Perspectives of Science and Education最新文献

{"title":"The influence of pretend play on the cognitive and emotional development of children 3-4 years old","authors":"V. Sukhikh, Margarita N. Gavrilova, Polina R. Ivenskaya","doi":"10.32744/pse.2024.1.25","DOIUrl":"https://doi.org/10.32744/pse.2024.1.25","url":null,"abstract":"Introduction. Play is the leading activity of preschool age, and play with an imaginary situation (pretend play) is considered as the most significant type of play for children’s mental development, which allows this type of play to be used in the educational process as a means of teaching and developing preschool children. The purpose of this article was to assess the impact of pretend play on the cognitive and emotional development of children 3-4 years old. We assumed that (1) the play can influence the development of executive functions, imagination and understanding of emotions in children 3-4 years old, (2) the influence of the play can be different depending on which developmental mechanisms it contains more involved. Materials and methods. To test the hypotheses, a training controlled experiment design was developed. As an experimental intervention series of play sessions with an adult were conducted. Before and after the experimental intervention, the level of development of executive functions, imagination and understanding of emotions was assessed. 39 children aged 3-4 years took part in the play sessions. Play sessions were video recorded for later analysis. Results. The data obtained were analyzed in two stages. First, the results of the pre- and post-test in the experimental and control groups were compared. At the second stage, the analysis of video recordings was carried out in order to control the influence of the child's ability to stay in the play context. Thus, the test results of the same children before and after participating in the experiment (Student's paired t-test) were compared. Significant differences were identified in the indicator “Understanding the external causes of emotions” of the Test of Emotion Comprehension and the “Elaboration” of the test for imagination. Analysis of variance with control of the level of development of hot self-regulation in children at the time of participation in the experiment confirmed that the type of experimental exposure is a significant factor affecting the development of the ability to understand the external causes of emotions (F(1.36) = 3.87, p = 0.030, n2 = 0.035). Analysis of video recordings showed that children in both playing conditions to a large extent were involved in the playing and, as expected, in their play there was an emphasis on the meanings of human activity, the relationship between the characters and their feelings. The results of the conducted training experiment as a whole showed a low effectiveness of the pretend play impact even in conditions with active participation of the adult. Conclusion. The age of 3-4 years is the initial stage of the formation of both the pretend play itself, and such mental functions as imagination, self-regulation and understanding of emotions. The results of the training experiment generally showed the low effectiveness of the play influence even in conditions of active participation of the experimenter in the play. We can conclu","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"57 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140272744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital ecosystem for enhancing research and innovation activities of master's students","authors":"M. S. Chvanova","doi":"10.32744/pse.2024.1.37","DOIUrl":"https://doi.org/10.32744/pse.2024.1.37","url":null,"abstract":"Introduction. The dynamic development of modern digital technologies emphasizes the need for the development of new tools to activate the research and innovation activities of master's students. A digital ecosystem holds significant pedagogical potential not only in the academic activities of students but also in research and innovation. However, its creation is complicated by a lack of understanding of the essence, structure, and emergent properties of the system. The purpose of the study is to identify the features, mechanisms, and functionality of the digital educational ecosystem to enhance the research and innovation activities of undergraduates. Materials and methods. Bibliographic databases such as Scopus, Web of Science, Lens, and other international information systems of peer-reviewed scientific literature were used for the analysis of publications. System analysis and analysis of internet resources were employed to address the research objectives. The results of the study. The functional capabilities of the digital educational ecosystem for activating the research and innovation activities of master's students were identified, including access to information systems and databases of scientific information, automation of research management, creation and administration of electronic surveys, access to tools for processing and analyzing large volumes of data, access to data visualization tools, collaboration systems for working on research projects, automation of planning, tracking, and organizing research or educational projects, access to electronic systems for applying for research grants and scholarships, access to specialized plagiarism detection systems, electronic portfolios, access to publication management systems, automation of the creation and formatting of scientific articles and presentations, automation of publication formatting, access to virtual laboratories and modeling environments. Conclusion. The presented analysis allowed for the identification and justification of the pedagogical potential of the digital ecosystem for the core research and project activities of master's students, specifically: providing research with information resources; improving data collection and analysis; optimizing collaborative and network interactions; automating project management; digitally supporting the research process; digital technologies for stimulating creativity; digital support for publication preparation; expanding research boundaries; self-development; supporting distance learning; supporting virtual laboratories and modeling environments; ensuring data visualization; instrumental support for research quality analysis.