Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
2.6
1.7
Journals
Social Sciences
Special Issues
Bridge the Gap: ICT Competences and Vocational Education and Training
share announcement

Bridge the Gap: ICT Competences and Vocational Education and Training

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Work, Employment and the Labor Market".

Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 7270

Special Issue Editors

Dr. Guido Ongena

E-Mail Website
Guest Editor
Hogeschool Utrecht · Institute for ICT, Utrecht University of Applied Sciences, 3584 CH Utrecht, the Netherlands
Interests: digital business strategy; big data analytics; eskills, technology adoption
Dr. Esther van der Stappen

E-Mail Website
Guest Editor
Learning and Innovation Center (LIC), Avans University of Applied Sciences, 5223 DE 's-Hertogenbosch, The Netherlands
Interests: digital education; blended learning; learning analytics; educational technology

Special Issue Information

Dear Colleagues,

Organizations need a well-established strategy to skill, reskill, and upskill workers to cater for the future needs of our societies. Today, this need is most visible in software development, delivery, and operation—a fast-growing sector where industry stakeholders, education and training providers, and professionals need to keep up with emerging technologies and new trends. Keeping up with emerging technologies is important not only for the IT sector, but data and technologies are increasingly disrupting other sectors as well.

In addition, students with myriad different backgrounds enter educational programs. Part-time learning, continuous learning, and immediate-on-the-spot knowledge acquisition change the educational playground. It is challenging for educational providers to accommodate these backgrounds where every student has their own pace. The delivery of education itself has also been changing as technology allows for many new possibilities, and this change has been accelerated by the COVID-19 pandemic since a considerable share of education moved online. New modes of learning and instruction have emerged, such as the hybrid virtual classroom. Educators are rapidly developing their digital and pedagogical skills to deliver their courses remotely. Challenges related to motivation, accessibility, and wellbeing have emerged.

For this Special Issue, we invite a broad range of research contributions that focus on new skills that are relevant in this digital era either in the IT sector or other sectors (what) and on the challenges that come with delivering digital, blended, and hybrid education (how).

Dr. Guido Ongena
Dr. Esther van der Stappen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • emerging technologies
  • ICT education
  • part-time learning
  • continuous learning
  • immediate-on-the-spot knowledge acquisition
  • hybrid virtual classroom
  • digital, blended, and hybrid education

Published Papers (2 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

22 pages, 2685 KiB  
Article
An Exploratory Study of Digital Inequities and Work in the Redevelopment of a Southeastern American City
by Tianca Crocker, Clysha Whitlow, Haley Cooper, Claire Patrick, Avangelyne Padilla, Mia Jammal and Rebecca Ince
Soc. Sci. 2022, 11(10), 442; https://doi.org/10.3390/socsci11100442 - 26 Sep 2022
Viewed by 2139
Abstract
Nearly 6 million workers support the multi-billion-dollar digital economy as one of the fastest-growing sectors in the U.S. labor market. Middle-skill jobs in the digital economy sector that pay higher wages and do not require a bachelor’s degree are underrepresented people of intersectional [...] Read more.
Nearly 6 million workers support the multi-billion-dollar digital economy as one of the fastest-growing sectors in the U.S. labor market. Middle-skill jobs in the digital economy sector that pay higher wages and do not require a bachelor’s degree are underrepresented people of intersectional marginalized identities. This exploratory study builds upon previous research on digital inequities by examining the digital economy values, behavior, and interests of a small sample of residents in an area of Charlotte, North Carolina with known digital, social, and economic inequities. Analyses included descriptive and bivariate statistics. Given the exploratory nature of the study, no causal inferences are made, however, preliminary findings suggest a need for further research on digital skills training that addresses the intersectional barriers experienced in marginalized communities, and the need for place-based interventions that leverage localized policies in the areas of affordable housing, workforce development, and economic development. Implications and limitations are discussed. Full article
(This article belongs to the Special Issue Bridge the Gap: ICT Competences and Vocational Education and Training)
►▼ Show Figures

Figure 1

18 pages, 350 KiB  
Article
The Socio-Emotional Competencies of High School and College Students in the National Polytechnic Institute (Mexico)
by Rocío Huerta Cuervo, Liliana Suárez Téllez, Víctor Hugo Luna Acevedo, María Eugenia Ramírez Solís, Citlali Vela Ibarra and Guillermina Ávila García
Soc. Sci. 2022, 11(7), 278; https://doi.org/10.3390/socsci11070278 - 27 Jun 2022
Cited by 2 | Viewed by 3722
Abstract
The socio-emotional competencies of students are essential for supporting their school and personal performance. This article presents the results and analysis of an experiment with students from the National Polytechnic Institute (IPN, Mexico) and the subsequent application of an instrument to assess their [...] Read more.
The socio-emotional competencies of students are essential for supporting their school and personal performance. This article presents the results and analysis of an experiment with students from the National Polytechnic Institute (IPN, Mexico) and the subsequent application of an instrument to assess their socio-emotional competencies. The questions that guided the research were the following: (1) What is the level of development of the socio-emotional competencies of IPN students? (2) How do variables such as sex, age, and educational level affect the degree of development of socio-emotional competencies? (3) Are the socio-emotional competencies of the study group similar to those of the control group? These questions were examined through a quantitative analysis of the results of an instrument organized into nine theoretical dimensions with 72 questions that integrate the content of socio-emotional competencies. The instrument was applied to 405 students. The results show, first, a high level of development, on average, of the students’ socio-emotional competencies. Second, significant differences were found between the study group and the control group in two dimensions exclusively: empathy and autonomy. Similarly, the results show significant differences in the responses of men and women in two dimensions, regulation and pro-sociality, which, according to the analysis carried out, are related to prevailing gender stereotypes. A relevant conclusion is that the strengthening of socio-affective skills from school is essential for the comprehensive development of students. Failure to attend to them reproduces pre-existing conditions in families where poverty and violence do not allow for enriched socio-emotional environments. Full article
(This article belongs to the Special Issue Bridge the Gap: ICT Competences and Vocational Education and Training)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-2
Back to TopTop