Search results

The purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down Syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective.

The approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down Syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome.

Positive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group.

The study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics.

The incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools.

This study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities.

The study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development.

This study aims to evaluate the readiness of library professionals in Pakistan for metaverse technology adoption. It assesses their familiarity with the metaverse, identifies potential applications within libraries, pinpoints skill gaps, and unravels challenges hindering integration.

Employing a quantitative survey design, a survey was conducted from November 15, 2023, to December 15, 2023, targeting library professionals in Pakistan. The survey gathered data on familiarity with the metaverse, perceived applications in libraries, self-assessed proficiency in metaverse-related skills, and perceived challenges to metaverse adoption.

Library professionals in Pakistan exhibit moderate familiarity with the metaverse, demonstrating higher proficiency in certain aspects such as virtual reality and digital assets but a lesser understanding of legal/regulatory challenges and societal impacts. Perceived highly impactful applications in libraries include virtual meetups, immersive learning programs, collaborative research spaces, and virtual librarian-led tutorials. Challenges hindering metaverse adoption include budget constraints, limited technical expertise, concerns about privacy/security, and resistance to change.

The study’s limitations include the sample size and the specific data collection timeframe, which might limit generalizability. The findings offer implications for training programs, resource allocation, and policy formulation to facilitate metaverse integration in Pakistani libraries.

This study contributes original insights into the metaverse readiness of library professionals in Pakistan, offering a comprehensive analysis of their familiarity, perceived applications, skill gaps, and challenges, enabling tailored strategies for metaverse integration in library services.