education 237

[44] Figueiredo, J., & Ferreira, V. (2019). Sustainable manufacturing in the

Industry 4.0 era: An overview of recent developments and future perspec-
tives. Journal of Cleaner Production, 240, 118204.
[45] Lemon, K. N., & Verhoef, P. C. (2016). Understanding customer experience
throughout the customer journey. Journal of Marketing, 80(6), 69–96.
[46] Gupta, S., Lehmann, D. R., & Stuart, J. A. (2004). Valuing customers.
Journal of Marketing Research, 41(1), 7–18.
[47] Kotler, P. (2017). Marketing 4.0: Moving from traditional to digital. John
Wiley & Sons.
[48] Batra, A., Singh, H., Singh, A., & Narkhede, B. E. (2021). The Future of
Smart Factories: Industry 4.0. In Handbook of Industry 4.0 and Smart
Manufacturing (pp. 1–22). Springer.
[49] Akram, R. N., & Kulathuramaiyer, N. R. (2019). Towards Industry 4.0: A
comprehensive review on smart factories. Journal of Industrial Information
Integration, 15, 100–119.
[50] Fink, L. D. (2016). Creating significant learning experiences: An integrated
approach to designing college courses. San Francisco, CA: Jossey-Bass.
[51] Arredondo, M., & Gallardo, K. (2018). Curriculum needs assessment: A
primer for K-12 educators. Routledge.
[52] Hiebert, J. (2018). A needs assessment for mathematics curriculum develop-
ment: Considering alignment with implementation. Educational Researcher,
47(5), 319–328.
[53] Lattuca, L. R., & Stark, J. S. (2011). Shaping the college curriculum:
Academic plans in context. John Wiley & Sons.
[54] Fink, L. D. (2013). Creating significant learning experiences: An integrated
approach to designing college courses. John Wiley & Sons.
[55] Posner, G. J. (2004). Analyzing the curriculum. McGraw-Hill Education.
[56] Tyler, R. W. (1949). Basic principles of curriculum and instruction.
University of Chicago Press.
[57] Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Association
for Supervision and Curriculum Development.
[58] Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and
responsiveness in the classroom. John Wiley & Sons.
[59] Daniels, H. (2018). Designing tasks in secondary education: Enhancing
subject understanding and student engagement. Routledge.
[60] Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004).
Principles of instructional design. Cengage Learning.
[61] McTighe, J., & O’Connor, K. (2005). Seven practices for effective learning.
Educational Leadership, 63(3), 10–17.
[62] Stiggins, R. J. (2015). Assessment for learning redefined: Using assessment to
promote learning and achievement. ASCD.
[63] Wiggins, G. P. (2012). Seven keys to effective feedback. Educational
Leadership, 70(1), 10–16.
[64] Black, P., & Wiliam, D. (2009). Developing the theory of formative
assessment. Educational Assessment. Evaluation and Accountability,
21(1), 5–31.
[65] Brookhart, S. M. (2013). How to assess higher-order thinking skills in your
classroom. ASCD.
238 Education 5.0 – an overview

[66] Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in
education. Routledge.
[67] Best, J. W., & Kahn, J. V. (2016). Research in education. Pearson Education
India.
[68] Adams, M. J. (2010). Benchmarking: The search for industry best practices
that lead to superior performance. Journal of Business Strategy, 31(3),
28–38.
[69] Boyatzis, R. E. (2013). Competencies in the 21st century. Journal of
Management Development, 32(1), 5–12.
[70] Kellaghan, T., & Greaney, V. (2016). Using assessment to improve the
quality of education. Springer.
[71] Liker, J. K., & Meier, D. (2018). The Toyota way: 14 management principles
from the world’s greatest manufacturer. McGraw Hill Professional.
[72] McAfee, A., & Brynjolfsson, E. (2017). Machine, platform, crowd:
Harnessing our digital future. WW Norton & Company.
[73] Raman, A. (2017). The third pillar: How markets and the state leave the
community behind. Penguin.
[74] Marzano, R. J. (2007). The art and science of teaching: A comprehensive
framework for effective instruction. ASCD.
[75] McTighe, J., & Wiggins, G. (2012). Understanding by design framework.
ASCD.
[76] Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new
reform. Harvard Educational Review, 57(1), 1–22.
[77] Hattie, J. (2012). Visible learning for teachers: Maximizing impact on
learning. Routledge.
[78] Schunk, D. H. (2012). Learning theories: An educational perspective.
Pearson.
[79] Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Harvard University Press.
[80] Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn:
Brain, mind, experience, and school. National Academies Press.
[81] Popham, W. J. (2009). Assessment for educational leaders. Pearson.
[82] Scriven, M. (1967). The methodology of evaluation. American Educational
Research Journal, 4(4), 663–687.
[83] Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for
learning. Phi Delta Kappan, 83(10), 758–765.
[84] Guskey, T. R. (2003). How classroom assessments improve learning.
Educational Leadership, 60(5), 6–11.
[85] Spady, W. G. (1994). Outcome-based education: Critical issues and answers.
Arlington, VA: American Association of School Administrators.
[86] Goodlad, J. I. (1990). Teachers for our nation’s schools. San Francisco, CA:
Jossey-Bass.
[87] Blackwell, R. D. (1978). Education 1.0: A simple model of education in the
19th century. Curriculum Inquiry, 8(3), 255–269.
[88] Downes, S. (2005). E-learning 2.0. eLearn magazine, 2005(10), 1–4.
[89] Siemens, G. (2013). Massive open online courses: Innovation in education?
In R. McGreal, W. Kinuthia, & S. Marshall (Eds.), Open educational
resources: Innovation, research and practice (pp. 5–16). Commonwealth of
Learning and Athabasca University.
 Advances in technological innovations in higher education 239

