Universities have long served as centres of knowledge creation, research, innovation, and societal development. Traditionally, they have focused on imparting disciplinary knowledge, producing skilled graduates, and advancing scientific discovery through teaching, research, and community engagement. However, the twenty-first century has introduced unprecedented technological, economic, environmental, and social transformations that require universities to fundamentally redefine their missions, structures, and educational practices. The emergence of Artificial Intelligence (AI), Industry 5.0, digital transformation, globalization, sustainability initiatives, and the knowledge economy has accelerated the evolution of higher education institutions into more intelligent, interconnected, flexible, and innovation-driven organizations. Consequently, the concept of the Universities of the Future has gained significant importance as educational institutions prepare learners to succeed within increasingly dynamic and globally connected societies.The primary objective of Universities of the Future is to provide learner-centred, technology-enabled, research-oriented, and socially responsible higher education that equips graduates with the knowledge, competencies, values, and adaptability required to address future challenges. Unlike conventional universities that primarily emphasize classroom instruction, future universities integrate advanced digital technologies, interdisciplinary research, entrepreneurial thinking, global collaboration, sustainability, and lifelong learning into comprehensive educational ecosystems. These institutions prepare learners not only for existing professions but also for occupations and societal roles that continue to emerge through rapid technological advancement and economic transformation.Artificial Intelligence has become one of the most influential technologies shaping the future of higher education. AI-powered learning management systems, intelligent tutoring systems, virtual teaching assistants, adaptive learning platforms, predictive learning analytics, automated assessment systems, and personalized educational recommendations significantly enhance teaching and learning processes. These technologies enable universities to provide individualized learning experiences based on students' academic performance, learning preferences, career aspirations, and competency development. Faculty members increasingly utilize AI to support curriculum design, research activities, academic advising, administrative efficiency, and evidence-based decision-making while maintaining the essential role of human expertise, ethical judgement, and academic mentorship.Digital transformation represents another defining characteristic of future universities. Cloud computing, big data analytics, blockchain technology, cyber security, Internet of Things (IoT), Virtual Reality (VR), Augmented Reality (AR), Extended Reality (XR), digital twins, and immersive learning environments are transforming institutional operations and educational delivery. Universities increasingly offer blended learning, hybrid classrooms, virtual laboratories, digital libraries, remote research collaboration, online assessments, and cloud-based educational services that improve accessibility, flexibility, and academic continuity. Such digital ecosystems enable students to access high-quality education regardless of geographical location while supporting personalized and inclusive learning experiences.Interdisciplinary education occupies a central position within Universities of the Future because contemporary global challenges rarely belong to a single academic discipline. Issues such as climate change, sustainable development, healthcare innovation, cyber security, artificial intelligence, renewable energy, food security, and smart city development require integrated knowledge drawn from science, engineering, technology, social sciences, business, humanities, and public policy. Future universities therefore encourage interdisciplinary curricula, collaborative research, project-based learning, and cross-disciplinary innovation that prepare graduates to solve complex problems through holistic and evidence-based approaches.Research and innovation remain fundamental pillars of future universities. Higher education institutions increasingly function as global research hubs that generate new knowledge, develop advanced technologies, and contribute practical solutions to societal challenges. Universities strengthen research capacity by establishing interdisciplinary research centres, innovation laboratories, technology parks, startup incubators, international research partnerships, and industry collaboration platforms. Artificial Intelligence further accelerates scientific discovery through advanced data analysis, simulation, predictive modelling, literature synthesis, and intelligent decision support. These research environments foster innovation while contributing to economic competitiveness, scientific advancement, and sustainable development.Globalization has transformed universities into internationally connected educational institutions that promote academic mobility, intercultural understanding, and worldwide research collaboration. Universities of the Future establish international partnerships, joint degree programmes, faculty exchange initiatives, virtual global classrooms, collaborative research networks, and transnational educational projects that connect learners with diverse cultures and global perspectives. Such international engagement strengthens cross-cultural communication, global citizenship, multilingual competencies, and collaborative problem-solving while preparing graduates to participate effectively within an increasingly interconnected