International Institute of
A Divergence-Based Pruning Approach for Tree Selection in Continuous Data Streams
Santos, Danilo Rodrigues dos; Silva, Diego Furtado (Brazil)
https://doi.org/10.54808/ICSIT2025.01.90
ABSTRACT:
Processing non-stationary data streams presents significant challenges, particularly in maintaining model accuracy and computational efficiency under dynamic conditions. Building on the previously proposed KTree algorithm, this work extends its capabilities by introducing a dynamic tree pruning mechanism. KTree processes non-stationary data streams in fixed-size sliding windows, leveraging divergence measures to identify stable attributes and select relevant prediction decision trees. In this continuation, decision trees within the ensemble are assigned weights based on their predictive contributions. Prune trees with weights falling below a predefined threshold, and new trees are dynamically trained and added to maintain ensemble diversity and accuracy. This mechanism reduces computational costs while preserving predictive performance, making KTree particularly suitable for resource-constrained environments. Evaluating diverse benchmark datasets shows competitive accuracy compared to Random Forest and Adaptive Random Forest. Moreover, KTree achieved this with fewer decision trees, emphasizing its efficiency. Future work will explore dynamically adjusting pruning thresholds to enhance adaptability to changing data conditions. Additionally, advanced concept drift management techniques and multi-label data stream processing will further expand KTree's applicability. These developments position KTree as a robust and efficient solution for real-world, non-stationary data challenges in the private sector and data warehousing domains.
Applying the HAC-SECI Model to Faculty Members for Effective Active Learning
Morimoto, Chikako (Japan)
https://doi.org/10.54808/ICSIT2025.01.67
ABSTRACT:
Today, active learning has become commonplace in university education. However, unlike traditional classes, active learning requires that faculties prepare exercises and think of ways to encourage mutual learning in addition to lectures. Faculties have a lot to do not only in the preparation stage of lessons, but also during class, and experience and training are required to teach active learning with a relaxed attitude. In this paper, we refer to the HAC-SECI model, an extension of the SECI model, a knowledge circulation model, and introduce an initiative that encourages teachers to reflect on their own attitudes when implementing active learning.
Assessing Students' Ability to Identify AI-Generated Images: A Two-Dimensional Study of Realistic and Artistic Content
Wu, Hao (Macau)
https://doi.org/10.54808/ICSIT2025.01.75
ABSTRACT:
With the rapid development of artificial intelligence (AI), especially generative AI, there is increasing concern regarding the risk of misinformation from AI-generated content. This study designed a two-dimensional instrument to assess students' ability to identify AI-generated images in both realistic and artistic contexts. The sample consisted of a group of university students (n=112). The instrument included 8 images (4 realistic and 4 artistic), and students were required to identify whether the image was AI-generated. The instrument demonstrated acceptable reliability and good construct validity. The results suggested that students' abilities to identify AI-generated images are two independent constructs but are positively correlated. Additionally, the findings indicated that it is particularly challenging for students to identify AI-generated images in the artistic context. The results highlight the importance of providing training to students in this area, laying a foundation for future studies.
Critical Digital Literacy as a Key Skill in Higher Education: Attitudes of Students and Professors
Milković, Marin *; Vuković, Dijana *; Kerum, Fani ** (* Croatia, ** Austria)
https://doi.org/10.54808/ICSIT2025.01.14
ABSTRACT:
Critical digital literacy is becoming a key skill in higher education, given the increasing integration of digital technologies into teaching and research. This paper explores the attitudes of students and professors in higher education institutions towards critical digital literacy, which includes technical skills, the ability to analyze and evaluate digital sources, and the active use of digital tools in an educational context. The research is based on an analysis of the perception of critical digital literacy as an important component of academic success and professional development. Through survey research and interviews with 900 students and 300 professors from all levels of study, attitudes were examined on the importance of digital technologies in education, online safety, and their role in developing critical thinking and recognizing disinformation. The results show that students and professors are mostly aware of the importance of critical digital literacy. Still, there are significant differences in the level of engagement and trust in digital tools among different groups. Students at lower levels of education show greater trust in technology, while professors highlight the challenges in integrating digital tools into teaching, especially in terms of assessment and maintaining academic ethics. This paper points to the need for further development of critical digital literacy in higher education institutions and suggests strategies for improving educational practices, including training for faculty and students in critical thinking, internet safety, and proper use of digital resources. In conclusion, the paper highlights the importance of continuous investment in developing digital skills, which are necessary for successfully facing the challenges of the digital age and preparing students for the labour market.
