Academic culture change

, 109

Academic literature

, 74

Academic medicine

, 156

Academic process

, 156

Accessibility

, 136–137

in higher education

, 133

Active and transformative learning (ATL)

, 232

Active learners

, 18

Active learning strategies

, 84

Adaptive assessment

, 71

Adaptive learning

platforms

, 198, 212

software

, 201

Adaptive technologies

, 203–205

Administrative efficiency

, 215–216

Agglomeration analysis

, 157

Algorithmic bias

, 21

Algorithmic bias mitigation

, 21

Analytics tools

, 206

Anonymization

, 21

Artificial intelligence (AI)

, 3, 30–31, 90, 115, 128, 142, 156, 198, 202–203, 207–209, 232

AI-driven career guidance

, 24

AI-driven language assessment tools

, 108

AI-powered chatbots

, 199

AI-powered learning resources

, 21

application and integration in healthcare and nursing education

, 71

artificial intelligence-enabled digital transformation scenarios

, 235–236

capacity building

, 236

content

, 236

e-learning modules

, 58

emerging trends and innovations in AI-driven lifelong learning

, 26–27

guideline among publisher

, 157

problem solving

, 236

process

, 236

safeguarding privacy and upholding data protection in

, 20–21

tools

, 15, 238

Assessment criteria

, 92

Assessment strategies

, 130

Assessment tools

, 199

Assistive technology (AT)

, 134, 136–138

benefits of

, 137–138

for diverse learners

, 137–138

laptop computers and computerized devices

, 137–138

Augmented reality (AR) (see also Virtual reality (VR))

, 30–31, 58, 89, 104, 115, 129–130, 139–140, 201, 217

applications in nursing education

, 70–71

integration in nursing education

, 70–72

simulations

, 70

Authorship criteria

, 169

Automated grading

, 199

Behaviorism-based inclusive education practices

, 130

Best practices in curriculum development

, 70–72

Big data

, 128

Blended learning programmes

, 58

Blockchain technology

, 90, 209

Budget constraints

, 211

Business

, 202–203

intelligence

, 205–207

process reengineering

, 2–3

Campus-wide sensors

, 198–199

Capacity building

, 236

Carnegie learning

, 205

Case-based learning

, 76, 91–92

Challenges to digital transformation

, 108–114

ChatGPT

, 19, 41–42, 156, 235

aims of study

, 15

benefits of personalized learning with

, 17–18

case studies of ChatGPT implementation

, 24–25

challenges and hurdles in integrating

, 22

clear articulation of research objectives

, 14

collaborative learning experiences

, 19–20

consideration of ethical implications

, 15

data analysis techniques

, 16

data collection methods and sources

, 15–16

demonstrated impact on student outcomes and institutional strategies

, 24–25

educational content to individual student needs

, 17

effective implementation strategies

, 22–23

embedding ethical guidelines into ChatGPT implementation

, 21

emerging trends and innovations in AI-driven lifelong learning

, 26–27

enhances student motivation and participation

, 18–19

enhancing student engagement

, 18–19

ensuring inclusive access to AI-powered learning resources

, 21

ethical considerations

, 16, 20–21

expanding access and promoting inclusivity with ChatGPT

, 26

fostering collaborative learning environments

, 19–20

future prospects and challenges

, 25–27

importance of collaboration in higher education

, 19

investigating potential of ChatGPT in addressing future higher education challenges

, 25–26

lessons learnt from ChatGPT case studies

, 25

methodology

, 15–16

mitigating algorithmic bias and ensuring equitable outcomes

, 21

with pedagogical goals and institutional strategies

, 23

personalized learning with

, 16–18

practical strategies for successful

, 22

real-world examples of successful collaboration facilitated by ChatGPT

, 20

real-world examples showcasing successful ChatGPT deployments

, 24

research design and approach

, 15

safeguarding privacy and upholding data protection in AI-driven education

, 20–21

study objectives

, 14–15

Classroom

lectures

, 59

technological integration for enhancing students learning in

, 41–42

Claude

, 235

Clinical decision support

, 71

Clinical skills, enhancing

, 78–79

Cloud computing

, 198, 207–208

Cloud-based services

, 142

Co-occurrence matrix

, 165–166

Cognitivism-based inclusive education practices

, 131

Collaboration in higher education, importance of

, 19

Collaborative learning

ChatGPT promotes collaborative learning experiences

, 19–20

fostering collaborative learning environments

, 19–20

initiatives

, 80

platforms

, 117

tools

, 116

Collaborative platforms

, 200

Collaborative VR/AR applications

, 140

Communication skills

, 92

Comprehensive digital transformation road map

, 8

Computer-assisted instruction programmes (CAI programmes)

