This research paper explores the multifaceted impact of COVID-19 on education and equality. It discusses the closure of schools, the shift towards remote learning, and the challenges faced by students and educators. In addition, the study examines the consequences on academic progress, access to educational resources, and widening inequalities.

Keywords

COVID-19, Education, Equality, Remote learning, Academic progress.

Bio

Prof. Dr Parin Somani is Chairperson of Global Research Conferences, Chief Editor of Global Research   Journal, Independent Academic Scholar, TEDx Speaker, Educator, International Motivational speaker, Author, Writer, Banker, Humanitarian, Philanthropist and Multi-International Award Winner. She has achieved Eight Doctorate degrees and has been recognised Five times in the World Book of Records, Twice in the India Book of Records, Asia Book of Records, Karnataka Book of Records and also in the Golden Book of World Records. With the aim to help global societies in the field of Education, Women Empowerment and Youth Development. Prof. Dr. Parin Somani has travelled to more than 117 countries around the world and has published 41+ educational papers, newspaper/magazine articles, 19 books and featured in 100+ videos, 177+ newspapers/ books for her amazing societal contribution. During the COVID-19 pandemic she has helped to educate 100,000+ people globally through her Humanitarian work hence, invited to deliver her research at Harvard University and invited by Governors of different Indian States to discuss challenging issues to help global societies.

Abstract

The emergence of the novel coronavirus, also known as COVID-19, has caused an unprecedented global health crisis, disrupting societies, economies, and numerous aspects of daily life. One of the areas profoundly affected by the pandemic is education, as schools and educational institutions around the world have been compelled to close their doors temporarily or transition to remote learning. The significant impact of COVID-19 on education has raised concerns about the exacerbation of existing inequalities and the potential long-term consequences for learners and societies. This research paper explores the multifaceted impact of COVID-19 on education and equality. It discusses the closure of schools, the shift towards remote learning, and the challenges faced by students and educators. In addition, the study examines the consequences on academic progress, access to educational resources, and widening inequalities. Furthermore, it explores strategies and interventions aimed at mitigating the negative effects and promoting educational equity. The findings highlight the urgent need for innovative approaches to ensure inclusive and equitable education in times of crisis. By critically analysing the impact of COVID-19 on education and equality, this research study seeks to contribute to a better understanding of the ongoing crisis and stimulate informed discussions on the measures needed to ensure equitable access to quality education for all learners, especially during times of extraordinary challenges.

Introduction

The emergence of the novel coronavirus, also known as COVID-19, has caused an unprecedented global health crisis, disrupting societies, economies, and numerous aspects of daily life. One of the areas profoundly affected by the pandemic is education, as schools and educational institutions around the world have been compelled to close their doors temporarily or transition to remote learning. The significant impact of COVID-19 on education has raised concerns about the exacerbation of existing inequalities and the potential long-term consequences for learners and societies. This research paper explores the multifaceted impact of COVID-19 on education and equality. Education is widely recognized as a fundamental pillar of development, a catalyst for social progress, and a key determinant of individual opportunities and outcomes. However, the pandemic has created a myriad of challenges that have disrupted the education system and jeopardized the achievement of these critical goals.

Firstly, the paper will examine the immediate effects of COVID-19 on educational systems worldwide, highlighting the abrupt closures of schools and the rapid shift to remote learning modalities. This section will delve into the challenges faced by educators, students, and parents during the transition to online education, including issues of access to technology, connectivity, and digital literacy. Furthermore, it will analyse the consequences of disrupted classroom instruction on learning outcomes, academic progress, and socio-emotional development.

For instance, a study conducted by UNESCO (2020) reported that 1.5 billion learners in 191 countries were affected by school closures due to COVID-19 (UNESCO, 2020). The study highlighted the challenges faced by students in accessing online learning platforms and the adverse effects on learning outcomes. Another research by Engzell et al. (2020) examined the impact of school closures on educational inequality using data from Sweden and found that the closures widened existing disparities in academic performance between students from different socioeconomic backgrounds (Engzell, Frey, & Verhagen, 2020).

Secondly, the research will investigate the unequal impact of the pandemic on different student populations. It will explore how pre-existing disparities based on socioeconomic status, gender, geographic location, and other factors have been exacerbated during the crisis. The paper will examine the disproportionate effects on marginalized groups, such as students from low-income backgrounds, rural areas, ethnic minorities, and individuals with disabilities.  Additionally, it will analyse  the  challenges faced  by vulnerable populations, including refugees, displaced persons, and those lacking access to necessary support structures.

A study by Chetty et al. (2020) examined the unequal access to online learning during the pandemic in the United States and found that students from low-income communities and schools with a high proportion of minority students had less access to online platforms and experienced greater learning losses (Chetty, Friedman, Hendren, Stepner, & Team, 2020). Another study by United Nations (2021) highlighted the impact of COVID-19 on refugee education, pointing out that school closures and limited access to technology disproportionately affected refugee children, exacerbating their educational inequalities (UN, 2021).

Furthermore, the study will explore the long-term consequences of the pandemic on educational equity. It will examine how the disruptions caused by COVID-19 could lead to increased dropout rates, learning gaps, and a widening of educational inequalities. The paper will also discuss the potential effects on higher education, such as enrolment patterns, access to resources, and implications for future employment prospects.

Research by Bacher-Hicks et al. (2021) investigated the impact of school closures on student learning in the United States and projected significant learning losses, particularly for disadvantaged students (Bacher-Hicks, Goodman, & Mulhern, 2021). The study emphasized the importance of targeted interventions and resources to mitigate the long-term effects of the pandemic on educational equity. Additionally, a report by the World Bank (2021) highlighted the potential consequences of COVID-19 on higher education, including reduced enrolment rates, financial constraints, and disruptions to research activities, with a disproportionate impact on students from low-income backgrounds (WB, 2021).

By critically analysing the impact of COVID-19 on education and equality, this research paper seeks to contribute to a better understanding of the ongoing crisis and stimulate informed discussions on the measures needed to ensure equitable access to quality education for all learners, especially during times of extraordinary challenges.

Objectives

This research paper aims to explore the impact of COVID-19 on education and equality. It examines the disruptions caused by the closure of schools and the subsequent shift towards remote learning. Additionally, it investigates the consequences of these changes on students’ academic progress, access to educational resources, and the exacerbation of existing inequalities. Finally, strategies and interventions are suggested that can help mitigate the negative effects and promote educational equity during times of crisis. A review of published and grey literature sources has been examined within this study.

Results and Discussion

Disruption of Learning

One of the most immediate and apparent impacts of COVID-19 on education has been the disruption of learning. According to UNESCO, at the peak of the crisis, over 1.6 billion students in more than 190 countries were affected by school closures (Somani, Post Covid-19 Effects on the Future of Students in Higher Education, 2021). The closure of schools and educational institutions has resulted in the loss of valuable instructional time, with students being unable to access face- to-face teaching and interaction with their peers. The disruption has been particularly challenging for students from disadvantaged backgrounds, who may lack access to resources and support systems outside of school.

To control the spread of the virus, many countries implemented school closures, resulting in a shift to remote learning. However, not all students had access to the necessary technology, internet connectivity, or supportive home environments to effectively participate in online education (Somani, Information Technology Challenges Faced during the Covid-19 Pandemic in Higher Education, 2021). This digital divide disproportionately affected students from disadvantaged backgrounds, widening existing educational inequalities. The transition to remote learning during the pandemic has highlighted and exacerbated existing inequalities in access to technology and internet connectivity. This digital divide has widened educational inequalities, as students without access to online resources and support have been left at a disadvantage. The lack of equitable access to online learning has disproportionately affected marginalized and vulnerable groups, further deepening existing disparities.

Inequitable Access to Online Learning

The transition to remote learning during the pandemic has highlighted and exacerbated existing inequalities in access to technology and internet connectivity. Many students, especially those from low-income households or rural areas, lack the necessary devices, internet access, or digital skills to participate effectively in online learning (Somani, E-learning in Tomorrow’s Age, 2021). This digital divide has widened educational inequalities, as students without access to online resources and support have been left at a disadvantage. The lack of equitable access to online learning has disproportionately affected marginalized and vulnerable groups, further deepening existing disparities. During educational institutional closures social inequality processes were highlighted as in figure 1. The psychological functioning of students is influenced by divides in economy, structure and digitalisation, contributing to heightened inequalities.

Increased Education Inequality

The COVID-19 pandemic has resulted in a significant increase in education inequality. Vulnerable and marginalized groups, such as girls,

Figure 1. (Goudeau, Sanrey, & Stanczak, 2021)

children with disabilities, refugees, and those from low-income families, have faced increased barriers to education. According to UNICEF, approximately 168 million children globally have been out of school for almost a year due to school closures, exacerbating inequalities in access to education (UNICEF, 2021). Girls, in particular, are at risk of being disproportionately affected, as they may face increased household chores, early marriage, or other forms of gender-based discrimination during the pandemic.

Gender disparities

COVID-19 has also highlighted gender disparities in education. In some cases, girls have faced increased barriers to education, including heightened domestic responsibilities, early marriages, and economic hardships within their families. These challenges can result in a higher dropout rate and hinder progress towards gender equality in education (Somani, Strengthening Women Empowerment and Gender Equality in India, 2022).

Academic Performance

Extended periods of school closures and disrupted learning have led to learning loss and a negative impact on academic performance. Studies conducted during the pandemic have shown a decline in student learning outcomes, particularly in reading and mathematics (Kuhfeld, 2020). The consequences of learning loss are likely to be more severe for students from disadvantaged backgrounds who may have limited access to supplementary educational resources and support systems outside of school. The long-term impact of learning loss on educational equality is a cause for concern, as it may perpetuate existing disparities and hinder social mobility.

Learning loss

The disruption caused by school closures and the transition to remote learning has resulted in significant learning loss for many students. The quality of online education varied widely, and some students struggled to adapt to virtual learning environments, leading to gaps in knowledge and skills (Somani, PAVING A PATHWAY TO A ‘NEW NORMAL’ THROUGH EDUCATION, 2021). This learning loss has been particularly detrimental to students from marginalized communities who may have limited access to resources for catching up.

Figure 2. (Ruzlin, et al., 2021)

Mental Health and Well-being

The pandemic has taken a toll on the mental health and well-being of students, teachers, and parents. The abrupt shift to remote learning, social isolation, increased stress, and anxieties associated with the pandemic have affected the overall well-being of individuals, potentially impacting their ability to learn and engage effectively in educational activities (Somani, The Impact of COVID-19 on Human Psychology. , 2020). Students from disadvantaged backgrounds may face additional challenges in managing their mental health due to limited access to support services and resources. Addressing the mental health needs of students and providing adequate support is essential to ensure educational equality during and after the pandemic.

There has been a profound impact on the mental health and well-being of students. Isolation, uncertainty, and disrupted routines have led to increased stress, anxiety, and depression among many students (Somani, COVID-19 Lockdown Impact On Education, 2021). The lack of social interaction and support systems that schools provide can further exacerbate these challenges, disproportionately affecting vulnerable students. Figure 2 highlights that within a study carried out by Ruzlin et al, the prevalence of stress within students was 37%, anxiety 33% and depression 25% respectively (Ruzlin, et al., 2021).

Increased Dropout Rates

School closures and the economic consequences of the pandemic have led to increased dropout rates, particularly among students from disadvantaged backgrounds. Many students have been forced into labour or marriage, while others have lost interest or motivation to continue their education (UN, 2021). The increased dropout rates threaten to widen educational inequalities further, as marginalized, and vulnerable students (UN, 2021). The increased dropout rates threaten to widen educational inequalities further, as marginalized, and vulnerable students are disproportionately affected. Efforts must be made to identify and support students at risk of dropping out, providing targeted interventions to ensure their continued education.

Special needs education

Students with disabilities or special needs faced unique challenges during the pandemic. The shift to online learning often posed difficulties for students requiring individualized support and accommodations. Access to specialized services, therapies, and assistive technologies was disrupted, further marginalizing these students.

Conclusion

The COVID-19 pandemic has presented significant challenges for the education sector, disrupting learning processes and deepening existing inequalities. The closure of schools and the shift towards remote learning have had profound consequences for students’ academic progress and access to educational resources. Marginalized and vulnerable populations have been disproportionately affected, exacerbating educational inequities. However, strategies such as ensuring access to technology, providing support for special needs students, addressing mental health concerns, and fostering community engagement can help mitigate the negative effects. By prioritizing educational equity and implementing inclusive policies, societies can build a more resilient and equitable education system for the future.

Inequalities have been exacerbated highlighting existing educational disparities and creating new challenges for students, teachers, and communities. The disruption of learning, inequitable access to online learning, increased education inequality, learning loss, mental health concerns, and increased dropout rates are among the key areas of concern. Addressing these issues requires a multi-faceted approach that involves policy interventions, investment in technology and infrastructure, targeted support for marginalized and vulnerable groups, and collaboration between governments, educational institutions, and civil society organizations. It is essential to prioritize educational equality and ensure that the most disadvantaged students are not left further behind as we navigate the post-pandemic era. Steps such as providing equitable access to technology and internet connectivity, offering targeted support to disadvantaged students, implementing catch-up programs, prioritizing mental health and well-being, and ensuring inclusive education for all students, including those with special needs, can help mitigate the adverse effects of the pandemic and promote educational equality.

References

Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time. NBER Working Paper.

Chetty, R., Friedman, J. N., Hendren, N., Stepner, M., & Team, O. O. (2020). How did COVID-19 and Stabilization Policies Affect Spending and Employment? A New Real-Time Economic Tracker Based on Private Sector Data. NBER Working Paper.

Engzell, P., Frey, A., & Verhagen, M.D. (2020). Learning Inequality during the COVID-19 Pandemic. Proceedings of the National Academy of Sciences (p. 118). National Academy of Sciences.

Goudeau, S., Sanrey, C., & Stanczak, A.e. (2021). Why lockdown and distance learning during the COVID- 19 pandemic are likely to increase the social class achievement gap. Nataral Human Behaviour, 1273–1281.

Kuhfeld, M. e. (2020). Projecting the Potential Impacts of COVID-19 School Closures on Academic Achievement. . Working paper in progress.

Ruzlin, A. N., Chen, X. W., Yunus, R. M., Samsudin, E. Z., Selamat, M. I., & Ismail, Z. (2021). Promoting Mental  Health  During  the  COVID-19 Pandemic: A Hybrid, Innovative Approach in Malaysia. Front. Public Health.

Somani, P. (2020). The Impact of COVID-19 on Human Psychology. . In B. S. Lal, & N. Patel, Economics of Covid-19 Digital Health Education & Psychology (pp. 328-357). New Delhi: Adhyayan Publishers & Distributors.

Somani,  P.  (2021).  COVID-19 Lockdown Impact On Education. In P. Somani, P. Sisodia, & L. N. Jayanthi, Lockdown Impacts (pp. 1-10). Tamilnadu: ESN Publications.

Somani,  P.  (2021).  E-learning in Tomorrow’s Age. Proceedings ARICBEST (pp. 3-10). Oxford: London Institute of Skills Development.

Somani, P. (2021). Information Technology Challenges Faced during the Covid-19 Pandemic in Higher Education. International Journal of Latest Research in Engineering and Technology, 106.

Somani, P. (2022). Strengthening Women Empowerment and Gender Equality in India. International Journal of Social Science And Human Research, 271-275.

U N.(2021). Policy Brief: The Impact of COVID-19 on Children. Retrieved from . Geneva: United Nations.

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This theory- based research focusses on women over 40 and it sought to investigate the particular challenges that affect the experience of the women in this cohort, the support systems available to them, and how their experience as a graduate student could be improved.

Keywords

Women graduate school, re-entry female graduate school, women returnees mature female students, theory of human motivation.

Bio

Yanick Séïde, M.Ed, is the Founder and CEO of Chrysalis Women Empowerment. A Certified Master Coach, facilitator, mentor, international speaker, and member of the International Society of Female Professionals. Yanick Séïde, provides life and career coaching, guiding professional women to get clarity, discover their innate talents and strengths, to have the purposeful life and career they aspire to.

Abstract

The number of mature women returning to studies at the graduate level is growing in numbers. Before reaching the decision to pursue graduate studies they weighed in the impact returning to studies would have on the family life: financial constraint and change in lifestyle. This theory- based research focusses on women over 40 and it sought to investigate the particular challenges that affect the experience of the women in this cohort, the support systems available to them, and how their experience as a graduate student could be improved. The research followed a humanist approach and the guiding theory follows Maslow’s theory of human motivation based on a hierarchy of needs. The findings of the research indicate the challenges most mutually shared were related to multiple roles, family obligations, and finances. The study also indicated that interaction with other students and faculty were important, however these interactions were not easily developed or sustained.

Introduction

Mature female learners enroll in graduate programs in growing numbers. The focus of this paper was to consider the experiences of women over 40, who have reentered university after an extended absence; referred to as “re-entry women”. Padula (1994) defines them as “women who re-enter college or university after an absence ranging from several years to as many as 35 years” (Thomas, 2010, p.55). Bradburn, Moen, and Dempster McClain, (1995) commented that:” growing numbers of women are moving back into school following marriage and motherhood” (p.1518). Thomas (2010) notes that according to the National Centre for Education Statistics (NCES) (2009) the number of females in graduate school surpassed the number of males since 1984 (p.55). Although the number of women who have re-entered to pursue graduate studies is continuously growing, they face challenges that are a factor in their decision to enroll and impact on their lives while pursuing their studies. According to NCES 2020, women accounted for 61% of enrolment in graduate studies.

Background

The purpose of this theory-based research paper was to report the experience of older female learners who have returned to studies in graduate programs and the reasons they have returned at a later stage in life. It also sought to identify resources available to support these women and the gaps to determine what strategies and support would improve their experience. The research followed a humanist approach where according to Merriam, Caffarella & Baumgartner, (2007) learning is viewed from the perspective of the human potential for growth. The guiding theory followed Maslow’s (1943) theory of human motivation based on a hierarchy of needs “The motivation to learn is intrinsic; it emanates from the learner. For Maslow, selfactualization is the goal of learning, and educators should strive to bring this about” (Merriam, Caffarella & Baumgartner, 2007, p.282). This approach is a good match for the purpose of my research. It focusses on the experience of re-entry women, their motivation to pursue their studies, and the factors that have an impact on their experience as mature graduate students.

The following research questions guided this research:

What are the reasons women re-enter and pursue graduate studies at a later stage of their life?

• What motivates them?

What strategies and supports would improve the experience of women reentering education at the graduate level?

• What barriers do they face?

Theoretical framework

Maslow’s theory of motivation provided the theoretical basis for this study of the experience of reentry women in graduate school. This theory based on the hierarchy of needs provides the insight into the motivation of women who re-enter at the graduate level, their needs and how it affects their learning experience.

Maslow (1943) explains in his theory of the hierarchy of needs that individuals are motivated to achieve certain needs. Once a person fulfills one need, he or she will seek to fulfill the next one, and so on. The well-known pyramid displays the five motivational needs where the most basic needs are at the bottom and more complex needs at the peak (Simply psychology).

The literature indicates that the reasons re-entry women who return to studies at the graduate level are mainly for personal achievement and vocational reasons. Oplatka and Tevel (2006) state that women in mid-life seek higher education as an opportunity for personal development, self-fulfillment, and self-expression. These are linked to the motivation of self-actualization, at the peak of Maslow’s pyramid. Oplatka and Tevel also say that some women perceive higher education as a way to promote their social position. More specifically when it comes to education and qualification, which are two significant factors in a person’s esteem including self-esteem, confidence respect by others, are at the fourth level of the hierarchy. Carlson (2008) says that mid-life women pursue higher education (graduate studies) because they can make a contribution to the good of society as a whole (esteem), also contributing as an individual (self-actualization).

