Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal International Journal of Education and Digital Learning (IJEDL) Integrated Education Journal
Liv Paulsengaard
The Arctic Univeristy of Norway, Norway
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Public Policy Response in Expanding National Digital Education Access in Norway Helene Knudstad; Liv Paulsengaard
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i6.350

Abstract

This study analyzes Norway's public policy responses in expanding national access to digital education. Drawing from policy documents, academic literature, and institutional practices, the paper explores how Norway integrates digitalization within its educational system while maintaining its longstanding commitment to equity. The findings are organized into four themes: national strategies, inclusion and accessibility, institutional readiness, and policy effectiveness. Norway has developed comprehensive digital education strategies that embed digital literacy into curricula, enhance teacher competencies, and ensure infrastructure support. Despite significant progress, challenges persist, especially in ensuring equitable access for students with disabilities, refugees, and those in remote areas. Institutional readiness varies, with universities and urban schools leading innovation, while vocational and rural institutions lag. Moreover, evaluation mechanisms often prioritize infrastructure over learning outcomes, leading to a policy-performance gap. The study concludes that while Norway’s approach offers a strong foundation, future success depends on adaptive governance, sustainable investment, and participatory policy-making that centers pedagogy and learner diversity. These insights contribute to broader debates on how advanced welfare states can ensure inclusive, effective, and future-ready digital education.
Reconstructing Islamic Religious Education in the Era of Artificial Intelligence: A Qur’anic Framework for Ethical Digital Engagement Abubaker Kashada; Md. Sultan Mahmud; Daniel Thompson; Liv Paulsengaard; Daniela Florina Stancu
Integrated Education Journal Vol. 2 No. 1: Integrated Education Journal (Jan-Juni)2025
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

The rapid advancement of artificial intelligence (AI) has significantly transformed contemporary educational practices, including the way knowledge is accessed, interpreted, and disseminated in digital environments. These developments present both opportunities and ethical challenges, particularly for Islamic Religious Education, which seeks to guide students not only in intellectual development but also in moral responsibility. This study aims to reconstruct Islamic Religious Education in the era of artificial intelligence by developing a Qur’anic framework for ethical digital engagement. The research focuses on how key Qur’anic ethical principles such as tabayyun (verification of information), responsibility in knowledge acquisition, and ethical communication can serve as moral foundations for digital literacy and responsible technology use among students, this study employs a qualitative approach using the library research method, which involves a systematic analysis of scholarly literature related to artificial intelligence in education, digital literacy, ethics of technology, and Qur’anic perspectives on knowledge and communication. The data sources consist of peer-reviewed journal articles, academic books, and relevant research publications published within the last five to ten years. The collected literature was analyzed through content analysis and conceptual synthesis to identify key themes connecting AI-based educational environments with Qur’anic ethical teachings relevant to responsible digital engagement, the findings indicate that integrating Qur’anic ethical principles into digital learning environments provides a strong moral framework for guiding students in the responsible use of artificial intelligence technologies. Principles such as tabayyun encourage critical verification of information, while Qur’anic guidance on ethical communication promotes respectful interaction and prevents the spread of misinformation in digital spaces. The novelty of this study lies in proposing a conceptual integration between AI-driven digital learning and Qur’anic ethical epistemology, offering a framework for reconstructing Islamic Religious Education that balances technological innovation with ethical and spiritual values in the digital age
Co-Authors Abubaker Kashada Daniel Thompson Daniela Florina Stancu Helene Knudstad Md. Sultan Mahmud