"Technology, Knowledge and Learning"

González-Pérez, Laura-Icela; Enciso-González, Juan Antonio; Vicario-Solorzano, Claudia Marina; Ramírez-Montoya, María-Soledad

doi: 10.1007/s10758-025-09844-8pmid: N/A

Validated instruments enable strategic decision-making in an increasingly complex technological environment. Higher Education Institutions (HEIs) should have data measuring technological maturity and readiness for cyber-physical environments, crucial to leading digital transformation and sustainable development. This study presents the validation of an instrument designed to assess academicians' perceptions of the technological maturity and digital transformation readiness of HEIs. The scale dimensions were constructed and validated in three steps: (1) operationalization of the study variables and scale development, (2) content validation through a nine-expert judgment panel with Aiken's V, and (3) factor exploratory analysis (EFA) and reliability analysis using Cronbach's Alpha method. The validation yielded three main findings: Aiken’s V coefficient yielded a value of (> 0.82), indicating substantial agreement for the content evaluation of nine experts; reliability testing produced a Cronbach’s alpha of .957, demonstrating excellent internal consistency. The Kaiser–Meyer–Olkin (KMO) measure was .919, confirming the questionnaire's suitability for 19 items. Four critical dimensions were established: (1) Cyber-Physical Systems, (2) Educational platforms and data and analytics, (3) Organizational platforms, and (4) Continuity and security plans. These results validate the instrument as a robust tool for diagnosing digital maturity in university contexts, effectively capturing the proposed dimensions essential for educational innovation. The future work to evolve this instrument could shed light on the roadmap for incorporating technological enablers, aligning vocational training with the challenges of Industry 4.0, and supported by predictive AI models that allow the creation of solid governance to lead the digital evolution.

Lazarov, Willi; Schafeitel-Tähtinen, Tiina; Squillace, Joseph; Martinasek, Zdenek; Coufalikova, Aneta; Helenius, Marko; Gallus, Petr; Fujdiak, Radek

doi: 10.1007/s10758-025-09840-ypmid: N/A

In today’s modern society, it is difficult, nearly impossible, to work and study effectively without using the internet. With services moving into cyberspace and the ever-increasing number of users, new cyber threats are emerging with the potential to cause devastation to both organizations and individuals. For this reason, it is necessary to educate users regardless of their age, gender, and qualification. This paper addresses the challenges associated with the need for cybersecurity education and presents lessons learned from applying an interactive and gamified approach within a cyber range (CR), a controlled environment that enables the deployment of virtual machines and networks for research, training, and testing purposes. In our work, we utilized the CR platform to teach cybersecurity at the primary, secondary, and high school levels of education. Through a series of tests, different approaches, surveys, and feedback collected from students and teachers, we identified their perceptions and critical aspects of CR-based cybersecurity education. We found that gamification positively influences learning, with students emphasizing the fun aspect and teachers highlighting engagement and motivation. Both groups value interactivity for developing practical skills and reinforcing theoretical concepts. Although scoring encourages competition, some students find it stressful. Similarly, penalizing hints can motivate problem solving, but may also deter those needing assistance. These and other findings presented in this paper may be useful for building and further developing cyber ranges to improve the effectiveness of teaching, learning and training cybersecurity.

Fonseca i Casas, Pau

doi: 10.1007/s10758-025-09845-7pmid: N/A

This paper introduces the concept of the ubiquitous class, a teaching approach that transcends the time and space constraints of the traditional classroom. In the context of Education 4.0, characterized by the digital transformation of teaching and learning processes, we examine the challenges and opportunities of implementing this approach. Our primary aim is to classify teaching methods based on their temporal and spatial dimensions and to explore how these classifications relate to the use of ubiquitous teaching. We propose that ubiquitous teaching is the optimal method for achieving the anytime/anywhere and personalized learning experience that Education 4.0 demands. We further explore how this classification can serve as a foundation for the digitalization of the classroom, leading to the creation of a Digital Twin of the learning process. By applying this concept to the learning process, we aim to create a more effective and efficient educational system that adapts to the needs and preferences of each learner. We delve into current technological trends such as the Digital Twin, Artificial Intelligence, and Virtual Reality, and explore how they can support the ubiquitous class. We present real examples of how these technologies can create immersive and interactive learning environments that transcend the physical boundaries of the classroom. Finally, we analyze the advantages and disadvantages of the ubiquitous class compared to the traditional class, as well as the implications for teachers, students, and educational institutions. We conclude that the ubiquitous class concept is not only relevant but also a key element in understanding and fostering the digital transformation of education, thereby facilitating the implementation of Education 4.0.