Maslow’s Hierarchy of Needs https://www.psychologytoday.com/ blog/hide-and-seek/201205/ourhierarchy-needs

Reasons why Reentry Women Pursue Graduate Studies

Current research on older adult women in graduate school provides information about women’s experience in the process of entering graduate school starting with the factors considered before making the decision to enroll. However it does not expand throughout their whole journey, nor after they have completed it.

The literature suggests that women in mid-life consider pursuing their studies for varied reasons such as self-satisfaction, intellectual stimulation to personal fulfillment and personal growth (Carlson 2008). These reasons are also suggested by participants in the research. Margaret, for example, says that she wanted to pursue her master’s primarily for her satisfaction and for professional advancement. She had contemplated it for several years. A series of factors helped her make her decision. The timing was right for her now that her children were older. Moreover, now the financial implications were no longer an obstacle because of the educational grant she received. Nancy states that she has a good job; her main reason for pursuing her master’s is for personal accomplishment. However, the literature also suggests the primary reasons are vocationally oriented, to advance their career goals, pursue a career change and seeking a new opportunity, or to gain security in their field (Perna 2004). According to Isopahkala-Bouret (2013), the majority of older students pursue graduate studies to increase their knowledge, their qualifications or both, and to apply it to their work and improve their performance in order to avoid redundancy at work. She also notes that personal development does not exclude vocationally oriented interests. Carlson (2008) also says the desire to pursue a career change and seeking new employment opportunities as particularly evident amongst working women. The idea of change as a reason for pursuing graduate school is particularly evident in responses by mid-life women in the workforce.

For working women who were employed, the desire to pursue new and different employment opportunities are characterized by responses including “new field”, “enhanced employment opportunities”, “better employment”, “more marketable”, hoped to make contacts to help me find more satisfying employment” and “a career change in midlife” (p. 43).

The same observation is also present in the empirical research Oplatka and Tavel, (2006) comment that women in midlife turn to higher education to satisfy their desires and needs, to seek self-fulfillment and growth. Padula (1994) mentions that the ability to contribute financially and experientially to the family and the need to review the roles of family and marriage as other contributing factors to the women’s decision to reenter to studies.

Oplatka and Tavel, (2006) also mention that women in midlife turn to higher education to satisfy their desires and needs, to seek self-fulfillment and growth. Women around the world reported these motivators, and despite the differences in cultures they share the same doubts American women have, for instance, including women in Israel. O’Barr, (1989) notes the following about the women in Israel:

Similar to American women who felt doubtful about prioritizing their own aspirations, accustomed as they are to putting the needs of others ahead of their own, the study participants had to reach midlife before they could liberate themselves from societal norms and family responsibilities that usually impede women’s development, particularly in family oriented societies (as cited in Oplatka& Tavel, 2006, p.72).

Although women represent a significant portion of graduate students, the decision to enroll in graduate school involves many considerations. When I contemplated returning to school and pursue a Master’s degree, I questioned if the investment was worth it at this stage of my life. I would have to dip into my savings for my retirement; I wondered if I would have enough time to replenish my savings by the time I retire. Perna (2004) says that women might evaluate the cost benefits of pursuing graduate studies. They would consider the time away from the workforce for bearing and raising children and the shorter window of opportunity to benefit from pursuing graduate studies.

I was not only considering the monetary aspect; I also weighted the time investment involved. I would not be as available to my family. Although my children were grown, there were still demands on me as a mother’s role does not stop even when the children are grown. Also at the time I decided to enroll I started a new position at our Head Office as a Corporate Learning Consultant, This change of position involved a steep learning curve. I had to shift to a new corporate culture and priorities to meet the needs of the organization at the national level. I wondered if I would have the energy to study and keep up with the assignments now that I had to travel frequently. I already was coming home quite tired from my work; I was not sure if I was up to the additional demands I was going to face. However, I saw this investment was worth it because I would have self-actualization; I would pursue something that gave me satisfaction, besides the added credential and knowledge I would bring to my practice. According to Carlson, (1999) women in mid-life who pursue studies for two reasons: because they want to provide for themselves and an altruistic reason: to ensure the welfare of others. Women in this middle stage of development have an interest in graduate studies because they see how their education can contribute to the greater good of society, leaving a legacy for future generations. One research participant, Danielle, who has two sons in their 20s, says that one of the reasons she decided to enroll in the Master’s program was because she wanted to be a role model for her sons and to encourage them in continuing their education.

Re-entry women also see the benefits that advance education offers the individual, the need for self- actualization as per Maslow’s hierarchy of needs. Thomas (2010) notes that women took time before making the decision to become a graduate student but once they made it, it was a firm decision, they did not second guess themselves. Larson Carlson (1999) also notes that women in mid-life who are employed see that pursuing advance education increase the possibility of a career change, new employment and better employment opportunities in mid-life.

Motivation

Studies revealed that older women students have more motivation than their younger female counterparts. Thomas (2010) noted that older women students performed better at the graduate level than when they were at the undergraduate level. The women applied their life experience to their new career as a student and admitted to being more disciplined and prepared than when they were younger. They had to be very adept at time management to meet all the demands they had to meet in their different roles. I agree with Thomas’s statement regarding the motivation of re-entry women. As a re-entry woman myself, I find that I am more motivated than I was during my undergraduate studies. Although I was a good student, my motivation was not personal, it was a matter of getting through that stage in my life to go on to the next phase. Post- secondary studies was something that I was expected to do. Now, I am enjoying studying more than when I was younger, even though I am very busy with work and family responsibilities. I see them as something positive because they enable me to harness my full potential; it gives me a great sense of accomplishment

All of the women who participated in the interviews were interested in personal development and new career opportunities. For example, Michelle said that a few years back she wanted a change. She ceased an opportunity in a federal organization, however, during the period of budget cuts in the federal public service, and the reorganization that resulted, her position was declared surplus and she was subsequently laid-off. Fortunately, she received an education allowance as part of the severance package. Having the educational allowance facilitated her decision to enroll in a master’s program. The timing was right as her children were adolescents, and she did not have to worry about financing her studies. She had been contemplating doing her master’s for several years for herself and also professionally. She was aware that she needed it for advancement in her career. She also recognized that this was one of the deciding factors in the selection of who would be laid-off.

I have been contemplating for some time taking the master’s. I wanted to do it for myself but also wanted to advance professionally. Having a master’s when applying for a job – it matters and the fact that I did not have a master’s – it mattered for the lay-offs.

Isopahkal-Bouret (2013) noted that older students want to increase their qualifications and broaden their knowledge as a means to gain a recognized qualification that will have a positive effect on the future of their career. She also commented that some students have concerns about redundancy at work and feel that having a graduate degree can play in their favor.

Challenges

Mid-life female graduate students face many challenges. They are at a phase in their lives where they have multiple roles; they habitually have a career, a family, a spouse, and aging parents. Role conflict is a reality they face; harmonious family life and studies are a balancing act. If they have grown children, they frequently have to look after grandchildren. Because women bear the major responsibility of caring for elderly and other dependent relatives, this can be a barrier to their participation (Heenan, 2002). As highlighted by Hillary, who cared for her mother for two years, at one point she had to withdraw because the demands of caring for her mother were too great. Later, she had to provide care for her daughter who had a medical emergency. Even for women who do not have young children family demands can be great and be a constraint in pursuing their studies. Carlson (2008) notes that women at this stage have lives filled with multiple demands on them. The additional demands of graduate studies add stress to the women’s lives. Time and again, to avoid conflict within the family they will opt to study part-time, thus prolonging the completion of the program. The impact of the added stress of graduate school on the women is connected to several factors in their lives such as the many roles they balance. Also comments that age-related changes occur in the middle years of life. Similarly, the women were cognizant that the physical and mental changes they experienced were more than the normal aging process; they recognized this being the impact of stress:

The stress of graduate school is probably a significant contributor to the health alterations that midlife women experience. Whether these changes reflect the natural progression in the aging process or are potentiated by stress that is both self and externally induced is unclear (p.44).

Müller (2008) also reports that some women experience financial or health problems. Wiest (1999) discusses why the greater domestic responsibilities women have than men make it more difficult to pursue studies later in life. There are several areas the women interviewees found frustrating or difficult. For example the lack of understanding or support from family and friends: not enough time to do everything, juggling work, family, school and time for themselves causing stress and exhaustion (Padula, 1999). Padula further discusses how their added responsibilities affected family relationships and that it sometimes put strains on the family.

Isopahkala-Bouret (2013) notes that students in their 50s may experience self-doubt about their ability due to their age; however, research has shown that older students have academic and intellectual abilities as good as younger students. Padula (1994) also notes that although re-entry women have developed many skills through experiences such as homemaking, parenting volunteering. These experiences are transferable to their continuing schooling and work, they may have problems with self-concept and self-perception, lack of confidence. According to Thomas (2010), although recent statistics show that women return to studies at the graduate level in record numbers, the literature does not address their path to return to graduate school after a span of 20 years or more. Wolf (2009) notes that learning settings, where there are opportunities for connection and for building trust and confidence in educational personnel, are important for older adult women learners. Discussion boards, group projects, collaborative projects, and dialogical classroom interactions are suggested to provide a framework conducive to bonding and support. Nancy, one of the research participants, for example, says that she did not need support but she is sure that there might be some support for mature graduate students. She did not bother looking for it. It is not clear why she was not aware if there was any support that might be available to her. Might it be because there was no support available or that the institution did not provide information at the time of enrolment, for example in an information package or as part of the orientation?

Padula and Miller (1999) note that women expressed that they were disappointed with the lack of relationships with faculty. They discuss the lack of support or clear support from faculty. Participants felt the younger female faculty were not very supportive, but they felt, the older female professors were very supportive. Peters and Daly (2013) also comment that returners lack information and mentoring to help them in the transition from a practitioner to a graduate student. They seldom have the opportunity to have direct access to professors, resources such as academic advisors and other university resources. Hillary, one of the women I interviewed recalls that after she had e-mailed the institution to get information on the program she was interested in, a representative from the institution called her. After several follow- ups she enrolled and the representative explained the different options to pay tuition but did not offer information on services or support that could be available to her if any were available. However, Thomas (2010) contradicts findings from other studies, stating that the participants report that re-entry students receive help and encouragement from graduate school faculty members.

The women I interviewed had a variety of challenges: family obligations, juggling multiple roles and the lack of time. Nancy expresses that time and money are a challenge, she also says that she manages her time in this order of priority: children come first, then her job and then her studies.” If something were to happen, the children would take priority and school would suffer”.

They see their family obligations as their biggest challenge. They express that they feel guilty for not being there for their family. Although the participants do not have young children, they believe that family obligations sometimes conflict with their academic commitments. They all express feelings of guilt; they feel that they are taking time away from the family. Margaret, for example, feels that sometimes she spends too much time on the computer.She also says that her family through all this is supportive:” I want to be there for them I realize that going back to school might not be a good thing”.

Support

The research indicates that support systems have a significant value to the success of re-entry women at the graduate level. Roberts and Plakhotnik (2009) note that informal support from peers is particularly important to adult learners. This basis of this statement is the fundamental principle that graduate students share similar worries and issues and that fellow students would relate and understand the reality of being a graduate student. According to Müeller (2008) an important aspect of the women’s learning communities is based on meaningful interaction with content, faculty, and classmates. For women in graduate school, social capital in the form of support systems such as significant relationships with family, friends and peers is crucial to the successful completion of their graduate programs.

According to Arric (2011) the support available to women from their family members, peers, school personnel and church members contributes to defining a successful path to their graduate education. She also notes that women with a higher level of income experience less stress than women with a lower level of income. Peters and Daly (2010) note that graduate students have special needs however graduate program that are used to direct pathway students do not usually accommodate those needs. They also say that returners lack information and mentoring while they make decisions about transitioning from practitioners to graduate students. They often do not have direct and continuing access to professors, academic advisors and university resources.

Maslow’s theory and women in graduate programs

Maslow (1943) states in his theory of human motivation, that people are motivated to achieve certain needs. These needs are classified in a hierarchy where once a certain need is met the individual will strive to achieve another one, and so on. The basic needs or deficiencies are physiological needs that must be met before a person is motivated to achieve the higher level growth needs. Subsequently when these needs are satisfactorily met the individual may be able to achieve the final need in the hierarchy : self-actualization. Maslow (1943) defines self-actualization as the “desire for self-fulfillment” (p.382). Merriam et al. (2007) describe the final need of an individual as the longing to achieve their full potential, what they are capable of accomplishing. They further note that Sahakian (1984) says that Maslow views the primary goal of learning as a form of self-actualization.

Research shows that before deciding to enter graduate studies, women say they took into account the financial implications that returning to school would have on their family, similarly ensuring the well-being of the family. Attending to these needs, which correlate with the second level of the hierarchy (safety) was essential before women would undertake the journey to graduate school. Subsequently the needs at the third level of the hierarchy, love/belonging are addressed. Mid-life women juggle multiple roles and they see family responsibilities as a major challenge for them. Balancing the additional demands of graduate studies and the family responsibilities while maintaining the family dynamics are important to women (Carlson, 2008; Heenan, 2002).

The studies similarly reveal that reentry women are primarily motivated to pursue graduate studies for vocational reasons (Carlson, 2004; Isopahkala-Bouret 2013; Perna, 2004). They further indicate that women expressed that they re-entered studies in pursuit of self- fulfillment and growth (Carlson 2008; Oplatka & Tavel, 2006). These two motivators for re-entering correlate respectively with the fourth and fifth level in the hierarchy: the esteem need and the self-actualization need. The two are not attended to in isolation, or consecutively, both needs in this case are addressed concurrently. The esteem need relates to the sense of high-evaluation of oneself, self-respect or self-esteem, by realizing achievement, thus showing capacity and gaining respect and esteem of others. The self-actualization need is associated with the desire to reach one’s full potential (Maslow, 1943). Returning to school provides a context where two levels of the hierarchy are fulfilled concurrently.

Conclusion

The studies show that women labour over making the decision to go back to school. After considering the financing of their studies, one of the critical factors they consider is the impact that going to school will have on their family life. The situation does not seem to have changed much in the last ten years despite the fact that women return to studies at the graduate level in growing numbers. Could this be interrelated with the fact that the division of work is unequal between men and women and that women take on the bulk of family obligations, whether they are domestic chores, child care or the caring of sick or elderly parents?

The reasons for deciding to go back to school are primarily vocationally oriented; however, women also express the need for self-satisfaction self-fulfillment and growth. Many of them had aspirations to pursue graduate studies but delayed it due to family constraints. Re-entry women report the lack of support mechanisms available to them at school or in the community. The literature indicates that interaction with faculty and fellow students was an important source of support. It also suggests there is a lack of career guidance and mentoring. There is a dichotomy in terms of the influence the family has on the experience of re-entry women: it can be a challenge, yet it is the source of great support and strength for the women. They say that they get their support mainly from their family, on the one hand; however, they also express that their major challenge is their family obligations.

The participants expressed a need for more access to financial support for re-entry women who are returning to pursue graduate studies as it has an impact on their families. They also indicated that universities should provide information on support systems that are available to them.

Recommendations

Research shows that mature reentry women in graduate school do not have as much access to faculty, peers and guidance counsellors as students who enter graduate school directly after completing an undergraduate program. It would be beneficial for these women if universities provided an orientation that would include information on the resources available to graduate students and how to access them. Also, a peer mentoring program where students who are at a later phase of their graduate program mentor new graduate students would provide support for re-entry women in the transitioning to being a graduate student.

Further research on re-entry women at the graduate level, in particular women over 40 would further increase knowledge on their particular needs. It would also help in identifying ways to broaden access to graduate school and have support systems in place to assist them during their studies.

References

Arric, L. (2011). An investigation of women’s perceived stressors and support systems while enrolled in an online graduate degree program. (Doctoral dissertation). Retrieved from ProQuest LLC. (UMI Number: 3497347)

Bradburn, E.M., Moen, P., Dempster-McClain, D. (1995). Women’s return to school following the transition to motherhood. Social Forces, 73, 1517-1551.

Carlson, S.L., (2008). An exploration of complexity and generativity as explanations of midlife women’s graduate school experiences and reasons for pursuit of a graduate degree. Journal of Women & Aging, 11 (1), 39-51.

Heenan, D., (2002). Women, access and progression: an exploration of women’s reasons for not continuing in higher education following completion of the certificate in women’s studies. Studies in Continuing Education, 24 (1), 39-55.

Isopahkala- Bouret, U. (2013). Exploring the meaning of age for professional women who acquire master’s degrees in their late 40s and 50s. Educational Gerontology, 39: 285-297.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370-396 Maslow’s Hierarchy of Needs. Available: https://www.psychologytoday.com/ blog/hide=and-seek/201205/ourhierarchy-needs

Merriam, S., Caffarella, R., Baumgartner, L., (2007). Learning in adulthood (3rd Ed.) San Fr ancisco, CA: Jossey-Bass.

Müeller, T. (2008). Persistence of women in on-line degree completion programs. International Review of Research in Open and Distance Learning, 3 (2), 1-19.

Oplatka, I., & Tevel, T. (2006). Liberation and revitalization: the choice and meaning of higher education among Israeli female students in midlife. Adult Education Quarterly, 57 (1), 62-84.

Padula, M.A., (1994), Reentry women: A literature review with recommendations for counseling and research, Journal of Counseling & Development, September-October 1, 73.

Padula, M.A., & Miller, D.L. (1999). Understanding graduate women’s re-entry experiences. Psychology of Women Quarterly. 23 (2), 327- 344. Perna, L. W, Understanding the decision to enroll in graduate school: Sex and Racial/Ethnic Group Differences. Journal of Higher Education. 75 (5), 487-527.

Peters, D. L., & Daly, S. R. (2013). Returning to graduate school: Expectations of success Values of the degree, and managing the costs. Journal of Engineering Education 102 (2), 244-268.

Roberts, N.A., Plakhotnik, M.S. (2009). Building social capital in the Academy: the nature and function of support systems in graduate adult education. New Directions for Adult and Continuing Education 122, 43. Available: http://www. simplypsychology.org/maslow.html

Thomas, C.M. (2010). “No hesitation; I would do it again:” Women over 40 who enroll in graduate school. Journal of Ethnographic and Qualitative Research, 5 (1), 55-67. What Is Maslow’s Hierarchy of Needs? – About.com Education. (n.d.). Available: http://psychology.about. com/od/theoriesofpersonality/ss/ maslows-needs-hierarchy

Wiest, L.R. (1999). Addressing the needs of graduate women. Contemporary Education, 70 (2), 30-34.

Wolf, M.A. (2009). Older women learners in transition. New Directions for Adults and Continuing Education, Summer 2009, (122), 53-62, DOI: 10.1002/ace.334. 10.1002/ace.334.

Exploring innovative teaching strategies using Project MIND -Math Is Not Difficult, and promoting inclusive and effective math education for children with Autism, improving their long-term academic and life outcomes.