world.Entrepreneurship and innovation have become integral components of modern higher education. Universities increasingly encourage students to develop entrepreneurial mindsets by integrating innovation, design thinking, business development, leadership, and technology commercialization into academic programmes. Startup incubators, innovation centres, entrepreneurship development cells, technology transfer offices, and industry mentorship programmes enable students and researchers to transform innovative ideas into commercially viable products and socially impactful enterprises. Such entrepreneurial ecosystems contribute significantly to employment generation, regional economic development, and technological competitiveness.Sustainability is another defining principle guiding the transformation of higher education. Universities of the Future integrate environmental sustainability, social responsibility, ethical leadership, climate action, renewable energy, circular economy principles, and the United Nations Sustainable Development Goals (SDGs) into teaching, research, campus management, and community engagement. Sustainable campuses promote energy efficiency, waste reduction, biodiversity conservation, green infrastructure, responsible resource management, and environmentally conscious institutional practices. Through sustainability education, universities prepare graduates to become responsible professionals capable of balancing economic progress with environmental stewardship and social equity.Student-centred learning represents a significant pedagogical transformation within future universities. Rather than emphasizing passive knowledge transmission, educational institutions increasingly adopt active learning methodologies that encourage critical thinking, creativity, collaboration, communication, problem-solving, experiential learning, and self-directed learning. Project-based learning, research participation, internships, community engagement, digital collaboration, simulations, and experiential education enable students to connect theoretical knowledge with authentic real-world challenges. These learner-centred approaches strengthen intellectual independence while promoting lifelong learning and professional adaptability.Assessment within Universities of the Future increasingly emphasizes competency-based evaluation rather than relying solely on traditional written examinations. Digital portfolios, research publications, project outcomes, innovation prototypes, professional certifications, interdisciplinary assignments, reflective learning journals, workplace performance, micro-credentials, and competency-based assessments provide authentic evidence of student achievement. Artificial Intelligence and learning analytics further enhance assessment by monitoring learner progress, identifying learning gaps, providing personalized feedback, and supporting continuous academic improvement. These assessment strategies encourage meaningful learning while preparing graduates for professional practice and lifelong competency development.Educational leadership also undergoes substantial transformation within future universities. Institutional leaders increasingly adopt data-informed governance, digital administration, collaborative decision-making, strategic innovation, international partnerships, and sustainable management practices to strengthen institutional resilience and global competitiveness. Faculty members continuously update pedagogical competencies through professional development programmes that integrate digital technologies, AI-supported teaching methodologies, interdisciplinary collaboration, and inclusive educational practices. Such leadership ensures that universities remain responsive to technological innovation, evolving labour market demands, and changing societal expectations.Despite their significant potential, Universities of the Future face several implementation challenges. Financial constraints, unequal access to advanced technologies, digital infrastructure limitations, cyber security risks, faculty readiness, resistance to organizational change, ethical concerns surro
Emerging Trends in Global Education refer to the evolving educational philosophies, technological innovations, pedagogical approaches, and institutional transformations that are redefining teaching, learning, research, governance, and lifelong education across the world. Rapid advancements in Artificial Intelligence (AI), Industry 5.0, digital transformation, quantum computing, immersive technologies, intelligent automation, and globally connected knowledge networks are reshaping the objectives and delivery of education. Higher education institutions are no longer confined to traditional classroom instruction; instead, they are becoming dynamic ecosystems that integrate technology, interdisciplinary research, innovation, sustainability, entrepreneurship, and global collaboration. As societies transition toward knowledge-driven and technology-enabled economies, universities must continuously adapt to emerging trends that prepare graduates for professions, challenges, and opportunities that are constantly evolving.The primary objective of emerging trends in global education is to develop educational systems that are flexible, inclusive, technology-enabled, learner-centred, and capable of addressing the complex demands of the twenty-first century. Universities increasingly recognize that graduates require more than academic knowledge to succeed in rapidly changing environments. They must possess critical thinking, creativity, digital literacy, ethical reasoning, adaptability, intercultural competence, entrepreneurial abilities, collaborative leadership, and lifelong learning skills. Emerging educational models therefore