This book focuses on the development of smart education in China and some countries of Central and Eastern Europe. A brief discussion on the idea of smart education was given in the introduction chapter, followed by a series of national smart education profiles of eleven countries. In detail, the profile starts with an overview of ICT in Education or smart education in the country and policies of ICT in Education or smart education. Some key features of smart education in each country were discussed with examples of best practices. The profile ends with a description of trends of smart education in the country. Based on the information above, the final chapter presents an analysis among the eleven countries with six major features they presented and concluded the book with suggestions on advancing smart education by three points.
Author(s): Rongxia Zhuang, Dejian Liu, Demetrios Sampson, Danimir Mandić, Siyi Zou, Yu Huang, Ronghuai Huang
Series: Lecture Notes in Educational Technology
Publisher: Springer
Year: 2023
Language: English
Pages: 339
City: Singapore
Preface
Contents
1 Introduction
1.1 Introduction
1.2 Main Points of Smart Education
1.3 Policies Around the World
1.3.1 OECD Digital Education Outlook 2021
1.3.2 European Union Digital Education Action Plan (2021–2027)
1.3.3 China Smart Education Demonstration Area Construction Program
1.4 Concluding Remarks
References
2 Report on Smart Education in China
2.1 National Smart Education Profile
2.1.1 Overview of Education in China
2.1.2 Overview of Smart Education in China
2.2 Policies of Smart Education
2.2.1 Governance of Education
2.2.2 Smart Education
2.2.3 Smart Campus
2.2.4 New Infrastructure for Education
2.2.5 Digital Literacy and Skills
2.2.6 Personal Data and Privacy Protection
2.2.7 Digital Learning Resources
2.2.8 New-Generation Information Technology in Education
2.3 Key Features of Smart Education
2.3.1 Best Practices for Smart Education Demonstration Area Construction Program
2.3.2 Best Practices for Smart Campus
2.4 Trends of Smart Education
2.4.1 New Normal of Flexible Teaching and Active Learning
2.4.2 New Forms of Mobile Online Education
2.4.3 New Form of 5G Empowering Smart Education
References
3 Report on Smart Education in Albania
3.1 Overview of ICT in Education
3.1.1 ICT Infrastructure
3.1.2 Campus Network Coverage
3.1.3 ICT Equipment in Classroom
3.1.4 National Education Research Network
3.1.5 Educational Resources
3.1.6 Educational Cloud Applications
3.2 Policies of ICT in Education
3.2.1 Basic Infrastructure/Access
3.2.2 Governance of Education
3.2.3 Teacher Training
3.2.4 Curriculum and Teaching Reform
3.2.5 National Vision and Plan
3.2.6 National Standards of ICT in Education
3.3 Key Features of Smart Education
3.3.1 Features of the Best Practices of Smart Education
3.4 Trends of ICT in Education in K-12 and Higher Education
3.4.1 Trends of ICT in Education in K-12
3.4.2 Trends of Digital Transformation in Higher Education
References
4 Report on Smart Education in the Republic of Bulgaria
4.1 Introduction
4.2 Policies of ICT in Education
4.2.1 Strategic Documents at National Level
4.2.2 National Programs of the Ministry of Education and Science in the Field of ICT—Main Topics and Results
4.2.3 National Programs of the Ministry of Education and Science for Training of Teachers and Lecturers in the Field of ICT
4.3 Some Good Practices in ICT in Education
4.3.1 Platforms Used in Formal Education and Training for Teacher How to Use Them
4.3.2 Components of the Smart Education in the Curricula of Compulsory Subjects in the Field of ICT Within Secondary Education
4.3.3 Platforms in the Field of Non-formal and Informal Education in Which Components of Smart Education Are Implemented
4.4 Conclusion
References
5 Report on Smart Education in the Republic of Croatia
5.1 Introduction
