دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات13
تعداد شماره‌ها200
تعداد مقالات2,008
تعداد مشاهده مقاله2,679,704
تعداد دریافت فایل اصل مقاله1,936,980
سلیمی, اسمعیل علی, رضایی, مریم. (1402). فناوری‌های دفتر کل توزیع شده: تأثیرات و پیامدها در نظام آموزشی. فناوری آموزش, 17(2), 391-406. doi: 10.22061/tej.2023.9384.2838
اسمعیل علی سلیمی; مریم رضایی. "فناوری‌های دفتر کل توزیع شده: تأثیرات و پیامدها در نظام آموزشی". فناوری آموزش, 17, 2, 1402, 391-406. doi: 10.22061/tej.2023.9384.2838
سلیمی, اسمعیل علی, رضایی, مریم. (1402). 'فناوری‌های دفتر کل توزیع شده: تأثیرات و پیامدها در نظام آموزشی', فناوری آموزش, 17(2), pp. 391-406. doi: 10.22061/tej.2023.9384.2838
سلیمی, اسمعیل علی, رضایی, مریم. فناوری‌های دفتر کل توزیع شده: تأثیرات و پیامدها در نظام آموزشی. فناوری آموزش, 1402; 17(2): 391-406. doi: 10.22061/tej.2023.9384.2838