emphasize competency-based learning, experiential education, interdisciplinary collaboration, personalized instruction, and continuous professional development while encouraging innovation and responsible citizenship.Artificial Intelligence has become one of the most influential drivers of educational transformation by enhancing teaching, learning, research, administration, and institutional decision-making. AI-powered learning platforms provide adaptive instruction, intelligent tutoring, automated assessment, predictive analytics, multilingual communication, accessibility support, and personalized learning experiences that accommodate diverse learner needs. Universities increasingly employ AI to optimize curriculum design, monitor student progress, improve retention, strengthen academic advising, and support evidence-based institutional planning. AI also accelerates research through intelligent literature analysis, simulation, predictive modelling, data mining, and knowledge discovery. Nevertheless, responsible implementation requires ethical governance that ensures transparency, fairness, accountability, privacy protection, explainability, inclusiveness, and respect for human rights.Industry 5.0 represents a significant evolution beyond industrial automation by emphasizing collaboration between intelligent technologies and human creativity. Within higher education, Industry 5.0 encourages universities to prepare graduates capable of working alongside Artificial Intelligence, robotics, cyber-physical systems, advanced manufacturing, intelligent healthcare technologies, sustainable engineering, and digital innovation ecosystems. Educational programmes increasingly integrate technological expertise with ethical leadership, emotional intelligence, sustainability, and human-centred innovation. This balanced approach ensures that technological progress enhances human well-being while supporting inclusive economic development and environmental responsibility.Digital transformation has fundamentally redefined educational delivery by integrating cloud computing, learning management systems, digital libraries, blockchain, Internet of Things (IoT), virtual laboratories, intelligent communication platforms, big data analytics, and collaborative online learning environments. Students now access educational resources anytime and anywhere through digital devices, enabling flexible learning pathways that accommodate diverse educational and professional needs. Virtual classrooms, hybrid education, online assessment, remote research collaboration, and digital credentialing have become integral components of higher education. Universities continue to invest in secure digital infrastructure that enhances educational accessibility, institutional efficiency, cyber security, and global academic collaboration.Research and innovation remain central to emerging educational trends because universities generate scientific knowledge and technological solutions that address societal challenges. Interdisciplinary research increasingly combines Artificial Intelligence, biotechnology, quantum computing, environmental science, healthcare, economics, engineering, social sciences, and educational technology to solve complex global problems. Universities establish innovation centres, technology incubators, entrepreneurship hubs, interdisciplinary laboratories, and collaborative research networks that encourage creativity, commercialization, and responsible technological advancement. Such initiatives strengthen national innovation ecosystems while preparing students to become researchers, entrepreneurs, and future leaders.Curriculum development is undergoing continuous transformation to reflect emerging technologies, evolving labour market requirements, and global sustainability priorities. Universities increasingly adopt competency-based education, project-based learning, interdisciplinary programmes, experiential learning, micro-credentials, digital certifications, flexible academic pathways, and lifelong learning opportunities. Subjects such as Artificial Intelligence, data science, cyber security, sustainability, digital ethics, entrepreneurship, innovation management, climate resilience, quantum technologies, and global citizenship are being integrated across disciplines. Modern curricula emphasize practical application, collaborative learning, and real-world problem-solving while maintaining strong theoretical foundations.Faculty members remain central to educational transformation despite rapid technological advancement. Their role has expanded from knowledge transmission to mentoring, facilitation, research leadership, innovation management, interdisciplinary collaboration, and ethical guidance. Educators integrate intelligent educational technologies into teaching while encouraging critical inquiry, creativity, collaborative learning, reflective practice, and evidence-based reasoning. Continuous professional development enables faculty members to remain current with emerging technologies, responsible AI, digital pedagogy, sustainability initiatives, and international educational standards, thereby ensuring high-quality learning experiences.Student-centred learning has become a defining characteristic of future education because learners increasingly require personalized educational experiences that reflect their interests, abilities, aspirations, and career objectives. Universities provide adaptive learning pathways, individualized academic support, experiential learning opportunities, entrepreneurship programmes, global mobility initiatives, digital portfolios, career counselling, and interdisciplinary projects that encourage students to take active responsibility for their learning. Such approaches strengthen learner