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"18 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The implementation of a practice-oriented approach in teaching students of technical universities based on the development of a digital twin of the information system of an industrial enterprise","authors":"Dina D. Sin, Evgeniya E. Istratova","doi":"10.32744/pse.2024.1.5","DOIUrl":"https://doi.org/10.32744/pse.2024.1.5","url":null,"abstract":"Introduction. In teaching future engineers and mechanics, difficulties arise when they study such disciplines as Theoretical Mechanics and Strength of Materials. As a rule, this is due to the need to consolidate students’ acquired theoretical knowledge. However, carrying out a sufficient number of strength tests of products is associated with significant financial costs, so it is often economically expensive to obtain results by implementing physical experiments, and in some cases it is simply impossible. In this regard, for teaching it is advisable to use accurate distributed dynamic mathematical and software models of objects, that is, digital twins. Materials and methods. As a prototype of a digital twin, an information system of an industrial enterprise was considered, designed to monitor the stress-strain state of a beam using strain gauge data. 198 students and 8 teachers from the Faculty of Mechanics and Technology and the Faculty of Automation and Computer Engineering of the Novosibirsk State Technical University (Russian Federation) took part in testing the methodology. Methods of mathematical statistics: Pearson's chi-squared test, survey and correlation analysis. Results. As a result of the introduction of teaching methods based on the use of a digital twin, situations were created that required students to critically analyze and include metacognitive skills. The implementation of practice-oriented training when working with a digital twin of an information system of an industrial enterprise has an impact on the academic performance of students (χ2 = 4.08; p < 0.05) and allows students to firmly consolidate the acquired theoretical knowledge and practical skills, which will subsequently allow the formation of sustainable professional competencies. Scientific novelty. The study revealed that learning using a digital twin contributes to a more controlled passage of the curriculum by students, develops qualities such as self-control and self-discipline, and stimulates cognitive interest in a specific academic discipline and the educational process in general. Practical relevance. The main advantage of introducing a digital twin of an industrial enterprise information system into the learning process is the effectiveness of this approach in terms of consolidating and developing practical skills among students. In addition, teaching using digital twins is particularly useful for preparation activities in high-risk industries, where practice at real-life facilities is impossible or difficult.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"69 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140275909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Non-maternal’ educational practices of mothers: contents, features, barriers to implementation","authors":"Irina A. Simonova, A. Shvetsova, Marina S. Krivoshchikova","doi":"10.32744/pse.2024.1.2","DOIUrl":"https://doi.org/10.32744/pse.2024.1.2","url":null,"abstract":"Introduction. The issue of studying the educational practices that women use to maintain their social, political and economic positions during changes in their usual living conditions due to caring for small children is updated by the need to develop effective programs to support motherhood – a priority task in the unfavorable demographic situation of recent years. The study aims to characterize and create a typology of educational activities used by Russian mothers as ‘non-maternal’ practices and to identify problematic aspects implementing these. Materials and methods. Methodologically, the study is based on the gender social construction theory and the concept of ‘non-maternal’ practices of mothers. Women's statements in thematic online communities were analyzed (22 communities, 248 statements); in-depth interviews (N=20), survey (N=471) and interview with an expert on advanced training programs for mothers in Sverdlovsk Oblast (Russian Federation) were conducted. Research results. 62% of statements and 36% of questionnaires contain references to learning experience. 58% of participants see education as a way to develop their potential and capabilities, 71% of statements contain information about entrepreneurial and work initiatives implemented as a result of training. 