, 59, 138

Computer-assisted learning (CAL)

, 135

and technologies

, 135

Computerized devices

, 137–138

Constructivism-based inclusive education practices

, 131–133

Constructivist approach

, 132

Constructivist inclusive education setting

, 132

Contemporary higher education

, 19

Content analysis

, 157

Cooperative learning

, 132

Critical thinking

, 92

enhancement

, 61, 65

skills

, 66–69

Cross-tabulation

, 166–168

Cultural competence

enhancing

, 80–81

workshops

, 81

Curriculum development

, 115

best practices in

, 70–72

in nursing education

, 61

Curriculum integration

, 117

Customer relationship management systems (CRM systems)

, 202–203

Data analysis techniques

, 16

Data analytics

, 71, 199–200, 202–203, 205, 207–209, 212

for student assessment

, 89

Data encryption

, 20

Data extraction

, 33

Data fragmentation

, 113

Data protection policies

, 142

Data security

, 211–212

Data visualization

, 206–207

Decision-based learning (DBL)

, 66

activities

, 66–69

critical thinking in nursing

, 68–69

Decision-making

enhancing

, 78–79

skills

, 65

Digital accessibility

, 136

Digital age

, 104

Digital credentials

, 199

Digital curriculum development, integrating best practices into

, 66–69

Digital divide

, 209–210

and equity issues

, 141

ethical concerns and privacy considerations

, 142

strategies to bridge digital divide

, 141

strategies to safeguard student privacy

, 142

Digital education

, 37–38, 215

Digital gamification

, 75

Digital health technologies

, 94

Digital instructional tools

, 38

Digital language assessment

, 118

Digital learning

, 58–59

specialists

, 82

Digital literacy

, 35–36, 108–109

necessity

, 36

programs

, 117

projects

, 118

and significance in era of modern technology

, 35–36

training

, 141, 209–210

Digital nurse education and changing role of educators

, 82

Digital revolution in education

, 240

Digital scholars

, 60

Digital self-efficacy

, 31, 35

concept

, 34–35

fostering innovation through

, 43

of pre-service teachers towards education 5. 0

, 37–38

Digital simulations

, 62

Digital storytelling projects

, 118

Digital teaching and learning approaches

, 111

Digital technology

, 30, 35–37, 44, 60, 90–91, 104, 108, 116, 201

digital technology-enhanced learning

, 201

factors influence attitudes and beliefs of teachers for integrating

, 40

Digital tools

, 65, 116

usage for improving pedagogical skills of teachers

, 42

Digital transformation (DT)