motivation, creativity, resilience, communication, leadership, and lifelong learning capabilities while preparing graduates for dynamic professional environments.Institutional governance provides the strategic framework for implementing emerging educational trends effectively. Universities establish digital transformation strategies, innovation policies, sustainability frameworks, ethics committees, quality assurance systems, cyber security protocols, research governance mechanisms, and international partnership offices that coordinate institutional modernization. Transparent governance promotes accountability, stakeholder participation, financial sustainability, responsible technology adoption, and evidence-based decision-making while ensuring that educational innovation aligns with institutional missions and societal expectations.International collaboration has become increasingly important because educational innovation benefits from global partnerships and shared expertise. Universities participate in multinational research projects, joint degree programmes, student and faculty mobility initiatives, international conferences, virtual exchange programmes, collaborative innovation ecosystems, and global academic networks. These partnerships facilitate knowledge sharing, technological advancement, intercultural understanding, and collaborative problem-solving while supporting the implementation of the United Nations Sustainable Development Goals (SDGs) and strengthening global educational quality.Sustainability remains a fundamental principle guiding emerging educational trends because future educational systems must balance technological advancement with environmental protection, social inclusion, and economic resilience. Universities integrate sustainability into teaching, research, campus operations, innovation, entrepreneurship, governance, and community engagement while encouraging responsible consumption, renewable energy, climate resilience, ethical leadership, circular economy practices, and environmentally responsible technological development. Sustainable education ensures that innovation contributes positively to both present and future generations.Assessment and continuous improvement are evolving alongside technological innovation. Universities increasingly employ competency-based assessment, digital portfolios, project-based evaluation, learning analytics, adaptive testing, peer assessment, reflective learning, and AI-assisted evaluation to measure student achievement comprehensively. Artifici
Centro Tecnolóxico de Telecomunicacións de Galicia
Este trabajo presenta una evaluación comparativa del rendimiento de tres tecnologías Zero Knowledge Proof (BBS, Longfellow, Crescent Credentials) integradas en la cartera digital NovaWallet. Se analizan métricas de tiempo de generación/verificación de pruebas y eficiencia de espacio en escenarios reales de demostraci´on selectiva de atributos. Los resultadosmuestran [incluir 1-2 hallazgos clave cuando se tengan los datos].
Breno Jacinto Duarte da Costa, Márcio Ferro, Mohamed Yassine Zarouk, Alan Silva · 6 authors
Education 4.0 promotes active, personalized, and competency-based learning aligned with the Sustainable Development Goals (SDGs), yet most current platforms rely on centralized architectures that restrict access, agency, and adaptability. To address this problem, Web3 technologies—including blockchain, decentralized identifiers (DIDs), peer-to-peer storage, and smart contracts—enable the creation of platforms that uphold equity, data sovereignty, and pedagogical flexibility. This paper investigates how the convergence of Education 4.0 and Web3 technologies can drive the development of sustainable, inclusive, and learner-centered digital education systems. We examine two decentralized education platforms, EtherLearn and DeLMS, to assess their design affordances and limitations. Building on these insights, we propose a layered architectural framework grounded in sustainability principles. Our analysis shows that decentralized infrastructures can expand access in underserved regions, increase credential portability, empower learners with greater autonomy, and foster participatory governance through decentralized voting, token-based incentives, and community moderation. Despite these advantages, significant challenges remain around usability, energy efficiency, and regulatory compliance. We conclude by identifying key research priorities at the intersection of sustainable educational technology, digital equity, and decentralized system design.
Breno Jacinto Duarte da Costa, Márcio Ferro, Mohamed Yassine Zarouk, Alan Silva · 6 authors
Traditional learning management systems are cloud-based and teacher-centric, limiting accessibility, flexibility, and student-centered learning. We present the Active Learning EXperience (ALEX), a decentralized learning management system aligned with Education 4.0, supporting flipped and project-based learning. ALEX leverages Web3 technologies (blockchain, InterPlanetary File System, and offline-first mechanisms) to enhance security, privacy, and access in low-connectivity environments. This study evaluated, through the case study method, ALEX's usability, performance, and pedagogical impact with nine third-year information systems students and one facilitator in an authentic project-based course at a Brazilian university, with two non-governmental organizations taking part as clients. Instruments included a custom usability questionnaire, and a pre/post-test skill assessment. Results showed significant improvements in hard and moderate improvement in soft skills, suggesting further enhancements. Future work will focus on expanding ALEX's collaborative features and scalability testing to strengthen its impact on student engagement and learning outcomes.