[90] Siemens, G. (2014). Connectivism: A learning theory for the digital age. In K.
Walsh, S. Osborne, & M. Williams (Eds.), The SAGE handbook of
e-learning research (pp. 35–48). Sage Publications.
[91] World Economic Forum. (2016). The future of jobs: Employment, skills and
workforce strategy for the fourth industrial revolution.
[92] Gupta, A., & Jangra, A. (2021). Education 4.0: The next wave of
technology-enabled Eeducation. In Handbook of Research on Innovative
Pedagogies and Models for Educational Success (pp. 1–18). IGI Global.
[93] Raza, S. A., & Nawaz, M. (2021). Industry 5.0 and education 5.0:
Opportunities and challenges for future education systems. International
Journal of Emerging Technologies in Learning, 16(3), 49–58.
[94] Wang, F., & Wang, J. (2020). Education 5.0 and the development of talent
in the new era. International Journal of Higher Education, 9(2), 132–140.
[95] Alshahrani, A., & Alharbi, M. (2021). Education 5.0: An overview and its
implications on higher education. Journal of Education and Learning, 10(1),
25–33.
[96] Hartshorne, R., & Cyboran, V. (2020). Education 5.0: Exploring the impact
of artificial intelligence, machine learning, and robotics on education.
Journal of International Education Research, 16(3), 57–66.
[97] Kolić-Vehovec, S., & Miljković, D. (2021). Education 5.0: Possibilities and
limitations of smart technologies in education. International Journal of
Emerging Technologies in Learning, 16(7), 114–125.
[98] Prinsloo, P., & Slade, S. (2017). An elephant in the learning analytics room:
the obligation to act. British Journal of Educational Technology, 48(6),
1401–1415.
[99] Bicen, H., & Koc, M. (2018). The personalized education and e-learning
system based on the big five personality traits. Education and Information
Technologies, 23(1), 499–515.
[100] Gómez-Sánchez, E., Huertas-Valdivia, I., & Rubio-Romero, J. C. (2020).
Personalized Learning and Big Data Analysis: A Proposal for Its
Implementation in Education. In Data Analysis in Education (pp. 49–68).
Springer, Cham.
[101] VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent
tutoring systems, and other tutoring systems. Educational Psychologist,
46(4), 197–221. 10.1080/00461520.2011.611369.
[102] Kopecky, K. J., & Johnson, T. E. (2012). Designing personalized e-learning
with learner-generated contexts. Journal of Educational Technology &
Society, 15(3), 236–248.
[103] Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19
crisis. Journal of Educational Technology Systems, 49(1), 5–22.
[104] Fitzpatrick, C., & Jones, C. (2019). Flexible pedagogies: Technology-
enhanced learning. Association for Learning Technology.
[105] Anshari, M., Alas, Y., & Guan, L. (2018). Smart campus: Integrating
technology enhanced active learning in higher education. In Handbook of
Research on Mobile Technology, Constructivism, and Meaningful Learning
(pp. 212–227). IGI Global.
[106] Mulder, R. H., & Sloep, P. B. (2017). Personalized assessment as a leverage
point for effective learning: current developments and future directions.
240 Education 5.0 – an overview

