Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers’ technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers’ ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers’ ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.

This study aims to explore students’ perception of integrating education 4.0 in the Science program. The technology acceptance model was used to determine students’ understanding of integrating education 4.0 focusing on the Science program. This research was conducted using a qualitative approach. The interview was used to collect the data. Five respondents among Science students were interviewed. They were undergraduate students pursue study in a science education program. The finding of the interview result showed that students had positive responses in integrating education 4.0 for technological sustainable development. The results of the study showed that students had a positive understanding of the three aspects namely, readiness in integrating education 4.0 for the Science program, the impact of technology facilities, and enhancing digital skills for employability. We recommend further research to evaluate the preparation or readiness of students to integrate training using technology 4.0. Based on the results, further research is proposed to take into account new education skills among Science students in line with the industrial revolution 4.0.

Embracing education 4.0 in universities in the Malaysian perspective has been limited to date and still considered at the early stages of implementation. This paper aims to analyze the literature highlighting the important elements of education 4.0 in universities as a means to position them strategically for the future. This is to provide new insight into the exploration of the idea in education through the perspective of how universities could embrace education 4.0 in the future. Since industrial revolution 4.0 (IR4.0) brings a huge impact on education, this paper helps universities policymakers to embrace their works on developing industrial revolution 4.0 education transformation and put more initiatives for the positive learning experience. This literature analysis reviews the following relevant areas: academic program 4.0, technological advancement 4.0 in teaching and learning, and 21st-century pedagogy. Hence, this study is significant in serving as a guideline to academicians and policymakers in embracing the IR4.0 in higher education. This paper may have some direct implications towards the industrial 4.0 (IR4.0) movements in Malaysia which able to help the ministry to extend their works on developing IR 4.0 education transformation in line with Malaysia Education Blueprint 2013-2025.

A Systematic Literature Review (SLR) was undertaken by many researchers to examine studies that examined Pre-Service Mathematics Teachers’ technology integration skills in the Technological Pedagogical Content Knowledge (TPACK) framework. However, there has been little SLR research that analyzes the tools employed by earlier studies to measure these skills. As a result, this SLR investigates the instruments used to assess Pre-Service Mathematics Teachers’ (PSMTs) TPACK skills in integrating technology during teaching practice by addressing three issues: 1) what instruments have previous studies used to assess PSMTs’ TPACK skills in integrating technology? 2) what instruments are frequently used as references? and 3) what other frameworks are combined with TPACK in the measurement? This study adhered to the PRISMA guidelines based on the Scopus and Web of Science databases. This study filtered out 17 papers in total. According to the findings of this study, the TPACK questionnaire is the most commonly utilized instrument by researchers in the examined studies. The best appropriate instrument is the TPACK questionnaire created by Schmidt et al. Finally, attitude and perception are heavily incorporated into studies testing the TPACK skills of PSMTs. Future studies can use this study to determine the best instrument for testing PSMTs’ TPACK skills.

This study investigates the factors influencing online learning (OL) success among non-full-time adult students in open and distance education in Western China. To utilize a structural equation model with seven construction elements that combine the information system success (ISS) model and TPACK theory. Data from 245 participants were analyzed using PLS-SEM. Results reveal that system quality, service quality, and teachers’ TPACK ability have varying degrees of positive impact on OL success. The main contribution of this study is its innovative combination of TPACK theory and the ISS Model, which has not been extensively explored in previous research. Additionally, this study emphasizes the significance of addressing the distinctive requisites and attributes of part-time adult learners engaged in online learning (OL). The findings of this study can help educational practitioners and policymakers create more effective and efficient OL environments that meet the needs of adult learners and bridge the gap between theory and practice.

Many efforts have been used by increasing students’ learning independence on Quadratic Function materials for junior high school students. However, few research results still examine efforts to improve student learning independence through GeoGebra-based Flipped Learning during the covid-19 pandemic. Therefore, the study aims to test the effectiveness of GeoGebra integration on the Flipped Learning approach to improve students’ Learning Independence in learning mathematics online in the Covid-19 pandemic. This research is a quantitative study with pretest-posttest control group design experimenting techniques to compare the effectiveness of students’ learning independence levels between using the GeoGebra-based Flipped Learning approach, flipped learning approach, and direct learning in constructing understanding of mathematical concepts during online learning in the Covid-19 pandemic. The study involved 96 randomly selected students from one of Indonesia’s state junior high schools, which were divided into three classes representing each approach. Pre-test and post-test results are quantitatively analyzed through statistical prerequisite tests, One-Way ANOVA tests, and post-hoc-Tukey tests. The analysis results found that the average grade of Treatment Class 1 is higher than the Control Class, which means that the integration of GeoGebra in Flipped Learning can effectively increase the Independence of Learning of students compared to Control Classes that use Conventional learning. However, the post hoc-Tukey test showed that GeoGebra integration in Flipped Learning was no more significant in students’ Learning Independence than Treatment 2 Classes using Flipped Learning.