, 1–2, 58, 65, 87, 104–105, 112–114, 202–203, 207–208, 214, 216, 232

activities

, 107

administrative efficiency and support systems

, 205–209

in administrative processes

, 216

AI application and integration in healthcare and nursing education

, 71

barriers and challenges to

, 108–114

benefits of digital transformation

, 212–216

best practices in curriculum development

, 70–72

best practices in integrating digital transformation in nursing curriculum

, 61

best practices in nursing curriculum development

, 74–77

as bold enabler and multiplier of value in HE

, 4–6

challenges and considerations

, 209–212

challenges in integrating digital transformation in nursing curriculum

, 81

components of digital transformation

, 201–205

comprehensive digital transformation road map

, 8

data analytics and business intelligence

, 205–207

data security and privacy

, 211–212

DBL framework

, 67

decision-based learning enhance critical thinking in nursing

, 68–69

digital divide

, 209–210

digital nurse education and changing role of educators

, 82

drivers

, 198–201

e-learning modules and significance

, 73

in education

, 203

engagement and knowledge retention

, 73–74

engaging learning experiences

, 75

enhanced learning experience

, 200–201

enhanced learning impact

, 4–5

enhanced student experience

, 5–6

enhancing critical thinking and decision-making skills

, 65

enhancing cultural competence

, 80–81

enterprise resource planning systems

, 205

evolution of technology in nursing education

, 59–60

evolve stakeholders and initiatives

, 8

examples and case studies

, 76

faculty development and training

, 82

faculty training and development

, 210–211

flexible and accessible learning resources

, 73

future prospects

, 217

gamification and role in nursing education

, 74–75

globalization and access

, 200

in higher education

, 58, 105, 107, 209, 211

immersive learning environments

, 65

immersive technologies

, 217

implications of research

, 114–115

improved administrative efficiency

, 215–216

increased accessibility

, 213–215

integrating best practices into digital curriculum development

, 66–69

interdisciplinary collaborations and virtual interactions

, 80–82

learning management systems

, 202

limitations in technological infrastructure

, 87–91

maintaining human connection

, 211–212

monitor effectiveness and update strategy

, 8

motivation and active participation

, 75–76

open educational resources

, 203

overview of digital transformation

, 58–59

personalized learning

, 212–213

personalized learning and adaptive technologies

, 203–205

policy recommendations

, 116–117

process

, 109

quality assurance and evaluation

, 85–86

role of digital transformation in teaching English

, 107–108

role of nurse-educator

, 82–85

set DT strategic objectives

, 8

significance of integrating digital transformation in nursing curricula

, 60–61

simulated environments and realistic scenarios

, 71–72

impact of simulation-based learning

, 70

simulation-based learning in nursing education

, 61–62

SIS

, 207–209

spatial awareness and practical skill development

, 72

strategic considerations for impact of digital transformation in HE

, 6–8

strategy

, 7–8, 233

suggestions for initiatives concerning digital transformation of education

, 115–116

technological advancements

, 198–200

validity and reliability challenges

, 86–87

as value proposition

, 2–4

virtual classrooms and online lectures

, 202

VR and AR applications in nursing education

, 70–71

Digitalization

, 105

Digitally literate individuals

, 35–36

Direct instruction

, 130

Disruptive innovation

, 3–4

Diverse learners, assistive technologies for

, 137–138

Diversity

accessibility

, 214

in higher education

, 133

Dragon Naturally Speaking (speech-to-text tools)

, 138

DreamBox Learning

, 205

Duolingo (language learning application)

, 204

E-learning

modules and significance

, 73–74

pedagogy

, 73

Eclectic approach

, 132–133

Education

, 104, 212

ICT in education in different countries

, 134

suggestions for initiatives concerning digital transformation of

, 115–116

Education 5.0

, 36–37, 45–46

digital self-efficacy of pre-service teachers towards

, 37–38

educational policies for integration of education 5.0 supporting SDGs

, 44

principles

, 46–47

Education Framework for Action (2030)

, 44

Educational institutions

, 20, 105, 116, 209–210, 216

Educational landscape

, 37

Educational policies for integration of Education 5.0 supporting SDGs

, 44

Educational resources

, 201

Educators

, 82, 114–115, 140

digital nurse education and changing role of

, 82

Edutainment

, 115–116

Effective implementation strategies

, 22–23

aligning ChatGPT with pedagogical goals and institutional strategies

, 23

challenges and hurdles in integrating ChatGPT in HE

, 22

effective implementation strategies for ChatGPT in HE

, 23–24

practical strategies for successful ChatGPT implementation

, 22

Effective learning, role of student engagement in

, 18

Electronic databases

, 32

Electronic health records (EHRs)

, 59, 94, 202–203

Emerging technologies

, 128, 133

accessibility and assistive technologies

, 136–137

assistive technologies for diverse learners

, 137–138

computer-assisted instruction

, 138

inclusive pedagogy and

, 135–136

software functions

, 138

technologies in inclusive higher education

, 134–135

text to speech

, 138–139

transformative role of

, 134–139

Emerging trends in AI-driven lifelong learning

, 26–27

Engagement

, 73–74

English

digital transformation role in teaching

, 107–108

education

, 116

language instruction

, 108

Enhanced learning

experience

, 200–201

impact

, 4–5

Enhanced student experience

, 5–6

Enrolment management

, 206–207

Enterprise resource planning (ERP)

, 205

Equitable outcomes

, 21

Equity

in higher education

, 133

issues

, 141

Ethical considerations

agglomeration analysis

, 157

AI use guideline among publisher

, 157

best practices and recommendations

, 193

in ChatGPT

, 20–21

co-occurrence matrix

, 165–166

cross-tabulation

, 166–168

evaluation

, 169–193

FA

, 158–161

limitation

, 193–194

methodology and approach

, 157

problem statement and motivation

, 156–157

proximity plot

, 168

in research design

, 16

results

, 157–193

results retrieved from journal website

, 171–192

semantic mapping

, 161–163

Silhouette coefficient

, 164–165

Evidence-based practice

, 92

Exclusion, selection process and criteria for

, 34

Factor analysis (FA)