Educational Technology Research and Development, 65(3), 555–571. 10.1

007/s11423-017-9511-8
[107] Karabulut-Ilgu, A., & Jaramillo Cherrez, N. (2020). Personalized assessment
and feedback in online learning: A scoping review. Online Learning, 24(4),
1–26. 10.24059/olj.v24i4.2173.
[108] Hämäläinen, R., & Vesisenaho, M. (2017). Peer learning in higher educa-
tion: An integrative literature review. Higher Education, 74(2), 221–240.
[109] Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice
(2nd ed.). Allyn & Bacon.
[110] Cox, M. D., & Brestan-Knight, E. (2020). Active and collaborative learning:
Engaging students in the classroom. Psychology Learning and Teaching,
19(2), 211–227.
[111] Ehrlich, T. (2021). Community-engaged teaching in the time of COVID-19.
Journal of Community Engagement and Higher Education, 13(1), 1–8.
[112] Bower, M. (2019). The next generation of distance education: Unbundling
and education technology. Cham, Switzerland: Springer International
Publishing.
[113] Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., & Kenney, J. (2015).
Design and implementation factors in blended synchronous learning envir-
onments: Outcomes from a cross-case analysis. Computers & Education, 86,
1–17. doi: 10.1016/j.compedu.2015.02.013.
[114] Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013).
MOOCs: A systematic study of the published literature 2008-2012. The
International Review of Research in Open and Distributed Learning, 14(3),
202–227.
[115] Al Lily, A. E., Ismail, A. F., & Abunasser, F. M. (2013). Massive open online
courses (MOOCs): A review. Journal of Educational Technology & Society,
16(2), 58–67.
[116] Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated
with augmented reality for education: A systematic review of the literature.
Educational Research Review, 20, 1–11.
[117] Chen, Y. C., & Huang, Y. M. (2018). Enhancing learning effectiveness
through the integration of augmented reality with self-regulated learning
strategies. Journal of Educational Technology & Society, 21(2), 78–89.
[118] Hew, K. F., & Cheung, W. S. (2016). Use of Three-Dimensional (3-D)
Immersive Virtual Worlds in K-12 and Higher Education Settings: A Review
of the Research. British Journal of Educational Technology, 47(1), 1–19.
[119] Knight, J. (2016). The role of technology in the future of higher education.
Educause Review, 51(1), 32–42.
[120] Li, J., Li, X., Li, D., & Li, Y. (2019). Integration of cloud computing into
higher education: a systematic review. Education and Information
Technologies, 24(4), 2293–2312.
[121] Huang, C. M., & Liang, T. H. (2019). A cloud-based mobile learning system
for improving student learning achievement in higher education. Journal of
Educational Technology & Society, 22(2), 12–24.
[122] Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-
enhanced learning environment? An updated critical review of the literature
from 2012 to 2015. Journal of Computer Assisted Learning, 32(6),
503–528. 10.1111/jcal.12154.
 Advances in technological innovations in higher education 241

[123] Junco, R. (2012). The relationship between frequency of Facebook use,

participation in Facebook activities, and student engagement. Computers &
Education, 58(1), 162–171. 10.1016/j.compedu.2011.08.004.
[124] Brown, L. E. (2015). Experiential learning: A best practice handbook for
educators and trainers. Kogan Page Publishers.
[125] Banks, J. A. (2006). Cultural diversity and education: Foundations, curric-
ulum, and teaching (5th ed.). Pearson Education.
[126] Ramos-Sánchez, L., & Nichols, L. (2013). Multicultural education: A
renewed paradigm of transformation and call to action. Journal of
Educational Research and Practice, 3(2), 13–26.
[127] Sleeter, C. E. (2011). Confronting the marginalization of culturally respon-
sive pedagogy. Urban Education, 46(4), 790–796.
[128] Gay, G. (2010). Culturally responsive teaching: Theory, research, and
practice (2nd ed.). Teachers College Press.
[129] Baker, C. (2011). Foundations of bilingual education and bilingualism (5th
ed.). Multilingual Matters.
[130] Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.).
Oxford University Press.
[131] Zhang, J., & Barber, B. (2017). Technology-enhanced language learning for
intercultural communication: A review. Educational Technology Research
and Development, 65(4), 893–918.
[132] Zhao, H., et al. (2018). Entrepreneurial aspirations and firm performance in
emerging markets. Journal of Business Venturing, 33(2), 117–131.
[133] Cook, V. (2016). Second language learning and language teaching (5th ed.).
Routledge.
[134] García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and
education. Palgrave Macmillan.
[135] Mäkelä, L., & Ruohotie-Lyhty, M. (2016). Assessing the impact of inter-
nationalisation on teaching and learning in higher education. Journal of
Studies in International Education, 20(5), 415–431.
[136] Wilkins, S., & Balakrishnan, M. S. (2013). Internationalisation of higher
education: Changing paradigms and approaches. SAGE Publications.
[137] Dwyer, M. M. (2019). The impact of study abroad on student success.
Frontiers: The Interdisciplinary Journal of Study Abroad, 31(1), 1–14.
[138] Goh, M., & Woods, P. C. (2012). Enhancing the internationalisation of
higher education: Globalisation, internationalisation and cross-border edu-
cation. Routledge.
[139] Leask, B., & Bridge, C. (2013). Internationalising the curriculum in the
disciplines: Imaginings, understandings and practices. Routledge.
[140] Van de Ven, A. H., & Johnson, P. E. (2006). Knowledge for theory and
practice. Academy of Management Review, 31(4), 802–821.
[141] Deardorff, D. K. (2011). Assessing intercultural competence in higher
education: Existing research and future directions. International Journal of
Intercultural Relations, 35(3), 377–389.
[142] Knight, J. (2014). Internationalization remodeled: Definition, approaches,
and rationales. Journal of Studies in International Education, 18(3),
204–219.
[143] Levy, M. (2007). Culture, culture learning and new technologies: Towards a
pedagogical framework. Language Learning & Technology, 11(2), 104–127.
242 Education 5.0 – an overview

[144] Warschauer, M., & Grimes, D. (2008). Audience, authorship, and artifact:
The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics,
28, 1–18.
[145] Kanuka, H., & Anderson, T. (2010). Online social interchange, discord, and
knowledge construction. Journal of Distance Education, 24(1), 21–34.
[146] Kirschner, P. A., & Davis, N. E. (2003). Pedagogical agents: Overcoming the
lack of human presence in e-learning environments. Educational
Technology, Research and Development, 51(3), 47–56.
[147] Lifelong Learning Council Queensland. (2018). What is lifelong learning?
Retrieved from https://www.llcq.org.au/what-is-lifelong-learning/
[148] Peters, M. A., & Besley, T. (Eds.). (2020). Handbook of education policy
studies. Springer.
[149] Rogers, E. M. (2003). Diffusion of innovations. Simon and Schuster.
[150] Bélanger, P., & Lin, C. (2012). A measure of lifelong learning readiness.
International Journal of Lifelong Education, 31(4), 393–410.
[151] UNESCO. (2013). The role of lifelong learning in the 21st century.
Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000223929
[152] UNESCO. (2019). Education 2030: Incheon declaration and framework for
action for the implementation of sustainable development goal 4. Paris:
UNESCO.
[153] Yorke, M. (2006). Lifelong learning in higher education: A critical appraisal.
Learning and Teaching in Higher Education, 1(1), 3–16.
[154] OECD. (2019). OECD digital education outlook 2019. OECD Publishing.
[155] Warschauer, M. (2003). Technology and social inclusion: Rethinking the
digital divide. MIT Press.
[156] Wertsch, J. V. (2007). Mediation. In The Cambridge handbook of socio-
cultural psychology (pp. 207–220). Cambridge University Press.
[157] Bimber, B. (2000). Measuring the gender gap on the internet. Social Science
Quarterly, 81(3), 868–876.
[158] Dutta, S., & Mia, I. (2017). Global information technology report 2016. In
World Economic Forum.
[159] Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native
and the multitasker. Teaching and Teacher Education, 67, 135–142.
[160] Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher
professional learning and development: Best evidence synthesis iteration
[BES]. Ministry of Education.
[161] Borko, H., & Livingston, C. (1989). Cognition and improvisation:
Differences in mathematics instruction by expert and novice teachers.
American Educational Research Journal, 26(4), 473–498.
[162] Darling-Hammond, L. (2017). Teacher education around the world: What
can we learn from international practice?. European Journal of Teacher
Education, 40(3), 291–309.
[163] Fullan, M. (2001). The new meaning of educational change. Routledge.
[164] Guskey, T. R. (2002). Professional development and teacher change.
Teachers and Teaching, 8(3), 381–391.
[165] Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming
teaching in every school. Teachers College Press.
 Advances in technological innovations in higher education 243

[166] Leighton, J. P., & Gierl, M. J. (2007). The learning and assessment of
knowledge and skills in educational contexts. Review of Research in
Education, 31(1), 275–313.
[167] National Research Council. (2011). Assessment in the service of learning:
Principles and practices for effective assessment. National Academies Press.
[168] Ferguson, R., & Buckingham Shum, S. (2012). Learning analytics to identify
exploratory dialogue within synchronous text chat. Distance Education,
33(1), 105–121.