Research Article
Filomachi Spathopoulou, Konstantinos M. Pitychoutis, Stavros Papakonstantinidis
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep600
ABSTRACT
The rapid advancement of artificial intelligence (AI) is transforming higher education, impacting pedagogical practices, administrative processes, and faculty engagement with technology. While AI holds promise to enhance learning and streamlining operations, its adoption remains complex and debated. This study examines faculty perceptions of AI integration, focusing on factors such as teaching experience, institutional context, and disciplinary specialization. Using a quantitative survey, the research explores AI engagement across institutions and disciplines, analyzing how demographic factors influence adoption. Findings suggest that junior faculty and those in technology-driven environments demonstrate higher AI confidence and adoption, whereas senior faculty engage in AI leadership yet express skepticism about its pedagogical applications. Disciplinary differences reveal that faculty in content-based fields view AI as a teaching tool, while those in applied disciplines utilize it more strategically for administrative and leadership functions. The study also addresses ethical and institutional challenges, including concerns over data privacy, algorithmic bias, and institutional readiness. By identifying these barriers, the research highlights strategies for fostering AI literacy, professional development, and ethical implementation in higher education. This study contributes to the discourse on AI in academia by presenting an educator-centered perspective, bridging the gap between technological advancement and pedagogical practice. The findings provide academic leaders and policymakers with insights on creating AI-inclusive environments that align with faculty needs, uphold ethical standards, and enhance student learning outcomes.
Keywords: artificial intelligence, faculty perceptions, pedagogical practices, AI adoption, ethical challenges, institutional readiness
Research Article
Gizem Yildiz, Ebru Kilic Cakmak
CONT ED TECHNOLOGY, Volume 13, Issue 2, Article No: ep293
ABSTRACT
This study aims to reveal the investigating the distance education process according to the demographic characteristics for the staff of the notary and the notaries in Turkey. In this research survey method is used. The sample group consists of 317 notary and notary employees who responded voluntarily to the scale in the distance education platform. Demographic information form and distance education satisfaction scale were used as data collection tools. In the analysis, ANOVA, T-Test, Mann Whitney-U, Kruskal-Wallis and Pearson Correlation were performed in accordance with sub-problems. As a result of the analysis, it was concluded that the satisfaction of the participants was between the sub-factors and the general satisfaction between the middle and high level. All factors were found to have a high positive and significant relationship between general satisfaction and each other. The satisfaction of the participants showed a significant difference according to age, but did not show a significant difference according to gender, task type, duration of work in the profession, number of notary employees, educational level and participating in distance education previously. As a result of the research, planning the gamification, measurement and evaluation and certificate programs that the participants would provide more interaction on the platform were considered important. The contents of education were found to be effective on satisfaction.
Keywords: distance education, satisfaction, notary, notary employee, institution
Research Article
Albina R. Drozdikova-Zaripova, Elvira G. Sabirova
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep278
ABSTRACT
Modern educational process has to take into account the tendencies in science and tech advancement and also demands of society to quality of education services. As one of the most effective ways, there is reasonably considered purposeful usage of digital educational resources. In this study, there has been considered modern educational technology of “Blended learning” by model of the “Flipped classroom”, that is based on the concept of unifying the technology of “class-lesson system” and technology of digital teaching on the grounds of new didactic possibilities given by ICT (informational and communicational technologies) and modern teaching means. Theoretical methods among which there are analyzing, comparing and summarizing the research subject on the base of psychological and pedagogical literature; query-diagnostic method that help to evaluate effectiveness of digital educational resources usage in teaching students with application of “Flipped classroom” technology. In the carried study, there are shown different variants and technological means in realization of “Flipped classroom” when making digital educational resources on subjects of “Methodology and methods in organizing scientific research” and “Method of teaching mathematics”. According to survey results it can be stated that students sufficiently highly evaluate the level in organization of teaching, the content of digital educational resources and also qualification and responsiveness of teachers. Study results can be used at development of teaching courses, digital educational resources that are introduced within scope of higher education, when making comparative studies for working out design methodology for digital educational resources. Pilot project on introduction of new educational technology on within realization scope of digital education resources at various levels of higher professional education, was held on the base of Kazan (Volga region) federal university institute and proved its trustworthiness.
Keywords: flipped classroom technology, blended learning, digital educational resource, informational and educational environment of higher education institution