, 158, 161, 194

Faculty development

strategies for faculty development and building technological competence

, 83–84

and training

, 211

Faculty members

, 82

Faculty training and development

, 210–211

Family Educational Rights and Privacy Act (FERPA)

, 208

Feedback loops

, 23

Financial sustainability

, 3

Formative assessment techniques

, 84

Functional behavioral analysis

, 130

Gamification

, 74–75, 115–116

and role in nursing education

, 74–75

Gamified learning modules

, 76

Gemini

, 235

General Data Protection Regulation (GDPR)

, 142

General learning technology

, 134

Generative AI

, 156

models

, 235

tools

, 156

Global Classroom Projects

, 20

Globalization and access

, 200

Google Scholar search

, 34

Healthcare, AI application and integration in

, 71

Higher education (HE) (see also Inclusive education)

, 1–2, 14, 146, 233

challenges and hurdles in integrating ChatGPT in

, 22

digital transformation as bold enabler and multiplier of value in

, 4–6

digital transformation in

, 105–107

importance of collaboration in

, 19

institutions

, 2–3

landscape

, 237

personalized learning in

, 16–17

sector

, 8

strategic considerations for impact of digital transformation in

, 6–8

Higher education institutions (HEIs)

, 104, 110–111, 113, 198–199, 207

Higher Education vision (2035)

, 236, 239

in 2025

, 238

in 2028

, 238–239

in 2030

, 239

in 2032

, 239

present

, 238

Homework gap

, 209

Human connection

, 211–212

Immersive learning environments (ILEs)

, 61, 65

Immersive learning experiences

, 139

Immersive technologies

, 115, 217

Inclusion

criteria

, 32

ICT to support

, 134

selection process and criteria for

, 34

Inclusive access to AI-powered learning resources, ensuring

, 21

Inclusive collaborative environments

, 139–141

harnessing online learning communities and social media for inclusivity

, 140

strategies for building inclusive online communities

, 140–141

virtual and augmented reality

, 139–140

Inclusive education

, 128–130

accessibility, diversity, and equity

, 133

behaviorism-based inclusive education practices

, 130

cognitivism-based inclusive education practices

, 131

constructivism-based inclusive education practices

, 131–133

for learning

, 134

research design/methodology

, 133

Inclusive higher education

CAL and technologies

, 135

ICT in education in different countries

, 134

ICT to support inclusion and UDL

, 134

inclusive education and universal design for learning

, 134

technologies in

, 134–135

Inclusive internationalization in higher education

case studies

, 143–144

challenges and considerations

, 141–142

contribution to diverse audience

, 142–143

cultivating inclusive collaborative environments

, 139–141

digital divide and equity issues

, 141

inclusive education

, 129–130

opportunities and future directions

, 144–145

presentation of key findings

, 145

significance of research

, 145

theoretical framework

, 129–133

transformative role of emerging technologies

, 134–139

Inclusive learning experiences

, 139

Inclusive online communities, strategies for building

, 140–141

Inclusive online environment

, 140

Inclusive pedagogy

, 141

and emerging technologies

, 135–136

Inclusivity

accessibility

, 214

in education

, 128

expanding access and promoting inclusivity with ChatGPT

, 26

harnessing online learning communities and social media for

, 140

Industrial revolutions

, 104

Information and communication technologies (ICTs)

, 39, 134

in education in different countries

, 134

to support inclusion and UDL

, 134

usage of ICT in teacher education in Pakistan

, 39–40

Informed consent

, 20–21

Innovations

in AI-driven lifelong learning

, 26–27

through digital self-efficacy in pre-service teacher education

, 43

Institutional leaders

, 110

Institutional strategies

aligning ChatGPT with

, 23

demonstrated impact on

, 24–25

Institutions

, 114–115, 213

support and policies from

, 40–41

Instructional approaches

, 131

Interactive digital tools

, 201

Interactive learning platforms

, 74–75, 89

Interdisciplinary collaborations

, 80–82

International Association of Universities (IAU)

, 110

International Committee of Medical Journal Editors (ICMJE)

