The higher education ecosystem has been impacted significantly by the outbreak of the coronavirus (COVID-19), creating uncertainty regarding the future of higher education (HE). The coronavirus has ...compounded the challenges the United Arab Emirates (UAE) is facing in actively producing knowledge capital. This article collects evidence from current scholarly literature regarding the newly emerging skills and jobs needed for building aknowledge society in the UAE. This article explores how higher education in the UAE has transformed its role and its modes of delivery in response to the coronavirus pandemic and, additionally, offers recommendations for how to address these challenges while moving towards aknowledge society. The recommendations coming out of this study are multifaceted, along three main lines:1) maximising the research potential of the UAE's HEIs by building partnerships between public and private sectors; 2) embracing technology in higher education;3) customising curricula, course delivery, and assessment by adopting online education models; and4) making lifelong learning accessible and affordable for all citizens. By cultivating institutions that are responsive to the changing needs of the labour market, the UAE and its citizens are poised to come out of the pandemic with atransformed higher education system.
Cel pracy Celem pracy jest analiza zachodzących, w sposób niezwykle dynamiczny, zmian w postrzeganiu społeczeństwa informacyjnego. Z jednej strony mamy do czynienia z olbrzymim postępem technicznym i ...technologicznym, który spowodowany jest automatyzacją i robotyzacją w kontekście IV rewolucji przemysłowej (Przemysł 4.0), a z drugiej gwałtownym rozwojem komunikacji interpersonalnej i korporacyjnej, w dobie społeczeństwa opartego na wiedzy, wykorzystującego różnorodne źródła informacji epoki konektywizmu. Materiał i metody Zastosowaną metodę pogłębionej analizy źródeł informacji, poprzez analizę porównawczą publikacji polskich i zagranicznych autorów, a także analizę wystąpień i publikacji na Kongresie Obywatelskim z 2022 r. Pomocniczo wykorzystano publikowane materiały i akty prawne Komisji Europejskiej. Wyniki Dokonana analiza porównawcza różnych źródeł informacji wykazała, że rozwój społeczeństwa informacyjnego odbywa się na wielu płaszczyznach, przy czym kierunki tego dynamicznego rozwoju dotyczą głównie wykorzystania nowych zastosowań technologii teleinformatycznych, a także znaczący rozwój wykorzystania rozwiązań z zakresu wirtualnej i rozszerzonej rzeczywistości oraz elementów sztucznej inteligencji i Internetu Rzeczy. Wnioski Na pytanie: dokąd zmierzamy, realizując idee społeczeństwa opartego na wiedzy, starało się już odpowiedzieć wielu autorów. Raporty Banku Światowego i IBM wskazują, że w wyniku gwałtownych przemian gospodarczych , najprawdopodobniej nastąpi: rozwój różnych form komunikacji werbalnej i wizyjnej pomiędzy pracownikami, pracownikami i maszynami (robotami humanoidalnymi i przemysłowymi - automatami), a także zastępowanie dotychczasowych form komunikacji międzyludzkiej poprzez komunikację z wirtualnymi avatarami pracowników.
Objectives The aim of the work is to analyze the extremely dynamic changes in the perception of the information society. On the one hand, we are dealing with enormous technical and technological progress, which is caused by automation and robotization in the context of the 4th industrial revolution (Industry 4.0), and on the other hand, the rapid development of interpersonal and corporate communication in the era of a knowledge-based society, using various sources of information from the connectivism. Material and methods The applied method of in-depth analysis of information sources, through a comparative analysis of publications by Polish and foreign authors, as well as an analysis of speeches and publications at the Citizens' Congress in 2022. The published materials and legal acts of the European Commission were used as an auxiliary. Results The comparative analysis of various sources of information has shown that the development of the information society takes place on many levels, with the directions of this dynamic development mainly relating to the use of new applications of ICT technologies, as well as a significant development of the use of solutions in the field of virtual and augmented reality and artificial intelligence and the Internet of Things. Conclusions Many authors have already tried to answer the question: where are we going by implementing the ideas of a knowledge-based society. The reports of the World Bank and IBM indicate that as a result of rapid economic changes, the following will most likely occur: the development of various forms of verbal and visual communication between employees, workers and machines (humanoid and industrial robots - automatons), as well as the replacement of existing forms of interpersonal communication by communication with virtual employee avatars.
This study examines the perspectives of Cambodian provincial university students about Cambodia’s vision to transform itself into a knowledge-based society. The study employed a qualitative approach ...to gather data to answer three research questions. Based on in-depth interviews with 21 university students from three provinces, including Battambang, Siem Reap, and Svay Rieng, it was found that Cambodian university students had a superficial understanding of the term knowledge-based society. They were ambivalent, expressing both optimism and pessimism, when it came to Cambodian universities’ contributions to supporting Cambodia’s development into a knowledge society. The study also revealed a number of challenges facing university students in provincial Cambodia, such as limited access to educational resources and opportunities, inadequate opportunities for gaining practical knowledge and skills needed for the job market, and other issues of various nature. The study sheds light on how Cambodian university students perceive Cambodia’s aspirations for becoming a knowledge-based society and has implications for policy, practice, and future research.
While higher education has been considered as both an ‘engine’ for innovation and a ‘catalyst’ for sustainability development, the integration of both the ‘innovation engine’ and ‘sustainability ...catalyst’ roles is best reflected in higher education’s engagement in innovation ecosystems—the theme of this special issue, including 16 articles dealing with the topic from various perspectives. In this editorial, we outline an overarching framework about the relations between higher education and innovation ecosystem. When elaborating the framework, we provide a new definition of innovation ecosystem and identify three roles of university in innovation ecosystems, based on synthesizing relevant literature. The framework could facilitate readers to comprehend each of the collected articles and find synergy among them.
Purpose Ignorance has been seen as negative in the mainstream philosophical narrative and knowledge-based society. This study introduces Chinese epistemic traditions of Confucianism and Daoism as ...resources to reunderstand ignorance and current educational issues. Design/Approach/Methods Guided by hermeneutic openness, this study fuses ancient epistemic and modern educational horizons by reinterpreting early Confucian and Daoist classics. Findings The boundary between ignorance and knowledge is flexible and blurry in Confucianism and Daoism, and ignorance is distinctively understood as Confucian admissible propriety and Daoist transcendence of conventional knowledge. Rooted in these epistemologies, Confucianism and Daoism have developed unique educational ideas and forms— congyou (从游) and zuowang (坐忘)—which advocate moral socialization and self-reflexivity beyond knowing through language. These traditions inspire today's educators and learners to find more space for self-formation, appropriate forgetting, and illuminating intuition in education. Originality/Value As an initial exploration, this study examines potential nonnegative ignorance and its educational implications in Confucian and Daoist wisdom. The findings are instructive for rethinking today's knowledge-based society and the text-oriented education of Chinese culture and can contribute to world epistemic diversity and cultural interactions.
act Universities support the development of students' capacities to harness, create and produce knowledge in any context of life, respecting individual interests and previous learning experiences. ...Diversity on all levels, communicating with business and research institutes, and integrating into the global issues around the world can be tackled from different angles with different qualifications. It is important for students to be educated, open-minded and preoccupied with adapting to team, environment, requirements, and evolution. Integration and the ability to adapt are requirements that must concern any university regardless of the subjects taught
Forged in different academic and national traditions, the university is arriving at a common entrepreneurial format that incorporates and transcends its traditional missions. The academic ...entrepreneurial transition arises from the confluence of the internal development of higher education institutions and external influences on academic structures associated with the emergence of ‘knowledge-based’ innovation. Policies, practices and organizational innovations designed to translate knowledge into economic activity as well as addressing problems from society have spread globally. The objective is to enable universities to play a creative role in economic and social development from an independent perspective while still being responsive to government and industry priorities. The entrepreneurial university model paradoxically includes both increased university autonomy and greater involvement of external stakeholders. However, to facilitate the successful development of the entrepreneurial university, the dominant metrics used to determine university rankings and academic performance need radical revision. This article concludes with a summary of the critical questions to be addressed by the recently launched Global Entrepreneurial University Metrics Initiative in its effort to develop a metrics system that will facilitate the evolution of the entrepreneurial university and emphasize the role of higher education in economic and social development.
Whatever societies accept as ‘knowledge’ is embedded in epistemological, institutional, political, and economic power relations. How is knowledge produced under such circumstances? What is the ...difference between general knowledge and the sciences? Can there be science without universal truth claims? Questions like these are discussed in eleven essays from the perspective of Sociology, Law, Cultural Studies, and the Humanities.
The article discusses the role and significance of knowledge and education in the contemporary Polish society and presents the changes in the national education system from the perspective of ...successive reforms and their social perception. Particular attention was paid to the last reform of the education system – from December 2016, which since the beginning of work on it has aroused a lot of social emotions and caused controversies and has not ceased to cause them more than a year after it was in force. The authors of the article draw attention to the need to adapt curricula and teaching methods to contemporary realities, but also emphasize the dangers of introducing socially controversial changes to the education system that cause objections among citizens, especially parents of school-age children
The pandemic COVID-19 has had an impact around the world and in the European Union, putting unprecedented pressure on education and training systems. It has fundamentally changed the way we learn, ...teach, communicate and collaborate in our education and training communities. This has implications for students, families, teachers, trainers, institutional leaders and society as a whole. Most European Member States have decided to extend the physical closure of education and training institutions, while mobilising alternative solutions and support for distance education and learning, especially digital solutions. This transformation has challenged education and training systems and stakeholders in these areas in Member States, particularly students and families, as well as teachers and trainers, but it has also provided them with valuable learning and training experiences, accelerated the digital transformation of education and training institutions. Emerging and disruptive technologies have undergone numerous and sufficient changes to ensure this. Thus, they will change the face and vision of higher education institutions.
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