Investigating the affordances of smart learning in higher education towards sustainable development : a smart e-learning environment framework for enhancing 21st century transversal competencies

Karampa, Vasiliki; Καραμπά, Βασιλική

Διερεύνηση των δυνατοτήτων της έξυπνης μάθησης στην τριτοβάθμια εκπαίδευση για τη βιώσιμη ανάπτυξη : ένα πλαίσιο έξυπνων περιβαλλόντων ηλεκτρονικής μάθησης για την ενίσχυση των εγκάρσιων ικανοτήτων του 21ου αιώνα

Doctoral Thesis

Author

Karampa, Vasiliki

Καραμπά, Βασιλική

Date

2026

Abstract

Emerging digital technologies in people's everyday lives and the "Digitalization" of services in every sector of human activity influence the way in which the new generation of students interact and manage information. Consequently, new Information and Communication Technologies (ICT), dominated by Artificial Intelligence (AI), are entering the educational space, transforming traditional learning environments into new ones also known as "Smart Learning Environments" (SLEs). However, traditional pedagogical approaches are unable to support this emerging type of “smart learning” (SmL), unless they themselves evolve to become "smart". In addition, they should contribute to the development of 21st century skills, required by modern "smart" students, so that they can become agents of change and innovation and solvers of contemporary problems of humanity towards global sustainable development. International research dictates the need for education in this direction, especially through the integration of interdisciplinary programs in Higher Education (HE), due to the fact that students, on the one hand, are on the threshold of their professional development and future careers, and on the other hand, they can contribute to research and propose important solutions for sustainability. Given the research challenges regarding the transformation of learning and especially e-learning environments, the pedagogical approaches that need to be utilized towards the development of 21st century skills, with the increasing spread of smart digital technologies in education, this PhD study attempts to provide a solution in bridging the gap between Smart Pedagogy (SmP) and Smart Technologies (SmT). It therefore tries to examine the way in which SmP guides the learning process, how SmT facilitates the learning process and how the educational affordances that arise and characterize a learning environment "smart", impact on 21st century learning. It proposes a framework for the design of a Technology Enhanced Learning Environment (TELE) in the form of an e-learning environment, with the prospect of exploring its effectiveness through a multitude of educational practices and potentially being transformed into a SLE. To conduct this PhD study, the research methodology "Design-Based Research" (DBR) was selected, which is mostly a key research methodology in educational research, as the problem is studied in an authentic context through iterative three-step mini cycles: 1. Preliminary analysis and exploration stage, 2. Prototype, design and development stage and 3. Evaluation, testing and reflection stage. A thorough review of the international literature was conducted in order to define the research problem clearly, with regard to the design and development frameworks of SLEs, the 21st century competence frameworks and the clarification of conceptualizations, before beginning the first mini cycle - (Study#1). Therefore, during the first stage, pedagogical methodologies suitable for the development of cognitive skills (critical thinking, problem analysis, creativity, innovation as well as metacognitive skills) were explored. Focused on Education for Sustainable Development (ESD), an educational practice oriented towards the STE(A)M approach was chosen, aiming at contributing to climate change (UNESCO Sustainable Development Goal13 – Climate Action, Pillar of Environment), in which students were invited to construct smart Arduino-based IoT solutions. Considering the principles of SmP, the profile of 65 (N = 65) ICT students, who would participate in the educational practice, was also explored. During the second stage, learning design was carried out, utilizing Project-Based Learning (PjBL) as the main teaching model, reinforced with a number of cognitive/metacognitive learning strategies, as well as Backward Design principles. Then, selected web technologies, categorized as essential, enriched, and supportive, were aligned with the learning design in order to orchestrate the e-learning environment and deliver the e-course to students for practice and assessment. The results of study #1 show that the employed pedagogical model, enhances students' cognitive (metacognitive) competencies, as well as their own performance in the learning outcomes, which is influenced by the strengthening of metacognitive skills. In regard to the utilized technologies, they are successfully integrated in order to provide meaningful learning experiences, emphasizing the importance of enriched technologies, such as TinkerCad, and Github. As for the educational affordances, students seem to perceive all pedagogy/user-driven Smart Learning Affordances (SLAs). Authenticity, learner-centeredness, capabilities for inquiry, action and collaborative learning, as well as goal setting and strategic planning, demonstrated significant superiority. The second mini cycle was carried out (Study #2), focused on enhancing intrapersonal skills (motivation, affective and behavioral self-regulation). First, pedagogical approaches were explored, including ARCS-V motivational strategies in combination with self-regulative strategies, as well as gamification elements and techniques. With an eye towards ESD, Digital Educational Escape Rooms (DEER) were selected as an educational practice aiming at good and inclusive education (UNESCO Sustainable Development Goal 4 - Quality education, Pillar Society). In their capacity as teachers, ICT postgraduate students (N = 143) were invited to design and develop e-courses in this direction. The PjBL instructional model was utilized in the second stage, enhanced by the outlined pedagogies and Backward Design principles. With a strong emphasis on supporting web technologies, the Wix platform was used to develop the e-course, which was then delivered to the students for educational practice, assessment, and reflection. As shown by research results, the pedagogical model strengthens students' intrapersonal skills, while their learning outcomes are very good being influenced by their increased motivation. The utilized web technologies appear to be effectively integrated to provide meaningful learning experiences. Most significant technologies were Google apps, Padlet, Twiddla, and PollEverywhere, whereas the orchestration provides a set of pedagogy/ user-driven SLAs, which students seem to perceive. SLAs related to self-regulation and motivation were noted as prominent, with motivational affordances having significant effects on students' learning. The third mini cycle (Study #3) focused on improving interpersonal skills (collaboration-communication, life-career skills). Therefore, in the first stage, pedagogical approaches appropriate for business environments were explored. The direction of ESD led to the selection of an educational practice associated with the 11th UNESCO Sustainable Development Goal - Sustainable Cities and Communities, Pillars of Society and Economy. It was intended to develop a prototype mobile application that would support the provision of smart city services to citizens. A further analysis of the profile of 124 (N = 124) undergraduate ICT students was conducted based on the principles of smart pedagogy. In the second stage, learning design was carried out using PjBL, enhanced by the Agile Scrum methodology and Backward Design principles. Following that, web technologies were selected, focusing on more essential technologies, such as the Moodle platform and its utilities, to deliver the e-course to the students for educational practice and assessment. Based on the results of the third study, students' interpersonal skills were enhanced by achieving learning outcomes, resulting in very good performance, which was positively influenced by students' productivity. The integrated web technologies facilitate the learning process, providing meaningful learning experiences. Among these, Figma, Trello, and Meeting Rooms (Skype & Teams) were the most notable. Orchestration provided students with a set of pedagogy/ user-driven SLAs. Nonetheless, none of the perceived SLAs had any significant impact on students' learning. Overall, the PhD research findings demonstrate a “partially effective” framework. This framework suggests a well-designed pedagogical model based on PjBL, which is enhanced with methodologies, strategies, and techniques to strengthen a set of various competencies holistically, following the principles of SmP. As a result of technology integration limitations, it lags significantly in technological system-driven SLAs. Consequently, it highlights the limitations of existing e-learning environments in terms of utilizing and integrating existing technology (primarily interoperability and open standards issues), which is widely available in the educational community, in contrast to the technological system-driven affordances of a smart e-learning environment. By defining the concept of a “smart” learning environment, it distinguishes SLAs and categorizes them based on a six-level ontology of Smartness (LoS). At the same time, it strengthens the international research by proposing a method for evaluating TELEs based on their level of maturity with regard to “smartness”, for future work. In conclusion, it contributes to the academic and research community by providing further theoretical and practical proposals regarding educational technology, the changing role of teachers in modern 21st century education, and educational policy to introduce/transform interdisciplinary curricula for sustainable development in higher education.

Department

Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών Συστημάτων

Number of pages

352

Language

English

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/19047

Collections

Τμήμα Ψηφιακών Συστημάτων

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Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα