We now investigate whether and how 287 active primary school teachers sustained a primary school distance learning curriculum reform a year after finishing their two-year distance education professional development program. Through the lens of Structural Equation Modeling, we analyze the sustainability of the reform, pinpointing key sustainability factors. The Sustainable Adoption of Digital Education (SADE) model, validated, reveals that the fourth year of the reform's sustainability hinges on the perceived utility of the new material, the simplicity of its application, and readily available, substantial school support. Consequently, an evaluation of these factors is required, and their consideration is essential during implementation, coupled with ongoing support and application. The DE curricular reform model's findings confirm a positive impact on teacher self-efficacy in distance education, coupled with adequate in-school support and a growing rate of adoption over time. However, as teachers' methodologies have yet to stabilize, and further refinements may be necessary to account for the entire range of DE principles, attention to lingering obstacles to sustainability remains essential. These obstacles encompass the limitations of time, the demanding workload of DE instruction, a notable inclination towards teacher delegation, and the lack of empirical student learning data; the latter is a significant void in the available literature. The sustainability of the reform is contingent upon a concerted effort by researchers and practitioners in the field to address these shared barriers.

To what degree did individual-technology fit (ITF), task-technology fit (TTF), and environment-technology fit (ETF) impact university student online learning performance, and were these impacts mediated by behavioral, emotional, and cognitive engagement? An integrated research model, encompassing the extended TTF theory and student engagement framework, was developed theoretically. Based on data gathered from 810 university students, a partial least squares structural equation modeling methodology was used to assess the validity of the model. TTF (p<0.0001, value =0.025), behavioral engagement (p<0.0001, value=0.025), and emotional engagement (p<0.0001, value=0.027) all demonstrably impacted student learning performance. Behavioral engagement demonstrated a relationship with TTF (p-value less than 0.0001; code 031) and ITF (p-value less than 0.0001; code 041). Emotional engagement was significantly preceded by TTF, ITF, and ETF (p<0.0001, p<0.0001, and p=0.0001, respectively), as was cognitive engagement (p<0.0001, p<0.0001, and p<0.0001, respectively). selleck inhibitor Learning performance was a consequence of fit variables, mediated by behavioral and emotional engagement. Introducing ITF and ETF dimensions to TTF theory underscores their impact on promoting student engagement and educational attainment. Practitioners in online education should carefully scrutinize the synergistic relationship between the individual learner, the learning activity, the learning environment, and the technological tools used to foster positive learning outcomes.

The unexpected conversion from face-to-face instruction to online learning, due to the Covid-19 pandemic, has resulted in students lacking adequate preparation, potentially impeding their learning development in various ways. High-quality information systems, coupled with self-regulated learning approaches, and an intrinsic motivation for learning, are crucial to online learning success. peripheral blood biomarkers Learning motivation and the self-regulatory skills of students could be negatively impacted by the significant stress caused by epidemic lockdowns. Nevertheless, the existing research addressing the interplay between information system success, self-directed learning, perceived stress, and intrinsic motivation for learning is markedly deficient in the context of developing countries. Through this research, we are determined to fill the knowledge gap that currently hinders our understanding. The study involved 303 students attending a university. Second-order structural equation modeling demonstrated a positive direct and indirect link between information system success, intrinsic learning motivation, and online self-regulated learning. Beside the minor links observed between perceived stress, intrinsic learning motivation, and online self-regulated learning, a majority of participants in this research exhibited moderate to high stress levels. In light of this, the potential negative impact of stress on student learning should not be minimized. Implications for educators and researchers in online learning environments and educational psychology are offered by the findings.

The use of Information and Communications Technology (ICT) in education has produced differing impacts. Studies in the field have demonstrated that the application of ICT can induce technological strain on both educators and learners. Nevertheless, the technological strain and exhaustion experienced by parents who assist their children in navigating technological platforms remain insufficiently explored. Our research, with 131 parents who assisted their children on technological platforms, was aimed at bridging a theoretical gap by examining two antecedents of techno-distress and its influence on parental burnout. Parental techno-distress is demonstrably influenced by both home-based support structures and the quality of the system, as indicated by our results. Moreover, a significant impact of techno-distress on parental burnout was demonstrably present. Medical laboratory Technology is finding widespread application in educational environments at all grade levels. Therefore, the findings of this study offer beneficial information for educational settings to lessen the harmful repercussions of technology's impact.

This paper analyzes the invisible barrier, the fourth wall, which poses difficulties for teachers in the online learning environment. Through a presence framework developed from academic research, we explored how experienced educators tackled the absence of visual cues and the pedagogical strategies they subsequently adopted. Semi-structured interviews with 22 teachers with extensive online teaching experience provided data that was analyzed to reveal individual presence, spatial presence, and collaborative presence. Results show the existence of seven individual presence types, four place presence types, and three co-presence types. From a comprehensive standpoint, the research highlights teachers' greater emphasis on developing individual connections between students and online learning materials in comparison to promoting student co-presence (peer interaction), with the online learning space characterizing 'place presence'. The strategies employed by teachers to bolster each student's presence are detailed, along with their influence on the transition towards a greater integration of blended and online learning approaches within the educational system.

Worldwide, digital technologies have seen a significant increase in recent years. The pandemic has, in fact, given rise to a stronger presence of digital technologies in education, necessitating the 21st-century competencies including digital awareness, and pointing towards a new paradigm for education. Digital technologies, when correctly integrated into educational settings, enable opportunities that can have a positive impact, arising from digitalization. However, the integration of digital technologies can unfortunately result in adverse effects, including an escalation of workload caused by poorly designed software user interfaces. This ultimately discourages the use of digital tools in education due to a deficiency in digital competence. For equitable K-12 education, teachers must have access to and proficiency with digital technologies and digital competence concerning educational issues, making school leaders’ role in digital education critical. A survey, coupled with three group interviews, gathered the data within a network of three Swedish municipalities. Categorization and analysis of the data were conducted with thematic analysis as the tool. According to school leaders, the digitalization process is structured around teachers' digital competencies, the availability of hardware and software, and a shared cultural perspective. School leaders underscore that explicit guidelines, collaborative efforts among educators, and ample time facilitate the digital transformation of education. Digitalization in education suffers from a lack of both supportive infrastructure and necessary resources. However, within the school's digital ecosystem, discussions about the digital competence of leaders are rarely initiated or participated in. The roles of school leaders in the digital transformation of K-12 schools are crucial, necessitating digital proficiency for steering this digital evolution.

This research delves into the relationship between education and the influence of ICT on governance in 53 African countries, tracked from 2002 to 2020. The Generalized Method of Moments (GMM) Two-Step System method was selected to overcome the possible endogeneity issue. A composite index, calculated from the Worldwide Governance Indicators' six constituent parts—control of corruption, rule of law, political stability, regulatory quality, government effectiveness, and voice and accountability—determines governance. Internet usage, mobile cellular subscriptions, and fixed broadband subscriptions are the key indicators for measuring ICT. The study's conclusion emphasizes a positive association between ICT growth and improved governance standards in African countries. The findings point toward a positive net effect on governance, specifically due to the interaction between information and communication technologies (ICT) and education. Our research also showed that ICT use remains vital for enhancing the quality of governance in African nations governed by both French civil law and British common law. African institutions' e-governance and ICT enhancement policies, as suggested by the study, are recommended for inclusion in school curricula to improve quality management practices.