Mauro Cambarieri, Claudia Alejandra Viadana, Nicolás García Martínez, Luis Vivas · 6 authors
This paper explores the potential of blockchain and Web3 technologies in the digital transformation of public entities, focusing on digital identity management and the issuance of verifiable credentials. Key concepts of these technologies, as well as W3C standards, are analyzed, highlighting their ability to ensure integrity, security, portability, and transparency in administrative processes. In the public sector, blockchain offers benefits such as the elimination of intermediaries, automation through smart contracts, asset tokenization, and improved interoperability. In education, the accelerated evolution of the labor market—driven by technological advancements and demands for dynamic specialization—has positioned micro-credentials as critical components for professional reinvention. However, their effective implementation requires overcoming challenges related to interoperability, security, and portability. This is where digital identity and verifiable credentials (VCs) emerge as key enablers of transformation. VCs streamline the issuance and verification of academic certifications, promoting employability and the portability of skills. The case study presented leverages the Digital Credentials Consortium (DCC) to implement VCs based on standards such as JSON-LD and decentralized identifiers (DIDs). This work outlines conceptual frameworks, technical implementation details, and contextual considerations for the adoption of Web3 technologies.
Alfredo Ramón Tumbaco Reyes, Gabriel Arturo Montenegro Orrala, Byron Alexis Rocha Haro, Esther Teresa Roca Quirumbay
La transformación educativa en la era digital requiere docentes con competencias avanzadas para liderar innovaciones en la enseñanza. Este estudio evalúa y desarrolla competencias digitales docentes, considerando tecnologías emergentes como inteligencia artificial, metaverso, automatización y Web3, que están redefiniendo las metodologías pedagógicas. Se adopta un enfoque descriptivo y longitudinal, recolectando datos antes y después de una intervención formativa mediante encuestas, entrevistas y pruebas de desempeño, midiendo la alfabetización digital y el uso de herramientas emergentes en la práctica docente. Los resultados identifican brechas en la formación y oportunidades de mejora a través de estrategias de capacitación continua y metodologías innovadoras. Se propone un marco de referencia alineado con estándares internacionales para fortalecer la enseñanza híbrida, la educación inmersiva y el aprendizaje adaptativo. Este estudio aporta al diseño de políticas educativas que optimicen la integración tecnológica en el aula, promoviendo un ecosistema de enseñanza dinámico, inclusivo y eficiente.
Luis Javier Ruiz Medina, Francisco Flores Muñoz, Alberto Javier Báez García
El objetivo del presente trabajo es analizar, por un lado la percepción social en torno al auge de los NFT (Non-Fungible Tokens) como canal que vehiculiza la creatividad, especialmente en la juventud actual y en los creadores, así como detectar tendencias de políticas públicas en torno a la creación y difusión de bienes digitales, fundamentalmente en lo que concierne a la evaluación de dichas políticas públicas. Para ello, según la triangulación metodológica, combinando métodos cuantitativos y cualitativos, se recurrirá al estudio de las tendencias de búsqueda a través de Google Trends, y además se realiza una entrevista semiestructurada a responsables públicos vinculados con la evaluación de políticas a nivel nacional. Los resultados del trabajo permitirán la formulación de mejores políticas públicas que sean capaces de englobar este nuevo fenómeno.
To solve some of the challenges of traditional science, such as restricted access to funding, centralized governance, and siloed knowledge dissemination, decentralized science (DeSci) has emerged as a transformative approach facilitated by blockchain technology, Decentralized Autonomous Organizations (DAOs), and Web3. However, the emerging field of DeSci, faces several challenges, such as the absence of an organizational framework to describe its inherent complexities. This study introduces the Decentralized Science Pyramid Framework (DSPF), an innovative adaptation of Mintzberg’s organizational structure, adapted to the unique demands and properties of DeSci. The DSPF delineates a structured model for DeSci projects that integrates technology, governance, community engagement, and application within a decentralized context. Through the introduction of the DSPF, this research highlights the operational dynamics of DeSci, focusing on the practical application of Mintzberg’s theories to address real-world scientific challenges. The case study of VitaDAO, a decentralized autonomous organization exemplifying the core principles of DeSci, demonstrates the practical applicability of the DSPF. This study not only advances the academic discourse on DeSci but also offers practical insights for practitioners, innovators, and policymakers, marking a substantial step toward realizing the full potential of decentralized science.
Mevlüt Uysal, Mutlu Tahsin Üstündağ, Ahmet Çelik, Mustafa TANRIVERDİ · 6 authors
Web3, characterized by its decentralization, user autonomy, and integration of blockchain technologies, introduces a novel ecosystem that is rife with both opportunities and complexities. While these advances are rewriting the conventional norms of digital interaction and data management, they are also ushering in a new set of challenges and learning curves. We introduce the "Web3 Awareness Scale" as a main element through the current study. This carefully designed scale assesses university students' understanding and readiness for the emerging landscape of Web3. Whilst the article provides detailed insights into the technical, real-world applications and challenges of Web3, the inclusion of the scale emphasizes the practical assessment of awareness and readiness among key digital natives - students. As a result of the EFA, 6 items were removed from the scale, and the total explained variance of the two-factor structure consisted of 31. The final version of the scale showed a total explained variation of 64.16%. Specifically, the first factor, Opportunities, accounted for 46.94% of the variance, while the second factor, Risks, accounted for 17.21% of the variance. It is found that the coefficients of all factors indicate a very highly reliable measurement. The interpretation is that both the total scale and each factor have a high level of reliability. The findings from the scale are critical and have the potential to provide invaluable insights. These insights are expected to shape future educational curricula and policy-making, ensuring that the next generation is well-equipped to navigate and exploit the opportunities of Web3.
The Internet has revolutionized education and learning, presenting both opportunities and challenges with the continuous evolution of web-based technologies. The earlier version of the web, known as Web 1.0, was primarily a readonly medium, while Web 2.0 allowed for greater interactivity with read/write capabilities. Now, the emerging version of the web, Web 3.0, is considered to be a technologically advanced medium that not only facilitates read/write capabilities but also enables a machines to carry out some of the thinking that was previously expected only of humans. In a relatively short period of time, Web 2.0 and Web 3.0 have introduced new tools and technologies that have greatly facilitated web-based education and learning. This paper will explore the definition, evolution, and characteristics of Web 3.0, as well as discuss potential future technologies, trends, tools, and services that can support online learning, personalization, and knowledge construction powered by the Semantic Web.
Blockchain technology (BT) is gaining popularity, and there have been increasing papers on blockchain and education, particularly on how to use blockchains in education. However, as a public ledger which is shared and agreed on by all users in a distributed network, blockchain technology involves unconventional thinking, and learning BT could be challenging for college students. In this paper, we present a project-based learning (PBL) approach for effective education of BT at college level. We first explain why PBL is suitable for BT education and discuss various issues should be considered for project-based learning on blockchain technology. We then discuss several different ways of doing this and offer our suggestions. We present case studies which we have developed, that can provide useful guidelines to students and beginners who are interested in BT.
In web-based education and learning, the constant growth of the Internet has thrown up inconceivable opportunities and problems. Web 3.0, the most recent version of the web, is believed to be a technologically sophisticated medium that allows users to Read/Write/Execute and also allows robots to perform some of the thinking formerly reserved for human beings. Online marketing with web 3.0 is also known as intuitive Web, which is a Semantic Web that allows web services to communicate with one another. Individualized and behavioral Web 3.0 will be the norm. Web 3.0 has generated new tools and technology for aiding web-based education and learning in a short amount of time. To begin, this article addresses certain Web 3.0 concepts, development, and features. We explored the influence of web 3.0 on marketing in this study, as well as the many aspects that contribute to marketing uplift. Web 3.0 is a word used to describe the interaction that occurs as a result of the evolution of Web use and the transformation of the Web into a database. Smart web with intelligence analysis, personalisation, interoperable web, virtualization (virtual 3D environments), and multimedia are some of the most significant elements of these technologies. The broad adoption of Web 3.0 technologies in educational settings has resulted in the creation of e-learning 3.0. Web 3.0 is defined by facilitating cooperation and is powered by co-creation tools.
Daniel Cabrera, Christopher P Nickson, Damian Roland, Elissa Hall · 5 authors
Current health professions education (HPE) institutions are based on an assembly-line hierarchical structure. The last decade has witnessed the advent of sophisticated networks allowing the exchange of information and educational assets. Blockchain provides an ideal data management framework that can support high-order applications such as learning systems and credentialing in an open and a distributed fashion. These system management characteristics enable the creation of a distributed autonomous organization of learning (DAOL). This new type of organization allows for the creation of decentralized adaptive competency curricula, simplification of credentialing and certification, leveling of information asymmetry among educational market stakeholders, assuring alignment with societal priorities, and supporting equity and transparency.
Daniel Cabrera, Christopher P Nickson, Damian Roland, Elissa Hall · 5 authors
<sec> <title>UNSTRUCTURED</title> Current health professions education (HPE) institutions are based on an assembly-line hierarchical structure. The last decade has witnessed the advent of sophisticated networks allowing the exchange of information and educational assets. Blockchain provides an ideal data management framework that can support high-order applications such as learning systems and credentialing in an open and a distributed fashion. These system management characteristics enable the creation of a distributed autonomous organization of learning (DAOL). This new type of organization allows for the creation of decentralized adaptive competency curricula, simplification of credentialing and certification, leveling of information asymmetry among educational market stakeholders, assuring alignment with societal priorities, and supporting equity and transparency. </sec>
Open access
E-Learning and Knowledge Management
Artificial Intelligence in Healthcare and Education
Several initiatives have made available open educational resources, offered through educational platforms, aiming to achieve a broader audience, thus having the opportunity of democratizing knowledge. However, accessibility aspects in these resources still have many gaps. One is how to help teachers to prepare curricular contents available to all students, regardless of their limitations and disabilities. In this sense, this paper presents a digital ecosystem architecture, called SELI, that is being developed by a group of eleven European and Latin American countries. This ecosystem aims to provide an accessible learning environment and its contents, besides proper authoring tools based on recent technologies such as Blockchain, microsites, and universal accessibility guidelines.
Making universal access to education compatible with different paths of learning is one of the great challenges of the last century. Technology has provided solutions to access information, for communication and collaborative work. Blockchain emerges as a technology that can be useful for the development of an evaluation model of individualized learning itineraries in mass university subjects. In this line, the Edublocs project has been designed and executed, an initiative where these itineraries have been designed, incorporating elements of peer learning, team-teaching, PLEs, microlearning, technology-enhanced assessment... The objective of the Edublocs project is to design and implement a system of recording the results of activities through Blockchain that allow the student to follow a personal itinerary, and the teacher-tutor of the subject to carry out a formative evaluation and an accrediting appraisal of their work. The project is well underway in the evaluation of the implementation process. The experience with some elements of the design and the experimental execution in a formal university context during the present academic course, has allowed us to obtain important indications on the viability and relevance of the use of Blockchain in education. These, together with the explanation and justification of explaining the context of its applicability, will be laid out in the broad development of the article.
Antonio Ramón Bartolomé Pina, Carles Bellver Torlà, Linda Castañeda, Jordi Adell Segura
La tecnología de las cadenas de bloques (blockchain) abandonan el terreno de la moneda digital para invadir otros campos. También en Educación, aunque muy tímidamente, aparecen aplicaciones todavía con un carácter piloto. Pero las expectativas que están levantando llevan a plantearse qué es esa tecnología, para qué se usa, cómo podría aprovecharse en Educación y que oportunidades y qué amenazas puede suponer. El análisis del estado de la cuestión aprovecha para proporcionar numerosas referencias y enlaces que deben llevar a conocer y reflexionar sobre esta nueva tecnología
Montserrat Salas Valero, José Antonio Salvador Oliván
The characteristics of a representative set of Health Sciences virtual libraries were analyzed with the further aim of identifying good practices that could be to put into practice in the Spanish context. Projects were selected in countries with a decentralized health management system similar the Spanish one. The following variables were analyzed: structure, financing, content, process coordination and interlibrary cooperation bodies. Also, good practices that can be applied to the Spanish national model were identified, of which we highlight the centralization of processes and the presence of organisms or interlibrary cooperation.