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At present, the development of information technologies changes the whole system of public functioning. Special attention is paid to the system of higher education, as it forms future highly qualified specialists, who will become the basis of digital economy. According to this, new remote technologies are implemented into the system of education each year, which are a basic prototype of smart technologies. The purpose of this paper is to determine the role of remote technologies in the development of the system of higher education and to form skills with the students.

Based on this, it is necessary to solve the following tasks: view the aspects, peculiarities and possibilities of remote education; distinguish the main tools of remote technologies in education; offer electronic final program as a remote method of evaluation of students’ knowledge.

In this study, the following methods are used: analysis, synthesis, logical method, abstraction and comparison. Scientific novelty consists in performing research in the sphere of significance and implementation of remote technologies in the system of higher education of the Russian Federation.

This research could be useful for public officers who form programs of development of higher education and for academic staff of higher educational establishments.

The system of higher education is ineffective – it has to change the concept of educational process, which is peculiar for increase of the volume of education of labor resources. According to this, there is a necessity to pass to the system of higher education with elements of smart technologies. The purpose of this paper is to determine the role of smart technologies as an innovational and intellectual tool in development of the system of higher education and formation of actual skills with students.

The aspects of classical education in universities with elements of remote forms of implementation of smart technologies on IT platforms are studied; peculiarities of smart technology as intellectual tools of higher education are analyzed; perspectives of usage of smart technologies as innovational tools for development of higher education are determined. The research methods include analysis, synthesis, abstraction, comparison and logical method.

Information technologies become an inseparable part of life of society and human. A new network generation of people that cannot imagine life without new technological devices is growing. However, despite this, modern education does not sufficiently influence the development of human capital in the conditions of digital environment.

Scientific novelty consists in conducting the research in the sphere of significance and perspectives of implementing smart technologies into the systems of higher education of the Russian Federation. This paper could be interesting for public officers who form the program of development of higher education and academic staff of higher educational establishments.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web‐learning technologies to inculcate inclusive pedagogy in teacher education.

The paper explores the literature and a tech‐infused multicultural learning community to identify what a unified cultural‐convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural‐convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural‐convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents.

The paper discovered instructional technology and intercultural educators employed web‐learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web‐learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups.

The paper is limited to literature reviews, reports, and evaluation documents.

The paper offers implications for curriculum development in educational technology and MCE using ICTs

The purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education.

The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations.

The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified.

The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies.

Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.

The purpose of this study is to identify the uses of Industry 4.0 technologies in the area of education and how they contribute to learning in addition to highlighting at what educational level they are used.

A systematic literature review was carried out in the Scopus (Elsevier), Web of Science and ScienceDirect (Elsevier) databases, starting in 2011. In total, 51 articles were selected for a quantitative analysis, and 23 of them were read to answer the questions of the research from a qualitative analysis.

The results show a greater use of augmented reality, simulation, Internet of Things and virtual reality. The level of education at which they are most present is higher education. They collaborate to increase immersion in content, student engagement, interpersonal interaction, reduce costs and risks, simulate real work scenarios, expand study possibilities, without limited time and space, develop soft skills and learn about technologies, their uses and modes of operation. It is concluded that the technologies of Industry 4.0 support the entire learning process, but they are not used as much as they should. They are still largely restricted to universities and courses related to manufacturing. It is hoped that this work can contribute to the development of Education 4.0 at all stages of teaching.

Reviews have already been carried out on the use of technologies in teaching. The originality of this work is in the fact that it focuses on Industry 4.0 technologies in the Education 4.0 scenario.

COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.

The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.

The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.

To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.

Change is the operative word in higher education; as roles shift, classrooms are reinvented, and content becomes increasingly more accessible. At the core of these changes is the pervasiveness of learning technology. This papers aims to propose a model for the selection and adoption of emerging learning technologies to enhance learning within the context of higher education.

Higher education institutions are resorting to the deployment of learning technologies to address the demands of the twenty-first century learners and to ascertain their competitiveness. This paper draws from the literature to provide a model, composed of five key characteristics of learning, to support the selection and adoption of emerging learning technologies.

The model posits that the attainment of each of these five characteristics, personalised, ubiquitous, collaborative, lifelong and authentic needs to be supported by corresponding technologies: adaptive learning technologies, artificial intelligence, mobile technology, social technology, massive open online courses, virtual and augmented reality, gamification and the Internet of Things.

Higher education is progressively being displaced from the traditional classroom, and as it progresses towards online settings, it requires the support of technology to facilitate that transference. In examining the potential of future learning technologies, this paper contributes to a growing body of research that focuses on the benefits of technology within higher education and assists educators in the selection and adoption of the most relevant technologies.

The increasing adoption of informatization in the architecture, engineering, and construction (AEC) industries has raised the competency requirements for AEC practitioners. However, existing research primarily focuses on the integration of emerging technologies in AEC education programs, with little attention to the development of informatization-related competencies. Therefore, this paper aims to explore the competency requirements in the information age of the AEC industry.

Taking a policy perspective, this study investigates the competency requirements within the context of AEC industry informatization. By employing a competency-based theoretical framework, content analysis is conducted on China's policy document, the Outline of the Development of Informatization in the Construction Industry.

The study identifies crucial emerging technologies in the AEC industry, such as building information modeling (BIM), Big Data, Internet of things, networking, and cloud computing, along with their application scenarios. It considers various market players, including survey and design institutes, construction companies, and general contracting enterprises. Comparative analysis reveals the technology application patterns of these market players, shedding light on their preferences and perspectives. Based on these findings, the study proposes recommendations for competency requirements in the AEC industry.

This study extends the competency-based theory to AEC education from a macro perspective. The findings enhance understanding of informatization by providing insights into the related technologies, their applications, and the market players utilizing them. Moreover, the study's results have significant implications for AEC education, particularly in the design of curriculum systems for emerging technology-related fields.

The use of cutting-edge technology in education has the potential to transform the learning experience and greatly contribute to the achievement of the Sustainable Development Goals (SDGs) in emerging economies. With the increased accessibility of technology and online resources, digital literacy has become an essential skill in today's world. Smart e-learning platforms have emerged as a new tool for offering education and training in emerging economies, while also boosting digital literacy.

This chapter will attempt to investigate the impact of new-age technologies on the educational system and how they can help emerging economies achieve the SDGs. This study looks at case studies from various emerging economies, analyzing how innovative technologies like digital learning, smart teaching and learning, mobile learning, online learning, artificial intelligence (AI), virtual reality, and gamification are used to improve education quality and promote SDGs. This chapter emphasizes the impact of technological integration on access to education, reducing inequality, and improving educational quality and relevance. This study also looks into how education may help promote environmental sustainability and economic growth. According to the findings, integrating new-age technologies into the education system can be a game changer in achieving SDGs in emerging nations.