Keywords:

STEM, Education, High school, Female

Bio

Prof. Hui Fang Huang

Prof. Hui Fang Huang (Angie) Su, Ed.D., is a professor with the Department of Education at the Abraham S. Fischler College of Education and School of Criminal Justice. She was honored with the President’s Distinguished Professor of the Year Award 2017-2018. Dr. Su is the creator of Project MIND ® – Math is Not Difficult, a K-12 mathematics enhancement project currently being implemented in classrooms throughout the United States. She is the Past President of the Florida Distance Learning Association and the President of the Florida Association of Mathematics Teacher Educators (FAMTE). She is also a Florida mathematics standards framers and writers team member. Dr. Su has received numerous awards and recognitions, including the prestigious Presidential Award for Excellence in Mathematics and Science Teaching from the National Science Foundation, the William T. Dwyer Award for Excellence in Teaching, Palm Beach County Elementary Mathematics Teacher of the Year, Walmart Teacher of the Year, State of Florida’s Little Red School House Award for school principals (for Project MIND), and the Women of Distinction Award from the Soroptimist International. Prof. Hui Fang Huang (Angie) Su is assisted by: Dr. Jia Borror.

Dr. Jia Borror

Jia Borror received her doctoral degree in Educational Leadership in May of 2012. Dr. Borror serves as a faculty member at NSU’s Abraham S. Fischler College of Education and School of Criminal Justice. She has over 20 years of classroom teaching experience and holds National Board Certification. She teaches multiple courses in education at the Undergraduate, Master’s, and Educational Specialist level in the areas of Curriculum and Instruction, Teacher and Educational Leadership, and Early Childhood Education. Areas of research include early childhood, elementary education, STEM education, teacher leadership, bullying, and emotional resilience.

Dr. Teri Triguba Williams

Veteran educator with 30+ years’ experience, currently Lead Faculty for MS in College Student Affairs at Nova Southeastern University (NSU). Holds prior position as Director, Office of Experiential Education and Learning (ExEL). Built comprehensive experiential education program and FYE course for FTIC students. Shifted experiential education into a graduation requirement, driving educational and cultural change at NSU. Collaborated with National Society for Experiential Education (NSEE), establishing annual Experiential Education Academies (EEA) nationwide. Actively engaged with NSEE as a National Faculty and facilitated EEA workshops at universities and conferences. Catalyst for positive systemic change in Broward County Public Schools, impacting over 10,000 educators and school leaders.

Abstract

The present study investigated the effects of integrating STEM (science, technology, engineering, and math) with the arts on the academic and career outcomes of high school minority female students. This research aimed to address the persistent underrepresentation of women and minorities in STEM fields and bridge the achievement gap.

A methodological design was implemented, involving the integration of an arts-integrated STEM curriculum at a high school with a predominantly minority and female student population. The academic and career outcomes of the program participants were compared to a control group receiving traditional STEM education. Data collection involved surveys, assessments, and interviews, and quantitative and qualitative methods were employed for analysis. The study’s significance lies in demonstrating the effectiveness of arts integration in engaging and supporting the academic and career success of minority female students in STEM.

Methodology

The methodology for the research project aimed at raising STEM awareness among high school female students involves a systematic and comprehensive approach to engage and inspire the target population. The study sought to address the gender disparity in STEM fields by designing and implementing an intervention program promoting STEM interest and participation among female students. To achieve its objectives, the study employed a methodological design that involved the implementation of an arts-integrated STEM curriculum at a high school with a predominantly female and minority student population. This curriculum was designed to combine the principles and practices of STEM with artistic elements, such as visual arts, music, and theater, to create a more holistic and engaging learning experience.

Data collection for the study involved various methods, including surveys, assessments, and interviews. Quantitative methods were used to analyze the survey and assessment data, while qualitative methods were employed to analyze the interview data. This mixed-method approach allowed the researchers to understand the participants’ experiences and outcomes comprehensively.

The following steps outline the methodology employed:

1. Program Design: The researchers developed a carefully crafted program incorporating various activities and initiatives to enhance STEM awareness. This included workshops, hands-on experiments, guest lectures by professionals in STEM careers, and a field trip to the university to visit STEM labs and meet with undergraduate students and professors in various STEM programs to create mentoring opportunities. In addition, the program was designed to provide exposure to different STEM disciplines, highlight successful female role models in STEM, and foster a supportive and inclusive learning environment.
2. Selection of Participants: A diverse group of female high school students was selected to participate in the program. Efforts were made to ensure representation from different ethnic, socioeconomic, and academic backgrounds. Inclusion criteria include interest in STEM subjects or career aspirations in STEM fields.
3. Implementation: The program was delivered from September through December. It involved a combination of in-school and out-of-school activities, carefully planned and coordinated by the research team and educators. The activities were designed to be engaging, interactive, and hands-on, allowing participants to actively explore STEM concepts and develop critical thinking and problem-solving skills.
4. Data Collection: Various methods were employed to assess the program’s impact on STEM awareness and interest among the participants. Pre-and post-program surveys were conducted to measure changes in attitudes, perceptions, and self-efficacy related to STEM. Additionally, focus groups or interviews were conducted to gather qualitative data, allowing participants to share their experiences, challenges, and aspirations.
5. Data Analysis: The collected data were analyzed using appropriate statistical techniques to quantify the participants’ STEM awareness, interest, and self-efficacy changes. Descriptive statistics were used to summarize survey data, while qualitative data from interviews or focus groups were analyzed thematically to identify common themes and patterns.
6. Evaluation: The program’s effectiveness was evaluated based on the findings from the data analysis. The researchers compared the pre-and post-program data to determine if there was a significant increase in STEM awareness and interest among the participants. Additionally, feedback from participants, educators, and stakeholders was sought to gain insights into the strengths and weaknesses of the program and identify areas for improvement.
7.  Recommendations and Dissemination: Based on the findings and evaluation, recommendations were made to improve the program and enhance its impact on STEM awareness among high school female students. The research team disseminated the results through academic publications, conference presentations, and reports to education policymakers, school administrators, and relevant stakeholders to promote evidence based practices for increasing STEM awareness and engagement among female students.

By employing this comprehensive methodology, the team hoped to contribute to the existing literature and provide practical insights for educators, policymakers, and researchers interested in addressing the gender gap in STEM fields and fostering STEM awareness among high school female students.

The significance of this study lies in its potential to demonstrate the effectiveness of arts integration in engaging and supporting the academic and career success of minority female students in STEM fields. In addition, by combining STEM’s analytical and problem-solving skills with the creative and expressive aspects of the arts, the researchers hypothesized that the students would excel academically and develop a more substantial interest and passion for pursuing STEM-related careers.

The findings of this study have the potential to inform educational policies and practices, highlighting the importance of incorporating arts into STEM education, particularly for underrepresented groups. Furthermore, by providing empirical evidence of the positive effects of arts integration, the study contributes to efforts aimed at reducing the gender and minority gaps in STEM fields and promoting inclusivity and diversity in scientific and technological endeavors.

Background

Integrating arts into STEM education has shown promise in engaging and inspiring students across various studies (Hetland et al., 2007). By incorporating artistic elements such as visual arts, music, and theater into STEM curricula, students are provided with unique and creative avenues to explore and express STEM concepts. Integrating skills enhances students’ comprehension of scientific and technical principles and stimulates their imagination and creativity.

However, despite the potential benefits of arts-integrated STEM education, women still need to be represented in specific STEM disciplines, such as math and chemistry (NSB, 2019). This highlights the need for targeted efforts to foster interest and engagement among female students in these areas. By implementing a collaborative and inclusive environment that integrates arts into STEM education, this project aims to boost confidence, motivation, and interest among high school female students, particularly those from minority backgrounds.

The significance of this study lies in its potential to bridge the gender gap in STEM fields by demonstrating the effectiveness of arts integration in engaging and supporting the academic and career success of minority female students. Furthermore, by providing empirical evidence of the positive impact of arts-integrated STEM education, the study contributes to the growing body of research that promotes innovative approaches to address gender disparities in STEM.

Furthermore, integrating arts in STEM education offers a unique learning approach that can enhance students’ comprehension and expression of STEM concepts. By incorporating creative and artistic elements, students can develop a deeper understanding of complex scientific principles and apply their knowledge in novel and imaginative ways. This study’s findings have the potential to inform educational policies and practices, emphasizing the importance of arts integration in promoting STEM awareness and fostering inclusivity and diversity in STEM fields.

In 2019, the underrepresentation of women in STEM persisted, constituting only 29% of the science and engineering workforce in the United States (NSB, 2019). This gender disparity has been a longstanding issue, highlighting the need for proactive measures to promote diversity and inclusivity in STEM.

Encouraging girls to pursue STEM education is crucial for addressing this underrepresentation (NSB, 2019). Research has shown that providing female students with a supportive and inclusive learning environment can enhance their confidence, interest, and participation in STEM subjects. In addition, educators can empower girls to explore their potential in traditionally male-dominated fields by fostering an environment that promotes equality and removes barriers.

The background highlights the persistent underrepresentation of women in STEM fields and the significance of encouraging girls to pursue STEM education. Integrating arts into STEM education provides a promising approach to engaging and inspiring students, particularly female students from minority backgrounds. Unfortunately, according to the National Science Board, the underrepresentation of women in STEM has persisted, constituting only 29% of the science and engineering workforce in the United States (NSB, 2019). This gender disparity highlights the need for additional measures to promote diversity in STEM fields.

Encouraging girls to pursue STEM education is crucial for addressing this underrepresentation (NSB, 2019). Research has shown that providing female students with a supportive and inclusive learning environment can enhance their confidence, interest, and participation in STEM subjects. In addition, educators can empower girls to explore their potential in traditionally male-dominated fields by fostering an environment that promotes equality and removes barriers.

This study contributed to existing research by examining the impact and implementation of STEM activities connecting with various art forms. In addition, the researchers focused on arts-integrated STEM education on the academic and career outcomes of high school minority female students, aiming to reduce gender disparities in STEM fields and promote inclusivity and diversity in scientific and technological endeavors.

The researchers achieved the following results from the study:

They cultivated a collaborative and inclusive learning environment encouraging participation and teamwork among female high school students in STEM activities. By fostering collaboration, the project aimed to promote community and support among participants, allowing them to learn from and inspire one another.

1. They exposed female students to successful female role models in STEM through Arts infused activities. By connecting students with accomplished women/ scientists in STEM careers, the project aimed to inspire and empower participants, demonstrating that successful careers in STEM are attainable for women.
2. They assessed and documented the effectiveness of arts integration in engaging and supporting high school female students’ interest and participation in STEM. In addition, the project sought to gather data on the impact of arts integrated STEM education on students’ attitudes, perceptions, and self-efficacy in STEM fields.
3. They increased interest and enthusiasm for STEM subjects among female research sites/ school students. In addition, by providing hands-on, creative, and innovative learning experiences, the project motivated participants to develop a more profound interest in STEM fields and a greater appreciation for their real world applications.
4. They enhanced problem-solving and critical thinking skills among participating students. Through the integration of arts, the project fostered creative approaches to problem-solving and encouraged students to think outside the box when tackling STEM challenges.
5. They increased confidence and self-efficacy among students in pursuing STEM careers. In addition, by providing a supportive and inclusive learning environment and exposure to successful female role models in STEM, the project participants developed a greater belief in their abilities and potential to succeed in STEM fields.
6. The team created greater awareness and understanding of diverse STEM fields and potential career pathways. Through workshops, activities, and exposure to different STEM disciplines, the project broadened students’ knowledge and exposed them to various STEM-related career opportunities.
7. The research team documented best practices and lessons learned in integrating arts into STEM education. In addition, the project contributed to the body of knowledge on effective strategies for promoting STEM interest and participation among high school female students, specifically focusing on integrating arts.

By achieving these objectives and expected outcomes, the project made significant progress in increasing the interest, participation, and confidence of high school female students in STEM fields, ultimately addressing the gender disparity and promoting diversity and inclusivity in STEM education and careers.

Sample STEM activities with Arts Integration

Various engaging activities were implemented to motivate 9th-grade female students and integrate the arts into STEM subjects. The following are example activities focusing on Chemistry, Biology, Physics, Technology, Mathematics, and Food Science, with the addition of incorporating Tai-Chi to demonstrate the connections in STEM.

1. Chemistry:

• Artistic Molecules: Students created artistic representations of molecules using various art materials, showcasing their understanding of chemical bonding and molecular structures.
• Culinary Chemistry: Students explored chemical reactions and changes during cooking or food preparation, linking chemistry concepts with culinary arts.

2. Biology:

• Nature-inspired Art: Students collected samples of leaves, flowers, or other natural materials and used them to create botanical artwork, emphasizing the connection between biology and art.
• Biomimicry Design: Students studied organisms and their adaptations and then used that knowledge to design and create innovative products inspired by nature.

3. Physics and Engineering

• Kinetic Sculptures: Students designed and constructed sculptures that utilize basic physics principles, such as balance, motion, and forces, while incorporating artistic elements to create visually captivating works.
• Light and Color: Students explored the properties of light and color through experiments and created artwork demonstrating their understanding of concepts like reflection, refraction, and color mixing.

4. Technology:

• Digital Storytelling: Students used digital tools to create multimedia presentations or videos that showcase the intersection of technology and storytelling, highlighting the importance of technology in various fields.
• Coding Art: Students learned coding concepts and used programming languages to create interactive and visually appealing artwork, demonstrating the fusion of technology and creativity.

5. Mathematics:

• Mathematical Patterns in Art: Students investigated mathematical patterns found in various art forms, such as tessellations, fractals, or Fibonacci sequences, and created artwork based on these patterns.
• Data Visualization: Students collected and analyzed data, then used graphical representations, infographics, or interactive visualizations to present their findings artistically.

6. Food Science

• Molecular Gastronomy: Students used various techniques to explore the science behind food preparation.
• Food Photography: Students learned about composition, lighting, and angles in photography while capturing visually appealing images of food, linking food science and visual arts.

Integration of Tai Chi 

Incorporating Tai Chi into the activities helped demonstrate the connections between STEM and movement, balance, and the human body. For example, students engaged in Tai Chi exercises learned about the physics principles behind movement and balance, and explored the scientific benefits of Tai Chi on mental and physical health. In addition, they created artistic representations or performances that showcase the integration of STEM principles with Tai Chi movements.

Combining these activities allowed students to engage in hands-on experiences that intertwine STEM subjects with artistic expression. This interdisciplinary approach fosters creativity, critical thinking, and problem-solving skills while highlighting the relevance and interconnectedness of STEM in various aspects of everyday life.

Data Analysis and Conclusion

This project aimed to address the underrepresentation of high school female students in STEM fields by creating a collaborative and inclusive environment that integrates the arts. The target population consisted of thirty to forty minority female high school students from diverse backgrounds uncertain about pursuing STEM careers. The project was implemented with the school’s leadership team and STEM experts.

The project team carefully recruited the participants, considering their backgrounds, interests, and aspirations. In addition, efforts were made to ensure diversity and inclusivity, allowing students from various ethnic, socioeconomic, and academic backgrounds to participate.

The project team collaborated with STEM experts to design and organize hands-on learning experiences. Workshops, activities, and experiments were developed to provide creative and innovative approaches to learning STEM subjects. Integrating arts into the curriculum allowed the participants to explore STEM concepts through visual arts, music, theater, and other artistic mediums. The project aimed to stimulate the participants’ imagination, foster critical thinking, and develop problem-solving skills by incorporating creative elements.

The project’s primary objective was to increase the confidence and motivation of the participants to pursue careers in STEM fields. By providing a supportive and inclusive learning environment, the project aimed to boost the participants’ self-belief, challenge gender stereotypes, and demonstrate the diverse range of opportunities available in STEM careers.

The effectiveness of the project was evaluated through a variety of methods. Student assessments, including pre-and post-program surveys, were conducted to measure STEM knowledge, attitudes, and self-efficacy changes. Focus groups and interviews were also conducted to gather qualitative data, allowing participants to share their experiences, challenges, and aspirations. The evaluation aimed to assess the impact of the activities and the overall project on the participants’ interest, engagement, and confidence in pursuing STEM careers.

Through the project’s activities and evaluation, the research team aimed to contribute to the existing knowledge on innovative approaches to STEM education and its potential to empower and inspire minority female students. By promoting diversity and inclusivity in STEM fields, the project sought to reduce the gender gap and open new academic and career opportunities for the participants.

Data Analysis

Correlation Analysis was conducted using data from the S-STEM survey, specifically from 9th-grade female students. The data collected pertains to their abilities and attitudes toward math, science, engineering, and technology. Correlation analysis is a method used to measure the strength of the relationship between variables, with a high correlation indicating a strong association. The STEM areas are grouped into math, science, and engineering/technology. The analysis results can be used to determine if there is a connection between students’ abilities and attitudes within each subject. For instance, it investigates whether a student who expresses a positive attitude toward math also demonstrates a positive attitude toward their math skills.

Correlation analysis can be performed using different methods, with the Pearson and Spearman correlation being the most popular. Both ways assess the degree of association between variables, but the Spearman correlation is suitable for ordinal data. In this analysis, the Spearman correlation is utilized, considering two questions simultaneously, where one question relates to the ability and the other two feelings. The questions should also pertain to the same subject and have the same perspective (positive or negative).

Two statements from each subject are compared to determine the correlation between students’ attitudes and abilities. For math, the statements “I like math” (M1) and “I can get good grades in math” (M8) are analyzed. In the case of science, the questions “I am sure of myself when I do science” (S1) and “I would consider a career in science” (S2) are considered. Lastly, for engineering and technology, the questions “I like to imagine creating new products” (ET1) and “I am good at building and fixing things” (ET3) are used.

Several aspects of the analysis can be examined to determine the strength of the association between variables. The correlation coefficient, ranging from -1 to +1, indicates the nature of the relationship. A positive coefficient signifies a positive relationship, while a negative coefficient indicates a negative relationship. A coefficient of 0 implies no connection between the variables. The significance value is also crucial as it helps determine if the result is statistically significant.

Notably, the correlation coefficient at the intersection of the questions for math is .865, indicating a positive relationship between liking math and achieving good grades in math. The superficial significance level of <.001 supports this correlation.

Similarly, the coefficient of .926 reveals a high positive correlation between students who are sure of themselves in science and those who would consider a career in science. Once again, the significance level is <.001, confirming this correlation.

Regarding engineering and technology, the correlation coefficient of .884 demonstrates a positive relationship between students who enjoy imagining new products and those skilled at building and fixing things. The significance level, <.001, aligns with this correlation.

Identifying correlations between variables is crucial for various research problems. In this case, examining the data for correlations allows us to determine if a positive relationship exists between students’ attitudes toward a particular subject and their abilities. This suggests that students with positive attitudes are likely to perform well, while those with negative attitudes may not excel. Therefore, a Correlation Analysis was performed using the data collected through the S-STEM survey.

This project provided an inclusive and collaborative environment for high school minority female students to explore and engage with STEM subjects through arts integration. The project aimed to increase the participants’ confidence and motivation to pursue STEM careers by fostering creativity, critical thinking, and problem-solving skills. The project’s effectiveness was assessed through assessments, surveys, and qualitative data collection methods, ultimately contributing to understanding effective strategies for promoting STEM interest and participation among high school female students. This project aimed to increase the interest and involvement of high school female students in STEM fields through a collaborative and inclusive environment that integrates the arts. Thirty to forty minority female high school students from diverse backgrounds, uncertain about pursuing STEM careers, were recruited by the school leadership team to participate in the project. The project team collaborated with STEM experts to create and organize hands-on learning experiences, fostering the development of creative and critical thinking and problem solving skills among the participants. The primary objective was to increase the confidence and motivation of the students to pursue careers in STEM fields. The project’s effectiveness was evaluated through student assessments, surveys, and focus groups to gauge the impact of the activities and the overall project.

Overall, this research sheds light on an innovative approach to STEM education and its potential to empower and inspire minority female students, ultimately leading to improved academic performance and expanded career opportunities in STEM fields.

Authors

Hui Fang Huang (Angie) Su, Ed.D., is a Professor of Mathematics Education at Fischler College of Education and School of Criminal Justice.

Teri William, Ph.D., is an Assistant Professor at the Fischler College of Education and School of Criminal Justice.

Jia Borror, Ed.D., is an Associate Professor at the Fischler College of Education and School of Criminal Justice.

Acknowledgment

We want to thank our expert presenters for their contribution to the project in the respected fields:

Arthur Sikora, Ph.D., Assistant Professor, Department of Chemistry and Physics. Halmos College of Arts and Sciences, Nova Southeastern University

Yueting Wan, Ph.D., Assistant Professor, Department of Chemistry and Physics. Halmos College of Arts and Sciences, Nova Southeastern University

Julie Torruellas Garcia Ph.D., Professor, Department of Biological Sciences, Halmos College of Arts and Sciences, Nova Southeastern University.

References

National Science Board (NSB). (2019). Science and Engineering Indicators 2019. Arlington, VA: National Science Foundation.

AAUW (American Association of University Women). (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: AAUW.

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College Press.

This study aims to explore how higher education institutions (HEIs) can be reimagined in 2024 to empower students and contribute to a sustainable future.

Keywords:

Higher Education, Sustainability, Critical thinking, Student Empowerment

Bio

Prof. Dr. Parin Somani, Director & CEO of London Organisation of Skills Development (LOSD). She is a distinguished Academic Scholar, three times TEDx Speaker, and Author, honoured the title of Winner of Mrs Universe 2022, Winner of Enigma Mrs. World 2022 and several others. With 2 Academic and 6 Honorary Doctorates, she’s a multi-award-winner and humanitarian. She is a prolific author of 21 books, and a record-breaker recognised in Guinness World Records and multiple prestigious record books. She was invited to deliver a Keynote Speech at Harvard University, Cambridge University and many more. In her global travels to 127 countries, Prof. Dr. Parin Somani tirelessly contributes to education, women empowerment, and youth development.

Abstract

This study aims to explore how higher education institutions (HEIs) can be reimagined in 2024 to empower students and contribute to a sustainable future.

A systematic review of recent academic literature focusing on higher education pedagogy, curriculum development, and student development in the context of sustainability was conducted. Additionally, the review analysed reports and publications from leading sustainability organisations and higher education institutions.

The review identified several key areas for progress within HEIs. Firstly, a need for curriculum reform, emphasising the integration of sustainability principles across all disciplines. Secondly, the importance of fostering critical thinking and problemsolving skills through innovative pedagogies was highlighted. Thirdly, prioritising student well-being and mental health through robust support systems was identified as crucial for fostering resilience. Finally, the review found that experiential learning opportunities such as internships and community engagement projects were vital for fostering student agency and impact.

Integrating sustainability across curricula, fostering critical thinking, prioritising student well-being, and providing experiential learning opportunities are crucial for empowering students. By implementing these changes, HEIs can transform into catalysts for a sustainable future. Students graduating in 2024 and beyond, equipped with these skills and experiences will be well-positioned to address complex global challenges and contribute to a more resilient world. This reimagined approach to higher education has the potential to unlock student potential for a sustainable future.

Introduction

Higher education is at a pivotal moment in history. The backdrop of this moment is shifting from reactive approaches to more visionary goals. Sustainable development globally and locally is becoming a priority as governments take up the challenge, validate their positions, and initiate a strategic response at regional and national levels, reflecting local priorities.

Universities have an essential role in public life and community development. They foster independent, critical, and diverse perspectives on issues affecting social, political, economic, and environmental aspects of life. However, public universities are at a crossroads. As mass education democratizes access to higher education, this could also lead to increased instrumentalism and reductions in the ability of universities to act as profound agents of democratization, social development, citizenship, and equity.

As society strives for ecological sustainability, social justice, and a more equitable distribution of material resources, the role of universities must be critically assessed. They need to take up the challenge of affecting a radical transformation of society from the internal structures built up over centuries. All sociopolitical institutions have consider how the potential of public universities can be unlocked to contribute to social and political changes towards improving the world, its resources, and society. Attention is turned to how the universities might major challenges to confront, including the development of a new moral and political economy, changing patterns of governance, and an evolution towards more ethical, expansive, and inclusive power. These challenges will only be addressed on the basis of equally profound transformations of the institutions that shape consciousness through knowledge production and dissemination. Figure 1 depicts the integration of sustainability principles into higher education curricula.

With these intentions in mind, a proposal is made to be actively reimagined to embrace the potential of humanity rather than retreat into the privileged and the instrumental. The argument is made that thinking and acting publicly are university responsibilities, and there must be a world university movement that asserts the universal contribution of public knowledge and takes up the challenge of its global regulation and democratization.

Aim

Higher education is a vital and powerful force for good in society. It positively impacts the economy, equality, health, happiness, and well-being. Those with degrees earn more and are less likely to be unemployed. Yet, 90% of the world’s population live in developing countries, where only 1% of young adults have a tertiary qualification. An unprecedented convergence of crises, from climate change to conflict, is resulting in disruption and destruction, resulting in higher education having an ever-greater obligation to promote peace, justice, and sustainable development globally. Building on the commitments of the 2030 Agenda, the sustainable development goals, and the new higher education institutions 4-5-6-7- 8-9-10, this document begins to address the questions: “What would a higher education for a sustainable future look like?” and “How can it be reimagined and unlocked for all?”

In response to the rapid and reiterative changing global context, the education for a sustainable future vision presented here aims to provoke critical dialogue and explore collaborative actions by higher education and partners across public, private, civil society, local and global sectors. Importantly, it acknowledges a global north/south power dynamic resulting in unequal access to and benefit from technology. Technology should be regarded as a double-edged sword that empowers as well as impoverishes. Information and communication technologies (ICTs) are an enabler of access, at the same time, a barrier to a growing divide as they play a pivotal role in the production and dissemination of knowledge.

The rapidly enhancing artificial intelligence (AI) capability poses another game-changing challenge to the existing form and norm of higher education. Technology development and adoption is race-driven to grow in scale and scope. Ethical framework and governance lag behind regulating the impact of AI in society. There is a need for holistic consideration of people, purpose, planet, prosperity, and peace in a higher education context reimagined; reimagining the education for sustainable future vision; rethinking the role of technology; and redefining the emphasis on global solidarity and local actions. There is excitement towards the worldwide imagination of education for a sustainable future. What higher education would mean and look like if everyone on earth was nurtured equally and inclusively similarly to the “richest of the rich” as epitomised by the worldrenowned Ivy League institutions?

Methodology

The methodology employed to explore the reimagining of higher education in 2024 encompasses a systematic framework that integrates qualitative and quantitative methods, data collection techniques, and other relevant processes. As highlighted by (Beecroft & C. Schmidt, 2015), the scenario method shows high potential for use in Higher Education in Sustainability (HES). This method involves constructing and analysing alternative future developments to support present decisionmaking. Didactical reconstruction of the scenario method is essential to develop appropriate forms of teaching in higher education, allowing students to cultivate fundamental reflexive competencies in addressing the future in ways relevant for both sustainability and education.

Results and Discussion

The results and discussion section presents the culmination of the examination of reimagining higher education in 2024. It encompasses the findings derived from the analysis and combines them with in-depth conversations, interpretations, and contextualisation’s. This section delves into various aspects of the reformation and its implications, offering insights from leaders and students about the future of higher education (Andrew Doiron, 2017). It also discusses the expectations of students regarding the role of technology in higher education, emphasising the need for technologies that enable students to become co-creators in their education processes (Romenska, 2009). The section highlights the emergence of challenges faced by higher education institutions in the face of a changing social, economic, technological, and political context, prompting the need for a revaluation of assumptions and the development of a vision for the future.

3.1. Curriculum Reform in Higher Education

Curriculum reform in higher education is vital for preparing students for a sustainable future. The proposed changes aim to adapt learning frameworks, course structures, and knowledge delivery methods to foster relevant skills and competencies. Research has shown that transformative education involves engaging the whole person and affecting change in deep levels of values and beliefs (Winter et al., 2015). This suggests that higher education institutions need to create opportunities for students to experience higherlevel transformation by linking personal and professional spheres. Additionally, there is a growing trend towards nonstandard curricula, including flexible, personalised, workbased, and online structures, as well as increased collaborative provision, which presents both implications and potential incompatibilities for future curricula (Peach, 2012).

3.2. Fostering Critical Thinking and Problem-Solving Skills

To foster critical thinking and problem-solving skills in higher education, institutions are implementing various initiatives and strategies. One such initiative is the NK program at North Carolina State University, which aims to transform the culture of teaching and learning from teacher-centered to student centered instruction. This approach emphasises higher order thinking and encourages faculty to engage in intensive development, create discipline-specific activities, and provide feedback on students’ thinking skills. The primary outcome is for students to apply critical and creative thinking skills in problem-solving, addressing the need for graduates to be prepared for career challenges related to these skills (Allen et al., 2019). In addition, the use of heuristic evaluation methods is being explored to connect online platforms with the development of critical thinking, creativity, and problem-solving skills in students. This approach allows educators to understand the learning system as a whole and align it with the needs of twenty-first century skills (Nussbaum et al., 2021). These initiatives collectively contribute to the cultivation of essential skills that enable students to meaningfully contribute to a sustainable future.

3.3. Prioritising Student Well-being and Mental Health

(Goodman, 2017) emphasises the importance of universal mental health promotion through curricular changes, wellness centres, and integration of wellness into student programming. This approach communicates an institutional priority of mental health and wellness, providing free education or resources, while also emphasising the need for supervised skills practice and supportive relationships. Additionally, (Spencer Kilarski, 2019) highlights the frustration and overwhelming academic expectations experienced by students, indicating the need for structural changes in academic calendars to support student relaxation and study time. These insights underscore the significance of addressing student welfare and mental health challenges within the higher education system to create a supportive and conducive learning environment. Figure 2 depicts the components of a robust support system for student well-being in higher education.

Conclusion

If the challenges facing humanity are to be met, a concerted global effort must be made. To achieve this, universities must take the lead and ensure they are fit for purpose. As agents of social and economic change, they have no moral choice otherwise. As a starting point, the Universitas 21 (U21) Global Ingenium Summit in 2024 will take a “blank sheet of paper” approach to the higher education landscape. Participants will imagine a higher education world where they can take decisions uninhibited by cost, convention, or responsibility. They will design a new system preferably for the world at large, but at least for thir home countries. Once there is something tangible, then the real work starts – to deliver it against the millstone s of feasibility, affordability, and practicality. A U21 Global Summit is proposed to explore ow ingenuity might unlock the potential for a sustainable future and reimagine a higher education system that is fit for purpose in 2024. Each university in U21 is invited to share experiences and reflections that contribute to a full programme of conversations and discussions. Vice Chancellors, Presidents and other leaders from U21 institutions will meet HSBC’s Chief Economist, Greg Fyfe, and the World Future Society’s Jim Auckerman. Together, they will examine the future of the world and the consequences for higher education. Fireside chats with thought leaders from around the world will complement the formal discussions. Finally, Summit delegates will combine science, technology, leadership, imagination and creativity through collaborative workshops in business environments such as Idea Farm and the Silicon Docks.

References

Beecroft, R. & C. Schmidt, J. (2015). Method-Based Higher Education in Sustainability: The Potential of the Scenario Method. [PDF]

Andrew Doiron, J. (2017). A grounded theory of school of education futures. [PDF]

Romenska, S. (2009). The learning technologies of the future: technologies that learn?. [PDF]

Winter, J., Cotton, D., Hopkinson, P., & Grant, V. (2015). The University as a Site for Transformation around Sustainability. [PDF]

Peach, S. (2012). Understanding the Higher Education Curriculum in the 21st century. [PDF]

Allen, T., Queen, S., GallardoWilliams, M., Parks, L., Auten, A., & Carson, S. (2019). Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan. [PDF]

Nussbaum, M., Barahona, C., Rodriguez, F., Guentulle, V., Lopez, F., Vazquez-Uscanga, E., & Cabezas, V. (2021). Taking critical thinking, creativity and grit online. ncbi.nlm.nih.gov

Goodman, L. (2017). Mental Health on University Campuses and the Needs of Students They Seek to Serve. [PDF]

Spencer Kilarski, K. (2019). Can I Lend a Hand? Investigating the Promotion of Student Resiliency in a University Setting. [PDF]

To provide a better understanding of the impact of self- directed learning and the critical role of self- directed learning strategies to enable the development of lifelong learners and its impact on cognitive development.

Keywords:

Self-Directed, Learning, Education, Digital, Technology, Motivation

Bio

Ullfathnisha A., an award-winning educator and pioneering academician, champions enhanced learning with technology. Founder of eProMentors, she inspires future leaders through innovative teaching and educational excellence.” Ullfathnisha holds an M.Phil. in Plant Biology and Biotechnology, focusing her research on phytochemical extraction and its applications in cancer treatment using nano- technology. She also has a Bachelor’s in Education, equipping her with strong teaching methodologies and student engagement strategies.

Abstract

Self-directed learning (SDL) has been cited as one of the major outcomes towards educational gains among students. Due to its self-motivated trait linked to SDL, learners are more inclined to acquire knowledge in a self-engaging environment, feeding their motivations to learn from their knowledge acquisition process, and deeply reflecting/evaluation of their learning improvement.

This research aims to provide a better understanding of the impact of self-directed learning and the critical role of self-directed learning strategies to enable the development of lifelong learners and its impact on cognitive development. Furthermore, the findings of this research are aimed to contribute to providing faculty an extensive range of self-directed learning strategies that could be implemented to better respond to the ever-evolving learning landscape.

The literature review utilised various journal articles, books and online resources to gather insights into the impact of self-directed learning on cognitive development and the strategies for achieving success in a rapidly changing digital learning environment. The findings suggest that self-directed learning has a significant positive impact on cognitive development, with various strategies identified for success in the digital learning landscape. The research discusses implications for future research and practice.

The significance of self-directed learning in shaping cognitive development in the rapidly changing digital learning environment is highlighted. Additionally, it emphasises the need for strategies to promote self-regulated learning behaviours and enhance academic achievement.

1.0 Introduction

In today’s rapidly changing world, enabling self-directed learning is seen as “the only concept if education is to make students fit for an undefined life and work in a future that only halfway can before- seen.” It is clear that the importance of self-directed learning is intertwined even more as curriculum designs tend to change from being “planned to achieve intended learning outcomes” to competencies that prepare students for “future challenges in a more complex and unpredictable world”(Robinson& Persky, 2020).

Despite the enormity of the impact of self-directed learning on preparing the future professionals and leaders, it raises an “ambiguity” and “challenge in many institutions of higher learning.” The prevalence of student-centered pedagogy that prepares students to become life- long learners remains a challenge in some institutions, especially as “traditional education methodology” is gaining its foothold in some of these institutions (Bhat & Dahal, 2023).

This research aims to provide a better under- standing of the impact of self-directed learning and the critical role of self-directed learning strategies to enable the development of lifelong learners. Furthermore, the findings of this research are aimed to contribute to providing faculty an extensive range of self-directed learning strategies that could be implemented to better respond to the ever evolving learning landscape. This is much required as an “institution as a whole must support a self-directed learning design.” The engagement of students in effective self-directed learning strategies is therefore crucial. With clear self-directed learning strategies, the expectation of learners will be exceptional and exemplary, and engage in activities such as writing reflection journals, engaging in self-assessment, formulating their own learning objectives, seeking and utilising additional resources to meet learning needs, amongst others. In other words, students will continuously engage in self-reflection, figure out their own learning goals, and initiate their own learning activities.

1.1. Literature Review

Logically, the expansion of technology-rich learning environments has facilitated the uptake of self-directed learning. In particular, advances in computing and multimedia platforms have made online learning environments a unique and valuable tool for those who aspire to embark upon self-directed learning journeys.

As learners interact with different types of multimedia software, their relative proportion of visual, auditory, or kinesthetic learning can influence the learning outcomes for that student. These types of software will often contain text, images, audio, video, and limited interactive elements (Somani, 2021). The combination of multimedia, with self-directed learning, within a computer-based learning environment, is very likely to assist in the enhancement of different cognitive abilities. There is, however, a lack of understanding of the influence of multimedia upon cognitive development (Mkunde, 2024).

In understanding the potential cognitive bene- fits of self-directed online learning, it is crucial to understand the critical concepts of self-directed learning and of multi- media. A review of the numerous definitions characterising self-directed learning shows that it contains four components. These are decisions about the setting of goals, the identification of human and material resources

for learning, the choosing/implementation of appropriate learning strategies, and the amount of self-control that engages an individual in the learn- ing process. Throughout the 20th century, educational theorists have commented positively on the effectiveness of self-directed learning (Schweder & Raufelder, 2022).

Contemporary educators recognise the importance of this form of learning in the digital age and acknowledge lifelong learning in one’s personal and professional development. As a result, educational institutions are increasingly focusing on delivering a system that encourages self-directed learning when teaching adults, with student-centered learning being the most recognised approach (Schweder, 2020).

1.2. Definition and Theoretical Framework of Self-Directed Learning

It is conceptualised as an awareness of the need, ability, right, and capacity to select and engage in those learning experiences least others organise for us. It typically involves goal-setting and problem solving, a focus on personal development including identity work, and personal transformation, auto ethnographic ways of knowing and epistemic responsibility.

The development of self-directed learning has implications for adult identity development. Adults need to be self-directing in order to become self-authoring or creating individuals. Societies work when their constituents are capable of making responsible and informed choices about their work and when they can participate democratically. Holistic, integrative, self-constructive, and life span/the about learning emphasises the development of ontological competence. This notion suggests that people need to find multiple and synergistic ways to engage in personal transformation rather than being compelled to grow and change in a prescribed manner (Lin, 2023).

The concept of self-directed learning has a long history. Originally, the theorists advocated a comprehensive liberal education in which learners were exposed to significant time both within the formal educational institution and within society at large. At this time, self-directed learning was seen as the integration of a subjective way of knowing that occurred outside of educational institutions with those forms of disciplinary knowing traditionally con- fined to universities. In both cases, self-directed learning was seen as incorporating aspects of identity formation, identity salience, and adult development associated with individuals in late adolescence or early adulthood (Ahammad, 2023).

1.3 Cognitive Development Theories and Their Relationship to Self-Directed Learning

Self-directed learning (SDL) presents a particularly salient platform for educators to engage with learners in multiple con- texts given the rapidity and complexity of the learning landscape. Current learning contexts are informed by burgeoning learning theories which position learners as active initiators of learning. These theories, which advocate the construction of meaning which is individual and varied, draw on both early developmental theorists such as Dewey, Erikson, and Piaget, to later cognitive and sociocultural theorists such as Vygotsky, Bandura, and Mezirow to more complex and cur- rent theories of SDL and transformative learning by Lee, Skillbeck, Candy, and Brookfield, to the more recent and inclusive interpretation of learning by educational technologists and human-computer interface researchers (Moosa, 2022).