Education, Training and Informatics Go Hand in Hand in (Foreign) Higher Education Institutions (HEIs) – Case Studies From Live and Online Classrooms
Nikolarea, Ekaterini (Greece)
https://doi.org/10.54808/ICSIT2025.01.27
ABSTRACT:
The purpose of this paper is to show how Education, Training and Informatics go hand in hand in (Foreign) Higher Education Institutions (HEIs) by presenting (1) the needs of non-native (or foreign) English students of ESP and EAP classrooms; and (2) how these needs are fulfilled with students’ training in how to use the Internet to: (a) do research required in their regular and ESP/EAP classes; (b) search for and find the appropriate terminology; and (c) to get some crucial aid from engines of machine translation in order to write an essay in English as a requirement in their EAP classes. It also discusses how general English (ELT) online classes (e-learning) have helped a wider public (i.e. students, administrative staff and staff of Hospitality Industry) to use English orally and in writing and, thus, obtaining FCE(B2) and Proficiency (C2) in English, important certificates for their career development in Greece and Europe. What is presented is taken either from the 24-year teaching ESP/EAP experience of the author of this paper or from her one and half years of ELT online teaching experience and observations at the University of the Aegean (Lesvos, Greece).
Exploring Computer Science Student Perceptions on Service Learning: Online and On-Campus Modality Comparative Study
Wright, Sarah; Lara, Miguel (United States)
https://doi.org/10.54808/ICSIT2025.01.41
ABSTRACT:
This study examines computer science students’ perceptions of their service learning experiences, comparing fully online and on-campus modalities. Service learning is a teaching approach that integrates community engagement with academic learning, offering students opportunities to apply technical knowledge in real-world settings while addressing community needs. An electronic mixed methods survey was developed, tested for validity and reliability, and distributed to 110 college students enrolled in both modalities of our 400-level Race, Gender, and Class in the Digital World course. About 57% of students responded to the survey: 50 on campus and 13 fully online. Using survey data, this research evaluates students’ views on skill development, career preparation, and their ability to apply computer science concepts to practical challenges. Additionally, qualitative analysis of open-ended responses reveals insights into students’ reflections on social responsibility, professional growth, and challenges faced during their service learning. The findings indicate minimal differences between the two modalities, suggesting that service learning offers consistent benefits regardless of how it is delivered. However, unique challenges were highlighted, including managing expectations in virtual collaborations and navigating non-technical client relationships. Implications for curriculum design, strategies to foster deeper community impact, and directions for future research are discussed, emphasizing the value of service learning in computer science education.
From Transactions to Transformation: Rethinking Business Management Education Through Service-Learning
Adarlo, Genejane; Paner-Montiel, Sabrina Kate; Oliveros, Ma. Lourdes; Valdez, Eduardo Victor; Abenir, Mark Anthony (Philippines)
https://doi.org/10.54808/ICSIT2025.01.48
ABSTRACT:
This study examined the effectiveness of service-learning as a pedagogical approach in a course offered to business management students. Employing a quasi-experimental design, the research compared student outcomes between an experimental group that incorporated service-learning and a control group that underwent traditional teaching methods. These student outcomes included knowledge application, personal and professional skills, civic orientation and engagement, and self-awareness. The results revealed that students participating in service-learning significantly gained self-reflection skills, self-efficacy, and a sense of social responsibility compared to their peers undergoing traditional teaching approaches. However, no statistically significant differences were observed in the other areas. These results suggest that while service-learning offers unique advantages in specific areas, its broader impact may depend on the depth and duration of community immersion in service-learning. This study shows the transformative potential of service-learning in rethinking business management education, emphasizing its ability to bridge theory and practice while fostering socially responsible professionals.
