Digital Education

Artificial Intelligence is no longer science fiction. It is a reality which is developing in
unprecedented rates. This rapid development raises an important question: Are human
workers ready to compete? Research suggest that they are not. Over 54% of jobs in Europe
are expected to be automated by 2040. Such dynamic can have major socioeconomic
consequences such as mass displacement of workers and increased inequalities. Many
critics have pointed out that AI will create new jobs and therefore there is no reason to
worry. Nevertheless, even if this assumption is true it’s most likely that these new jobs
will require advanced training which most workers lack. Modernizing education in Europe
is vital in order for states to deal with this problem. Furthermore, it is critical that these
policies take place at a European level in order to avoid a fragmented Single Market.

El artículo revisa la evolución del concepto de madurez digital referido a los centros educativos. Se propone una nueva definición para el contexto educativo español. A partir de esta definición se explican diversos modelos de evaluación de la madurez digital.

El sentido de este artículo es presentar una reflexión sobre la necesidad de la educación en medios digitales de comunicación en el presente siglo XXI. Las Tecnologías de la información y la comunicación (TIC) están modificando la práctica y la investigación de la educación en su conjunto. Asimismo, en el texto lo relevante radica en establecer las relaciones entre los avances tecnológicos y la educación digital.
The aim of this article is to present the reflections extracted about the necesary of The education in digital media of communication in de 21st century. The New Technologies (TIC) are guiding the educational practice and researcher that are developing of the education in his set. Then, in the present article the importance is exposed the relations with the technological advances and the digital education.

In developing countries modern education promise to provide meaning full skill development and employment for individuals and graduates. To make a contribution in economic growth and support easy way of learning to developing countries digital education and e learning is playing a major role. To promote digital education, e-learning, many non government organization, government and donors are taking interest from last few decades. Paper less economy is the demand of modern era for developing as well as developed countries. Developing countries encourages consumers and retailers to choose e-transactions, by plastic card, swipe machine, mobile valet and other chase lees transaction options that play an important role to improve the economy of country. This paper presents a comparative analysis of digital education technology and its impact on educational study and growth.

The transition from face to face to remote teaching during the COVID-19 health crisis, has been viewed by privately owned companies, prestigious universities, international organizations and politicians as an opportunity to promote the digital paradigm in education. A carefully carved rhetoric bundles the reduced funding of education, the maturity of digital technologies and the experience of remote teaching during the COVID-19 restrictions to promote the idea of rewiring and rethinking education as a synonym for change. How will education look like after the COVID-19 crisis? Although an answer to this question cannot be precise at the moment since it involves different stakeholders, this publication attempts to pinpoint some aspects of the post-COVID-19 educational landscape as it emerges comparing various texts and sources.

The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners’ experience. The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective.

Computer-aided instruction has assumed a prominent role in language teacher preparation programs, as educators increasingly turn to online environments to extend learning beyond the classroom, stimulate critical thinking, and motivate future language teachers to " think outside the box " and take responsibility for their own learning. In online educational settings, instructor presence plays a significant role, and its impact has been extensively explored. However, the majority of the research has been carried out in Western countries, where the cultural norms of individualism, low power distance between teachers and students, and a high level of acceptance of instructor feedback typically play a positive role in online student-teacher interactions. Few studies have looked at the issue of instructor presence in Eastern cultures, where teachers are traditionally granted a high degree of authority, and learners often have a lower tolerance for situations where independent thought and creativity are called for – as is often the case in online learning.

Der Begriff der Digitalität ist erst in jüngster Zeit ins Zentrum der Kultur- und Geisteswissenschaft gerückt. Er entspricht nicht dem Verständnis von Digitalisierung im Sinne der Entwicklung von Technologien, der Erfassung und Speicherung von Daten und der Automatisierung von Abläufen. Vielmehr reflektiert Digitalität auf kulturelle und gesellschaftliche Realitäten und Lebensformen, die mit der Digitalisierung einhergehen und diese im Wechselspiel wiederum ermöglichen. Ziel des Bandes ist es, das Phänomen der Digitalität näher zu bestimmen und den Blick auf kulturelle, didaktische und soziologische Aspekte des Lebens in einer digitalisierten Welt zu richten. Folgende Fragen stehen dabei im Zentrum:
- In welchem Verhältnis stehen die Phänomene „Digitalisierung“ und „Digitalität“?
- Wie verändern sich Lehr- und Lernprozesse im Kontext von Digitalisierung und Digitalität?
- Welche Herausforderungen, Chancen und Probleme ergeben sich aus der Digitalität für die Zukunft der Gesellschaft und der Universitäten?
- Wie lässt sich die Kultur der Digitalität gezielt gestalten und vermitteln?

