Research Articles (DAES)

Permanent URI for this collection

http://hdl.handle.net/11070/151

Browse

Browsing Research Articles (DAES) by Author "Awodiji, Omotayo Adewale"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    A systematic review on the fourth industrial revolution: African basic schools' readiness
    (Jurnal Bidang Pendidikan Dasar, 2023) Awodiji, Omotayo Adewale; Katjiteo, Ancia
    This systematic review's primary goal is to determine how prepared African basic schools are for implementing 4IR tools and how well-versed in 4IR the teachers in African basic schools are. A systematic review approach was adopted. Data base such as Johannesburg e-library, ProQuest, and Google scholar was used to search for relevant study used. It was determined that the findings were valid and rigourous through the use of PRISMA. Out 106,859 resource generated, the review included 18 studies that met the inclusion and exclusion criteria. The study highlights the necessity for African basic schools to enhance their preparedness for the Fourth Industrial Revolution (4IR). Funding is crucial to provide the necessary 4IR infrastructures, suggesting the allocation of resources by the African government for procurement and deployment of 4IR tools. Additionally, implementing a program to train teachers and school leaders in 4IR technologies is recommended to enhance their capabilities
  • No Thumbnail Available
    Item
    Sustainable teaching professional ethics in the post-digital Era
    (OIDA International Journal of Sustainable Development, 2023) Katjiteo, Ancia; Awodiji, Omotayo Adewale
    Sustainable teaching professional ethics in the post-digital era encompasses the principles and practices that educators must uphold to ensure responsible and ethical utilisation of technology while promoting sustainability and environmental consciousness. As technology plays a significant role in education, teachers must integrate sustainable teaching practices into their methods and incorporate digital tools ethically and responsibly. This paper explores policy and practices' implications for fostering sustainable teaching professional ethics in the post-digital era. It emphasises the importance of environmental awareness, digital citizenship, equity and access, privacy and data protection, ethical use of technology, critical thinking, and balancing digital and analogue learning. The paper also highlights the need for policy development, teaching profession and professional development, curriculum integration, access to technology, ethical use of data and privacy protection, collaboration, and ongoing evaluation and feedback. By addressing these aspects, educational systems can create an environment that fosters sustainable teaching professional ethics, preparing students to become responsible global citizens who prioritise sustainability and the ethical use of technology. Further research is warranted to investigate the challenges and effective strategies for integrating sustainability and digital ethics into teaching practices in the post-digital era