فناوری‌های دفتر کل توزیع شده: تأثیرات و پیامدها در نظام آموزشی

فناوری آموزش
مقاله 11، دوره 17، شماره 2 - شماره پیاپی 66، فروردین 1402، صفحه 391-406    اصل مقاله (902.23 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9384.2838
نویسندگان
اسمعیل علی سلیمی* ؛ مریم رضایی
گروه زبان و ادبیات انگلیسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبائی (ره) ، تهران، ایران
تاریخ دریافت: 09 آبان 1401،  تاریخ بازنگری: 04 دی 1401،  تاریخ پذیرش: 01 بهمن 1401 
چکیده
پیشینه و اهداف: این نگرش که جهان با روند‌‌‏‏‏ها، فناوری‌ها و نوآوری‌های نوظهور جهانی مواجه است، جهان را به تجربه آینده‌ای نامطمئن، پیچیده و ناپایدار سوق می‌دهد. بنابراین، از میان بسیاری از چالش‌های متنوع، بحث‌ برانگیز و جذابی که امروزه بشر با آن دست و پنجه نرم می‌کند، جدی‌ترین و حیاتی‌ترین چالش، درک تأثیر انقلاب فناوری جدید در حوزه‌های مختلف به ویژه آموزش است. اخیراً همه‌گیری کووید-۱۹ و قرنطینه‌های متعاقب آن نیز جهش تکنولوژیکی قابل توجهی در چشم‌انداز زندگی مدرن امروز ایجاد کرده است که منجر به تغییرات شدید و غیرمنتظره در آموزش شده است. از آنجا که کووید-۱۹ نیرویی برای انتقال از آموزش حضوری به آموزش برخط شده است؛ این مطالعه به دنبال بررسی این موضوع است که آیا فناوری‌ زنجیره بلوکی می‌تواند به مقابله­ موفقیت‌آمیز با چنین چالش بزرگ و جدیدی در آموزش کمک کند یا خیر. در این راستا، هدف پژوهشگران پژوهش حاضر بررسی کاربردها، تأثیرات و پیامدهای فناوری بلاکچین در نظام آموزشی است تا بررسی شود که آیا کاربردهای بلاکچین می توانند باعث تحولاتی در آموزش و بهبود کیفیت نظام آموزشی آینده شود یا خیر.  
روش‌ها‌: پژوهش حاضر با اتخاذ رویکرد کیفی برای ارائه بینش و تجربیات عمیق شرکت‌کنندگان انجام شد. جامعه هدف پژوهش حاضر شامل ۶۳ مرد و زن از پنج گروه افراد شامل سیاستگذاران آموزش عالی، مربیان تربیت معلم، متخصصان فناوری اطلاعات و ارتباطات، کارشناسان فناوری آموزشی و محققین آینده نظام آموزشی بود که به روش نمونه‌گیری هدفمند انتخاب شدند. داده‌های مورد نیاز از طریق انواع مصاحبه، روایت-پژوهی و داستان‌سرایی برخط از طریق شبکه مجازی واتس‌اپ، جمع‌آوری شد. مصاحبه به این دلیل انتخاب شد که در عمل راحت‌تر از سایر راهبردهای تحقیق کیفی بود. این راهبرد به دلیل ماهیتی که داشت، می توانست به درک صحیح و عمیق از موضوع تحقیق کمک بسیاری کند. به دلیل محوریت و نقش چشمگیر محیط‌های دیجیتال در زندگی بشر، از روایت-پژوهی، از طریق شبکه مجازی واتس‌اپ، به‌عنوان دومین راهبرد مؤثر استفاده شد. از آنجاکه محدودیت‌های زمانی و مکانی باعث کاهش تعاملات چهره به چهره شده است؛ چنین ابزار انعطاف‌پذیر و جذابی می‌توانست محیط تعاملی و مشارکتی جذابی را برای شرکت‌کنندگان فراهم کند تا داستان‌ها را به‌صورت همزمان یا غیرهمزمان بیان کنند. در مرحله جمع‌آوری داده‌های مصاحبه، روند جمع‌آوری داده‌ها تا رسیدن به حد اشباع ادامه یافت که براساس آن ۲۵ مصاحبه انجام شد و ۳۸ نفر در روایت-پژوهی شرکت کردند. برای تجزیه و تحلیل داده‌ها و استخراج مضامین مورد نیاز، تحلیل مضمون شامل کدگذاری اولیه، کدگذاری متمرکز و کدگذاری محوری انجام شد.
یافته‌ها: نتایج تجزیه و تحلیل داده‌ها منجر به استخراج مضامین مختلفی شد؛ تنوع برنامه‌های درسی، ارزیابی عملکرد تحصیلی دانشجویان، مدیریت کیفیت دستاوردهای یادگیری، مدیریت ثبت و ذخیره نتایج یادگیری، مدیریت گواهینامه‌های دانشگاهی و یادگیری مادام‌العمر. هریک از مضامین نشان‌دهنده یکی از کاربردهای مهم بلاکچین در آموزش آینده است. تجزیه و تحلیل داده‌ها نشان داد که بلاکچین به دلیل ویژگی‌های خاص خود مانند امنیت، اعتماد، شفافیت، تغییرناپذیری، حریم خصوصی، یکپارچگی، احراز هویت، استحکام، مسئولیت‌پذیری و تمرکززدایی، نقش مهمی در تحول آموزش آینده ایفا می‌کند.
نتیجه‌گیری: نتایج پژوهش حاضر می‌تواند سیاستگذاران، مربیان، مدیران، رهبران، دست اندرکاران و تمامی ذینفعان نظام آموزشی به‌ویژه، آموزش عالی را از ظهور روندها، فناوری‌ها، نوآوری‌ها و تحولات جهانی و تأثیرات آنها بر آموزش آینده آگاه کند. اکنون که نفوذ روز به روز پیشرفت‌های فناوری با همه‌گیری ویروس کرونا نیز در سراسر جهان همزمان شده است، لازم است تا با به‌کارگیری فناوری‌ها و انجام کلیه تغییرات لازم برای بازآفرینی نظام آموزشی، گامی در جهت ارتقای کیفیت آموزشی برداشته شود. امید است پژوهش حاضر منبع قابل اعتمادی برای تحقیقات آتی در زمینه آموزش باشد.
کلیدواژه‌ها
فناوری های دفتر کل توزیع شده؛ نظام آموزشی؛ تاثیرات؛ دلالت ها
موضوعات
فناوری های آموزشی نوظهور
عنوان مقاله [English]
Distributed ledger technologies (DLTs): Impacts and implications on the education system
نویسندگان [English]
E.A. Salimi؛ M. Rezaei Ghahroudi
Department of English language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
چکیده [English]
Background and Objectives: The idea that the world is facing global emerging trends, technologies, and innovations lead the world to experience an uncertain, complex, and unstable future. Therefore, of the many diverse, controversial, and attractive challenges humankind deal with today, the most intense and critical is understanding the effect of the new technology revolution in various fields, especially in education. Recently, the Covid-19 pandemic and its subsequent quarantines have created a significant technological leap in the modern life landscape, leading to drastic and unexpected changes in education. As Covid-19 is a force to make the transition from face-to-face to online education, this study seeks to investigate whether distributed ledger technologies can help successfully tackle this new and major challenge. In this light, the researchers of the present study aimed to examine the impacts and implications of these technologies on the education system to see if they would improve the quality of education in the future.
Methods: The current study was conducted adopting a qualitative approach to provide in-depth insights and experiences of the participants. The target population of the present research included sixty-three males and females from five groups of people including higher education policymakers, teacher training instructors, information and communication technology specialists, educational technology experts, and future researchers of the educational system recruited through purposive sampling. The required data were collected through different types of interviews and narrative analysis which was conducted through WhatsApp network. The interview was selected since it was practically more convenient than other qualitative research instruments. This instrument, due to its nature, could provide a trustworthy contextualized and deep understanding of the research issue. Narrative analysis was used as the second fruitful instrument due to the centrality and impressive role digital environments play in human life. Since time and space constraints have reduced face-to-face interactions, such a flexible and attractive instrument could provide an interactive and collaborative environment for participants to tell their stories either synchronically or Asynchronically. The process of data collection continued until saturation was reached, based on which 25 interviews were conducted and 38 members participated in narrative inquiry. To analyze the data and for the themes to be extracted, thematic analysis including initial coding, focused coding, and axial coding was conducted.
Findings: The results of the data analysis led to the following themes extracted: curriculum diversity, assessing students' academic performance, quality management of learning achievements, recording management of learning outcomes, academic certificate administration, and lifelong learning. Each of the themes represents one of the blockchain implications in future education. The analysis of the interviews and narrative inquiry indicated that Blockchain, due to its specific features such as security, trust, transparency, immutability, privacy, integrity, authentication, robustness, accountability, and decentralization, plays a critical role in transforming future education.
Conclusion: The results of the present study can inform policymakers, educators, managers, leaders, practitioners, and all stakeholders of the education system, especially higher education, of the global emerging trends, technologies, innovations, and developments and their effects on future education. Now that the day-to-day penetration of technological advancements coincides with the Corona virus epidemic around the world, it is necessary to apply technologies and take all necessary changes  to recreate the education system in order to take a step towards improving the quality of education. It is hoped that the present study will be a reliable source for further future researches on education.
کلیدواژه‌ها [English]
Distributed ledger technologies, Education system, Impacts, Implications
مراجع
[1] Ross P, Maynard K. Towards a 4th industrial revolution. Intelligent Buildings International. 2021; 13(3): 159-161.

[2] Weforum.org [homepage on the Internet]. The future of jobs: employment, skills and workforce strategy for the fourth industrial revolution. [cited 2016 Jan14].

[3] Weforum.org [homepage on the Internet] The fourth industrial revolution: what it means, how to respond. [cited 2016 Jan 14].

[4] Muhuri PK, Shukla AK, Abraham A. Industry 4.0: A bibliometric analysis and detailed over view. Engineering Applications of Artificial Intelligence. 2019; 78(3): 218-235.

[5] Mohanta B, Nanda P, Patnaik S. Management of V.U.C.A. (Volatility, Uncertainty, Complexity and Ambiguity) Using Machine Learning Techniques in Industry 4,0 Paradigm. In: Patnaik S (Ed). New paradigm of industry 4.0. Internet of Things, Big Data & Cyber Physical System. SOA University. Bhubaneswar, Odisha, India; 2020: 1-24.

[6] Dino M, Ong I. Research, technology, education & scholarship in the fourth industrial revolution [4IR]: Influences in nursing and the health sciences. Journal of Medical Investigation. 2019; 66(1.2): 3-7. Doi: 10.2152/jmi.66.3.

[7] Penprase BE. The Fourth Industrial Revolution and Higher Education. In: Gleason NW. (ed.) Higher Education in the Era of the Fourth Industrial Revolution. Palgrave Macmillan, Singapore; 2018. p.207-238. Doi:10.1007/978-981-13-0194-0.

[8] Shwab K. Shaping the future of the fourth industrial revolution. Geneva, Switzerland: World Economic Fund; 2018.

[9] Catal C, Tekinerdogan B. Aligning education for the life sciences domain to support digitalization and industry 4.0. Procedia Computer Science. 2019; 158: 99-106.

[10] Al Lily AE, Elayyan SR, Alhazmi AA, Alzahrani S. Understanding the public temper through an evaluation of rumours: an ethnographical method using educational technology. Palgrave Communications. 2018; 4(1): 141-152. DOI: 10.1057/s41599-018-0197-2.