Social media tools permeate the college student experience including for those students who hold leadership positions on campus. The purpose of this study was to document the experiences and online behaviors of 40 junior and senior
student leaders on digital communication tools. The study was conducted at two institutions in the western United States. Three research questions guided the sequential
exploratory mixed methods study connecting student leadership, the presentation of identity, and decision-making with social media use. The study involved a three phase
mixed methods analysis of focus group interviews and 2,220 social media posts.

Five major findings surfaced, including (a) social media impact starting in K-12 (b) college student leaders’ navigation of social media (c) presentation of digital identity (d) the beginning of leadership presence and possibilities and (e) significance of social media guidance in college. These findings suggest college student educators should implement holistic digital leadership education. Initiatives should begin early, prior to
student enrollment in higher education, focusing on identity expression, positivepossibilities-based perspectives, with a focus on social media’s potential impact on student groups, social communities, and social change. Findings from this study can mobilize higher education professionals, student peers, and parents to become digital educators, providing tools for students to implement in their digital practices.

A digitalizáció hatással van az emberek életére, munkájára, szabadidejére, a tanulási tevékenységre és egymás közti kommunikációra. Erre a változásra minden területen reagálni kell. Ez alól az oktatás sincs felmentve, hiszen kiemelt szerepe van a jövő generációinak versenyképességében, mely meghatározza a jólétet. Fontos tehát befektetni a digitális készségek elsajátításába. Könnyen azt gondolhatjuk, hogy a digitális oktatásra való átállás az eszközbeszerzésben merül ki. Azonban ez egy olyan komplex intézményfejlesztési tevékenység, amely nem csak az iskolák infrastrukturális ellátottságát, hanem a személyi szerepét is átalakítja. A technológia megfelelő használatával csökkenhet a kedvező és a kedvezőtlen társadalmi-gazdasági háttérrel rendelkező diákok közötti tanulási szakadék. Hatalmas változást hozhat a differenciálásban, a tanulók személyre szabott oktatásában és motiválásában. Kutatásom célja az európai és magyarországi digitális intézményfejlesztési keretrendszerek és gyakorlatok megismerését követően, egy oktatási szervezet digitális fejlesztési stratégiájához szükséges diagnózis létrehozása volt. A digitális diagnózishoz vizsgáltam, hogy miként használja fel egy iskola a digitális technológiákat a tanításhoz és a tanuláshoz, vannak-e szakmai továbbképzéseik és milyen iskolai szintű gyakorlatok találhatóak. Elemeztem a digitális oktatás bevezetéséhez és fenntartásához szükséges vezetőség szerepét a digitális technológiák iskolai szintű integrációjában. Munkámmal a vizsgált intézmény digitális infrastrukturális és módszertani fejlesztését segítettem.

In de jeugdzorg wordt het meer en meer gebruikelijk om te werken met big data: grote hoeveelheden informatie over ouders en kinderen verzamelen, bewaren, vergelijken, delen, koppelen, verwerken, gebruiken. Het is allemaal goed bedoeld. Het gebeurt met het oog op het voorkomen en verhelpen van problemen: gerichte en efficiënte preventie en interventie, gestuurd door slimme data, risicotaxaties en risicoprofielen. Niettemin is hierop de nodige kritiek gekomen, begrijpelijkerwijs. Er zijn ernstige zorgen over bemoeizucht en vooringenomenheid en over schending van de privacy en andere rechten van ouders en kinderen.

Hoe staat dat eigenlijk in het onderwijs? Deze vraag kwam bij me op toen ik onlangs kort na elkaar een advertentie las van Schoolaris, een post las over wijziging van ParnasSys, de nieuwe website zag van Sociogram en bericht kreeg over een update van Magister. Schoolaris, Sociogram, Magister en ParnasSys: vier systemen waarmee informatie van leerlingen wordt verzameld, bewaard, vergeleken en gedeeld.

Ce livre blanc recense des propositions pour un meilleur usage du numérique à l'Ecole. J'ai été interviewé sur ce sujet par l'équipe Microsoft éducation France le 17/09/2020 pour réaliser ce chapitre dont les principaux titres sont : (1) La continuité pédagogique à l’épreuve de difficultés techniques et pédagogiques, (2) L’usage du numérique peut apporter de la flexibilité aux dispositifs d’apprentissage, (3) Le numérique, un « amplificateur pédagogique » qui nécessite une formation des enseignants, (4) Une approche pédagogique différente pour chaque niveau, (5) L’école doit former les citoyens numériques de demain, (6) trois propositions.

When it comes to online learning in education, the model has been pretty straightforward - up until the early 2000s education was in a classroom of students with a teacher who led the process. Physical presence was a nobrainer, and any other type of learning was questionable at best. Then the internet happened, and the rest is history. Elearning is a rapidly growing industry, the effects of which we can trace back to the 1980s and even well before that (in the form of distance learning and televised courses).Now that affordable e-learning solutions exist for both computers and internet, it only takes a good e-learning tool for education to be facilitated from virtually anywhere. Technology has advanced so much that the geographical gap is bridged with the use of tools that make you feel as if you are inside the classroom. E-learning offers the ability to share material in all kinds of formats such as videos, slideshows, word documents and PDFs. Conducting webinars (live online classes) and communicating with professors via chat and message forums is also an option available to users

Considering the producers and consumers, one of the fastest-growing industries in the world today is the video game industry. Video games have become an important marketing product with the combined use of art, design, architecture, science and technology. Video games compete with each other through features such as theme, character, sound-image quality, venue diversity, graphic elements, virtual reality content, and trigger the development of this sector with the constantly increasing expectations of the target audience. While the education on the architectural producing processes and architectural productions on professional discussion platforms try to find their balance with their evolving dynamics, video games offer users opportunities for space production in various forms of their own reality, whether they are experts or not. Besides, spaces designed in 3 dimensions allow the user not only to obtain information from a facade surface but also to experience the space with its visually accessible feature from many different directions. The student profile, also called "digital native" in architectural education, cannot use traditional tools as a learning method. In this context, video games, which have been questioned for a while as an educational tool in architecture, equip the user with their dystopian content called 'new old', both provide users with historical events and refer to the principles of structuring in a variety of individual spaces ranging from the urban scale within a social and economic context. During the process, environmental elements are perceived and experienced by using more sensory organs than with physical methods. In this study, first of all, "new old" video game fictions produced by reinterpreting the events in human history and adapting them to the future are examined together with their historical origins and the achievements regarding the history of architecture are analyzed. Afterward, readings are made on dystopian video games and the elements analyzed from the content of the games are compared with the dynamics of architecture. In the light of the data obtained, this study discussing the methodology of how architecture, which is a production tool, can be

The fine print of the National Education Policy 2020 introduced by the RSS-BJP government in July 2020 as well as the track record of successive Indian governments in education reveal that some of the very ideas that are causing much enthusiasm regarding the policy, in fact, mean very different things in reality.

This is a tiny effort towards exposing such untruths, to try to understand what awaits Indian citizens today and imagine what Free, Equal and Scientific Education for All, as a right not a marketable commodity, will look like.

- COLLECTIVE

This essay explains how digital networks and digital media will affect education. The digitally networked environment somewhat frees education from traditional spatial and temporal limitations. In the process, however, new constraints and limitations emerge that were always present in the traditional model but now become newly salient.

Digital media enable a "superbroadcasting" model of education, but this model is only appropriate for some kinds of learning. The remaining aspects of education do not scale well and remain labor and time-intensive. We have already seen hybrid models of education that attempt to combine scalable aspects of education with labor-intensive practices. Some of these hybrid models will improve the educational experience for many students and expand educational access for those who would not otherwise afford an education. But hybrid models may also produce winner-take-all effects and disrupt labor markets for new educators.

While transcending older limitations, digital education faces new limitations -- because of limited Internet access, language barriers, disputes over standards and interoperability, fights over intellectual property, and, ironically, the very scalability that makes digital education so promising and attractive. The growth of digital educational enterprises will depend on the degree to which they can lower the cost of the labor-intensive elements of education that do not scale well or shift the cost or the responsibility for providing them to other actors.

Digital education models threaten both traditional incumbents and professional educational norms. They blur distinctions between education and community service; between professionals and amateurs; between education and entertainment; between teaching and curation; between hierarchical and peer-based methods of learning; and between instructing specific students and speaking to the world at large.

Digital networks disaggregate educational practices into multiple tasks that might be performed by many different actors, and, in the process, alter the tasks, norms, and identity of professional educators. Digital networks disrupt the traditional organization of education and make informal education increasingly salient. And just as digital networks challenge professional norms of education, they also challenge professional control over archives, and thus control over cultural memory itself. Digital networks, in short, cause us to rethink what education is, how we perform it, who participates in it, and what we want from it.

To appear in Greenhow, C., Sonnevend, J. & Agur, C. (Eds.) Education and Social Media: Toward
a Digital Future. Cambridge, MA: MIT Press (forthcoming 2016).

Traditionally, we are habituated to think of scholars as being academics, usually employed by universities. However, digital scholarship broadens this focus somewhat, since in a digital, networked, open world people become less defined by the institution to which they belong and more by the network and online identity they establish. Thus a well-respected digital scholar may well be someone who has no institutional affiliation. The democratisation of the online space opens up scholarship to a wider group, just as it opens up subjects that people can study beyond the curriculum defined by universities.

While industries such as music, newspapers, film and publishing around the world have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. ...The book "The Digital Scholar: How Technology Is Transforming Scholarly Practice" by Martin Weller, a Professor of Educational Technology at the Open University, UK, explores these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.

This paper grapples with some of the key questions facing those who wish to ensure that Canadian students have access to the kind of STEM learning they will need to succeed in the economies and societies of the 21st century – whether it be as innovators working on the cutting edge of technological advancement or as citizens participating fully in the life of their communities. This paper is also a part of the larger Canada 2067 project. Initiated by Let’s Talk Science, Canada 2067 is a unique national initiative designed to shape the future of Canadian STEM learning, with a focus on Kindergarten to Grade 12. Using the perspectives and opinions of Canadians, Canada 2067 will develop an action plan and a national vision for STEM learning aimed at ensuring young Canadians are prepared to compete, thrive and contribute in the rapidly changing world of tomorrow.

"One should resist the temptation to proclaim the prospect of a wired brain an illusion, something that we are still far from and that cannot really be actualized: such a view is itself an escape from the threat, from the fact that something new and unheard-of is effectively emerging. Even if it will be realized in a much more modest way than today's grandiose visions of Singularity, everything will change with it. But how will things change? It is here that Jan De Vos points to the role of the mainstream psy-sciences and their simple, cardboard psychological models informing the design of our avatars and 'smart environments'. Are we doomed or is there a prospect for a more emancipatory digital technology? Jan de Vos approaches this question, carefully avoiding the fascination by New

This report has been produced to conclude the exercise of the Pilot Study and proceed with the implementation of the One Tablet Per Child initiative according to the work programme of the Government of Malta.
Compared to studies carried out abroad, the Pilot Study in Malta should stand out in terms of both the breadth and the depth of the undertaking and the resulting research.

Indeed, Malta is one of the few countries in the world investing in 1:1 computing devices at a national level that covers all the students in particular age groups and so, the research is breaking new ground in this area of education.

The main report covers several aspects related to the use of tablets in an educational setting, from pedagogy to curriculum, from technical performance to the support ICT infrastructure, from educational to technical support, from special educational needs to health and safety issues, and project management. What it does not provide is a comparative study of different brands of technological solutions.  The research report has focused on the teaching and learning experience with a tablet and the recommendations reflect this framework.

Puji Syukur kehadirat Allah Yang Maha Esa, karena atas limpahan rahmat-Nya sehingga penulis dapat menyelesaikan buku PANDUAN PEMBELAJARAN NEW NORMAL DAN TRANSFORMASI DIGITAL ini. Buku ini ditulis merupakan wujud sumbangsih pemikiran penulis terhadap dunia pendidikan.
Buku ini membahas secara umum tentang PANDUAN PEMBELAJARAN NEW NORMAL DAN TRANSFORMASI DIGITAL yang terdiri dari beberapa BAB, yaitu; BAB I. PERAN GURU DALAM NORMAL PENDIDIKAN, BAB II. NEW NORMAL PENDIDIKAN, BAB III. ERA BARU BIDANG PENDIDIKAN, BAB IV. PENERAPAN DIGITALISASI PENDIDIKAN, BAB V. TRANSFORMASI PENDIDIKAN BAB VI. MULTIMEDIA PEMBELAJARAN
Semoga buku buku ini bermanfaat untuk kita semua.

