The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs...

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Autores principales:	Celia Rangel-Pérez, María-José Gato-Bermúdez, Daniela Musicco-Nombela, Cristina Ruiz-Alberdi
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	blended learning Goal 4 SDG university digital divide university professors Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/f2e24375d8b14333aa45ecaa96ae6aca
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spelling	oai:doaj.org-article:f2e24375d8b14333aa45ecaa96ae6aca2021-11-25T19:05:07ZThe Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors10.3390/su1322128712071-1050https://doaj.org/article/f2e24375d8b14333aa45ecaa96ae6aca2021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12871https://doaj.org/toc/2071-1050Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs and educational digitization, and the promotion of SDG 4, which establishes Target 4.3, ensuring access to quality university education. To achieve this, a descriptive study methodology is used, in which the results of a validated survey, on a sample of 245 teachers from 32 public and private Spanish universities, were analyzed. The main results consist of the different emotional reactions among professors, finding that, on the one hand, ICTs allow for the development of new skills, the introduction of new methodological proposals, and the development of a positive attitude towards the use of digital tools in order to reach all of their students. However, on the other hand, the results also show that the use of ICTs caused an increase in anxiety, workloads, and the need for ongoing training. There is a need to continue improving the digital competencies of faculty professors in order to favor access to ICTs by university students and, thus, promote quality education worldwide.Celia Rangel-PérezMaría-José Gato-BermúdezDaniela Musicco-NombelaCristina Ruiz-AlberdiMDPI AGarticleblended learningGoal 4SDGuniversitydigital divideuniversity professorsEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12871, p 12871 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	blended learning Goal 4 SDG university digital divide university professors Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	blended learning Goal 4 SDG university digital divide university professors Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Celia Rangel-Pérez María-José Gato-Bermúdez Daniela Musicco-Nombela Cristina Ruiz-Alberdi The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors
description	Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs and educational digitization, and the promotion of SDG 4, which establishes Target 4.3, ensuring access to quality university education. To achieve this, a descriptive study methodology is used, in which the results of a validated survey, on a sample of 245 teachers from 32 public and private Spanish universities, were analyzed. The main results consist of the different emotional reactions among professors, finding that, on the one hand, ICTs allow for the development of new skills, the introduction of new methodological proposals, and the development of a positive attitude towards the use of digital tools in order to reach all of their students. However, on the other hand, the results also show that the use of ICTs caused an increase in anxiety, workloads, and the need for ongoing training. There is a need to continue improving the digital competencies of faculty professors in order to favor access to ICTs by university students and, thus, promote quality education worldwide.
format	article
author	Celia Rangel-Pérez María-José Gato-Bermúdez Daniela Musicco-Nombela Cristina Ruiz-Alberdi
author_facet	Celia Rangel-Pérez María-José Gato-Bermúdez Daniela Musicco-Nombela Cristina Ruiz-Alberdi
author_sort	Celia Rangel-Pérez
title	The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors
title_short	The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors
title_full	The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors
title_fullStr	The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors
title_full_unstemmed	The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors
title_sort	massive implementation of ict in universities and its implications for ensuring sdg 4: challenges and difficulties for professors
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/f2e24375d8b14333aa45ecaa96ae6aca
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The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

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