Home-Based Long-Term Care Management Systems in Taiwan: Application Experiences from a Qualitative Study
Wang, Yi-Fen; Lee, Ya-Hui; Cha, Hsien-Ta (Taiwan)
https://doi.org/10.54808/ICSIT2025.01.35
ABSTRACT:
As Taiwan transitions into a super-aged society, the demand for long-term care services has surged alongside demographic shifts, particularly in home-based care institutions. However, given the constraints of caregiving workforce resources, leveraging digital technology systems to enhance service efficiency has become a critical issue. This study adopts a qualitative phenomenological approach to explore the application experiences of home service management systems in Taiwan’s home-based long-term care institutions, focusing on the benefits, challenges, and coping strategies associated with system implementation. The results indicate that the system provides several advantages for managers, including: (a) intelligent scheduling, which streamlines paperwork and improves efficiency; (b) precise calculation of service fees, reducing administrative workload and saving time; and (c) location-based check-in functionality, effectively monitoring the attendance of home service workers. For home service workers, (d) the system allows instant access to case records and service details. However, users also face challenges, such as: (a) standardized module functions that fail to meet the individual needs of institutions; (b) inaccuracies in location-based check-in due to network quality issues; (c) difficulties in system adaptation for middle-aged and older home service workers; and (d) the need for a more age-friendly system interface design. To address these challenges, institutions have adopted strategies such as: (a) implementing verification measures to confirm attendance and service quality; and (b) utilizing diverse learning models to help middle-aged and older home service workers adapt to digital management systems. The findings of this study provide valuable insights for developers of gerontechnology systems and services, offering practical references for enhancing the quality of long-term care services.
How Does Logical Dynamics Assist Interdisciplinary Education and Research in Addressing Cognitive Challenges?
Ning, Mengqin; Guo, Jiahong (China)
https://doi.org/10.54808/ICSIT2025.01.154
ABSTRACT:
In today's rapidly changing and challenging world, complex interdisciplinary issues continue to emerge, such as environmental sustainability and artificial intelligence-driven adaptive learning. Understanding and resolving these problems require individuals to integrate knowledge, methodologies, and diverse ways of thinking. Within this problem-oriented process, the importance and potential necessity of interdisciplinary education and research become self-evident. However, how can we better promote interdisciplinary communication in the sense of transdisciplinary notions? This is a systematic endeavor involving multiple aspects, including cognition, methodology, team collaboration, and policy formulation. This paper focuses primarily on the cognitive level, first conducting an in-depth analysis of the cognitive challenges faced during interdisciplinary cooperation and communication. In response to these challenges, the paper introduces Logical Dynamics (a theoretical framework) and Dynamic Epistemic Logic (a formal tool). From three dimensions—perspective transformation, cognitive representation, and educational application—the article elaborates on "how Logical Dynamics provides guidance for interdisciplinary education and research at the level of cognitive thinking."Moreover, artificial intelligence has been deeply integrated into interdisciplinary communication. Under the guidance of Logical Dynamics, AI can more accurately articulate problems and facilitate the generation of more creative solutions among interdisciplinary participants.
Impacts of AI Usage Ethically on Students
Al Shamsi, Salem; Al Hamami, Reem; Ali, Sara; ElSayary, Areej (United Arab Emirates)
https://doi.org/10.54808/ICSIT2025.01.55
ABSTRACT:
This study explores the impact of ethical artificial intelligence (AI) usage on university students' academic experiences, performance, and knowledge acquisition. Conducted at Zayed University in the UAE, this cross-sectional study assesses student perceptions of ethical AI practices, including fairness, transparency, and responsibility, using a conceptual framework adapted from prior research. Findings reveal that ethical AI practices, such as the responsible use of adaptive learning systems and AI-driven feedback mechanisms, significantly enhance students' academic outcomes while addressing issues like plagiarism and over-reliance on AI. However, challenges such as biases, reliability, and context understanding in AI tools highlight the need for enhanced development and guidelines. By integrating ethical considerations and reflecting on these challenges, this study underscores the importance of balancing AI’s transformative potential with responsible implementation to foster equitable and effective learning environments. Recommendations for educators, students, and developers include promoting ethical AI usage, developing reliable systems, and enhancing awareness of privacy concerns to maximize AI’s benefits in education.
Improving Pedagogical and Digital Competencies Through Digital Tools: A Proposal for Semi-school Language Teaching Programs in Oaxaca, Mexico
Bautista Hernández, José de Jesús; Bustos Farías, Eduardo (Mexico)
https://doi.org/10.54808/ICSIT2025.01.78
ABSTRACT:
This investigation examines the effectiveness of digital technology in enhancing the teaching of semi scholar language at the Universidad Autónoma Benito Juárez de Oaxaca (UABJO). Despite their potential to facilitate inclusive and versatile educational opportunities, these programs have significant limitations, including a lack of technological infrastructure, insufficient professional training, and resistance to change that is based on social-cultural factors. This research proposes a pedagogical approach that would address these issues, it would improve the teaching and learning practices of both educators and students.
By blending numbers from institutional audits and surveys with personal stories from focus groups, this study paints a vivid picture of the many hurdles people face when trying to adopt digital technologies. Integrating digital tools that address linguistic and cultural pluralism in the context of Oaxaca, the framework includes blended learning, gamification strategies, and culturally friendly digital tools.
The results seek to provide answers to the problems of closing the digital divide in marginalized areas such as Oaxaca and provide practical and scalable solutions that can be applied in different but similar contexts. Understanding the importance of teacher training and institutional support, this document emphasizes how digital tools, when integrated into the local context, can improve access to education and promote positive educational outcomes.
Innovativeness Scales: Validity and Reliability of Measuring Innovation Competency
Songkram, Noawanit; Nakorn, Nalinee; Ngudgratoke, Sungworn (Thailand)
https://doi.org/10.54808/ICSIT2025.01.70
ABSTRACT:
This study aimed to develop and validate innovation competency indicators for undergraduate students by adapting the FINCODA (Framework for Innovation Competencies and Assessment) model. The research utilized the Innovation Barometer Assessment Tool, a psychometric instrument that evaluates individual innovation capabilities across five dimensions: Creativity, Critical Thinking, Initiative, Teamwork, and Networking. The methodology integrated a systematic synthesis of indicator components from international studies that previously implemented the FINCODA Framework. This quantitative investigation collected data from 265 senior undergraduate students across Thai public universities, with voluntary participation and anonymity maintained throughout. The measurement instrument comprised 34 items distributed across the five core components. Confirmatory Factor Analysis demonstrated robust psychometric properties, with factor loadings ranging from 0.58 to 0.89, indicating strong construct validity. The results revealed that the model demonstrated satisfactory fit indices, meeting established criteria for Structural Equation Modeling (SEM).
Inter-Corrective Meta-Dialogue on Constructive Impact of Trans-disciplinary Communication in Modern Education
Verma, Vinod Kumar (India)
https://doi.org/10.54808/ICSIT2025.01.171
ABSTRACT:
Learning serves as an integral part of education and links diverse disciplines to solve real-life problems worldwide. Assimilation of collaborative and integrated learning through transitionary communication forms as the pillars for the modern education system with interdisciplinary approach. This diversified approach surpasses the traditional education system with the fostering of higher creativity and enhanced problem-solving skills in the students and educators for real time concerns. It not only promotes independent and specific thinking but also combines various fields based on the cybernetic viewpoint for system-oriented solutions. Education serves as the key aspect for the global connectivity of the people at national and international levels. The medium of the instruction forms as the basis for the linkage among the people of the world. This linkage can be easily attained with the Transdisciplinary communication. The purpose of Interdisciplinary dialogue, or dialogues is to simplify the notion of education among the students of undergraduate or postgraduate level to enhance their skills for better thoughts and understanding beyond the conventional periphery of the education system. The outcome of these types of interactions opens new doors for the thinking, understanding and application for the development of new creation or product in the respective field of education. The limitation of the conventional education system works for the theoretical and only limited aspects for understanding about a particular aspect. Indeed, this narrows down the way the students are thinking on the applicability of their learning for real-time applications. Moreover, thinking should not only be focused on one aspect or one discipline but also correlate the different aspects along with disciplines to strengthen the conventional education systems. Therefore, the overall thinking and applicability of the ideas and thoughts must be independent and should be thought from a cybernetic perspective too. This discussion can be a source of motivation, learning and inspiration for the students for their understanding about the impact of education on our daily lives. The impact of transdisciplinary communication not only helps the students but also assists the academicians to improve their teaching effectiveness. This enhancement will ignite a sensation in the young minds for education and its utility in the form of design, philosophy and / or technology compliant solutions. Educational effectiveness can be measured qualitatively by the incorporation of transdisciplinary communication in education and lesson development. The students' participation is always required to analyze the effective delivery of the lessons and thoughts among them. On the one hand, the students depict the reflections and concerns regarding lessons. On the other hand, the teacher analyzes and assesses the reflections based on their own experience and provides a trans-disciplinary communication-based solution to the students. These kinds of meta-dialogues with the students' participation overall improve the entire teaching learning process and enhance the effectiveness of the whole education system.
Intergenerational Learning for Older and Younger Employees: What Should Be Done and Should Not?
Nurani, Gita Aulia; Lee, Ya-Hui (Taiwan)
https://doi.org/10.54808/ICSIT2025.01.160
ABSTRACT:
Intergenerational learning is a part of sustainable workforce development, fostering the exchange of expertise and innovative practices among diverse age groups. This study explores three essential notions for enhancing intergenerational learning in organizations. First, it advocates for establishing structured mentorship programs that encourage reciprocal exchanges rather than one-way knowledge transfers. Second, it emphasizes the importance of implementing flexible and inclusive learning strategies designed to address the varying needs of different generations. Third, it highlights the necessity of aligning learning initiatives with organizational objectives and individual employee aspirations to promote balanced growth. Through an extensive literature review, the study underscores the significance of adult education and the benefits of adopting a multidimensional approach to intergenerational learning. The findings offer actionable insights for organizations aiming to build dynamic, knowledge-rich environments supporting individual and collective advancement.
Multidimensional Model of Teachers' Competencies in the Age of AI Progress: Summarizing Realities of Pedagogical and Socio-Cultural Dynamics in Uzbekistan
Gulyamov, Saidakhror Saidakhmedovich; Saifnazarov, Ismoil Saifnazarovich; Mukhitdinova, Munavvarkhon (Uzbekistan)
https://doi.org/10.54808/ICSIT2025.01.63
ABSTRACT:
The proposed multidimensional model of teacher competencies in the AI era emphasizes the importance of balancing technological skills with socio-cultural and humanistic elements in education. This reflects the challenges posed by the revolutionary changing educational landscape. The model can be integrated into professional development programs to enhance the quality of education and equip teachers to effectively address the challenges and opportunities presented by advancements in AI in the daily lives of educators and students.
On the Ontological Notion of Education
Horne, Jeremy (Mexico)
https://doi.org/10.54808/ICSIT2025.01.131
ABSTRACT:
Wikipedia on "Education" raises the process-product debate, epistemic versus skills aspects, and the role of experience. "Education" is often a "that" (object or process) or an "is", explicitly something inside of us. Philosophy is implicit in the ontological (study of existence, reality, or being) and teleological (study of purpose/goals) debate over education. For there to be a purpose, there must be some thing (existant, ontological) to give rise to it. Neither deontology nor intention generate goals, because an entity must produce the goal, or telos. That is, there must be the existence of an origin, a being, to generate the intent. C. W. Churchman’s 1962 The Design of Inquiring Systems (arguing that systems - including education, are teleological - purpose-driven) is insufficient, as ontology is also necessary. I explicate the notion of education with a dictionary-etymology sequence, then proceed to "educe", to draw out from (implying potential). Further word analysis introduces "knowledge" that is being imparted, or taught, the chain of words – educate-educe-knowledge- recognize – indicating that education is leading one to knowing, or recognizing him/herself, the essence, the self, who is the origin, for whom there is a purpose. Dialectically, the individual exists because of others (society) and conversely. Accordingly, we have the internationally-inclusive body, UNESCO's "Four Pillars of Learning": know, do, live, and be, all critical for identity development, hence, identity location and characterization. The Authentic Systems identity probe does precisely this by seeing one’s life as purposeful (praxeology – goal-directed, Churchman’s view of systems) but having an ontology. Perforce, philosophy undergirds Authentic Systems, this co-equal to education giving force to one’s identity.
Research-Based Learning in Intergenerational Dialogue and Its Relationship to Education
Ehret, Sonja (Germany)
https://doi.org/10.54808/ICSIT2025.01.110
ABSTRACT:
In this article, I will show how the method of intergenerational dialogue can promote transformative learning and fosters personal growth through education in both young and old people. Education is holistic in Humboldt's sense because it reflexively links the world and the theory with the individual's inner being. Students become researchers of their own educational process.
The role of tacit knowledge in the context of experience, but also creativity, are key phenomena with which the learning and educational process can be made clear, both in old and young people. All theoretical terms are explained using a practical dialogue example. Differences between young and old people in the dialogue model contribute to refined insights.
Role-Playing in Education: An Experiential Learning Framework for Collaborative Co-design
Leon, Cristo *; Lipuma, James *; Pathikonda, Sirimuvva *; Llaca Reyes, Rafael Arturo ** (* United States, ** Mexico)
https://doi.org/10.54808/ICSIT2025.01.145
ABSTRACT:
This paper presented the Components of Role-playing in Experiential Learning (CREL) Framework. This framework aids educators and researchers in planning, implementing, and evaluating Experiential Learning scenarios to promote learner attainment of the needed competencies for 21st-century skills. Unlike traditional models, CREL leverages role-playing as a tool for simulation and simulacra, enabling participants to engage in "as if" scenarios through suspension of disbelief. This approach allows learners to navigate complex, dynamic, immersive challenges, bridging theoretical knowledge with practical application. The article began with an introduction to role-playing as a method for Experiential Learning. This helped situate role-playing within the broader context of meta-research and meta-education. Next, the article explored the limitations of current educational practices and the critical need for frameworks that bridge these gaps through innovative, experiential approaches. The paper examined the need to address the gap presented by the lack of a coherent understanding of role-playing and, more broadly, Experiential Learning. The article then presented the CREL framework in detail. Finally, it closed with a discussion of the meta-level outcomes, implications, and overall application of the CREL for education and research.
Statistical Analysis and Data Gathering in the Time of Digital Transformation in the Republic of Uzbekistan: Theoretical and Methodological Reflections
Mukhitdinova, Munavvarkhon (Uzbekistan)
https://doi.org/10.54808/ICSIT2025.01.87
ABSTRACT:
The paper is oriented toward understanding the reality of data gathering and statistical analysis in the Republic of Uzbekistan during the exponential data growth and machine learning development. It begins with a review of the historical background of data gathering in the country and an examination of its structures. Then, it reviews the general trends of modernization of government statistics in the country. After examining the key features of the digital transformation processes in the Republic of Uzbekistan, the paper discusses what has already been effectively accomplished in Uzbekistan. In what follows, the paper reviews new trends in statistical analysis developed worldwide and discusses what has to be done in Uzbekistan.
Student Motivation and Utmost Engagement via Extra-Curricular Engagement and Minimal Use of Technology
Kyriakidis, Kleanthis; Koikas, Evgenia (United Arab Emirates)
https://doi.org/10.54808/ICSIT2025.01.1
ABSTRACT:
This research paper examines the shift from traditional, content-driven, and exam-oriented educational methods to a student-centered approach that emphasizes intrinsic motivation and active engagement. The authors advocate for the integration of modern pedagogical tools, such as flipped classrooms, gamification, and simulations, to foster essential skills like critical thinking, creativity, and communication among students. Drawing on concepts from Self-Determination Theory and Directed Motivational Currents, the paper explores the balance between extrinsic and intrinsic motivation to enhance student interest and engagement. A case study of a Diplomacy in the Gulf course is presented, where students participate in crisis simulations to develop diplomatic skills. The paper emphasizes the crucial role of educators in creating dynamic learning environments and highlights the impact of teacher attitudes and teaching styles. It also stresses the importance of providing educators with autonomy in lesson planning and teaching methodologies to cater to diverse student needs. Moreover, the paper reflects on the significance of technology and feedback in education and offers recommendations for future courses, advocating for a balance between low-tech and active student participation methods to improve learning outcomes in diplomatic simulations.
Technology Enhanced Teaching for an Industry 4.0 Economy – A Case of Engineering Tuition in an Odl University
Lugoma, Masikini; Mosia, Ngaka; Ilunga, Masengo (South Africa)
https://doi.org/10.54808/ICSIT2025.01.9
ABSTRACT:
The mission of engineering technology education is to produce technologists who can work with current technology. Therefore, engineering curricula must be a combination of applied engineering theory and hands-on instruction. Courses on mechanical drawing and design of engineering equipment must be core in the instruction of engineering technologists. Engineering design is a linear and morphological process that requires a hands-on approach to instruction. It is mission-critical for engineering technology instruction to emphasize more on synthesis as opposed to analysis, that is, course content must include design thinking-related courses rather than scientific analysis and mathematical modeling. This research paper presents a comprehensive example that illustrates how 3IR (Industrial Revolution) skills can be increased in Industrial Engineering instruction. The research employs the use of Lego designs, machine learning, and programming languages. The result manifesting is that engineering graduates acquire a capability in engineering equipment production, automation, and design innovation, indispensable for the 4IR economy.
The Dynamics of Industry 4.0 in the Context of Engineering & Technology Education in a VUCA World: A Causal Loop Diagram Perspective
Mokgohloa, Kgabo; Mosia, Ngaka; Ilunga, Masengo; Mathenjwa, Samukelisiwe (South Africa)
https://doi.org/10.54808/ICSIT2025.01.22
ABSTRACT:
The advent of the fourth industrial revolution triggered a response by the manufacturing industry in the form of Industry 4.0, which was spearheaded by the foresight of the German Government. Germany is known for its engineering excellence. The fourth industrial revolution has touched all corners of society, and Higher Education (HE) is not immune to these sweeping winds of digital transformation. This research explored the dynamics of Industry 4.0 influence on Education 4.0, a causal loop diagram (CLD) was conceptualized to capture the dynamics that are at play in the higher education sector.
The Emergent Role of Artificial Intelligence as Tool in Conducting Academic Research
Ferdousi, Bilquis (United States)
https://doi.org/10.54808/ICSIT2025.01.115
ABSTRACT:
Academic and non-academic research institutes are the two key global sectors that are accomplishing the research agenda. This paper focuses on the implications of using AI tools in academic research. Academic institutions conduct rigorous research to find the impact of different issues on society. Artificial Intelligence (AI) impacts society, organizations, and governance. AI has significantly transformed various domains, including higher education and academic research. Because of its effect on research and education in multidisciplinary fields, there is increasingly significant interest in finding AI's effect on research. In this context, there is a growing concern to find the impact of AI on research in academic institutions. This article aims to engage in a rigorous dialogue on AI’s role in academic research. Conducting a systematic literature review of AI's impact on academic research, this study aims to investigate 1) how AI tools are affecting academic research and 2) ethical dilemmas in using AI in academic research. By exploring the advantages and challenges of using innovative applications of AI tools in academic research, this study will give stakeholders, especially researchers, educators, and students, a comprehensive view of how AI could shape educational and interdisciplinary research practices in the future.
The Impact of Cybernetic Relationships Between Education and Work-Based Learning
Oberer, Birgit; Erkollar, Alptekin (Austria)
https://doi.org/10.54808/ICSIT2025.01.166
ABSTRACT:
Education is a concept that is in a constant state of evolution, spanning various disciplines and serving as a conduit between academia, industry, and technological innovation. In the context of rapidly transforming labor markets driven by automation, artificial intelligence, and digitalization, work-based learning (WBL) must adapt in a similar fashion. This paper employs cybernetic theory to examine the dynamic interplay between education and work environments, emphasizing the role of positive and negative feedback loops in ensuring adaptability and maintaining quality assurance in vocational education. The study draws upon Ross Ashby's First Law of Cybernetics, emphasizing the importance of variety and adaptability in educational systems. Positive feedback loops have the capacity to drive innovation by integrating emerging industry trends into curricula, whereas negative feedback loops function as regulatory mechanisms that correct outdated content and align training programs with contemporary labor market demands. The successful implementation of cybernetic principles in education ensures that graduates acquire relevant, future-proof skills. However, the full realization of the potential of cybernetic feedback mechanisms is impeded by several challenges, including rigid educational structures, resistance to AI-driven learning analytics, and delayed curriculum adaptation. This paper proposes solutions, including AI-powered educational monitoring systems, agile curriculum development, and transdisciplinary collaboration between academia, industry, and policymakers. The integration of cybernetic principles into work-based learning can transform it from a reactive model to a proactive, data-driven framework, equipping students with the necessary competencies to thrive in a dynamic and ever-evolving workforce.
The Model of Innovation Diffusion and Dynamic Multi-Generation for Prediction of Market Potential in Smartphone Industry
Lee, Yen-Feng; Wang, Wei-Tsong (Taiwan)
https://doi.org/10.54808/ICSIT2025.01.83
ABSTRACT:
The product life cycle has been shortened from decades to several years with the advance of technology. Consumers are much more likely to replace their used products or items with the new generation of products debuts, such as smartphones, automobiles, or fast-moving consumer goods industries. It has become more urgent and important for companies to modify marketing strategies and manufacturing processes based on the changes in consumer interests and behavior.
The purpose of this research mainly investigates and discusses multi-generation products with a dynamic potential market for several specific industries and try to build an innovation diffusion model for researchers to predict sales volumes by separating first- time adopters and repeat adopters.
First, the proposed model will collect sales records, market share, price, and launch time of specific multi-generation product industry, and deploy innovation diffusion model to test out forecasting data. Second, Dynamic potential model will also be applied to revise the innovation diffusion model. Finally, the product development trend by analyzing the results will be compared to the collected sales data to suggest companies or manufacturers for the next generation product strategy and life cycle management.
The Notions of Education and Research
Callaos, Nagib; Horne, Jeremy (United States)
https://doi.org/10.54808/ICSIT2025.01.99
ABSTRACT:
This article starts examining the concept of "notion" as a semantic system encompassing both denotations and connotations that are generated by different linguistic contexts. Then, notions like "education" and "research" are analyzed using two approaches: (1) the etymological approach, which provides the general meaning, i.e. the root of the semantic branches generated by their historical evolution, and (2) the systemic approach, which explores their general meaning based on what is common to all systems, which is its telos (objective, purpose).
The term "education" originates from Latin roots meaning "to nourish" and "to lead out," reflecting its development from child-rearing to formal learning. As a teleological system, education is a “preparation for life” in the context of societal needs, integrating empirical reasoning, creativity, and interdisciplinary perspectives.
Similarly, "research" derives from the French "recercher," emphasizing an iterative process aligned with the well-known "trial and error" general method. As a cybernetic process, research involves continuous feedback, refining knowledge, and fostering understanding. This iterative nature enhances transdisciplinary communication and is exemplified by very effective methods for understanding and, hence being able to explain, like the Feynman technique, which proved its effectiveness for explaining Quantum Mechanic to College Freshmen.
Education and research form an interdependent, cybernetic system of continuous feedback, evolving goals, and adaptive learning. Their relationship exemplifies second-order cybernetics, where research informs education, and educational advancements refine research methodologies. This dynamic interplay supports knowledge development and the deepening of understanding, especially for the researchers who identified new knowledge. In this case, the new knowledge is a product of active and reiterative thinking.
Towards Sustainable Legal Education Reform: Interdisciplinary and Transdisciplinary Approaches in Albania's Justice System
Leka, Adrian; Haxhiu, Brunilda (Albania)
https://doi.org/10.54808/ICSIT2025.01.140
ABSTRACT:
This article examines the role of public legal education as part of Albania’s broader justice system reform process and highlights the challenges that were faced in its implementation. Legal education has been recognized as essential for building trust in justice institutions and promoting civic participation, however, Albania’s reform efforts have struggled to bring visible and measurable outcome for the strategic goals. The article identifies gaps in the current approach, including the lack of mechanisms for assessing public legal awareness and the absence of clear institutional coordination for legal education initiatives. The article employs a interdisciplinary and transdisciplinary lens, in order to advocate for combining various fields such as law, social sciences, and education to increase the effectiveness and sustainability of public legal education. We explore how interdisciplinary communication could improve the distribution of legal information, and we emphasize the need for legal education programs that are open to people from diverse cultures and educational backgrounds. Additionally, we propose a transdisciplinary approach that would help align legal education with society’s goals at large, including social justice and civic participation, which can lead to a better inclusion of citizens in the justice system and political decision-making. At the end, the article calls for a consistent, sustainable strategy that includes legal education as part of a comprehensive national framework, which would ensure long-term results and visible outcomes towards a more informed society. We recommend that Albania can build a culture of legal awareness that strengthens the public trust in the legal system and supports democratic values, through continued investment in resources, institutional capacity, and collaboration across sectors.
Transdisciplinary Research and the Gift Economy
Henkle Langness, Teresa (United States)
https://doi.org/10.54808/ICSIT2025.01.123
ABSTRACT:
The notions of education and research, viewed through a transdisciplinary lens, emphasize collective knowledge creation and application across disciplinary boundaries. This approach mirrors gift economies, systems in which goods, services, or knowledge are exchanged without a formal expectation of direct repayment, emphasizing mutual support, generosity, and the strengthening of social bonds over competition or profit. In this context, research collaborators value a sense of shared purpose, fostering collaboration over competition to enhance group innovation and intellectual well-being.
Analogous to natural symbiotic systems, interdisciplinary communication and gift economies promote integration, collective self-actualization, and creative problem-solving. Similarly to interdisciplinary communication, gift economies also foster metacognition by encouraging reflection on the value of mutual exchange, empathy, and interconnectedness. Participants consider the impact of their contributions on others, deepening self-awareness and understanding of collaborative dynamics. This interchange, in turn, enhances learning and problem-solving skills.
This paper takes inspiration from the concept of gift economies, such as those adopted by indigenous societies and embedded in many natural systems. For example, food cooperatives and symbiotic plant networks illustrate relationships in which the motivation to produce springs not from a survival of the fittest mentality but from the theory that sharing itself has intrinsic value and supports group well-being. When applied to transdisciplinary education and research, the gift economy posits the idea that the whole of our collective knowledge exceeds the value of the sum of its isolated parts.
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