El espíritu innovador de los españoles es insuficiente para
para llegar a ser una sociedad basada en el aprovechamiento del conocimiento. Uno de los caminos para intentar contribuir a paliar esta carencia, a medio y largo plazo, es la educación.
Más allá de la inquietud habitual sobre las deficiencias del sistema educativo (rendimientos menores, abandono escolar, etc.), preocupa significativamente la pobreza en el terreno de los valores, es decir, en el campo intangible, que es donde se dirime la cualidad de las actitudes, donde el estudiante debe aprender a hacer suyos unos
objetivos que previamente ha debido asumir.
A través de ejemplos concretos de éxito, en los que se usan técnicas pedagógicas basadas en el aprendizaje activo y con el apoyo complementario de medios digitales, vemos cómo el sistema
educativo español podría incrementar las oportunidades en las aulas para ejercitar las actitudes y aptitudes necesarias en la vida empresarial sostenible, es decir, las del emprendimiento sustentado en la innovación.

La reunión que todos los años convoca a docentes e investigadores en las Jornadas Universitarias de Tecnología Educativa (JUTE) se ha convertido en un espacio inmejorable para el debate, el contraste de ideas, la divulgación de resultados de investigación y la reflexión profunda sobre la Educación Digital, un concepto y una disciplina que no se limita al estudio de los medios sino que, mediante la innovación didáctica, pretende aportar teorías y prácticas que contribuyan a una transformación global de los entornos de enseñanza-aprendizaje. Los diferentes artículos que componen este monográfico especial de RELATEC nos permiten orientar nuestra mirada hacia los problemas fundamentales que los diferentes expertos desvelan acerca del fenómeno de la formación universitaria en Tecnología Educativa. Las claves ofrecidas en este número merecen una lectura pausada y comprensiva que nos permita seguir avanzando, generando nuevos enfoques y aplicando prácticas innovadoras, que redunden en un cambio radical de nuestros sistemas educativos. No debemos olvidar que la tecnología «no es solo la cosa, sino la cosa y las pautas de uso con que se la aplica, la forma en que la gente piensa y habla sobre ella, así como los problemas y expectativas cambiantes que genera» (Burbules & Callister, 2001, p. 23, cursiva de los autores).

Game based learning merupakan bentuk pembelajaran yang menggunakan game atau permainan elektronik dan digital yang digunakan untuk tujuan pembelajaran dan berpusat pada siswa. Melihat dari kebiasaan siswa yaitu lebih menyenangkan bermain dari pada saat belajar, maka dengan menggunakan game based learning akan memadukan permainan namun tetap fokus pada tujuan pembelajaran. Dengan menggunakan metode ini, akan memotivasi anak dalam belajar karena pembelajaran yang di lakukan akan menciptakan lingkungan yang menyenangkan. Apabila pembelajaran dilakukan secara menyenangkan, akan meningkatkan minat belajar siswa karena mendorong aktif emosional, intelektual dan psikomotorik dalam diri siswa.

students can easily share their notes by social media sites with each other or there are many groups in social media where all type of education topic  is available for the students .most of the best school in Dehradun allow their students to bring their phones in activity class so that they can learn a new thing by searching educational topic
https://www.ecoleglobale.com/

Oferta de MOOC en España. Zero Moment of Truth (ZMOT)
MOOC offer in Spain. Zero Moment of Truth (ZMOT)
Alfonso Gutiérrez Martín, Alba Torrego González y Jon Dornaleteche Ruiz

Cursos en Línea Masivos y Abiertos: 20 expertos delinean el estado de la cuestión
Massive Open Online Courses: 20 experts for a state of the art
María Elena Cano García, Maite Fernández Ferrer y Lucrezia Crescenzi Lanna

«Exergames» para la mejora de la salud en niños y niñas en edad escolar: estudio a partir de hábitos sedentarios e índices de obesidad
«Exergames» to improve the health of school children: study of sedentary lifestyle and obesity rates
Ramón Chacón Cuberos, Tamara Espejo Garcés, Ángel Cabrera Fernández, Manuel Castro Sánchez, José Francisco López Fernández y Félix Zurita Ortega

La competencia digital en la enseñanza del diseño. El caso de BAU Centro Universitario de Diseño de Barcelona (UVic)
Digital competence in design education. Case Study of BAU Design College of Barcelona (UVic)
Gloria Deumal y Montserrat Guitert Catasús

En este trabajo se parte del repunte y visibilización de violencias sexistas por motivo de la pandemia por la COVID-19 en México. En esta línea, se apunta al confinamiento de las relaciones, planteándose una universidad digital en cuyas interacciones crecen expresiones de ciberviolencia y antifeminismo. Este escenario es confrontado con el orden de género vigente, referido al reciente activismo de jóvenes feministas y a los debates producto de la discusión sobre masculinidades, apuntándose a nuevas subjetividades dentro de un extremo masculinista. Con esto, se teoriza una aceleración de tal radicalismo, mirando a cuestiones como la “manosfera”, la replicación de sus afectos en interacciones digitales de estudiantes universitarios, y al ejercicio de una tropología basada en la comunicación mediante memes, la cual conforma una particular retórica. Finalmente, se analizan memes publicados por estudiantes en grupos dentro de esta esfera y en el ámbito pandémico.

Παρουσιάζεται  το «τέχνημα» του περιβαλλοντικού προγράμματος  που υλοποιήθηκε κατά το σχ. έτος 2015-16 στο 1ο ΕΠΑ.Λ. Αγ. Παρασκευής και δημιουργήθηκε ώστε  να διαχυθούν τα αποτελέσματα του προγράμματος στη σχολική κοινότητα και την τοπική κοινωνία.

This introductory chapter explores the interrelationship and interplay between history, theory, and research in ODDE, demonstrating how they inform research and practice covered in the Handbook. It is argued that lack of historical knowledge about ODDE, unawareness of ODDE theories, and negligence of the abundant research literature on ODDE have contributed to the marginalization of and prejudice against the field in the wider education ecosystem , despite the fact that it has entered the "mainsteam" of education now. Compelling arguments are advanced for the relevance of history, importance of theories, and necessity of research to the sustainable growth of ODDE. The chapter then goes on to explain the structure of the section, drawing the readers' attention to issues worthy of further attention. It concludes with several implications from the other chapters in the section and a call for using them as a stepping stone to reimagining ODDE for the twenty-first century.

El uso del celular en salones de clase ha sido utilizado regularmente para la comunicación, pero ahora con las Redes Sociales de Segundo Orden (RSSO), hay una tendencia a considerar que se utiliza en las aulas de forma distractora al atender compromisos sociales en otros lugares físicos. En estos entornos de aprendizaje hay quienes consideran que es imposible negar su uso en las aulas y que lo más adecuado es integrarlo como una herramienta pedagógica. El objetivo es conocer la percepción dual docente-alumno del uso del celular en el aula. En esta investigación se entrevistó a 30 docentes y 136 alumnos mediante un formulario google de 12 preguntas con la escala de Likert, quitando la opción neutral, la base será una metodología cuantitativa. Se analizarán y mostrarán los resultados obtenidos de la muestra para discutir si el móvil es un dispositivo distractor o una herramienta pedagógica. Este trabajo abonará a la discusión del uso del móvil en las aulas de clase.

อนันต์  วรธิติพงศ์, ปณิตา วรรณพิรุณ และปรัชญนันท์ นิลสุข (2561).
การศึกษารูปแบบดิจิทัลเทคโนโลยีเพื่อการศึกษาสำหรับการศึกษาขั้นพื้นฐาน.
Veridian E-Journal. ฉบับภาษาไทย สาขามนุษยศาสตร์ สังคมศาสตร์ และศิลปะ.
ปีที่ 11 ฉบับที่ 2 เดือนพฤษภาคม - สิงหาคม 2561. หน้า 1200-1215.
https://he02.tci-thaijo.org/index.php/Veridian-E-Journal/article/view/141943

There has been a strong relationship between digitalism and the future of jobs. Reports by OECD and
WEF examined the jobs in the coming decades, and the findings show that there is a completely new
order in the professions that we are not familiar with. In addition, how the impacts of artificial intelligence
(AI), machine learning, data science, and robotics have affected labour, the market is analyzed. The
findings in the reports clearly would affect the careers of the next generations. With the post-pandemic
developments and the rapid advancement of technology in many areas worldwide, digitalization has
gained significant momentum. This situation manifested itself in professions and workforce. However,
it is obvious that in the coming years, with digitalization, many occupational groups and accordingly,
differences in skills will be seen. While some occupational groups disappear completely, it is seen that
some new occupational groups will emerge and, some will transform.