Digital Technology Integration in Higher Education Curricula: Content, Approaches, Effectiveness, and Guidance Frameworks

Rapid advances in digital technologies (DTs) - combinations of information, computing, communication, and connectivity technologies such as cloud computing, the Internet of Things, data analytics, automation, and artificial intelligence - are continually reshaping professional practice and the technology competencies graduates require. This creates an ongoing curriculum challenge for higher education: determining which established and emerging DTs and associated knowledge, skills, abilities, and other characteristics (KSAOs) should be integrated, to what breadth and depth, and how these DT-related KSAOs should be integrated effectively into curricula. Curriculum decisions must also balance technologies and competencies required for current professional practice with those likely to support future professional practice, adaptability, and lifelong learning. Addressing these challenges requires evidence about what should be integrated, what is currently integrated, effective approaches to integration, and how integration effectiveness can be measured and assured.This Research Topic aims to advance understanding and practice of digital technology integration in higher education curricula by bringing together research addressing six interrelated areas: (1) which DTs should be integrated and why, which DT-specific KSAOs should be integrated, and which KSAOs spanning multiple DTs should be integrated; (2) which DTs, DT-specific KSAOs, and KSAOs spanning multiple DTs are currently integrated, what gaps exist between current and required integration, and the implications of these gaps; (3) how DT-related KSAOs are currently integrated and how they should be integrated; (4) current and potential approaches to measuring and assuring the effectiveness of DT-related KSAO integration; (5) frameworks for guiding the effective integration of DT-related KSAOs into curricula; and (6) barriers and enablers to effective integration and approaches to overcoming identified barriers.Across these areas, particular attention is encouraged to the breadth and depth of DT-related KSAOs that should be or are integrated, and the sufficiency of this breadth and depth; the required and actual balance between the integration of established and emerging DTs, and the implications of this balance; and how DT-related KSAOs should be prioritised and sequenced to address both current employability-oriented and future progression-oriented technology competency requirements.We welcome cross-disciplinary contributions examining the integration of DTs and DT-related KSAOs as higher education curriculum content. Broader research on technology-education issues is only in scope where it directly informs DT curriculum integration (e.g., assessment design for DT-related KSAO learning and competency assurance).Contributions may address: (1) which DTs should be integrated and why, including DT-specific and cross-DT KSAOs; (2) what is currently integrated, integration gaps and their implications; (3) how DT-related KSAOs are and should be integrated, including through specialist technology subjects, integration throughout all subjects in a degree, mandatory/elective technology subjects, technology minors/majors, or technology double-degree structures; (4) approaches to measuring/assuring integration effectiveness; (5) frameworks for guiding effective integration; and (6) integration barriers or enablers, and approaches to overcoming integration barriers.Cross-disciplinary and comparative studies are particularly encouraged. We welcome Original Research, Systematic Reviews, Reviews, Perspectives, Opinions, General Commentaries, Case Studies, and Curriculum, Instruction, and Pedagogy articles. Topic editors: Richard Busulwa, Ryan Jopp, Ramona Zharfpeykan Source: https://www.frontiersin.org/research-topics/84243/digital-technology-integration-in-higher-education-curricula-content-approaches-effectiveness-and-guidance-frameworks