[11] Chivu RG, Popa IC, Orzan MC, Marinescu C, Florescu MS, Orzan AO. The Role of blockchain technologies in the sustainable development of students’ learning process. Sustainability. 2022; 14(3): 1-16.

[12] Elayyan S. The Future of education according to the fourth industrial revolution. Journal of Educational Technology & Online Learning. 2021; 4(1): 23-30.

[13] Training Magazine [homepage on the Internet] Chresomales P. Putting digital badges on blockchain. [cited 2021October 12].

[14] McKinsey & company [homepage on the Internet] Heitz C, Laboissiere M, Sanghvi S, Sarakatsannis J. Getting the next phase of remote learning right in Higher education. [cited 2020 April 23].

[15] Mohammadhasani N. Transition to online learning during the COVID-19 pandemic: Exploration of faculty members’ experiences and Challeges. Technology of Education Journal. 2022; 16(4): 835-852. Persian.

[16] UNESCO [homepage on the Internet] Education for sustainable development goals: Learning objectives. [cited 2017 9 May].  

[17] UNESCO [homepage on the Internet] Govina R. Decentralization of educational management: Experience from south Asia. IIEP Research Report, 107. International Institude for International Planning (IIEP). 1997. P.75-110.

[18] Torkzadeh J, Ahangari M, Mohammadi M, Marzooghi R, Hashemi S. [Examining the external effectiveness components of e-Learning to provide a framework for developing qualitative change in higher education]. Technology of Education Journal. 2022; 16(2): 221-236. Persian.

[19] Delgado-von-Eitzen C, Anido-Rifón L, Fernández-Iglesias MJ. Blockchain applications in Education: A Systematic Literature Review. Applied. Sciences. 2021; 11(24): 11811.

[20] Park J. Promises and challenges of blockchain in education. Smart Learning Environments. 2021; 8(1): 33.

[21] Buchak G, Matvos G, Piskorski T, Seru A. Fintech, regulatory arbitrage, and the rise of shadow banks. Journal of Financial Economics (JFE). 2018; 130(3): 453-483.

[22] Cai CW. Disruption of financial intermediation by FinTech: a review on crowdfunding and blockchain. Accounting & Finance. 2018; 58(4): 965-92.

[23] Cocco L, Pinna A, Marchesi M. Banking on blockchain: Costs savings thanks to the blockchain technology. Future internet. 2017; 9(25): 1-20. Doi:10.3390/fi9030025.

[24] Dujak D, Sajter D. Blockchain applications in supply chain. In SMART supply network. Part of the EcoProduction book series (ECOPROD). Springer, Cham. 2019. p. 21-46.

[25] Angraal S, Krumholz HM, Schulz WL. Blockchain technology: applications in health care. Circ: Cardiovasc Qual Outcomes. 2017; 10(9): e003800. Doi: 10.1161/CIRCOUTCOMES.117.003800.

[26] Kuo TT, Kim HE, Ohno-Machado L. Blockchain distributed ledger technologies for biomedical and health care applications. Journal of the American Medical Informatics Association. 2017; 24(6): 1211-1220.

[27] Chen G, Xu B, Lu M, Chen NS. Exploring blockchain technology and its potential applications for education. Smart Learning Environments. 2018; 5(1): 1-10.

[28] Awaji B, Solaiman E, Albshri A. Blockchain-based applications in higher education: A systematic mapping study. In: Proceedings of the 5th International Conference on Information and Education Innovations; 2020 July 26-28; London, UK. 2020; P. 96-104.

[29] Parcl [homepage on the Internet] Pritchard C. The 4 types of blockchain and why you should know the difference. [cited 2022 July 31].

[30] Choi M, Kiran SR, Oh Se-C, Kwon Oh-Y. Blockchain-based badge award with existence proof. Applied Sciences. 2019; 9(12): 2473.

[31] Gatteschi V, Lamberti F, Demartini C. Blockchain technology use cases. In: Kim S, Deka GC (Eds.). Advanced applications of blockchain technology (Studies in Big Data) (1st ed.). Polish Academy of Sciences, Warsaw, Poland. Springer. 2020; 60: p.91-114.

[32] Babu ES, Srinivasarao BKN, Kavati I, Rao MS. Verifiable authentication and issuance of academic certificates using permissioned blockchain network. International Journal of Information Security and Privacy. 2022; 16(1): 1-24.

[33] Badyal S, Chowdhary A. Alumnichain: Blockchain based records verification service. International Journal of Innovative Technology and Exploring Engineering (IJITEE). 2019; 8(12): 4296-4299. Doi: 10.35940/ijitee. L2715.1081219.

[34] Lizcano D, Lara JA, White B, Aljawarneh S. Blockchain-based approach to create a model of trust in open and ubiquitous higher education. Journal of Computing in Higher Education. 2019; 32(1): 109-134.

[35] Deenmahomed HAM, Didier MM, Sungkur RK. The future of university education: Examination, transcript, and certificate system using Blockchain. Computer Applications in Engineering Education. 2021; 29(5): 1234-1256.

[36] Levis D, Fontana F, Ughetto E. A look into the future of blockchain technology. PLoS One. 2021; 16(11): e0258995.

[37] Li D, Han D, Zheng Z, Weng T-H, Li H, Liu H, Castiglione A, Li K-C. MOOCs Chain: A blockchainbased secure storage and sharing scheme for MOOCs learning. Computer Standards & Interfaces. 2022; 81: 103597.

[38] Islam A, Kader MF, Shin SY. BSSSQS: A blockchain-based smart and secured scheme for question sharing in the smart education system. Journal of Information and Communication Convergence Engineering. 2019; 17(3): 174-184.

[39] Guo J, Li C, Zhang G, Sun Y, Bie R. Blockchain-enabled digital rights management for multimedia resources of online education. Multimedia Tools and Applications. 2019; 79(15-16): 9735-9755.

[40] Williams P. Does Competency-based education with blockchain signal a new mission for universities?. Journal of Higher Education Policy and Management. 2019; 41(1): 104-117.

[41] Chukowry V, Nanuck G, Sungkur RK. The future of continuous Learning-Digital badge and microcredential system using Blockchain. Global Transitions Proceedings. 2021; 2(2): 355-361.

[42] Dash RK, Nguyen TN, Cengiz K, Sharma A. Fine-tuned support vector regression model for stock predictions. Neural Computing and Applications. 2021; 44: 1-16.

[43] Li Z, Ma Z. A blockchain-based credible and secure education experience data management scheme supporting for searchable encryption. China Communications. 2021; 18(6): 172-183. doi:10.23919/JCC.2021.06.014.

[44] Subramani P, Rajendran GB, Sengupta J, Pérez de Prado R, Divakarachari PB. A block bi-diagonalization-based pre-coding for indoor multiple-input-multiple-output-visible light communication system. Energies. 2020; 13(13): 3466.

[45] Garcia-Font V. Blockchain: Opportunities and challenges in the educational context. In:Baneres D, Elena Rodríguez M, Guerrero-Roldán A E. Engineering Data-Driven Adaptive Trust-based e-Assessment Systems Challenges and Infrastructure Solutions (Lecture Notes on Data Engineering and Communications Technologies, 34) (1st ed). Springer. 2020. p.350.

[46] Lutfiani N, Aini Q, Rahardja U, Wijayanti L, Nabila EA, Iftequar Ali M. Transformation of blockchain and opportunities for education 4.0. International Journal of Education and Learning. 2020; 3(3): 222-231.

[47] Capece G, Ghiron N L, Pasquale F. Blockchain technology: Redefining trust for digital certificates. Sustainability. 2020; 12(21): 8952.

[48] Rama Reddy T, Prasad Reddy PVGD, Rayudu Srinivas, Raghavendran ChV, Lalitha R V S, Annapurna B. Proposing a reliable method of securing and verifying the credentials of graduates through blockchain. EURASIP Journal on Information Security. 2021; 7: 1-9.

[49] Alammary A, Alhazmi S, Almasri M, Gillani S. Blockchain-based applications in education: A systematic review. Applied Sciences., 2019; 9(12): 2400.

[50] Palma LM, Vigil MAG, Pereira FL, Martina JE. Blockchain and smart contracts for higher education registry in Brazil. International Journal of Network Management. 2019; 29(3): e2061.

[51] Saleh OS, Ghazali O, Rana ME. Blockchain based framework for educational certificates verification. Journal of critical reviews. 2020; 7(03): 79-84. ISSN 23945125.

[52] Curmi A, Inguanez F. Blockchain based certificate verification platform. In: Von H, Abramowicz W, Paschke A. Business Information Systems Workshops. Springer. 2019; 339: 211-216.

[53] Hsu Ch-Sh, Tu Sh-F, Chiu P-Ch. Design of an e-diploma system based on consortium blockchain and facial Recognition. Education and Information Technologies. 2022; 27(4): 5495–5519.

[54] Kaletka J. It has a lot of potential!’: Use of blockchain technology for education records. In Proceedings of the 2nd Linnaeus Student Conference on Information Technology (LSCIT): The Impact of Information Technology on Society; 2020 Sept 24-25; Växjö campus of Linnaeus University. 2020; p.1-11.

 [55]Garg A, Sharmila A, Kumar P, Madhukar M, Loyola‑González O, Kumar M. Blockchain‑based online education content ranking.  Education and Information Technologies. 2022; 27(4): 4793-4815.

[56] Loukil F, Abed M, Boukadi kh. Blockchain adoption in education: a systematic literature review. Education and information technologies. 2021; 26(5): 5779-5797.

[57] World Health Organozation [homepage on the Internet] Kalla A, Hewa T, Mishra RA, Ylianttila M, Liyanage M. The role of blockchain to fight against COVID-19. IEEE Engineering Management Review. 2020; 48(3): 85-96.

[58] Marbouh D, Abbasi T, Maasmi F, Omar IA, Debe M S, Salah K, et al. Blockchain for COVID-19: review, opportunities, and a trusted tracking system. Arabian Journal for Science and Engineering. 2020; 45(12): 9895-9911.

[59] Linked in [homepage on the Internet] Clayton, M. Blockchain technology and the future of lifelong learning. Retrieved 2021 Sep 17 .

[60] District Administration [homepage on the Internet] Zalaznick M. How blockchain can open doors in K-12 at FETC closing keynote. 2021.

[61] Blasco N, Brusca I, Labrador M. Drivers for universities’ contribution to the sustainable development goals: An Analysis of Spanish Public Universities. Sustainability. 2021; 13(1): 89.

[62] Cinˇcera ˇJ, Mikusi ´nski G, Binka B, Calafate L, Calheiros C, Cardoso A, et al. Managing Diversity: The challenges of inter-university cooperation in sustainability education. Sustainability. 2019; 11: 5610. Doi:10.3390/su11205610.

[63] Lam TY, Dongol B. A blockchain-enabled e-learning platform. Interactive Learning Environments. 2020; 30(7): 1229-1251.

[64] Min L, Bin Ge. Online teaching research in universities based on blockchain. Education and Information Technologies. 2022; 27: 6459-6482.

[65] Brudermann T, Aschemann R, Füllsack M, Posch A. Education for sustainable development 4.0: lessons learned from the university of Graz, Austria. Sustainability. 2019; 11(8): 2347.

[66] Sifah EB, Xia H, Cobblah CNA, Xia Q, Gao J, Du X. BEMPAS: A decentralized employee performance assessment system based on blockchain for smart city governance. IEEE Access. 2020; 8: 99528-99539.

[67] Al‑Kuwari MM, Du X, Koç M. Performance assessment in education for sustainable development: A case study of the Qatar education system. Springer. 2021.

[68] Alshahrani M, Beloff N, White M. Towards a Blockchain-based smart certification system for higher education: An empirical study. International Journal of Computing and Digital Systems. 2022; 11(1): 553-571.

[69] Ahmadi Deh Ghotbaddini M, Hosseini Zaydabadi MS, Mahmoodabadi E. The effect of perception of the integration of ICT in the teaching process on acceptance and application of ICT in learning: the mediating role of beliefs, attitude, and intention use of ICT of students. Technology of Education Journal. 2022; 16(2): 307-322.

[70] UNESCO [homepage on the Internet]. UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Retrieved 2017 May 17.

[71] Ramos G, Schleiche A. Global Competency for an Inclusive World. OECD. 2016.

[72] Financial Express [homepage on the Internet] Gajbhiye R. Blockchain: Bringing efficiency, transparency and security to the education sector. 2022.

[73] Bhaskar P, Tiwari C, Joshi A. Blockchain in education management: Present and future applications. Interactive technology and Smart Education. 2021; 18(1): 1-17.

[74] Shah D, Patel D, Adesara J, Hingu P, Shah M. Exploiting the capabilities of blockchain and machine learning in education, Augmented Human Research. 2021; 6(1): 1.

آمار
تعداد مشاهده مقاله: 427
تعداد دریافت فایل اصل مقاله: 232


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب