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All Journal Journal of Digital Learning and Distance Education Journal of Social and Humanities Education Specialist
Musawer HAKIMI
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Empowering Students Through Digital Literacy: A Case Study of Successful Integration in a Higher Education Curriculum Quraishi, Tamanna; Helena ULUSI; Asma MUHID; Musawer HAKIMI; Mohammad Reshad OLUSI
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 9 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i8.208

Abstract

This study investigates the integration of digital literacy into higher education curricula, focusing on its impact at Online Women University. The introduction delineates the importance of digital literacy in preparing students for success in the digital era. The purpose of the study is to explore the implications of digital literacy integration, encompassing student perceptions, experiences, and technology usage patterns. Methodologically, a cross-sectional research design was employed, with data collected from 150 participants, including students and lecturers, using convenience sampling. Surveys were administered to capture insights into digital literacy, technology usage, and educational experiences. Both descriptive and inferential analyses, including frequencies, percentages, ANOVA, chi-square tests, and regression analysis, were conducted to discern relationships and patterns. Results indicate varying levels of digital literacy integration across faculties, with notable differences in technology usage and perceived empowerment through digital literacy. Notably, the mean score for post-test digital literacy skills increased significantly compared to pre-test scores. The study also reveals high confidence levels in using digital tools for academic purposes among students, influenced by factors such as experience and training. In conclusion, the findings underscore the importance of integrating digital literacy into higher education curricula. They highlight the need for ongoing support and training to enhance digital literacy skills among students and educators. Despite limitations such as convenience sampling, the study contributes valuable insights into the role of digital literacy in academia, emphasizing its significance in preparing students for the digital challenges of the future.
Exploring the Enhancement of Educational Systems through Information and Communication Technology: An Investigative Study Tamanna Quraishi; Nargis Hakimi; Musawer Hakimi; Maleena Safi; Fazila Akrami; Mursal Akrami; Khatera Akrami; Zahra Nejrabi
Journal of Social and Humanities Vol. 2 No. 1 (2024): January-June
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/jsh.v2i1.218

Abstract

This study investigates the integration of Information and Communication Technology (ICT) in educational systems, aiming to analyze its current state, evaluate its impact on teaching and learning, explore its role in accessibility, and recommend optimal integration strategies. A structured questionnaire was designed and distributed online to gather data from 140 participants, including lecturers and students across various faculties. The questionnaire captured demographic information, perceptions of ICT integration effectiveness, challenges faced, and its impact on teaching methods and student learning outcomes. Data analysis revealed a generally positive outlook on ICT integration effectiveness, with a significant proportion of respondents perceiving it as moderately to extremely effective. Challenges faced in integrating ICT varied among respondents, with a mixed perception ranging from moderate to high levels. However, respondents acknowledged the positive impact of ICT on teaching methods and student learning outcomes, highlighting its potential to enhance educational experiences. Furthermore, the study found that ICT initiatives contribute significantly to promoting inclusivity in education, emphasizing the importance of considering diverse stakeholder perspectives. Based on the findings, actionable recommendations were proposed for optimizing ICT integration to improve educational quality. Overall, the study provides valuable insights into the current state of ICT integration in educational systems and offers practical implications for educators, policymakers, and stakeholders.
Integration of Mobile Learning Technologies in Afghanistan Universities: Opportunities and Challenges Tamanna Quraishi; Bayani, Bibi Marwa; Samira Yashar; Mehriya Daudzai; Rohina Salamzada; Masooma Amini; Musawer Hakimi
Education Specialist Vol. 2 No. 1 (2024): January-June
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/es.v2i1.227

Abstract

This study investigates the adoption and integration of mobile learning technologies in Afghanistan universities, aiming to assess the current status, challenges, opportunities, and perceptions surrounding mobile learning initiatives in these institutions. The research employed a quantitative approach, utilizing surveys distributed via Google Forms to gather data from stakeholders. A sample size of 200 students and educators across various disciplines and geographical locations within Afghanistan universities was utilized. The results section presents various findings, including gender distribution among students, reliability and validity measures of study aspects, adoption rates of mobile learning technologies, perception of infrastructure availability, extent of existing initiatives, integration into the curriculum, satisfaction with accessibility, and perception of effectiveness and accessibility. Noteworthy results include equitable gender representation in enrollment, robust reliability and validity measures, higher adoption rates of mobile learning technologies among female respondents, positive perceptions of infrastructure availability and existing initiatives, moderate integration into the curriculum, and generally satisfactory accessibility. However, disparities exist in the perception of effectiveness and accessibility between genders, highlighting areas for improvement. In conclusion, the study provides valuable insights into the current landscape of mobile learning in Afghan public universities, underscoring the importance of addressing gender disparities and technological barriers to further enhance educational outcomes. Recommendations for future research and implications for stakeholders are discussed, emphasizing the need for gender-sensitive approaches and targeted interventions to maximize the potential of mobile learning technologies in advancing higher education in Afghanistan.
Co-Authors Asma MUHID Bayani, Bibi Marwa Fazila AKRAMI Helena ULUSI Khatera AKRAMI Maleena Safi Masooma Amini Mehriya Daudzai Mohammad Reshad OLUSI Mursal AKRAMI Nargis Hakimi Quraishi, Tamanna Rohina Salamzada Samira Yashar Tamanna Quraishi Zahra Nejrabi