UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The COVID-19 pandemic has greatly sped up the use of Artificial Intelligence (AI) and Information and Communication Technology (ICT) in education. The aim is to create a more inclusive and fair system, especially in Technical and Vocational Education and Training (TVET) for individuals with special needs. This approach focuses on personalized learning, high-quality information, and employer involvement, even though it is challenging to replicate traditional classroom experiences. Using the fuzzy Delphi technique, the methodology adapts inclusive digital teaching to changing needs, stressing infrastructure, accessibility, personalized learning, digital skills development, and teacher capabilities. Malaysia is working to become a global leader in education by using ICT to support student-centered learning and develop digital skills, in line with the National Digital Policy. The results show a strong potential for building a thorough digital education system. This integration has important effects on improving educational infrastructure, accessibility, and teacher skills, helping Malaysia establish itself as a leader in the global education scene. © 2024, Penerbit UTHM. All rights reserved. |
| References |
Ab Jalil, H., Kraus, S. E., & Ahmad, N. A. (2019). Conditions that Influence Teachers’ ICT Integration in Teaching: Reflections from Technology Investment Management. The 5th International Conference On Educational Research and Practice (ICERP) 2019, 136. Adler, M., & Ziglio, E. (1996). Gazing into the oracle: the Delphi method and its application to social policy and public health (M. A. E. Ziglio (ed.)). Jessica Kingsley Publishers. Ahuja, S., Sadreddin, A., & Chan, Y. E. (2021). Readily Available Digital Technologies in the Age of Pandemics. The Journal of Community Informatics. https://doi.org/10.15353/joci.v17i.3613. Akbulut, Y., & Cardak, C. S. (2012). Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011. Computers & Education, 58(2), 835–842. Alamri, H. A., Watson, S., & Watson, W. (2021). Learning technology models that support personalization within blended learning environments in higher education. TechTrends, 65, 62–78. Aleksandrova, I. B., Vorobyova, K. I., Gileva, N. V, Livson, M., Cheprasova, T. V, & Bazhin, G. M. (2021). Influence of Digital Assistive Technologies Used in Higher Education on the Development of Individual Educational Strategies among Students with Disabilities. International Journal of Early Childhood Special Education, 13(2), 1146–1153. https://doi.org/10.9756/INT-JECSE/V13I2.211160 Alhosban, A., Amoush, R., & Al-Ababneh, H. (2024). ALT-D: Enhancing Accessibility with an Adaptive Learning Technologies Assessment Model for Students with Disabilities. 2024 IEEE 30th International Conference on Telecommunications, ICT 2024. https://doi.org/10.1109/ICT62760.2024.10606129. Andrade, A. D., & Techatassanasoontorn, A. A. (2020). Digital Enforcement: Rethinking the Pursuit of a Digitally-enabled Society. Information Systems Journal. https://doi.org/10.1111/isj.12306. Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178–191. Aslan, A., & Zhu, C. (2016). Influencing Factors and Integration of ICT into Teaching Practices of Pre-Service and Starting Teachers. International Journal of Research in Education and Science, 2(2), 359–370. Barnard, R. W., & Henn, R. H. (2023). Overcoming Learning Obstacles: Strategies for Supporting Students with Diverse Needs. Open Access Library Journal, 10(8), 1–14. Belenkova, L. Y., Skudnyakova, Y. V, & Bosov, D. V. (2022). Digital pedagogy in the system of inclusive higher education. Interacción y Perspectiva: Revista de Trabajo Social, 12(1), 27–42. Berliner, D. C. (2004). Expert teachers: Their characteristics, Development and Accomplishments. De La Teoria L’Aula, July, 13–27. Bernacki, M. L., Greene, M. J., & Lobczowski, N. G. (2021). A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose (s)? Educational Psychology Review, 33(4), 1675–1715. Bong, W. K., & Chen, W. (2021). Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review. International Journal of Inclusive Education, 1–17. Caldwell, H., Whewell, E., Devecchi, C., Quirke, M., & Mc Gukin, C. (2021). Towards a digital pedagogy of inclusive active distance learning. In The impact of COVID-19 on teaching and learning in higher education(pp. 23–51). Nova Science Publishers. Cheng, C.-H., & Lin, Y. (2002). Evaluating the Best Main Battle Tank using Fuzzy Decision Theory. European Journal of Operational Research, 142, 174–186. Chun, T. C., & Abdullah, M. N. L. Y. (2021). Heutagogy Approach In 21st Century Teaching and Learning: Practices and Challenges in Malaysian Higher Education. ASEAN Journal of Teaching & Learning in Higher Education, 13(1). Colakovic, A., & Hadzialic, M. (2018). Internet of Things (IoT): A review of enabling technologies, challenges, and open research issues. Computer Networks, 144, 17–39. Daggett, W. R. (2010). Preparing students for their technological future. International Center for Leadership in Education, 1, 14. Darcy, S. (2010). Inherent complexity: Disability, accessible tourism and accommodation information preferences. Tourism Management, 31(6), 816–826. Delubom, N. E., Marongwe, N., & Buka, A. M. (2020). Managers’ Challenges on Implementing Inclusive Education: Technical Vocational Education and Training Colleges. Cypriot Journal of Educational Sciences, 15(6), 1508–1519. Doyle, T. (2023). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis. Dube, T., & Williams, S. B. (2020). Mapping Digital Technologies to Pedagogies Inspired by Bloom’s Taxonomy. https://doi.org/10.21125/edulearn.2020.0812. Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., & Ahuja, M. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. Efthymiou, E. (2023). Examining teachers’ perspectives on equitable digital education: A case study on delivering high-quality and inclusive learning experiences in special education. In Inclusive Phygital Learning Approaches and Strategies for Students with Special Needs (pp. 97–130). https://doi.org/10.4018/978-1-6684-8504-0.ch005. Fahmy A Rosli. (2023, November 28). The basics of Digital Education are being launched today. Berita Harian. https://www.bharian.com.my/berita/nasional/2023/11/1182824/dasar-pendidikan-digital-dilancar-hari-ini. Floyd, R. E. (2018). Industry and academia: Together spells success. ASEE Annual Conference and Exposition, Conference Proceedings, 2018-June. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051181418&partnerID=40&md5=6b799772b432c559344f4a4486fc5cd8. Gambatese, J. A., Behm, M., & Rajendran, S. (2008). Design’s role in construction accident causality and prevention: Perspectives from an expert panel. Safety Science, 46(4), 675–691. Gaster, L., & Clark, C. (1995). A Guide to Providing Alternate Formats. Hallowell, M. R., & Gambatese, J. A. (2010). Qualitative research: Application of the Delphi method to CEM research. Journal of Construction Engineering and Management, 136(1), 99–107.
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |