Higher Education Digital Academic Leadership: Perceptions and Practices from Chinese University Leaders DOI Creative Commons

Meiying Jing,

Zhen Guo, Xiao Wu

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(5), P. 606 - 606

Published: May 14, 2025

Digital academic leadership (DAL) is essential for navigating the complexities of digital transformation in higher education institutions. However, empirical studies on how university leaders perceive and implement these practices remain scarce. This study bridges critical gap research by empirically investigating DAL through lens unified theory acceptance use technology. employs a mixed-methods approach, combining surveys semi-structured interviews with mid-to-senior administrators Zhejiang Guangdong, China, from whom identifies four core dimensions DAL: strategic foresight, resource coordination, technology awareness, culture building. Quantitative analyses reveal significant variations perceptions across institutional tiers, gender, disciplinary cluster, while quantitative qualitative insights both expose contextual challenges pathways effective implementation Chinese universities organizational goals. The contributes framework theorizing as situated practice offers evidence-based strategies reconciling technological imperatives localized dynamics universities.

Language: Английский

Exploring adoption of humanoid robots in education: UTAUT-2 and TOE models for science teachers DOI Creative Commons
Hüseyin Ateş, Merve Polat

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 15, 2025

Language: Английский

Citations

3
Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective DOI
Antony Musasa, Jameson Goto, Geoffrey Lautenbach

et al.

Contemporary Educational Technology, Journal Year: 2025, Volume and Issue: 17(2), P. ep564 - ep564

Published: Jan. 28, 2025

Educators must effectively integrate technology into their teaching practices in today’s technology-driven world. This study investigated factors influencing integration among mathematics educators Gauteng secondary schools South Africa. The unified theory of acceptance and use technology, extended by adding the technological pedagogical content knowledge (TPACK) framed study. Data was collected using an online questionnaire from 309 educators. Exploratory confirmatory factor analyses were used to validate verify measurement model. structural equation modelling indicated that hedonic motivation (HM), performance expectancy (PE) TPACK influenced behavioral intention (BI) technology. TPACK, facilitating conditions (FC), effort (EE), social influence (SIN), descriptive norms (SID) habit (HT) (BU) integration. second-order all constructs contributed Still, most important, with highest explained variance 64.4%, followed EE, FC, HM HT, which had variances above 50%. BI BU, PE less than 50% variance. Our findings could provide insights future interventions for effective in-service educator training.

Language: Английский

Citations

0
The More Anxious, the More Dependent? The Impact of Math Anxiety on AI‐Assisted Problem‐Solving DOI
Feng Chen, Jihe Chen,

Yanying Xu

et al.

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: April 4, 2025

ABSTRACT Although the use of AI technology driven by anxiety has become increasingly common, research on relationship between high school students' math and their intention to for problem‐solving remains limited. This study, grounded in Stimulus‐Organism‐Response (SOR) model, aims explore solving problems among students. Using Math Anxiety Scale (AMAS), Perceived Social Support (PSSS), Problem‐Solving Behavior (AIPS), data from 391 students were collected. The analysis revealed following: (1) Students report levels a strong inclination tools problems; (2) support plays significant role alleviating anxiety, with family being most effective, followed friends teachers; (3) High are effective means reducing anxiety. study suggests that should be addressed, focus regulating application education promote its scientific use. Additionally, improving relationships providing mental health recommended alleviate an emotional social perspective. provides valuable insights educators policymakers, offering important references designing more human‐centered educational interventions, thereby promoting artificial intelligence mathematics education.

Language: Английский

Citations

0
Higher Education Digital Academic Leadership: Perceptions and Practices from Chinese University Leaders DOI Creative Commons

Meiying Jing,

Zhen Guo, Xiao Wu

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(5), P. 606 - 606

Published: May 14, 2025

Digital academic leadership (DAL) is essential for navigating the complexities of digital transformation in higher education institutions. However, empirical studies on how university leaders perceive and implement these practices remain scarce. This study bridges critical gap research by empirically investigating DAL through lens unified theory acceptance use technology. employs a mixed-methods approach, combining surveys semi-structured interviews with mid-to-senior administrators Zhejiang Guangdong, China, from whom identifies four core dimensions DAL: strategic foresight, resource coordination, technology awareness, culture building. Quantitative analyses reveal significant variations perceptions across institutional tiers, gender, disciplinary cluster, while quantitative qualitative insights both expose contextual challenges pathways effective implementation Chinese universities organizational goals. The contributes framework theorizing as situated practice offers evidence-based strategies reconciling technological imperatives localized dynamics universities.

Language: Английский

Citations

0