, 193

International educational policy

, 44

International exchange programmes

, 80

International policies

, 44

Internationalization

, 129

of education

, 128

Internet of Things (IoT)

, 198–199

IoT-enabled devices

, 198–199

Joint Research Projects

, 80

Khan Academy (online platform)

, 204

Knowledge

, 106–107

retention

, 73–74

Kurzweil 3000 (Text-to-speech applications)

, 138–139

LandBot (chatbot mobile app)

, 71–72

Language Exchange Programmes

, 20

Language learning

applications and platforms

, 204

apps review

, 118

Laptop computers

, 137–138

Large language models (LLMs)

, 156

Learning

analytics

, 142

engaging learning experiences

, 75

inclusive education and universal design for

, 134

theories

, 129

Learning management systems (LMSs)

, 60, 108, 202

Library and information science (LIS)

, 157

LinkedIn

, 199

Literature review approach

, 32

Machine learning (ML)

, 3, 90, 198, 206–207, 209

Massive open online courses (MOOCs)

, 198–199

Meta-analysis

, 35

Mobile accessibility

, 209

Mobile learning applications

, 76–77

enhancing clinical skills and decision-making

, 78–79

features and learning applications

, 77–78

significance of mobile learning applications in nursing education

, 77–79

students and educators challenges

, 79

Modern nursing education

, 73

Modern technology, digital literacy and significance in era of

, 35–36

Multimedia resources

, 74

Multimedia-enhanced learning experiences

, 74

Multipliers

, 233

National Education Technology Plan

, 36

National professional standard for teacher education in Pakistan (NPSTP)

, 36

Natural language processing

, 115

Nurse-educator

, 82–85

pedagogical training

, 84–85

strategies for faculty development and building technological competence

, 83–84

Nursing curriculum

best practices in integrating digital transformation in

, 61

challenges in integrating digital transformation in

, 81

development

, 74–77

significance of integrating digital transformation in

, 60–61

Nursing education

, 58, 76

AI application and integration in healthcare and

, 71

decision-based learning enhance critical thinking in

, 68–69

evolution of technology in

, 59–60

future directions and recommendations for

, 90–91

gamification and role in

, 74–75

significance of mobile learning applications in

, 77–79

simulation-based learning in

, 61–62

virtual reality and augmented reality integration in

, 70–72

VR and AR applications in

, 70–71

Online assessment methods

, 117

Online education

, 199

Online learning

communities and social media for inclusivity

, 140

platforms

, 129–130

Online lectures

, 202

Online peer editing workshops

, 118

Online peer review systems

, 69

Online Think Tanks

, 20

Open educational resources (OERs)

, 108, 117, 201, 203

Pakistan, usage of ICT in teacher education in

, 39–40

Participation divide

, 209

Pedagogical goals, aligning ChatGPT with

, 23

Pedagogical integration

, 23

Pedagogical skills of teachers, digital tools usage for improving

, 42

Pedagogical techniques

, 116

Pedagogical training

, 84–85

Peer tutoring

, 132

Personalized learning

, 71, 135–136, 203, 205, 212–213

benefits of personalized learning with ChatGPT

, 17–18

with ChatGPT

, 16–18

ChatGPT tailors educational content to individual student needs

, 17

educational strategy

, 16–17

experiences

, 115

in HE

, 16–17

resources

, 89

technology

, 135–136

Pi.AI

, 235

Practical skill development

, 72

Practical strategies for successful ChatGPT implementation

, 22

Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (PRISMA guidelines)

, 32

Pre–service teachers digital self-efficacy towards education 5.0

, 31

concept of digital self-efficacy

, 34–35

data extraction

, 33

digital literacy and significance in era of modern technology

, 35–36

digital self-efficacy of pre-service teachers towards education 5.0

, 37–38

digital tools usage for improving pedagogical skills of teachers

, 42

education 5.0

, 36–37

educational policies for integration of education 5.0 supporting SDGs

, 44

factors influence attitudes and beliefs of teachers for integrating digital technologies

, 40

fostering innovation through digital self-efficacy in pre-service teacher education

, 43

gaps in literature

, 45

limitations

, 45–46

literature review

, 34–44

practical implications

, 46

preparing pre-service teachers for future technologies

, 43–44

professional development

, 40

review methodology

, 32–33

review questions

, 32

search strategy

, 32

selection process and criteria for inclusion and exclusion

, 34

study selection

, 32

support and policies from institutions

, 40–41

technological integration for enhancing students learning in classroom

, 41–42

usage of ICT in teacher education in Pakistan

, 39–40

Privacy

, 211–212

privacy-by-design

, 142

Problem solving

, 236

Professionals

, 215

development

, 40

for faculty

, 210

Proximity plot

, 168

Publication

dynamics

, 161–163

process

, 158–161

Qualitative methods

, 15

Quality assurance

and evaluation

, 85–86

standardised assessment criteria

, 86

systems

, 117

Realistic scenarios

, 71–72

Reflective practice

, 84

Reliability challenges

, 86–87

Remote learning opportunities

, 89

Research design

and approach

, 15

ethical considerations in

, 16

research design/methodology

, 133

Resource allocation

, 211

Response to Intervention model (RTI model)

, 143

Robotic process automation (RPA)

, 199

Schools

, 213

Seamless integration of ChatGPT

, 23

Search strategy

, 32

Selection process and criteria for inclusion and exclusion

, 34

Self-determination theory

, 75

Semantic mapping

, 161, 163, 193–194

Silhouette coefficient

, 164–165

Simulated environments

, 71–72

Simulation-based learning (SBL)

, 58, 61, 70

examples of non-technical and non-pedagogical purposes of simulation

, 65

impact

, 70

in nursing education

, 61–62

phases of simulation-based learning and examples in nursing education

, 63–64

Simulations

, 201

Skills-based training

, 59

Smart classrooms

, 198–199

Smart Sparrow (adaptive e-learning platform)

, 205

Social media for inclusivity, harnessing online learning communities and

, 140

Socioeconomic inequality

, 210

Software functions

, 138

Spatial awareness

, 72

Speech-to-text tools

, 138

Stakeholders and initiatives

, 8

Standardised assessment criteria

, 86

Student engagement

case studies illustrating improved student engagement

, 19

ChatGPT enhances student motivation and participation

, 18–19

enhancing

, 18–19

role of student engagement in effective learning

, 18

Student Information Systems (SISs)

, 207–209

Student outcomes, demonstrated impact on

, 24–25

Student privacy, strategies to safeguard

, 142

Students learning in classroom, technological integration for enhancing

, 41–42

Students’ individual learning styles

, 42

Study selection

, 32

Teachers

, 36–37, 79, 107, 118

digital tools usage for improving pedagogical skills of

, 42

factors influence attitudes and beliefs of teachers for integrating digital technologies

, 40

training programs

, 117

usage of ICT in teacher education in Pakistan

, 39–40

Teaching

experiences

, 105

and learning

, 104

process

, 91–92, 110–111

Technological advancement

, 35

Technological competence, strategies for faculty development and building

, 83–84

Technological infrastructure

best practices and impact

, 87–89

future directions and recommendations for nursing education

, 90–91

limitations in

, 87–91

recap of challenges and solutions

, 90

Technological integration for enhancing students learning in classroom

, 41–42

Technological Pedagogical Content Knowledge (TPACK)

, 43

Telehealth platforms

, 94

Text to speech software

, 138–139

Text-to-speech applications

, 138

Textbooks

, 59

Thematic analysis

, 16

Three-dimensional models (3D models)

, 72

Traditional classrooms

, 201

Traditional didactic teaching methods

, 59

Traditional peer-review process

, 69

Transformation in education

, 140–141

Transformative learning (TL) (see also Collaborative learning)

, 232

AI-enabled digital transformation scenarios

, 235–236

model of

, 234

visioning Higher Education 2035

, 236–239

U.S. Department of Education

, 135–136

Universal design for learning (UDL)

, 84, 134–135

ICT to support

, 134

Universities

, 106–107, 129–130, 146

education

, 145

Validity challenges

, 86–87

Value proposition, digital transformation as

, 2–4

Value-based education

, 4

Virtual classrooms

, 202

Virtual conferences and webinars

, 80–81

Virtual interactions

, 80–82

Virtual reality (VR)

, 30–31, 58, 89, 128–130, 139–140, 201, 217

applications in nursing education

, 70–71

experiences

, 105

integration in nursing education

, 70–72

simulations

, 70

technologies

, 201

Virtual simulations

, 76

Vision of Higher Education 2035 model, The

, 238

Web content analysis

, 157, 194

WordQ (word prediction software)

, 138

Workflow automation

, 3