37% of informants do not know of any educational programs to support mothers. The typology includes the following criteria: motives (investment, leisure, existential, instrumental); field of activity (beauty; cooking, making clothes; interior design; photography; web design, IT; psychology, coaching; business education; driving; foreign languages; pedagogy; music); financial accessibility (paid, free); implementation (formal, informal). Conclusion. Personality problems and obstacles such as inconsistency in the maternity support system at the political and program levels are highlighted. Recommendations for optimizing systems for supporting mothers’ education are as follows: taking into account the contents of practices when forming a portfolio of state support programs, developing informal education resources, modernizing the infrastructure of educational sites, taking into account the needs of women with incomplete education; mentoring; reforming communication channels; working with public opinion in the field of maternal education.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"513 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140274166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formation of creative thinking of schoolchildren using interactive timelines in the conditions of additional education","authors":"E. Soboleva, Pavel M. Gorev, T. Suvorova, T. Masharova","doi":"10.32744/pse.2024.1.35","DOIUrl":"https://doi.org/10.32744/pse.2024.1.35","url":null,"abstract":"The problem and the aim of the study. Preparing a graduate who can apply acquired knowledge in practice in new non-standard situations is one of the key tasks facing a digital school teacher. The information environment of additional education makes it possible to organize didactic interaction with online tools in a special way, during which its participants receive opportunities to demonstrate creativity and generate original ideas and solutions. The purpose of the study is to identify the potential of using interactive time tapes in classes in the additional education system to develop the creative thinking of schoolchildren. Research methods. The methodology is based on an analysis of the didactic possibilities of additional education and interactive services for the formation of creative thinking; on clarifying the training program and ways of organizing activities in the classroom when creating timelines. To develop a timeline, an online application Timeline JS is used. The experiment involved 60 schoolchildren from the creativity studios “Word” and “Miniature” (Russian Federation). To assess the maturity of creative thinking, the “Test of Divergent (Creative) Thinking” technique is used (author – F. Williams, adaptation – E. E. Tunik). For statistical processing of data, Pearson's χ2 (chi-square) criterion is used. Results. An important feature of the proposed work system is the integration of timelines into various areas of the studio activities: social-pedagogical, technical, physical education and sports, etc. Schoolchildren from the experimental group study according to the following plan: studying ready-made timelines; analysis of relevant Internet resources; creation of an interactive scale; discussion of the designed timeline; foresight session to identify options for its possible application. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 6.154; p < 0.05). In conclusion, the possibilities of interactive timelines for the development of creative thinking are formulated: reusability; retrospective and multimedia presentation, etc. The difficulties that complicate the use of online services are described: time costs, the need to develop criteria for systematically assessing the effectiveness of using interactive applications for the appropriate purpose, etc.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"17 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140270173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The design of project-based learning model based on local potential and social constructive investigation and its impact on students' green behavior","authors":"Siti Nurhidayati, Safnowandi, Khaeruman, Akhmad Sukri","doi":"10.32744/pse.2024.1.11","DOIUrl":"https://doi.org/10.32744/pse.2024.1.11","url":null,"abstract":"The Problem and Purpose of the Study. In Indonesia, the development of PBL models grounded in local potential and constructive social investigations has not previously been undertaken. Conversely, incorporating local potential into the curriculum is essential for enhancing conceptual comprehension, critical thinking skills, and environmental knowledge and fostering respect and concern for the environment. This study proposes a project-based learning (PBL) model rooted in local potential and constructive social investigations. Research Methods. This study adopts and adapts the Borg & Gall development model, which comprises four stages: (a) needs analysis and identification of local potential, (b) model development, (c) model validation, and (d) implementation. Results. The study's findings indicate that (a) the incorporation of local potential into the project-based learning model is crucial in the context of rehabilitating and reclaiming local potential in Lombok, West Nusa Tenggara, (b) the design of the PBL learning model, integrated with local potential, is achieved by including local potential materials within the framework of the existing curriculum. This integration aligns with the principles of social constructive inquiry by identifying community problems and habits and discovering and implementing problem-solving solutions. (c) Model validation, conducted through expert assessment, demonstrates that the model meets the necessary criteria for validity and practicality, with validator ratings of 3.6 and 3.65, respectively, falling within the \"very good\" category. The Percentage of Agreement (PA) ranges from 83.3% to 100% in the \"reliable\" category. (d) The implementation shows that the developed learning model is effective in enhancing students' environmentally friendly behaviour, with N-gain scores of 50.148 (effective), 50.921 (effective), and 50.256 (effective). That it, the PBL learning model based on local potential and constructive social investigations significantly influences student environmentally friendly behaviour (p < 0.05). Practical significance. This research was conducted to develop and test the effectiveness of a projectbased learning model design based on local potential and social constructive investigations to empower students' green behavior. The results of this research provide initial data in the form of local potential mapping which is integrated into model design and field testing of green behavior, so that it can be used as input for teachers and lecturers to continue implementing green behavior and exploring other local potential in learning.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"58 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140400111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Features of the educational strategy of school graduates when entering regional universities in Russia","authors":"Nadezhda A. Ovchar, Evgenia V. Anufrieva, Nadezhda V. Dulina, E. G. Efimov","doi":"10.32744/pse.2024.1.43","DOIUrl":"https://doi.org/10.32744/pse.2024.1.43","url":null,"abstract":"Introduction. With the change of generations, changes in the socio-economic conditions of life, global processes affecting local levels, the previously habitual mechanisms for the functioning of social institutions, in particular, education, also change. Restrictions on entry into the higher education system generate competition for state-funded places, and the USE mechanism is a key way to select the most talented and capable applicants. School graduates find other ways to universities because of the competitiveness and complexity of the Unified State Exam, along with the traditional trajectory of entering a university. The purpose of the study is to identify and analyze the educational strategies that Russian school graduates choose, the factors that determine this choice, and the problems that give rise to the variety of educational trajectories of graduates. Materials and methods. The study was conducted using an online survey among first-year students of two Volgograd universities – Volgograd State University and Volgograd State Technical University in October 2022 (N=527), the task of representation by gender and age was not set. Methods: analysis of sources, online survey, scaling, mathematical statistics (calculation of arithmetic mean), analysis of frequency distributions, analysis of contingency tables. Results. The quality of preparation for the USE is provided not only by general education schools, but also by various forms of additional education, tutors, courses, online schools. The overall level of USE results in the Volgograd region, based on average values, fluctuates in the range of 45-55 points out of 100, while the average scores for admission to the studied Volgograd universities, which were included in the study area of the authors, are 66.4 and 68.7 points, and in the capital - much higher. However, as the analysis of empirical data shows, the decision to enter a university is made on the basis of a wider range of factors, including the territorial location of the university, family traditions, and the socioeconomic status of the family. A rational approach to the implementation of the educational strategy gives rise to the so-called. \"transit\" trajectory of entering the university after college graduation. Admission to an institution of secondary vocational education can be an intermediate stage (for example, the share of college graduates in full-time departments of universities in Volgograd is 13%, in Russia – about 21%), or be the ultimate goal of the educational trajectory. Conclusion. Admission to a university after the 11th grade brings to the fore the quality of education in schools and preparation for the Unified State Exam, as a tool for the competitive selection of applicants applying for state-funded places at a university. Entering a university after graduating from college is not the most popular strategy, but it avoids the procedure for passing the exam, since admission is based on the results of the universi","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"351 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140402209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive-stylistic and metacognitive characteristics of schoolchildren and students with different indicators of digital competence","authors":"Olga V. Rudykhina","doi":"10.32744/pse.2024.1.28","DOIUrl":"https://doi.org/10.32744/pse.2024.1.28","url":null,"abstract":"Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the \"digital generation\", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method \"Digital Competence Index\" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: \"Style of thinking\" (A.K. Belousova), \"Method of diagnosing the stylistic parameters of learning\" (A. Salomon, R. Felder), \"Metacognitive skills in the structure of educational and professional activity\" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital c","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"977 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140273542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictors of subjective well-being and life satisfaction of people in late age: applied aspect","authors":"Georgy I. Borisov, Tamara B. Sergeeva, N. Glukhanyuk","doi":"10.32744/pse.2024.1.33","DOIUrl":"https://doi.org/10.32744/pse.2024.1.33","url":null,"abstract":"Introduction. Maintaining and preserving well-being and life satisfaction in late age is an urgent task for society. Research and educational practice prove the positive relationship between learning, active aging and overall well-being. At the same time, the importance of optimizing educational programs based on reliable empirical data on personal characteristics that determine subjective well-being is emphasized. The study aims to identify general and specific predictors of a person’s subjective well-being in late age to determine the main principles of forming educational programs for older people. Materials and methods. The empirical study involved 528 respondents (387 female, 152 male) aged 45-75, the average age was 58 years. A complex of eleven psychodiagnostic methods, combined into three blocks, was implemented: methods for diagnosing subjective well-being, life satisfaction and their hypothetical predictors. Descriptive statistics and regression analysis were used to process the data. Results. Regression models were obtained which describe predictors of types of subjective well-being in late age (model determination coefficients 0.238-0.636) and satisfaction with areas of life (model determination coefficients 0.336-0.619). The results allow specifying the influence mechanisms of such predictors as time perspective, hardiness, purpose in life orientations, optimism, readiness for agerelated changes, coping strategies and self-regulation. Both general and specific predictors, as well as their empirical indicators, were established. Conclusion. Based on the identified predictors of subjective well-being and life satisfaction, the provisions and principles of designing educational programs for people of late age were formulated: creating a time perspective with positive goals, a conflict-free and supportive individual-oriented educational environment, promoting a person’s acceptance and adaptation to new social conditions, creating an adequate understanding of the learning situation, one’s goals and capabilities.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"442 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140275121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of digital leadership on digital transformation in university organizations: an analysis of students' views","authors":"Arie Wibowo Khurniawan, Irmawaty, D. Supriadi","doi":"10.32744/pse.2024.1.38","DOIUrl":"https://doi.org/10.32744/pse.2024.1.38","url":null,"abstract":"Introduction. Digital leadership must have the ability to adapt to changes in the technological environment. The rapid development of technology demands adjustments to changes that run quickly so that organizational goals can still be achieved. Digital leadership must be formed with the mindset and ability to solve problems and the ability to maintain relationships between members and between teams. This study aims to determine how digital leadership improves digital transformation in university organizational by analyzing student opinions. Study participants and methods. The present quantitative descriptive study samples were students from five faculty in Universitas Terbuka using purposive sampling. The data were gathered from a structured questionnaire survey of 403 respondents. The factor analysis was applied to bring out the Digital Leadership and Digital Transformation variables representing the attributes, and later, the causality between these variables was established using structural equation modelling (SEM). Results. The confirmatory factor analysis has shown that digital leadership was constructed by eight factors, namely digital literacy (0.740), digital vision (0.801), defence (0.820), presence (0.836), communication (0.849), adaptability (0.801), self-awareness (0.783), and cultural awareness (0.760). Digital transformation comprises five factors: strategy and governance (0.343), curriculum and method (0.447), assessment (0.478), self support and development (0.427), infrastructure and resources (0.461). Empirically, digital leadership significantly influences the digital transformation in university organizational with a coefficient value of 0.507 and an R square value of 0.325. Leaders with digital leadership are able to adapt to the rapid development of technology and changes in organizational behaviour. Digital leadership enables leaders to direct, lead and evaluate an organization's digital transformation process. Practical significance. This study examined the influence of Digital Leadership on Digital Transformation. Digital leadership is innovative leadership that supports the implementation of digital transformation in organizational culture to increase the university's competitive advantage. University leaders must have digital leadership skills, including digital literacy, digital vision, defence, presence, communication, adaptability, self-awareness, and cultural awareness. This capability is used by university leaders to execute all problems encountered in the digital transformation process. Finally, the next research recommendation is to provide a digital leadership module for university leaders. Future digital leadership research should also be linked to emotions, followers, gender, and organizational culture.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"26 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}