2.0 Methodology

The method involved conducting a comprehensive literature review which incorporated a wide range of diverse journal articles, insightful books, and an extensive array of reliable online resources. This rigorous review aimed to gain a profound and extensive understanding of the manifold effects of self-directed learning on cognitive development, taking into account the multifaceted aspects of this process. Moreover, it sought to identify and pinpoint highly effective strategies that can be employed to ensure resounding success in an ever-evolving digital learning environment, which continuously presents new challenges and opportunities. The meticulous review process involved meticulously analysing and examining the existing extensive body of research in order to gather invaluable insights and draw well-founded conclusions based on the vast and varied range of available information from reputable sources.

3.0 Results and Discussion

3.1. Strategies for Achieving Cognitive Development Through Self-Directed Learning

Achieving cognitive development through self-directed learning is achievable through effective application of learning strategies. However, it is also important to consider the role of the learning environment in the development process. An e-learning environment can often be blended to enhance the conceptual understanding and memory of digital literacies. Once developed, these literacies can ultimately enable the learner to remain competitive in an ever-evolving techno- logical learning landscape (Mohammadi, 2024).

3.1.2. Setting Clear Learning Goals

What does self-direction mean? In the psychological sense, self-direction means taking direction and management of one’s growth. It represents one’s urge to be effective and competent by demonstrating impacts on his/her surrounding environment. This concept should not be confused with autism or merely solitude. A person might be surrounded by hundreds of people and could still be a self-directed learner.

Self-directed learning is the practice of a learning system where individuals individually take charge of their own growth. Self- directed learning is a concept that relates to managing one’s growth by taking control over and responsibility for what, why, and how one learns. In self-directed learning, an individual or a group of individuals has the freedom to select the specific topics of interest to be studied from numerous resources available, some- times with the aid of an educational facilitator, but most often without the aid of an educational qualification. The only criterion is that after half a period of study, demonstrations of knowledge are made and recognised (Voskamp et al., 2022).

3.1.3. Utilising Technology and Digital Tools

The digital future of self-directed open learning demands a virtual construct that is technology rich and immersive in order to lend authenticity, increase motivation, and provide pleasurable and purposeful learning, thus enhancing cognitive development. The virtual learning environment (VLE) in an educational setting may provide the platform in the form of campus networks, integrated learning systems with course management systems (CMS), virtual learning systems (VLS), virtual collaborative systems (VCS), internet protocol multimedia sub- system (IMS) and services such as global synchronous online learning, and e-learning 2.0 construct. The learning environment may further be extended by assimilating virtual, augmented, and mixed realities. The provision of technology does not foster student centered meaningful learning. The blended learning model of the constructivist learning environment with meaningful engagement has the added edge of targeting and promoting self-directed learning (Morris & Rohs, 2023).

Technological advancements and the integration of technology in education have presented an evolution in the teaching and learning landscape. Computers and computer aided delivery have facilitated the advancement in learning. Internet technology has, in extension, become a major curriculum component and a construct of digital literacy in the 21st century, challenging academic curriculum providers to devise an enhanced interactive pedagogy in which students are co-partners in the process of learning. The recent evolution of open online learning with appropriate substrate and critical mass support is finally gaining traction (Audrin & Audrin, 2022).

3.1.4. Incorporating Metacognitive Strategies

By teaching students how to use metacognitive strategies, utilising executive functions to plan, monitor, and review completed learning tasks, these strategies improve their learning. The use of metacognitive strategies is positively related to academic achievement and critical thinking proficiency and is reversed by limiting metacognitive training.

There is evidence of the benefits of secondary and higher education as well as the self-awareness of more capable, talented students, for college students and young adults. This group needs to be explicitly informed about and needs to understand the importance of metacognitive strategies in cognitive performance and difficulties in self-regulation related to metacognitive performance.

In addition to setting out goals in an achievable way, experts note that self-directed students tend to engage in planning and goal setting, seeking relevant, needed resources, and new experiences to achieve goals. When they are actively seeking new resources to help them achieve their goals, students who are actively motivated and engaged in their learning. And students who are more engaging in their learning may have a broader context to codify their own experiences rather than just be willing learners. Self-directed learners tend to be more successful learners. This allows them to incorporate meta- cognitive strategies into learning.

3.2. The Role of Self- Directed Learning in an Ever-Evolving Learning Landscape

While we are focusing on students as digital natives, there are implications for the educators themselves. Recognising the changing landscape, educators may need to further develop their self-directed learning readiness skills to facilitate the learning of their students through these basic elements in tandem (Bhandari et al, 2020).

Through unpacking the literature, we review the various self-directed learning strategies, including the use of various self-regulating tools such as e-portfolio and micro credentialing for digital natives’ journey in critical and creative thinking, so that learners are getting ready not just for the evolution, but to lead the digital futures around the globe.

In light of the plethora of learning modalities enabled by digital technology and increased focus on pedagogies that foster skills for tomorrow’s world, it is crucial for educators to explore, understand, and promote learning strategies that will capitalise on the digital futures of an ever-evolving learning landscape. Self-directed learning, with its ability to own one’s learning path and learn in any context and time, grounded on the minimum knot of autonomy, planning, and management of resources, is promising in underpinning relevant skills for learners to navigate the digital future learning landscape.

3.2.1. Digital Futures and the Changing Nature of Education

Instead of trying to guess or predict the content and pedagogy of the futures, we should do what independent learners every day do, search, seek, and savor the experiences and information that bring learning alive. There are connections to be made between everything, teased out of individual instances, which then grow and flourish, connecting with each other, expanding; pat- terns are exposed, sensed, and realised to our benefit (Lauzon & Green-Demers, 2020).

Schools have been using digital technologies for many years, with many schools now having some kind of interactive white- board in each classroom. However, many have not progressed beyond this stage as they have been unable to develop suitable pedagogic approaches to move learning on to the next stage. Unfortunately, schools have other major issues to consider. The cur- rent situation is not how they work! How can we change them to nurture, develop, create, or whatever we want to call it, our students of the future? What would self-directed learning look like in 20 years’ time, even 50 years’ time? We are talking about futures here, as there will be significantly more than one. What might they look like and what might their impact on human learning be? In fact, what might the human interface (but not the human-agent-intelligent machine learning) look like? (Mokoena et al. 2022).

3.2.2. Challenges and Opportunities in Implementing Self-Directed Learning in Digital Environments

The challenges of implementing self-directed learning in digital environments are many and varied. Nevertheless, the opportunities to meet and overcome these challenges and harness the power of self-directed learning in digital environments to significantly enhance the quality of accessed learning and, in so doing, promote cognitive development are manifold. The rapid evolution of the educational digital landscape and the technology that supports it, and the evolving nature of the twenty-first-century workforce and the demands for lifelong learning, place many demands on educators for flexibility, adaptability, and a commitment to developing habits of self-directed learning among learners. Revisited with renewed assurances for their potential in nurturing and developing cognitive behaviors needed by the modern learner for personal and professional success.

Educational digital landscapes or environments represent a family of different types of digital environments where learning is the primary purpose and learning activities and experiences for individual learners lead, support, or supplement formal and/ or informal learning at any level or age. (Zhao et al., 2024).

4.0 Conclusion

Being self-directed is a dimension of being a life- long learner, but not all graduates of the 21st century education system may currently operate with proficiency in domains typically defined as indicative of self-direction and self-regulation. Granted that built-in functions for self-assessment are revealed, one model that has become known because those most familiar with it can be identified as self-directed is self-directed learning. It is possible that to continue to be identified as affordable educational programs, open tertiary-access models are demanded that emphasising self-directed learning among aging populations that have been living among the fruits of ongoing research and development in the e-learning field (Brockett, 2023).

The emergent needs of creating lifelong learners are echoed in various macro documents that chart direction regarding education and human resources at the national, regional, and international levels. The cultural transformation referred to as the changes in cognition with regards to ‘learning to learn’ is the re-seal of the 21st century scholastic revisionism. The importance of basic literacies, which literacy itself is now subsumed as twenty-first-century literacy along with mathematical literacies and scientific literacies, are being stretched from traditional broad functions to include literacies for the performance of evolving conceptual processes. New cultures surrounding the processes of new literacies address the possibility of a shift in priorities for education and training (McPhail, 2020). These discourses stress more higher-order thinking than rote application and procedural knowledge. A new culture also emphasises how learners can integrate ecommunication, collaboration, and information integration, which are exemplified most when facilitated in computer mediated models of instruction that present situated circumstances for conducting work.

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Explore the concept of self-empowerment within a digital learning landscape. Investigates the key strategies that empower individuals to become successful and adaptable learners in this dynamic environment.

Keywords:

Self-empowerment, Digital learning, Lifelong learning, Self-motivation, Self-awareness

Bio

Meeta Desai is based in Ahmedabad, Gujarat in India; with 18 years of expertise as a mentor, 21st-century skill enhancer, Empowerment Speaker, and a consultant in POCSO (Protection of Children from Sexual Offences and POSH and (Prevention of Sexual Harassment) at Workplace. Meeta has also committed herself to mentoring individuals from diverse backgrounds, extending her guidance even to maids and residents of slums, ensuring they grasp the fundamental principles of self-development.

Abstract

The digital revolution has transformed learning from static classrooms to a dynamic landscape overflowing with digital resources. This research paper aims to explore the concept of self-empowerment within a digital learning landscape. Specifically, it investigates the key strategies that empower individuals to become successful and adaptable learners in this dynamic environment. The paper focuses on how cultivating self-motivation, taking ownership of learning journeys, fostering self-awareness and confidence, and pursuing continuous knowledge acquisition contribute to learner empowerment in the digital age.

Analysis through a review of literature, highlights the need for empowered learners, individuals who are equipped to navigate the complexities of the digital world. The research emphasises cultivating self-motivation through effective goal setting, a positive growth mindset, and consistent action. Additionally, self-efficacy, or the belief in one’s ability to learn, is found to be crucial for fostering self-motivation.

Empowerment thrives when learners take ownership of their journeys. Developing strong self-regulation skills, such as time management and critical evaluation of information, is essential for navigating the vast ocean of digital resources. Self-awareness and self-confidence are identified as fundamental pillars of self-empowerment. Understanding individual learning styles and acknowledging strengths and weaknesses allows for personalised learning experiences.

In conclusion, the ever-changing digital landscape necessitates a lifelong learning mindset. By embracing continuous learning and development, individuals can remain adaptable and contribute meaningfully to a knowl- edge-driven society.

This research underscores the importance of fostering self-empowerment strategies, empowering learners to thrive in the digital age and unlock their full potential.

Introduction

The digital revolution has irrevocably reshaped the landscape of learning (Qolamani, 2024). Gone are the days of static textbooks and rigid classroom structures. Today, a boundless information is at our fingertips, accessible through a myriad of digital platforms and resources. This dynamic environment, however, presents both opportunities and challenges (Nosike, 2024). To navigate this ever-evolving learning landscape and unlock its full potential, individuals must cultivate a sense of empowerment.

Empowerment, in this context, transcends a mere feeling of confidence (Vivekananda & Meenakshi, 2024). It encompasses a constellation of self-directed learning skills, a driving force that propels individuals to chart their own learning journeys. At the heart of this empowerment lies self-motivation. Self-motivation fuels individual’s desire to explore, setting meaningful learning goals and propelling them forward even when faced with distractions or overwhelming information overload (Somani, 2021).

Furthermore, when individuals take ownership of their learning journey, it is crucial for empowerment. In the digital world, this translates to actively seeking out relevant resources, from online courses and tutorials to collaborative learning communities. Individuals become a curator of their own knowledge, utilising technology not as a passive consumer, but as a powerful tool for exploration and mastery. Developing self-regulation skills, such as time management and critical evaluation of online information, becomes essential for maximising learning outcomes (Wei, 2023).

Empowerment also thrives on self-awareness and confidence (Eurich, 2018). Understanding unique learning styles allows individuals to create a personalised learning experience. Understanding individual learning styles is crucial for empowerment (Al-Roomy, 2023). Learners who thrive on visual information might benefit from interactive simulations, while kinesthetic learners might excel with hands-on projects (Chernikova, et al., 2020). By embracing their strengths and acknowledging areas for development, individuals can tailor their learning approach to optimise knowledge acquisition. Self-confidence also plays a vital role. It empowers learners to leverage technology for learning, embrace the challenges presented by new information, and step outside their comfort zones to explore diverse perspectives. According to Bovaird there are five steps to empowerment where there is trust, authority and autonomy, including selecting the right person, communicating clearly expectations, giving clear instruction, motivate and validate, monitor and provide support where it is needed.

Finally, the journey of empowerment is a lifelong pursuit fuelled by continuous learning. While formal education provides a strong foundation, the ever-evolving digital landscape demands a commitment to lifelong development. Online courses, self-directed learning projects, and engagement with online communities become vital tools for individuals to stay adaptable and relevant in this dynamic environment.

Objectives

This research paper aims to explore the concept of self-empowerment within a digital learning landscape. Specifically, it investigates the key strategies that empower individuals to become successful and adaptable learners in this dynamic environment. The paper focuses on how cultivating self-motivation, taking ownership of learning journeys, fostering self-awareness and confidence, and pursuing continuous knowledge acquisition contribute to learner empowerment in the digital age.

2.0 Methodology

This research paper employs a literature review methodology to explore the concept of self-empowerment in the context of a digital learning landscape. A systematic search was conducted through academic databases such as Scopus, Google Scholar, and JSTOR to identify relevant scholarly articles, peer-reviewed journals, and credible educational resources. The following inclusion criteria was employed: the publication date was limited to the past 10 years to ensure the focus on contemporary digital learning trends. The research focused on self-empowerment, self-directed learning, and/or learner agency in a digital learning environment. All literature was written in English. The research focused solely on traditional, non-digital learning environments. The publications originated from credible sources, journal articles, reports and credible published literature. The following keywords were searched: Self-empowerment, digital learning, Self-directed learning, digital environment, Learner agency, digital education, Motivation, digital learning. The articles were critically analysed to extract key insights on self-empowerment strategies for learners in a digital environment. Themes and recurring concepts were identified, forming the basis for the discussion of self-motivation, ownership of learning journeys, self-awareness and confidence, and continuous knowledge acquisition. The review aimed to synthesise existing research and present a comprehensive understanding of these strategies as a foundation of empowerment in a digital learning landscape.

3.0 Results and Discussion

The exploration of the literature yielded valuable insights into self-empowerment strategies for learners in a digital environment. The results of the literature review, discusses how self-motivation, ownership of learning journeys, self-awareness and confidence, and continuous knowledge acquisition contribute to learner empowerment. It examines how these strategies can be implemented to face the complexities of the digital learning landscape and unlock an individual’s full potential.

3.1 The Evolving Learning Landscape

Results have revealed that the learning landscape has been transformed by the digital revolution, particularly as a result of the coronavirus (covid-19) pandemic affecting global societies (Somani, E-learning in Tomorrow’s Age, 2021). Traditional learning models, have been taken over by technological advancements. Today, a dynamic and ever-evolving environment has several digital learning platforms, a multitude of online resources, and an ever-expanding array of information readily avail- able at our fingertips. While this abundance offers immense potential for personalised and enriched learning experiences, it also presents a unique challenge. Effectively directing information necessitates a fundamental shift towards self-directed learning (Dahal & Bhat, 2024).

The concept of self-directed learning emphasises the learner’s autonomy in shaping an individual’s educational journey. Unlike the passive absorption of knowledge in traditional models, self-directed learning empowers individuals to take centre stage, actively seeking out relevant resources, set- ting learning goals, and managing their own pace and progress (Robinson & Persky, 2020). However, success in this dynamic environment doesn’t simply rely on taking charge.

3.2 The Power of Self- Motivation in a Digital age

The array of digital learning resources can be both full of knowledge and a medium of distractions. In this dynamic environment, self-motivation emerges as the crucial driving force that facilitates individuals to navigate effectively and pursue knowledge acquisition (Somani, UNDERSTANDING THE CONCEPT OF MOTIVATION AND LIFE SKILLS THROUGH LITERATURE, 2021). Self-motivation fuels your desire to explore, setting meaningful learning goals that act as your guiding stars. These goals should be specific, challenging, and yet attainable, providing a sense of direction and purpose in your learning journey.

However, self-motivation extends beyond simply setting goals. It also encompasses maintaining a positive growth mindset (Rhew, Piro, Goolkasian, & Cosentino, 2018). In the face of inevitable challenges and setbacks encountered in the digital learning land- scape, a growth mindset allows individuals to view these obstacles as opportunities for learning and development. Abilities are not fixed, but rather can be expanded through effort and perseverance. This optimistic outlook fosters resilience and keeps individuals moving forward (Taherkhani, Kaveh, Mani, Ghahremani, & Khademi, 2023).

Furthermore, self-motivation translates into taking consistent action. The digital world offers a plethora of resources and learning paths, and it’s easy to get caught in a constant state of exploration with- out reaching its depth. Self-motivated learners prioritise focused action over information overload (Martin,2023).They develop effective time management strategies, schedule dedicated learning periods, and resist distractions that impede progress. This consistent action ensures that the learning journey is not merely a theoretical voyage, but a practical exploration that leads to tangible knowledge acquisition.

Bandura’s concept of self-efficacy also plays a vital role in fostering self-motivation (Dale, Schunk, & DiBenedetto, 2021). Self-efficacy refers to an individual’s belief in their capabilities to master new skills and learn complex concepts. In the digital learning environment, a strong sense of self-efficacy empowers individuals to tackle challenging learning materials, embrace new technologies, and persist through difficulties. When individuals believe in their ability to learn, they are more likely to approach challenges with a proactive and motivated attitude, ultimately achieving your desired learning outcomes (Shengyao, Salarzadeh, & Mengshi, 2024).

By cultivating self-motivation through effective goal setting, a positive growth mindset, consistent action, and a strong sense of self-efficacy, individuals can navigate digital learning resources with purpose and direction (Lucy, Cronin-Golomb, & Bauer, 2023). This self-motivated approach empowers them to overcome distractions, persevere through challenges, and ultimately unlock their full learning potential in the digital age.

3.3 Taking Ownership

Empowerment thrives when individuals recognise and cultivate their agency. The power to shape their own learning journeys. In the traditional class- room setting, this agency might be limited by a pre- scribed curriculum and teacher-directed instruction. However, the digital learning landscape offers a unique opportunity for individuals to take owner- ship of their educational path. This translates to a shift from passive information recipients to active participants in the learning process (Mthembu, Gachie, & Govender, 2023).

Actively seeking out relevant resources is the foundation of taking ownership in the digital world. Learners are actively searching for online resources that align with their specific goals and interests. This might involve exploring educational websites, sub- scribing to online courses, or engaging with online communities focused on specific topics.

By actively seeking out diverse resources, individuals become empowered curators of their own knowledge acquisition (Zamiri & Esmaeili, 2024).

Furthermore, taking ownership necessitates utilising technology effectively to support learning. The digital landscape offers a plethora of tools and technologies designed to enhance the learning experience. From inter- active simulations and gamified learning plat- forms to online tutorials and collaborative learning applications, technology can be a powerful asset for self-directed learners. However, simply having access to technology is not enough.

Empowered learners develop the skills to utilise these tools effectively, integrating them strategically into their learning journeys to maximise knowledge acquisition (Li, Reskilling and Upskilling the Future-ready Workforce for Industry 4.0 and Beyond, 2022).

Finally, taking ownership requires assuming responsibility for the pace and direction of learning. Self- directed learners must develop strong self-regulation skills to navigate this freedom effectively (Morris, Bremner, & Sakata, 2023). This includes effectively managing time, setting realistic learning goals, and adhering to personal learning schedules. Additionally, critical evaluation of online information is crucial. The digital world is rife with mis- information and unreliable sources (Aslett, Sanderson, & Godel, 2024).

Empowered learners develop the ability to discern credible information from dubious content, ensuring that their learning journey is built upon a foundation of reliable knowledge. By actively seeking out relevant resources, utilising technology effectively, and taking responsibility for the pace and direction of their learning, individuals cultivate agency and take ownership of their journeys in the digital learning landscape.

The Importance of Self-Awareness and Confidence in a Digital Future

Self-empowerment in the digital learning landscape thrives on a foundation of self-awareness and self-confidence. Research suggests underscores the critical role of self-awareness in identifying individual learning styles, strengths, and weaknesses (Carden, Jones, & Passmore, 2022). Learners in the digital landscape benefit from self-awareness to tailor their educational journeys for optimal success.

Self-awareness extends beyond simply identifying learning preferences. It necessitates acknowledging weaknesses (Oliveira, et al., 2023). Do learners find themselves easily distracted by the constant notifications and temptations of the digital world? Do they struggle with time management in the face of an overwhelming amount of learning resources? Recognising these weak- nesses allows individuals to develop targeted strategies to mitigate them, ensuring they don’t impede learning progress.

Self-confident learners readily explore new tools and platforms, leveraging technology for learning to enhance their knowledge acquisition (Das, Malaviya, Chakravarthi, Bhandari, & Chaudhary, 2023). They embrace challenges pre- sented by new information, viewing them as opportunities for growth rather than insurmountable obstacles. This self-confidence also empowers individuals to step outside their comfort zones and explore diverse perspectives. In a world overflowing with information, self-confident learners are not afraid to delve into unfamiliar territory, broadening their knowledge base and enriching their understanding of complex subjects.

Interventions promoting self-compassion and positive self-affirmations can bolster self-confidence and empower individuals to persevere through learning difficulties (Raque, et al., 2023). By fostering a sense of self-compassion, learners can approach setbacks with kindness and under- standing, preventing them from being discouraged by inevitable challenges. Positive self-affirmations, on the other hand, can serve as a powerful motivator, reminding individuals of their strengths and capabilities when faced with doubt or uncertainty.

Self-awareness and self- confidence are essential ingredients for self-empowerment in a digital learning landscape (Haleem, Javaid, Qadri, & Suman, 2022). By understanding their unique learning styles and fostering self-confidence, individuals can navigate the complexities of the digital world effectively, leverage technology for learning, and ultimately unlock their full potential as empowered learners.

Seeking Knowledge and Continuous Development

While formal education provides a strong foundation, it is no longer sufficient to equip individuals with the knowledge and skills necessary to thrive in an ever-evolving environment. A continuous pursuit of knowledge and development that empowers individuals to remain adaptable and relevant throughout their lives (Mouchrek & Benson, 2023).

In the digital age, knowledge is not a static commodity; it is a constantly evolving stream. New technologies emerge at an unprecedented pace, industries undergo rapid transformations, and information updates happen in real-time. Individuals who adopt a lifelong learning mindset are best positioned to navigate this dynamic environment. They are not passive recipients of knowledge disseminated during their formal education years, but rather active participants in a continuous learning journey.

Individuals can enrol to online courses offered by universities and educational institutions worldwide, delve into specific topics through self-directed learning projects, or engage with online communities focused on continuous learning and knowledge exchange (UN, 2024). These online resources empower individuals to tailor their learning experiences to their specific needs and interests, fostering a deeper understanding of their chosen fields and igniting their passion for continuous exploration. Furthermore, a lifelong learning mindset fosters adaptability in the face of new technologies (Dennison, 2023).

The digital landscape is constantly introducing new tools and platforms that can enhance learning and knowledge acquisition. Individuals who embrace lifelong learning are more likely to view these advancements not as challenges, but as opportunities to expand their skillsets and refine their learning approaches. They readily explore new technologies, integrating them into their learning journeys to optimise knowledge acquisition and remain at the forefront of their fields.

Finally, a commitment to lifelong learning empowers individuals to contribute meaningfully to a knowledge-driven society (Reychav, Elyakim, & McHaney, 2023). In a world where information is readily accessible and constantly evolving, the ability to learn, adapt, and share knowledge becomes paramount. Individuals who embrace a lifelong learning mindset become active contributors to this knowledge ecosystem, generating new ideas, sharing their expertise with others, and ultimately propelling society forward through continuous learning and innovation. By adopting a lifelong learning mindset and actively engaging with the vast resources available in the digital landscape, individuals can navigate the complexities of the digital age, remain adaptable and relevant in the face of continuous change, and contribute meaningfully to a knowledge-driven society.

Conclusion

The digital revolution has fundamentally reshaped the way we learn, ushering in an era of self-directed learning and lifelong development. This research paper explored the concept of self-empowerment within this dynamic learning landscape, investigating the key strategies that equip individuals to become successful and adaptable learners. The analysis revealed a clear call for empowered learners who possess the skills and strategies to thrive in the digital world. The findings highlight the importance of cultivating self-motivation through effective goal setting, a positive growth mindset, and consistent action. Furthermore, self-efficacy – the belief in one’s ability to learn plays a crucial role in fostering self-motivation.

Empowerment also thrives when individuals take ownership of their learning journeys (Zohuri & Mossavar-Rahmani, 2024). This translates to actively seeking out relevant resources, utilising technology effectively, and taking responsibility for the pace and direction of knowledge acquisition. Developing strong self-reg- ulation skills, such as time management and critical evaluation of information, is essential for navigating the vast ocean of digital resources effectively.

Finally, self-awareness and self-confidence are fundamental pillars of self-empowerment. Understanding one’s preferred learning styles and acknowledging both strengths and weaknesses allows individuals to personalise their learning experiences. Additionally, self-confidence empowers learners to leverage technology, embrace challenges, and explore diverse perspectives, fostering a deeper understanding of the world around them.

In the ever-evolving digital landscape, a lifelong learning mindset is no longer a luxury, but a necessity. By embracing continuous learning and development, individuals can remain adaptable and relevant while contributing meaningfully to a knowledge-driven society. The digital world offers a plethora of opportunities for self-directed learning, from online courses and dedicated learning com- munities to self-initiated projects and collaborative knowledge exchange. This research underscores the importance of fostering self-empowerment strategies in learners. By cultivating self-motivation, taking ownership of learning journeys, devel- oping self-awareness and confidence, and embracing lifelong learning, individuals can thrive as empowered learners in the dynamic digital landscape, unlocking their full potential and contributing to a future fuelled by continuous knowledge acquisition and innovation.

Recommendations

This research has high- lighted the importance of self-empowerment strategies for learners nav- igating the digital learning landscape. Based on the findings, the following recommendations are pro- posed:

Empower Learners:

Integrate self-directed learning, goal setting, and growth mindset work- shops into curriculums. Promote self-compassion for resilience.

Boost Digital Literacy:

Develop programs for critical information evaluation, online research techniques, and responsible learning technology use.

Curate Resources:

Libraries and institutions can curate high-quality online learning resources for learners.

Adaptive Technologies: Develop AI-powered learning platforms that personalise experiences and recommend resources. Collaborative Learning: Encourage online com- munities for knowledge sharing and learner support.

By implementing these recommendations, educators, policymakers, and technology developers can work together to empower learners through the digital learning landscape effectively. This will equip individuals with the skills and strategies they need to become lifelong learners, adaptable to change, and active contributors to a knowledge-driven society.

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To investigate the lack of computational science training in teacher education programs, with a specific focus on learning to program calculators. The method involved analysing the current education system in the UK, particularly looking at the availability of computer-based activities and resources for teachers.

Keywords:

STEM, UK, Education, Technology, Digital

Bio

Roxanne Boodhoo is an accomplished professional with a diverse and versatile background. Her extensive academic training has equipped her with a wide range of skills and knowledge, enabling her to excel in various roles. Roxanne is known for her strong work ethic, diligence, and commitment to undertaking any responsibilities assigned to her. She is deeply passionate about helping and supporting others, making her a compassionate and empathetic individual.

Throughout her career, Roxanne has consistently demonstrated a dedication to making a positive impact, whether through her professional work or community involvement, striving to uplift those around her.

Abstract

This study aims to investigate the lack of computational science training in teacher education pro- grams, with a specific focus on learning to program calculators. The method involved  analysing the current education system in the UK, particularly looking at the availability of computer-based activities and resources for teachers. Results indicate that only a small percentage of teachers have a background in contemporary computational science, and even fewer have proficiency in foreign languages. This lack of training filters down to students, impacting their learning experience. The study highlights the importance of incorporating computational science into teacher training programs, especially at Key Stage 4 (KS4) where curriculum content overlaps with computer science. Furthermore, the focus on STEM subjects in the UK educational system may contribute to the siloing of subjects, with an emphasis on science, technology, engineering, and mathematics.

The conclusion emphasizes the need for a modern approach to education, focusing on new instructional materials and technologies that go beyond traditional integrated science. The Digital Technologies Education community is identified as a valuable resource for developing modern standards and curricula to address the gaps in STEM education. By bridging the gap between traditional subjects and contemporary technology, educators can better prepare students for the future.

Introduction

In the European context, STEM (formerly called the nature) education was first defined as a cohesive subject that integrated science, technology, engineering, and mathematics. Later, after science, technology, engineering, and mathematics were redefined, crossing each discipline and teaching related human behaviour art such as music and art, the STEM education of the United States began to explore the human behaviour field of education itself, as shown in Figure 1. Although there are differences in the definition of the meaning of STEM education, all exist- ing definitions consider the development of human resources as the overall goal of STEM education.

Considering the fact that STEM education refers to improved unith muti-disciplinary achievement including education in the 21st century education, within the natural and human sciences, and, perhaps, other fields rep- resenting other fields and integrating into (PA) centric multi-disciplines, for the purpose of this study, STEM education refers to the position of relevant disciplines within (PA) centric, nature and human sciences areas. Digitalisation of the teaching process or other aspects has been considered already since the early 1970s, but the main battle for Digitalisation started and became accessible to civil society, for instance, from the 1980s, with the personal computer to the World Wide Web (Su et al., 2022).

Extensive research has established the importance of STEM education in (target) and its cultivation of 21st century top talents. However, the knowledge and skills advocated by current STEM education seem insufficient for this purpose. Therefore, none of these aspects alone can represent the true con- tent of natural science scientific literacy. To balance these two aspects, i.e., the optimisation of the internal structure of natural science scientific literacy and the intervention of digital innovation consciousness, natural science education needs to integrate more diversified and more closely related to reality knowledge and skills (Borovský et al., 2023). The general appearance of new educational technologies is expected to greatly influence teaching and learning processes, goals, and strategies, determinants of change in schools and museum learning places, knowledge counselling services, in-service teacher professional development, and teacher education approaches. Like other educational technologies, digital educational technologies and related practices have embedded pedagogical assumptions that guide design and use. Educational technologies, especially digital educational technologies, consist of a multitude of specific types, each amounting to diverse practical opportunities, influencing resulting change patterns. Most technologies focus on communication and help to perform societal activities, such as meeting friends and family in video calls, booking travels, and work tasks.

In the proposed IQbl, since it is a combination of a traditional LMS and a digital portfolio, every teacher that gets engaged will have the opportunity to create and manage digital educational resources, open and manage digital spaces for students, in order to create and manage digital student work, monitor the digitised evaluation, etc. Teachers will also have to assign digital personalised feedback, plan educational resources, learning activities, evaluation tools, communication mechanisms, adaptive paths, in a collaborative acquisition of participatory learning. Furthermore, teachers may be able to create and assign exercises about ordered and unordered lists, coordinates and simple plane geometric figures useful for a flipped classroom model. Moreover, there will be a module available to monitor and foment the usage of MOOCs in each class. This will be linked to the room with MOOCs in Micel, in order to have immediate access to the MOOC that a teacher would like to have the students follow. The availability of a digital portfolio can encourage students, teachers, and families to participate in the learning process.

STEM education is facing challenges of evolving rapidly so as to cover the revolution of industry 4.0 and related issues. As a result, schools redesign their STEM curriculum by designing new activities for engineering and technology. In this context, information and communication technologies should be regarded as tools in support of innovative educational methods able to foster an integrated approach to Science, Technology, Engineering, and Maths (STEM), since ICT tools may provide resources not only for teaching but also for learning the main STEM concepts (Selim, 2021).

1.1 Aim

The aim of the research study is to develop and assess a learning environment that assists teachers in creating digital STEM learning paths aligned with the updated national curriculum. This will involve educators working with students to modify and enhance cur- rent learning paths related to engineering, emphasis- ing the interdisciplinary link between science and technology. Teachers will be spurred to incorporate technology into their lessons, enabling them to produce and oversee digital teaching materials, tailor learning paths and digital resources to individual student learning preferences, and recommend MOOCs digital educational resources beneficial for a flipped classroom approach.

2.0 Methodology

The methodology for conducting this research study involved an investigation into the role of teachers in effectively utilizing digital technologies for learning. One key aspect that was considered was the various obstacles that teachers faced, including balancing multiple roles and responsibilities within their profession. These roles included teaching in physical or digital spaces, managing communication with colleagues and students, organizing classes and digital activities, and staying updated on new technologies. The study also explored how these new responsibilities impacted teaching practices, motivation, and creativity. For example, teachers struggled with learning new technologies, addressing connectivity issues, ensuring privacy and digital security, and managing their time effectively.

Additionally, the research focused on how digital technologies could be used to transform traditional teaching methods into more engaging practices that promoted deeper understanding and active student involvement. This included implementing a digital STEM mediation model that encouraged critical thinking, creativity, and autonomy in using digital tools. Furthermore, the study investigated the importance of restructuring curricula, didactic materials, and teacher training to support the effective use of digital technologies in education. This included promoting respect for students’ ideas and individual skills while fostering a culture of learning and collaboration in a digital society.

3.0 Results and Discussion

3.1 Teaching

The teacher has a decisive role in the effective use of digital technologies. Moreover, the teaching work poses several obstacles in this regard. The first one is the conflict between various roles with numerous responsibilities, all united in the educator’s profile (Rivera-Vargas & Cobo, 2023). For example, teaching must be done in the same, if physical/digital, space in which learning happens and also man- ages the communication and relationships with co-workers and students as well as those in the extracurricular world. To all this is added the management of classes, as well as laboratory and digital activities, whose organisation can be very heavy. Digital technologies can represent an extra challenge and a solution but these new responsibilities change the practices hitherto identified as effective and can undermine the motivation, improvement and creativity of the teacher. Just think of the extra time spent learning new technologies, starting work,

Fig 1. (Su, Y., et al, 2022)

solving problems with connectivity, privacy constraints, and taking care of the digital security of students. Figure 1 depicts the online programming system and the problem-based learning approach for STEM programming administrators.

3.2 Digital Technologies

Digital technologies offers the privileged occasion to revamp traditional didactics into stimulating practices that actively involve students and aim for a deeper understanding of concepts and relations. In order to change schooling methods and promote a cultural change, capable of spurring the transition towards a digital society in which people focus on learning and constructive coexistence with others and nature while embracing global challenges, an encompassing digital STEM mediation model1 is essential (Borovský et al., 2023). To this end, rather than only providing the tools for specific pedagogical insights, it is necessary to renew the structure of curricula and didactic materials and, above all, to form teachers who are able to critically, creatively and autonomously use digital technologies in their daily practice, as well as to pro- mote the development of respect for students’ ideas and individual skills (Marín- Marín et al., 2021).

3.3 Computer modelling

In addition, the general course structure and relevant and adequate school scientific background are to be thoroughly presented. Chronologically, carrying out experimental work (Etkind et al., 2008) is one of the main principles in teaching methods and that is confirmed in the developed concept of distance learning. Computer modelling with the use of a method of minimal mathematical model can be an indispensable tool to achieve this goal. The mechanism of the number of different breeding programs for separation completely distinguishes various withdrawal families of barley and the Indian hen population (Xuan Quang et al., 2015). Results of the modelling allow to estimate success of a method of group selection of barley and other selection indices of animals. Variability of a frequency of elite genes changed with increasing of the number of the used markers of the DNA which are located in close proximity as well as recombination frequency of unlinked loci and number of phenotypic traits.

The crisis of 2020 forced education to develop new digital forms, among them digital pedagogy in the sphere of STEM education (Ipek & Ziatdinov, 2018). The technology caused not only a change in the school teaching process, but also led to promoting mathematical and scientific thinking, increasing the motivation and interest of school youth in science: the victories at various All- Russian Olympiads prove it. The hygienic and epidemiologic restrictions caused by the virus did not allow for holding traditional laboratory classes and students’ individual problems solving (Somani, 2021). Therefore, the authors had to develop a new course for a distant learning process at the basic level, and a model of a hybrid course, “Digital and computer means in biology”, distinguishing the laboratory work parts and obtained data processing, as well as the activation of independent work (individually or in groups) with the use of simulation modelling in the scientific-investigational (research) mode. The main aspect of the experimental work is computer training of the research activities for a teacher and for a learner at a particular subject.

4.0 Conclusion

The research sought to categorize the direction of this research and to understand what “modernization” of STEM education means in practice. The research responses bolstered the importance of digital tools to transform education for a modern world. In line with this, the data shared were approximately four times more likely to include references to tools and technologies than they were to mention curriculum. When references to curriculum were made, they were often in relation to finding a balance within the curriculum and to identify the areas most suitable to the modernisation provided by the digital tools and technologies. At the same time, 62% of the data mentioned practices in society and technology. These references to the social nature of the practices, the idea that students need additional skills and the transfer of learning between school and society, underscore the importance of society for modernization.

As we have seen, the education landscape is changing (Rivera-Vargas & Cobo, 2023) (Marín-Marín et al., 2021). This digital transformation is impacting every aspect of the industry, and the fields of science, technology, engineering, and mathematics (STEM) are no exception. STEM education and the delivery of these subjects are under strain to maintain both curriculum coverage and student engagement.

With digital and computational technologies becoming central in the economy, in society and in most areas of STEM, the delivery of these subjects has become unmoored from incompatible traditional foundations, sports and media effects. As such, there is a clamour for educational reform, with educators keen to adopt digital and computational technologies in order to “modernise” STEM education. At the same time, many researchers in the areas of education technology and human–computer interaction are keen to define exactly what “modernisation” should look like.

References

Borovský, D., Hanč, J., & Hančová, M. (2023). Scientific Computing with Open SageMath not only for Physics Education. [PDF]

Ipek, I. & Ziatdinov, R. (2018). New Approaches and Trends in the Philosophy of Educational Technology for Learning and Teaching Environments. [PDF]

Marín-Marín, J. A., Moreno- Guerrero, A. J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. ncbi. nlm.nih.gov

Pllana, S., Huber, F., Hrdlicka, Z., Mettouris, C., Veber, A., Ocsovszky, Z., Gary, C., Boulomyti, E.,  &  Smith,  P.  (2016). SciChallenge: Using Student – Gener at ed Content and Contests to Enhance the Interest for Science Education and Careers. [PDF]

Rivera-Vargas, P. & Cobo, C. (2023). Digital learning: distraction or default for the future. osf.io

Rose Stringer, L., Maree Lee, K., Sturm, S., & Giacaman, N. (2022). A systematic review of primary school teachers’ experiences with digital technologies curricula. ncbi.nlm.nih.gov

Selim,    F .    (20 21). Connecting science fundamentals and career proficiency — Development of multi- disciplinary science curriculum. [PDF]

Somani, P. (2021). The Role of Education During and After COVID-19. The Journal of Social Sciences Studies and Research, 34-40 1(1).

Su, Y. S., Chang, C. Y., Wang, C. H., & Lai, C. F. (2022). A study of students’ learning perceptions and behaviors in remote STEM programming education. ncbi.nlm. nih.gov

Xuan Quang, L., Huy Hoang, L., Dinh Chuan, V., Hoai Nam, N., Thi Tu Anh, N., & Thi Hong Nhung, V. (2015). Integrated Science, Technology, Engineering and Mathematics (STEM) Education through Active Experience of Designing Technical Toys in Vietnamese Schools. [PDF]

This research study explores the transformative impact of digital technologies on education and the consequent shifts in the learning landscape. The accelerating integration of digital tools has revolutionised educational methodologies, prompting a fundamental reconfiguration of teaching and learning paradigms. Examining a wide array of scholarly sources, this review reveals the multi- faceted implications of digitalisation in education. It delves into the diverse ways technology influences pedagogical strategies, curriculum design, and learner engagement.

The synthesis of existing literature highlights the evolution from traditional classrooms to blended and fully online learning environments, emphasizing the importance of adapt- ability in addressing the diverse needs of learners. This research elucidates the potential benefits and challenges associated with this digital transformation. It underscores the democratisation  of  education through increased accessibility and personalised learning experiences while cautioning against issues of technological disparity and digital divide. Furthermore, it discusses the pivotal role of educators in navigating this evolving landscape, emphasising the need for professional development to harness the full potential of digital tools and create innovative learning experiences.

Additionally, ethical considerations surrounding data privacy, digital literacy, and the integration of emerging technologies in education are explored.

In conclusion, this study underscores the necessity for educational stakeholders to embrace digital futures and adapt to the evolving learning landscape. It calls for collaborative efforts among policymakers, educators, and technology developers to ensure an inclusive, equitable, and technologically adept educational environment that prepares learners for the challenges of the future.

Keywords:

Digital Transformation, Landscape, Technology, Adaptability, Environment

Bio

Prof. Dr. Parin Somani, Director of LOSD, is a distinguished Academic Scholar, TEDx Speaker, and Author, honoured the title of Mrs Universe 2022 and crowned by Bollywood Actress Mahek Chahal. With 2 Academic and 6 Honorary Doctorates, she’s a multi-award-winner and humanitarian. She is a prolific author of 19 books, and a record- breaker recognised in Guinness World Records and multiple prestigious record books. She was invited to deliver a Keynote Speech at Harvard University, Cambridge University and many more. In her global travels to 127 countries, Prof. Dr. Parin Somani tirelessly contributes to education, women empowerment, and youth development.

Abstract

This research study explores the transformative impact of digital technologies on education and the consequent shifts in the learning landscape. The accelerating integration of digital tools has revolutionised educational methodologies, prompting a fundamental reconfiguration of teaching and learning paradigms. Examining a wide array of scholarly sources, this review reveals the multi- faceted implications of digitalization in education. It delves into the diverse ways technology influences pedagogical strategies, curriculum design, and learner engagement.
The synthesis of existing literature highlights the evolution from traditional classrooms to blended and fully online learning environments, emphasizing the importance of adapt- ability in addressing the diverse needs of learners. This research elucidates the potential benefits and challenges associated with this digital transformation. It underscores the democratization of education.

1. Introduction

In today’s era of rapid technological advancements, education stands at the forefront of a digital revolution (Wang, Chen, & Yu, 2024). The integration of digital technologies into educational practices has created a paradigm shift, reshaping traditional approaches to teaching and learning and heralding the dawn of a new era in education (Haleem, Javaid, Qadri, & Suman, 2022). As educators, policy- makers, and stakeholders drive this digital frontier, it becomes increasingly apparent that adapting education to the evolving learning landscape is essential to meet the needs of 21st-century learners and prepare them for success in an ever-changing world (Jangjarat, Limna, Maskran, Klayklung, & Chocksathaporn, 2023).

There are profound trans- formations occurring within the field of education as a result of technological advancements. Digital technologies have fundamentally altered the dynamics of education particularly since rapid progression accelerated during the coronavirus (covid-19) pandemic (Somani, 2021). The sudden lockdown regulations enforced upon educational institutions made it imperative for students and institutions to harness digital technologies. Figure 1 highlights the negative and positive covid-19 influence on student’s academic activities.

Fig 1. (Saha, Atiqul Haq, & Ahmed, 2023)

Digital tools, ranging from interactive multimedia resources to online collaborative platforms, offer unprecedented opportunities to enhance the educational experience and cater to diverse learning styles. However, this digital transformation also presents challenges, including concerns about equity in access to technology, digital literacy, and the ethical use of data.

Objectives

The research aims to explore the transformative impact of digital technologies on education. Specifically, this study seeks to under- stand how digital tools influence various aspects of education, including pedagogical strategies, curriculum design, and learner engagement. The study objectives:

Examine how digital tools are reshaping pedagogical strategies

Investigate the influence of digital technologies on curriculum design, focusing on how technology is changing the development, implementation, and assessment of curricula in educational settings. Explore how digital tools affect learner engagement, including how technology enhances student participation, motivation, and collaboration in the learning process.

2.0 Methodology

This study employed a literature review of scholarly sources as the primary methodology to explore the transformative impact of digital technologies on education. In conducting this literature review, various data collection methods were utilised. Existing research and publications pertaining to the digital frontier in education was gathered, synthesised, and analysed. These included comprehensive searches of academic data- bases such as PubMed, Google Scholar, and ERIC, using relevant keywords and search terms related to digital technologies and education. Additionally, bibliographies of key articles and books to identify additional sources for inclusion in this research were consulted. Ethical considerations were an important aspect of our study. Ethical guidelines were adhered to as all sources have been cited properly and accurately representing the ideas and findings of the authors.

3.0 Results and Discussion

Digital technologies have significantly transformed pedagogical strategies by providing educators with innovative tools and resources to enhance teaching and learning (Okoye, et al., 2023). For example, interactive multimedia presentations, online simulations, and virtual reality applications have revolutionised how concepts are taught and understood in the class- room.

In terms of curriculum design, digital technologies have facilitated the development of more dynamic and flexible learning experiences (Valverde-Berrocoso, Fernández – Sánchez, Revuelta Dominguez, & Sosa-Díaz, 2021). Online learning platforms, digital textbooks, and adaptive learning systems enable educators to tailor curriculum content to individual student needs, fostering personalised and self-paced learning experiences.

Digital technologies have significantly influenced learner engagement (Nkomo, Daniel, & Butson, 2021). Through the use of gamification, social media integration, and collaborative online platforms, educators can develop interactive and immersive learning environments that encourage active participation and collabo- ration among students.

For example:

• Flipped classroom models, where students learn content at home through digital resources such as videos and online modules, allowing for more interactive and engaging classroom activities.

• Digital tools facilitating project-based learning, allowing students to collaborate on real-world projects while developing critical thinking and problem-solving skills.

• Personalised learning platforms that adapt to each student’s needs and learning styles, providing targeted feedback and support to enhance learning outcomes.

The transformative impact of digital technologies on education, with specific examples illustrating how technology influences pedagogical strategies, curriculum design, and learner engagement (Timotheou, et al., 2023). These findings underscore the potential of digital technologies to revolutionise education and improve learning outcomes for students.

When analysing results of the study in the context of existing literature and dis- cussing their implications for educators, policymak- ers, and other stakeholders. The study’s findings align with existing literature, which emphasises the revolutionary impact of digital technologies on education (McCarthy, Maor, McConney, & Cavanaugh, 2023). By leveraging digital tools, educators can design more dynamic and personalized learning experiences, ultimately boosting student engagement and academic achievement.

Implications of findings to various stakeholders

Educators:

Digital technologies present opportunities for educators to innovate their teaching practices and cater to diverse student needs (Ng, Leung, Su, Ng, & Chu, 2023). However, they also require ongoing professional development to effectively integrate technology into instruction and maximise its benefits.

Policymakers:

Policymakers hold a pivotal role in establishing a conducive environment for digital transformation in education. They should prioritise investments in infrastructure, teacher training, and digital literacy programs to ensure equitable access to technology and support its effective integration in schools.

Students:

For students, digital technologies offer new avenues for learning and collaboration. However, ensuring equitable access to technology and addressing issues of digital literacy are essential to prevent exacerbating existing inequalities in education. Although digital transformation in education offers numerous advantages, it also poses challenges.

Benefits: Increased access to educational resources, personalised learning experiences, enhanced student engagement, and improved learning out- comes.

Challenges:

Technological disparities, digital divide, concerns about data pri- vacy and security, and the necessity for continuous support and professional development for educators.

The study highlights the transformative potential of digital technologies in edu- cation and underscores the importance of addressing associated challenges to ensure equitable and effective implementation. By leveraging digital tools thoughtfully and collaboratively, stakeholders can foster an inclusive and innovative educational environment that equips students for success in the digital age.

2. Democratisation of Education Background

Additionally, digital tools such as mobile applications and e-books provide flexible learning options that accommodate diverse learning needs and preferences. Furthermore, digital Technologies facilitate personalised learning experiences tailored to individual student needs and preferences. Adaptive learning systems, for example, adjust instruction based on students’ learning progress and performance, providing targeted support and enrichment opportunities. This customisation fosters greater engagement and motivation among students and promotes a deeper understanding of content.

However, it’s essential to address technological disparities and the digital divide to ensure equitable access to educational opportunities. Despite the widespread availability of digital technologies, dis- parities persist in access to reliable internet connectivity, devices, and digital literacy skills. These disparities disproportionately affect marginalised communities and perpetuate existing inequalities in education. It’s essential to tackle the digital divide to promote social equity and guarantee that all students have equitable opportunities for success in the digital era. Achieving this goal demands collaborative efforts from educators, policymakers, and other stakeholders to provide access to technology, digital literacy training, and support services to under- served communities. By bridging the digital divide, we can create a more inclusive and equitable an educational system that enables every student to achieve their maximum potential.

Digital technologies have significantly increased accessibility to educational resources and opportunities. Via online learning platforms, students can avail themselves of a plethora of educational resources regardless of their geographical location or socioeconomic

Fig. 2 (Smith & Babich, 2020)

Figure 2 illustrates the five principles of democratic education intersect with the central concept of democratic educational policy. These principles, represented by rectangles, include: equality, diversity, participation, cohesion, and choice, all converging towards the main rectangle of democratic educational policy.

Role of Educators

Educators play a central role in leveraging digital technologies to enrich teaching and learning experiences. As facilitators of knowledge and guides in the learning process, educators have the opportunity to innovate their instructional practices and create dynamic learning environments that engage and inspire students. By embracing digital tools, educators can personalise instruction, individualise learning experiences, and cultivate collaboration and critical thinking skills among students.

However, to seamlessly incorporate digital tools into their teaching methodologies educators require ongoing professional development and support.  Professional development programs provide educators with the knowledge, skills, and resources necessary to leverage digital technologies effectively. Through workshops, training sessions, and collaborative learning communities, educators can learn how to integrate digital tools into their curriculum, design engaging online learning experiences, and address the varied needs of their students.

By investing in professional development, Educators can maximise the capabilities of digital tools to improve student learning outcomes and equip them for success in the digital era. Professional development enables educators to stay abreast of emerging technologies and optimal practices in digital education, empowering them to adjust and innovate in line with evolving educational trends and student requirements.

Educators play a pivotal role in navigating the evolving landscape of digital education. By embracing digital tools and investing in professional development, Educators can establish inventive learning environments that motivate and empower students to excel in the digital era. Through ongoing learning and collaboration, educators can leverage the complete capabilities of digital technologies to enrich teaching and learning experiences, preparing students for success in an ever more digitalised world.

Ethical Considerations

One of the primary ethical considerations in digital education is data privacy. As the utilisation of digital tools and platforms becomes more prevalent in classrooms, there is a mounting apprehension regarding the gathering, retention, and utilisation of student data. Educators and policymakers need to guarantee the responsible and ethical management of student data, implementing robust measures to safeguard privacy and prevent unauthorised access or misuse of sensitive information.

Another ethical consideration is digital literacy. As digital technologies become increasingly integrated into education, it is imperative to guarantee that all students possess the requisite skills and knowledge to navigate the digital terrain safely and proficiently. This encompasses comprehending how to critically assess information online, safeguard their privacy and security, and engage responsibly within digital communities. Educators play a critical role in fostering digital literacy skills among students and promoting responsible digital citizenship.

Finally, the integration of emerging technologies in education raises ethical questions about their potential impact on teaching and learning. Innovations such as artificial intelligence, virtual reality, and augmented reality hold the potential to revolutionize education, but they also pose ethical dilemmas regarding issues such as bias, accessibility, and equity. Educators and policymakers must carefully consider the ethical implications of integrating these technologies into educational settings and ensure that they are used in ways that promote equity, inclusion, and social responsibility.

Addressing these ethical concerns is crucial to ensuring that the adoption of digital technologies in education is responsible, equitable, and beneficial for all students. By prioritising data privacy, promoting digital literacy, and thoughtfully integrating emerging technologies, educators and policymakers can establish a secure and morally sound learning environment that enables students to flourish in the digital era.

Ethical considerations surrounding data privacy, digital literacy, and the integration of emerging technologies are essential aspects of digital education. By addressing these concerns thoughtfully and responsibly, we can ensure that the adoption of digital technologies in education promotes equity, inclusion, and ethical practice, ultimately enhancing teaching and learning experiences for all students

Conclusion

Throughout our study, we have explored the trans- formative impact of digital technologies on education. Digital tools are reshaping pedagogical strategies, curriculum design, and learner engagement, ultimately enhancing teaching and learning experiences for educators and students alike. The potential benefits of digital transformation have been highlighted, including increased accessibility, personalised learning experiences, and improved student outcomes.

However, alongside these benefits, we’ve also identified challenges like technological inequalities, data privacy apprehensions, and the necessity for continuous professional growth. Despite these challenges, it is imperative for educational stakeholders to embrace digital futures and adapt to the evolving learning landscape. The rapid pace of techno- logical change demands a proactive approach to integration, one that prior- itises equity, inclusion, and ethical practice. Educators, policymakers, technology developers, and other stakeholders must collaborate to ensure that digital technologies are leveraged responsibly and effectively to support student success. This requires a commitment to ongoing professional development, investment in infrastructure and resources, and thoughtful consideration of ethical implications. By embracing digital futures, we can create an educational environment that prepares students for the challenges of the future and fosters lifelong learning and innovation.

The study underscores the necessity for educational stakeholders to embrace digital futures and adapt to the evolving learning landscape. Together, let’s work towards creating an inclusive, equitable, and technologically adept educational environment that empowers all students to thrive in the digital age.

Recommendations:

Policymakers should prioritise investments in infrastructure, technology access, and digital literacy programs to guarantee fair access to digital resources for every student.

Develop and implement policies that support the incorporation of digital technologies into curriculum and instruction, with a focus on promoting equity, inclusion, and ethical practice.

Collaborate with educators, technology developers, and other stakeholders to address ethical considerations like data privacy, digital literacy, and the responsible adoption of emerging technologies.

Engage in ongoing professional development aimed at enhancing digital literacy skills and seamlessly integrating digital tools into instructional practices. Promote a culture of innovation and collaboration among educators to share best practices, resources, and strategies for leveraging digital technologies to support student learning. Prioritise student-cantered approaches to teaching and learning, utilizing digital tools to personalise instruction and meet the varied needs of every learner.

Design digital tools and platforms with accessibility, usability, and inclusivity in mind, ensuring that they are accessible to all students regardless of ability or background.

Collaborate with educators and policymakers to develop and implement technology solutions that address specific educational needs and challenges.

Prioritise research and development efforts in areas like artificial intel- ligence, virtual reality, and adaptive learning to improve the effectiveness and accessibility of digital education.

Finally, collaborative efforts among policymakers, educators, technology developers, and other stakeholders are encouraged to create an inclusive, equitable, and technologically adept educational environment. Through collaborative efforts, we can guarantee that every student has access to the resources, support, and opportunities necessary for success in the digital era.

Future Directions

Looking ahead, the following highlight potential future trends and developments in digital education, with the importance of ongoing research and innovation in advancing digital learning initiatives. Personalised Learning: A continued focus on personalised learning experiences, with advancements in adaptive learning technologies and artificial intelligence enabling tailored instruction and support for individual student needs.

Virtual and Augmented Reality: The incorporation of virtual and augmented reality technologies is anticipated to elevate immersive learning encounters, enabling students to delve into virtual environments and engage with digital content in novel and captivating manners. Collaborative Learning Platforms: Collaborative learning platforms will continue to evolve, facilitating communication, collaboration, and knowledge sharing among students and educators in virtual environments

Research and innovation play a crucial role in advancing digital learning initiatives and driving positive change in education. By investing in research, we can better understand how digital technologies impact teaching and learning processes and identify effective strategies for integrating technology into educational practices.

Ongoing innovation is essential to address emerging challenges and opportunities in digital education. Staying abreast of the latest developments in technology and pedagogy, educators and policymakers can adapt their practices to meet the evolving needs of students and ensure that digital learning initiatives remain effective and relevant.

Collaboration and partner- ships between educators, researchers, technology developers, and policy- makers are key to fostering innovation and driving progress in digital education. By working together, we can leverage collective expertise and resources to develop and implement innovative solutions that enhance teaching and learning outcomes for all students.

The potential of digital education in revolutionising teaching and learning experiences is vast. Through continuous exploration and innovation, we can lever- age digital technologies to craft vibrant, inclusive, and captivating educational settings, equipping students for triumph in the digital era.

References

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 275-285.

McCarthy, A. M., Maor, D., McConney, A., & Cavanaugh, C. (2023). Digital transformation in education: Critical compo- nents for leaders of system change. Social Sciences & Humanities Open.

Ng, D. T., Leung, J. K., Su, J., Ng, R. C., & Chu, S. K. (2023). Teachers’ AI digital competencies and twen- ty-first century skills in the post-pandemic world. Education Tech Research Dev, 137–161.

Nkomo, L. M., Daniel, B., & Butson, R. J. (2021). Synthesis of student engagement with digital technologies: a systematic review of the literature. Int J Educ Technol High Educ .

Okoye, K., Hussein, H., Arrona-Palacios, A ., Quintero, H. N., Ortega, L. O., Sanchez, A. L., . . . Hosseini, S. (2023). Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks. Educ Inf Technol, 2291–2360 .

Saha, B., Atiqul Haq, S. M., & Ahmed, K. .. (2023). How does the COVID-19 pan- demic influence students’ academic activities? An explorative study in a public university in Bangladesh. Humanit Soc Sci Commun .

Smith,  C.,  &  Babich, C. (2020). Theories of Individual and Collective Learning. Ontario: eCampus Ontario.

Somani,  P.  (2021).  Post Covid-19 Effects on the Future of Students in Higher Education. International Journal of Social Science And Human Research, 831-834.

Timotheou, S. M., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technol- ogies on education and factors influencing schools’ digital capacity and transformation: A literature review. Educ Inf Technol, 6695–6726.

Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Revuelta Dominguez, F. I., & Sosa-Díaz, M. J. (2021). The educational integra- tion of digital technologies preCovid-19: Lessons for teacher education. PloS one.

Covid had deeply impacted all walks of life and education could not be exempted. In the multilingual Indian scenario challenges in learning were worse than one could expect. The present paper offers an opportunity to comprehend the educational issues in India during Covid.

Keywords

Covid- 19 pandemic, Higher education, Challenges, India, Technology. Education During Covid- 19 Pandemic and the Compounding Challenges in India

Bio

Prof. Baliram Gaikwad is a professor in English and has 23 years teaching and research experience. His classic translation of the Marathi book Fakira has been published by Penguin publication. Dr. Gaikwad is also an active academic administrator and has visited the USA, Russia, Malaysia and Singapore for academic purposes.

Abstract

The human history has witnessed most destructive pandemics cyclically. Outburst of plague, waves of tuberculosis, HIV, flue Pandemic, cholera, black death, and now the most recent Covid-19 pandemic began from Wuhan, China in December, 2019 had  all brought massive destructions. The traces of their massive annihilating impact on all sectors of life are clearly visible but the tragic impact of Covid- 19 on higher education in India is deep rooted and demands further probe. Hence it is obligatory to understand the problems in education in India in the last three years to formulate a future policy to control the damage on priority basis. This paper construes the magnitude of the global issue of higher education with special reference to India during and after the Covid-19 pandemic.

The COVID-19 pandemic has enormously affected higher education systems in India and we were forced to convert syllabus into an online format which in itself was an inherent challenge. The present study deliberates the execution of online learning during the COVID-19 pandemic in the Indian higher education situation and examines the challenges experienced by both students and teachers during this period to explain their readiness for online education. To understand this issue with greater depth and understanding this research study employs qualitative method and analyses research papers, books, newspaper reports and reports of various agencies.

Introduction

More we unified, more we jeopardised, was the situation during the COVID-19 pandemic. As it was not limited only to any specific national borders but across all borders, encompassing all citizens, all levels of education, and people of all gender and levels of income. Strikingly, it did not affect us all uniformly. Its impact was felt disproportionately. Corona or Covid 19 pandemic had swiped the entire globe and pushed us into the necessary evil called quarantine: an all-round emergency. This bizarre situation affected the most vulnerable hardest and crippled the education system globally. Geographically, culturally highly diversified Indian population was not an exception to get affected of this tiny virus Covid-19.

Indian education system from KG to PG was so tragically impacted of this situation, that it will have its residue for much longer period.

India is home to one of the largest higher education systems in the world with over 1000 universities in 50000 colleges and institutions together catering to nearly 39 million students in India. Due to Covid 19 pandemic people were forced to stay home as a result million workers lost the jobs and the healthcare system came under stress and became handicapped itself, local businesses were at risk of closing permanently, the heat of recession reached almost all, the crisis laid bare the inequalities. This situation emanated the problems of having a sufficient number of teachers with desirable soft skills, self-motivation, tenaciousness, management skills and abilities to deal with the pandemic driven situation.

Objectives

The present study is focused on the following objectives.

• Underscore the global impact of Covid-19 on higher education sector.
• Understand the challenges in Higher education on India during and post covid.
• Enlighten on various online platforms emerged post covid situation.
• To offer insights on future horizon on higher education.

Methodology

This research work employs analysis of published research papers, various reports on Covid-19 pandemic. Collecting and collating information from different authentic websites, journals and e-contents relating to impact of Covid-19 on higher educational system of India.

Covid- 19 Pandemic and the Compounding Challenges in India

As a response to the government’s call for lockdown, all universities hurriedly closed their premises and substituted traditional teaching to online learning. But this change posed challenge to learning and assessment equally. It also questioned on the worth of the university education, networking, social opportunities, educational content and examinations conducted during this time. To answer that universities will have to work on building fresh learning environments were introducing digital platform in education adding value to the teaching learning process and not becoming an impediment. But during lockdown this coordination was missing as a result many individuals in academia were struggling to deal with this new situation with a sudden move but due to technological limitations and insufficient experience struggled to handle it. This situation potentially affected the academic quality and students learning outcome. In spite of that these technologies can be effectively leveraged to keep classes rolling. The higher education landscape in India is also changing with the advent of new technology and many institutions were forced to offer online learning with many new courses on various online platforms. Public funding of education in various countries also got affected due to the pandemic crisis and the mobility of the international students too turned out to be binational issues.

Most seriously the way the children lost the instructional time delivered in school and college setting is irrecoverable. Hence effective measures were to be taken so that students learning during school closure would be continued on priority basis. But globally, it was found that the preparedness of the teachers to equip classrooms with digital learning was insufficient. The classroom sizes and critical parameters and the kind of vocational education provided during the lockdown turn out to be a serious issue.

During lockdown, some students with privileged backgrounds, supported by their parents and eager and able to learn, could find their way to learning when school doors were closed. Those from disadvantaged backgrounds often remained shut out when their schools’ doors were fastened. This crisis has exposed the many inadequacies and inequities in our education systems. From access to the broadband and computers needed for online education to the supportive environments needed to focus on learning, up to the misalignment between resources and needs. The lockdowns in response to COVID-19 have interrupted conventional schooling and colleges with nationwide closures in many countries. Students from the well to do family could arrange the resources to continue learning remotely through the Internet, television or radio but the students from the most marginalised and disadvantaged groups had no access to online learning resources. Teachers who had training in traditional mode of teaching and had no exposure to new pedagogical concepts found themselves helpless and unequipped to deal with the situation.

Relevance of eLearning during Covid 19

If anything could be rightly called as the lifeline of education during covid pandemic was undoubtedly remote learning. Among the available portions, it proved to be too useful that it will, unarguably, remain on the global horizon of education in long run. The platform of Digital technology consisting of YouTube, email, Google classroom, Google forms, zoom video calls, what’s app, Online Teaching, PPT Slide shows, Virtual labs and many applications and software programs introduced by various companies during this time opened up completely new 30 landscapes of education proving the facilities for both students and teachers. It helped to coordinate, learn, record and assess the outcome equally. Technology has also provided the platform for personalised learning styles with precision and high level of accuracy.

MOOC Courses

Globally, one of the striking things observed in education in last three years was availability and marketing of numerous free of charge Online course from language learning to cooking, science, home science, origami and all such online course were offered by the internationally top-ranking universities to the local colleges. Massive Open Online Courses (MOOCs) were also made available for all. It provided a reasonably priced and elastic way to acquire new skills, advance once career and instill high quality educational skills are planned under MOOC courses. There was surge in opting MOOC in India too and Indian higher education institutes too encouraged students to undertake these useful courses for change in career, corporate learning and training.

Challenges

The COVID-19 pandemic has enormously affected higher education systems in India and we were forced to convert syllabus into an online format which in itself was an inherent challenge. The intense probes reflect the execution of online learning during the COVID-19 pandemic in the Indian higher education situation and underscored the challenges experienced by both students and teachers during this period to explain their readiness for online education. It is understood that the challenging areas like computer literacy level, the electronic environment and support, the preparedness of academic staff and students for online learning, the psychological preparedness could have been considered before replacing conventional teaching learning methods and have played a damaging role. The students seem to have insufficient motivation and knowledge and IT skills in the use of e-learning. Yet some positive observations were noted that the active teachers were motivated and successfully maintained high level of interest among students in academics and knowledge gaining. But many have observed that sometimes the teachers had merely conducted lectures on video platforms such as Zoom, Google meet and others without a dedicated online learning platform. Many teachers appointed on temporary basis lost their jobs and some were working under pressure of losing the job also impacted the performance of the teachers in the difficult phase of covid. Many heart wrenching stories of the difficulties of the students in rural areas and they were forced to give exam going on the top of mountains as to get the network access.

Conclusion

The Covid-19 has deeply impacted education system across all the countries and so did in India. India the second largest populated country in the world also had to undergo that rough journey of handling situation ranging from health to education hence, like all countries India too grappled in handling the situation. But the sudden transition of a classroom from real to virtual, curriculum from text book to digitized and teacher to digital platform was highly challenging to implement across all section of society considering the inequities were very challenging. But the higher education landscape in India is fully equipped with technology driven classes and courses like MOOC and many others too have opened an alternative window to learning.

References

Andreas, Schleicher. (2020). The Impact of Covid-19 on Education Insights from Education at a Glance, pp. 7-14.

Andrew P. Kelly, and Roony Columbus, (2020). American Enterprise Institute. College in the time of Coronavirus, Challenges Facing American Higher Education, pp. 11-18.

Awang, H.; Zahurin, M.A.; Wan, O. (2018). Modelling the Virtual Learning Environment Success among Malaysian Teachers: The Initial Investigation. J. Inf. Syst. Tech. Man. pp. 67–87.

Green, N.C.; Edwards, H.; Wolodko, B.; Stewart, C.; Brooks, M.; and Littledyke, R. (2010). Reconceptualising higher education pedagogy in online learning. Distance Educ. pp.257–273.

Kilgour, P.; Reynaud, D.; Northcote, M.; McLoughlin, C.; Gosselin, and K.P. (2018). Threshold concepts  about  online  pedagogy for novice online teachers in higher education. pp.1417–1431.

Wu, Z. How a Top CHINESE University is Responding to Coronavirus. (2020). Available online: https://www.weforum.org/ agenda/2020/03/coronavirus-china-the-challenges-of-online-learning- foruniversities/pp 1 -30 (accessed on 28 October, 2022).

To focus on the importance of communication skills for campus interviews

Key Words:

Campus Interviews, communication skills, effective communication, self-improvement, inter-personal skills, verbal communication, non-verbal communication, listening skills, speaking skills, writing skills.

Bio

Prof. Sheelu Singh Bhatia

Prof. Sheelu Singh Bhatia is a Professor of English in one of the leading Universities of India. She has more than twenty years of teaching and research experience. She specialises in Diaspora Literature. She also studied language and linguistics. Her articles have appeared in various International Journals.

Subir Mandal

Subir Mandal has done MBA with Marketing specialization from Pune University. Now he is currently engaged with a Training & Placement Department at Starex University. He is also taken care of build a positive mindset of the final year students, professional resume writing, career counselor, interview preparation, guidance and mentoring the students. Trained around 1500 students from various institutions (Engineering College & B-school) and also conducted 18 workshops at various institutions.

Abstract

Thousands of bright students leave college each year with the intention of finding employment to pursue their aspirations. Some people are fortunate enough to land a job through campus interviews, while others must look for work on their own. Do you count among them? Why should the hiring manager choose you over your friend or any other recent graduate from a different college for the open position? You can claim that you are the ideal candidate for the position or that your academic record qualifies you for the position. The interviewer will look for more than just your academic background, though, unless you are applying for academic positions. Any campus interview has a number of selection phases that vary depending on the university and degree. Your attitude, aptitude, academic knowledge, extracurricular activities, verbal, strategic, analytical, and other skills are frequently evaluated. When it comes to interactions between interviewers and interview candidates, these are the major fields which are being evaluated. Communication skill development is a self[1]improvement process, and as such, it has good consequences on personality, mood, and overall quality of life. Communication skill development is a self[1]improvement process, and as such, it has good consequences on personality, mood, and overall quality of life. Even the most basic “how to enhance communication skills” templates will have positive results in some cases. In this research paper, we have tried to focus on the importance of communication skills for campus interviews.

Introduction

Any campus interview has a number of selection phases that vary depending on the university and degree. Your attitude, aptitude, academic knowledge, extracurricular activities, verbal, strategic, analytical, and other skills are frequently evaluated. When it comes to interactions between interviewers and interview candidates, we’ve developed a few pet peeves through the years in the different administrative and management jobs we’ve held. We gladly share the many lessons that these experiences have taught us. One such annoyance was reading a candidate’s résumé who listed communication skills as one of their biggest assets, but whose resume and cover letter were jam-packed with typos and a variety of other errors. We would occasionally, but very infrequently, ask a candidate for an interview if we thought they had a little bit of potential, and one of our first queries would be, “Tell about your good communication abilities.” They often started by focusing on verbal communication and hardly ever mentioned writing or listening as alternate forms of communication. When we think of “communication skills,” we immediately think of speaking and language abilities, which are academically relevant and mostly used in our personal life. We frequently disregard its usefulness and significance in our line of work and career. Effective communication skills are a need because we all need to interact. with peers, co-workers, superiors, and both internal and external customers and moreover we need good command on communication skills at the time of interview, that too, when it is for a fresher. Figure 1 highlights elements of effective communication skills.

It’s not the simplest chore to learn how to communicate effectively, especially if you don’t know how to approach self-improvement in general. Any person or a fresher can be benefited greatly from developing their existing interpersonal skills and their ability to communicate effectively. Developing one’s communication skills will have good effects, including a rise in happiness and productivity at work and at home. Increased connection fosters greater trust and understanding, which help you and those around you form more enduring and fulfilling relationships. Simply because humans are creatures of habit, many people struggle greatly to improve their communication skills. Through childhood and into adulthood, we strengthen our communication skills. They take time to develop and adapt to; they are ingrained firmly within us. It takes courage to step outside of our comfort zone and remove our armour against the opinions of others in order to make changes, even positive ones, to our tactics and ways of interacting. We have to let go of our defences and plunge headfirst into the turbulent sea of life. It is a frightening thought. People frequently find it difficult to give up the tools and protections that have prevented others from seeing them as they think they would be. They say that the first step to solving a problem is acknowledging that you have one. However, often people are reluctant to accept that they need help or that their abilities need to be improved.

illustrates a nine-step problem solving model that can be followed to help find solutions to problems. A thorough assessment of current abilities as well as a determination of where and how to make improvements is the greatest place to start when trying to improve communication abilities. The ideal way to complete this process is with a partner. Since communication skills are built from a young age, it’s possible for people to form patterns that lead to “blind spots”—areas or talents they lack but are unaware of. Other times, people acquire specific abilities earlier in life, and as a result, their personalities evolve around certain communication skills to the point when employing other skills feels like they are acting like someone they are not. However, it’s crucial to avoid taking the procedure personally.

Nobody is attempting to alter who you are; instead, they are merely attempting to provide you with more means of expressing who you are. Your ability to communicate better can increase your likeability, diversity, and emotional stability. Avoid using any cookie-cutter templates to assess or develop your communication skills; as people differ greatly from one another, their improvement process should take into account all of their peculiarities. The crucial variations come in the form of taking the less-travelled path. The consequences should all be similar, though, as a well-rounded set of communication abilities should appear almost the same for everyone. Some people will have more to learn than others, and people learn in a variety of ways and at varying rates. Some people will need to practice their abilities more to make sure they are fully assimilated into their toolkit of efficient communication techniques. Every person will also have varied schedules and time constraints that must be accommodated for this self-improvement. Communication skill development is a self-improvement process, and as such, it has good consequences on personality, mood, and overall quality of life. Even the most basic “how to enhance communication skills” templates will have positive results in some cases. Finding 45 issues or contradictions in your repertoire of actions, words, tone, or grammar; identifying them; determining the contexts in which you feel confident enough to make changes (such as with your closest friends or family); and finally putting these new or unused skills into practice could all be part of the process for you. While there are many other communication abilities that companies are searching for, the following would be the top picks. You’ve undoubtedly heard someone discuss interpersonal skills. What exactly do interpersonal skills entail? When we speak with a single individual or a group of people in person, we use interpersonal skills. It is how we interact with other people. Our interpersonal abilities serve as a barometer for how well we communicate. Any person aiming for the top should consider being successful at developing strong interpersonal relationships through good communication to be a very valuable asset. One can speak on a personal level as well as a professional one thanks to interpersonal skills, which elevates the relationship. It promotes teamwork and aids in finding common ground among workers. When talking about communication abilities, verbal communication is undoubtedly at the top of the list, but what about nonverbal communication?

Have you ever thought that before you ever open your mouth, your body language communicates extremely loudly and clearly? While you wait for an interview, it can be considered impolite or show a “I don’t care” attitude to lean back or slump in your chair. It may be a sign of anything to hide if you aren’t looking the speaker in the eyes. Crossing your arms could come across as protective or as someone who is closed off to the process.

Then there is speaking persuasively, not simply verbally. How can we tell if our communication is effective? We must first understand our intentions and purposes for speaking in order to communicate or speak effectively. If our goal is to inform, we must speak in an informative manner. This ability enables us to successfully handle daily meetings, one-on-one interactions, and brain[1]storming sessions. As they mirror their uncluttered thoughts and leave little room for ambiguity in the listeners’ thinking, clear and eloquent presenters are typically the most effective. Given that people’s attention spans are getting shorter, it is always a good idea to speak clearly and succinctly while concentrating on the most important parts of the conversation. A lot of focus is placed on the development of linguistic abilities that engage others and aid in reaching a consensus while receiving communication skills training.

Presentation is a key component of interpersonal communication. If a candidate showed up to the interview in flip-flops and jeans, especially when hiring is taking place in the hospitality industry, presentation points were automatically taken from the top of their score. Meetings, video conferences, and presentations are all part of a busy business executive’s day. It could involve presenting concepts, data, or product specifics to an internal team or a prospective customer. An effective presenter makes a presentation compelling and emotive by using anecdotes, stories, and references. Effective communication skills include the ability to positively influence the audience in order to achieve the intended result. Making eye contact with the audience, maintaining a laid-back demeanour, and adding a little humour are all crucial components of an engaging presentation. Figure 3 illustrates how individuals can dress for success.

Your character and your level of respect for both yourself and the organisation you are interviewing with are strongly influenced by how you present yourself for an interview. There are no situations that come to me when wearing flip-flops to an interview would be appropriate. The only exception would be if you received explicit instructions to dress that way.

Another important aspect of successful communication skills is active listening. This ability has often proven to be the most crucial, in my experience. Active listening should be considered a skill because it differs greatly from hearing. Everyone should develop the habit of listening more often than speaking. You can easily outperform the competition by becoming proficient in this talent and showcasing your capacity for active listening. The ability to listen, comprehends, and responds to the perspectives of others ranks as the most important skill on the list and is regarded as being extremely important in the corporate world. Listening demonstrates that you value the other person’s viewpoints, are prepared to take them into consideration, and are receptive to novel notions and ideas. A person who is actively listening will always pause while they are speaking to hear the audience’s answer, repeat it, and also pose questions to show that they are engaged in the conversation.

Even though writing isn’t always a social skill, it should be at the top of your list. When interviewers must choose who will go to the next round of interviews, it could be a turning moment in the process. Written Competencies: Social media, presentations, and email are all vital components of today’s enterprises. Regardless of the business activity one is involved with, all employees should be able to write clear and correct emails. You should be able to concentrate on the key ideas without waffle, reusing, or utilising superfluous words. Additionally, it’s crucial to use the proper tone while avoiding becoming overly informal because doing otherwise could jeopardise a perfectly good business relationship with a possible client. Proper follow-ups and closing the communication loop are two aspects of good writing that are prized in the world of clogged electronic mail. Any communication training module devotes a significant amount of time to developing this ability.

Conclusion

Although it was beyond the scope of this paper to delve into the specifics of the aforementioned communication skills, you must be aware of what employers are seeking when you highlight these abilities on your resume. If you feel comfortable doing so, it can be helpful to get feedback; if not, make sure to carefully watch yourself as you make improvements. As always, tolerance is key. Take your time; it could take a while for you to develop excellent communication skills the way you want them to. Any worthwhile endeav[1]our should be completed with care, , and self[1]improvement of any kind should never be rushed. The development of effective communication skills requires practice—lots of practice—just likes most other skills. Because of this, the individual must not be scared to practice what they have been working on with them[1]selves in front of others. Therefore, you need to be careful with everything. Be assured and simply strive to be yourself! You will be picked for your desired management institute once you completely prepare for your campus interview.

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