5.2 Overview of ICT in Education
5.3 Policies of ICT in Education
5.4 Key Features of Smart Education
5.5 Trends of ICT in Education
5.5.1 Challenges
5.6 Conclusion
References
6 Report on Smart Education in Greece
6.1 Overview of ICT in Education
6.2 Policies of ICT in Education
6.2.1 Governance of Education
6.2.2 Teacher Training
6.2.3 Educational Information Planning
6.2.4 Standards of ICT in Education (About Infrastructure and Resources, Such as Smart Campus or Resources)
6.2.5 Digital Learning Resources
6.2.6 AI in Education
6.3 Key Features of Smart Education (Using Best Practices of Smart Education to Describe the Development of Smart Education)
6.3.1 Innovative Teaching Methods and Strategies, Such as Hybrid Education, Learning, and Assessment, Will Support the Deep Integration of ICT into Education
6.3.2 Solutions and Policies on Open Educational Resources Will Be Shared Across Regions for Equal and Inclusive Education
6.4 Trends of ICT in Education in Greece
6.4.1 Trends of ICT in Κ-12 Education in Greece
6.4.2 Trends of ICT in Higher Education in Greece
References
7 Report on Smart Education in Hungary
7.1 The Increasing Role of Smart Education in Educational Research Versus Developments in Mass Education
7.2 Data-Driven Personalized Instruction: Integrating Theories and Research Results from a Number of Research Fields
7.3 Challenges to Overcome in Smart Education
7.3.1 Heterogeneous Classes and Large Individual Differences Between Students
7.3.2 The Small Impact of Schooling on Students’ General Cognitive Abilities
7.3.3 High Dropout (Early School-Leaving) Rate
7.3.4 Strong Impact of Students’ Socio-Economic Status on Their Achievement
7.3.5 Inadequate Processes During the Kindergarten–Primary School and High School–University Transitions
7.4 Best Practices: Smart Implementation of Technology-Based Assessment by Making Learning Visible
7.4.1 Kindergarten and the Kindergarten–School Transition—Rethinking the Possibilities Within the Confines of Smart Education
7.4.2 The First Years of Primary School, When Basic Skills That Determine Success Throughout Schooling Are Established
7.4.3 The High School–University Transition—Rethinking the Possibilities Within the Confines of Smart Education
7.5 Conclusion
References
8 Report on Smart Education in Latvia
8.1 Introduction
8.1.1 Insight into Higher Education of Latvia
8.2 Steps of Higher Education Institutions of Latvia Toward Digitalization
8.2.1 People and Their Skills in Digitalization Process
8.3 Technologies and Data in HE Institutions
8.4 Services and Activities
8.5 Research on Digitalization of Higher Education in Latvia
8.5.1 Digitalization Strategies: Communications Recommendations by European Commission, OECD, EUA
8.5.2 Digitalization Policies of Latvia
8.6 Conclusion
References
9 Report on Smart Education in Montenegro
9.1 Introduction
9.2 Definition of Smart Education
9.3 Overview of ICT in Montenegro—Analysis of the Situation in Education
9.3.1 ICT Indicators in Montenegro
9.3.2 Overview of ICT in Education
9.4 Policies of Education in Montenegro—A Review of ICT Policies in Education
9.4.1 The Education System in Montenegro
9.4.2 Computer Literacy of the Employees in Educational Institutions
9.4.3 Infrastructure (Equipment) in Educational Institutions
9.4.4 Implementation of ICT in Educational System
9.5 Key Features of Smart Education
9.5.1 Digital Learning and Digital Literacy of Teachers and Students
9.5.2 Innovative Teaching Methods and Strategies
9.5.3 Precise Assessments of Students’ Comprehensive Quality Evaluation Supported by AI and Big Data
9.5.4 Personalized Services for Teachers and Students
9.5.5 The New Mode of Educational Governance Empowered by AI and Big Data
9.5.6 Open Educational Resources for Equal and Inclusive Education
9.6 SWOT Analysis of ICT in Education in Montenegro
9.7 Trends of ICT in Education
9.8 Advantages of the Contemporary (Modern) Education System and Methods Compared to the Traditional One
9.9 Example of the Best Practice—Digital School
References
10 Report on Smart Education in the Republic of North Macedonia
10.1 Overview of ICT in Education in the Republic of North Macedonia
10.1.1 Information Infrastructure and Internet Access
10.1.2 ICT Equipment in Classroom
10.1.3 Campus Network Coverage
10.1.4 National Education Research Network
10.1.5 Educational Resources
10.1.6 Educational Cloud Applications (The Function, Deployment, Applications)
10.2 Policies of ICT in Education in the Republic of North Macedonia
10.2.1 Basic Infrastructure/Access
10.2.2 Curriculum and Teaching Reform
10.2.3 Governance of Education
10.2.4 Teacher Training
10.2.5 National Vision and Plan
10.2.6 Standards of ICT in Education
10.2.7 Digital Learning Resources
10.2.8 AI in Education
10.3 Smart Education Best Practices in the Republic of North Macedonia
10.3.1 Innovative Teaching Methods and Strategies
10.3.2 Solutions and Policies on Open Educational Resources
10.3.3 Educational Governance
10.4 Trends of ICT in Education in K12 and Higher Education in the Republic of North Macedonia
10.4.1 Trends of ICT and Digital Transformation in Education
10.5 Transferability
10.5.1 Political (In)Stability and Public Policy Transplantation
10.6 Conclusion and Recommendation
References
11 Report on Smart Education in the Republic of Serbia
11.1 Introduction
11.2 What Are the Main Reasons of Insufficient Use of Smart Education Devices?
11.3 Conditions for Smart Education in Serbia
11.4 Rising Quality of Education with ICT and Financing Support
11.5 Distance Education During Pandemic
11.6 Smart Learning in Practice
11.7 Project Between NetDragon and Faculty of Teacher Education, Belgrade University
11.8 Trends of ICT in Education
11.9 Conclusion
References
12 Report on Smart Education in the Republic of Slovenia
12.1 Overview of ICT in Education
12.2 Policies of ICT in Education
12.2.1 National Center and Hubs on Digital Education
12.2.2 Pedagogy on Digital Education
12.2.3 Renovation of Curricula, Study Programs, and Jobs
12.2.4 Renovation of Pre-and in-service Education and Training of Educators, Management, and Other Experts
12.2.5 Comprehensive Support Ecosystem
12.2.6 Protocols for Education in Particular Circumstances
12.3 Key Features of Smart Education in Slovenia
12.3.1 The Relevant Curriculum and Practices for Promoting Both Teachers’ and Students’ Digital Literacy, Awareness, Computational Thinking, Digital Learning, and Information Social Responsibility
12.3.2 Supporting the Deep Integration of ICT into Education with Innovative Teaching Methods and Strategies, Such as Hybrid Education, Learning, and Assessment
12.3.3 Assessments of the Students’ Comprehensive Quality Evaluation Supported by AI and Big Data
12.3.4 Personalized and On-Demand Services for Teachers and Students Provided by the Government and Enterprises
12.3.5 The Solutions and Policies on Open Educational Resources Shared Across Regions for Equal and Inclusive Education
12.3.6 The New Model of Educational Governance, Empowered by AI and Big Data
12.4 Future Trends
12.5 Some Specific Stories/Cases of Implementing These Projects
References
13 Analysis of Smart Education in China and CEECs
13.1 Key Features of Smart Education
13.1.1 Curriculum and Practices Improving Digital Literacy
13.1.2 Innovative Teaching Methods and Strategies
13.1.3 Assessments Supported by AI and Big Data
13.1.4 Personalized and On-Demand Services for Teachers and Students Provided by the Government and Enterprises
13.1.5 Solutions and Policies on Open Educational Resources
13.1.6 The New Mode of Educational Governance Empowered by AI and Big Data
13.2 Conclusion: Leverage Points to Advance Smart Education
References
