International Journal of Higher Education Management

Chat-bot as an (AI) technology has taken great attention in recent years and especially in the education sector. before applying such new technology. it is vital to Understand the determinates that affect the behaviour intention for a student to accept or reject this technology in higher education, to understand this behaviour intension, the current research applied the unified theory of acceptance and use of technology (UTAUT) with excluding for two moderators from the original model which are experience and Voluntariness of use. Additionally, this research excluded facilitating conditions and behaviour use as it aimed to investigate only the intension behaviour of the students. This study also aimed to examine the role of demographic factors (gender and age) effect on the model research independent variables and the behaviour intension variable. Therefore, the researcher put the objectives of the study that are represented in, developing a framework for the acceptance of chat-bot technology on the behaviour intension of students in higher education in Egypt. To achieve these objectives, the researcher collects data about the required variables by making a questionnaire. This questionnaire targeted students at the Arab academy for science and technology and maritime transport (AASTMT). AASTMT was selected because it represents one of the oldest private universities in Egypt that apply artificial intelligence technology in its educational system. The final sample consisted of 385 responses. data were analyzed through data testing, descriptive analysis, correlations, regression, and structural equation modelling (SEM). Results indicated a significant impact of performance expectancy, effort expectancy and social influence on students' behaviour intention to accept the chat-bot technology in their higher education in Egypt. Moreover, the results have shown that there is no moderating role of demographic factors (gender and age) proved in the relation between performance expectancy, effort expectancy, social influence, and behaviour intention

Major conflicts and wars are the fundament and important drivers for strong economies and their expansions. Military institutions are the ones who drive major technological transformation, evolution and innovation trends; like the USA’s Défense Advanced Research Projects Agency (DARPA), which developed the Internet… Military technology transformation and innovation projects depend on financing capacities, geopolitics, economical strategies and demography. Countries, Armies, and institutions (or simply Entities) are increasingly using avant-garde technologies to gain substantial defence, geopolitical and economic advantages. Entities are today, facing new challenges and eventual risks, when implementing their vital organizational defence concept and distributed Information and Communication System (ICS). It is important to find the right balance between, Optimal Innovative Military Technology (OIMT), biotech’s evolution, military strategy, geopolitical context, combative capabilities, and the evolution of demography, which is probably the most important factor. The stability of an Entity depends on a well-defined OIMT Strategy to support the Entity’s evolution. This article proposes the fundaments of Artificial Intelligence (AI) to support Virtual Reality (VR) for OIMT (VR4OIMT) integration. The author’s Applied Holistic Mathematical Model (AHMM) for VR (AHMM4VR) is the result of research on AI-based VR, business, financial and organizational transformations using a mathematical model’s concept (Trad & Kalpić, 2020a). The AI based VR4OIMT manages and evaluates VR activities in projects, which are complex. Weightings of factors and areas are used as variables in the VR4OIMT. VR’s main problem is peoples’ addiction and subject areas’ complexities, due to the excessive use if VR based videogames which have exponentially expended and making decisions based on simple simulations (Acer, 2018)

This paper illuminates how introducing cannabis on a college campus parallels the transition of cannabis in U.S. society moving from legitimate to illegal to legalization to corporate to academia. Using a case study methodology, the purpose of this research is to examine how a college or university might respond to a new industry opportunity. In response to a campus charge, student demand and industry demand, a small college located in the heart of Brooklyn, New York City answered a call to advocate on behalf of its student- and community members. Over a period of two-years, a new cannabis education and programs initiative was introduced to the campus within the backdrop of such actions being viewed as controversial. Introduction and approval of cannabis education on a campus required critical campus stakeholders to undergo change-shaping events over time that led to shifts in their attitudinal thinking.

Throughout the two-year period, new courses were co-created by campus faculty and leading cannabis voices in the U.S. that included industry, investors, academics, and alumni who had accumulated cannabis expertise. The newly created rigorous and science-heavy curriculum spanned multiple academic departments and offering cross-listed courses, certificates, scholarships, industry-academic research, entrepreneurial assistance, various types of advocacies, and internship and employment pipelines. This study contributes to the body of higher education literature by mapping out steps institutions of higher learning might take to garner broad campus support for cannabis education

In this paper the alignment of computer and digital literacy as well as student academic success were examined. Lack of adequate functional digital literacy training and the unreadiness of higher education institutions for the impact of random shocks such as COVID-19 pandemic has gravely affected teaching and learning.

The purpose of this paper is to make the case for preparedness of students to meet the needs of technology jobs by mandating and aligning digital literacy and student success. As COVID-19 Pandemic was spreading through the communities of the United States, institutions of higher education transitioned to fully online teaching and learning. Prior to the pandemic, fully online education was secondary to face-to-face format. Only about 20% of classes were fully online while 80% were face-to-face. Digital literacy was given a token treatment as a percentage of the entire curriculum and relegated to only the departments of computer information systems and computer sciences. Faculty, students, staff, families, and communities were not trained for the intensity of fully online education as the only format. Many of them never heard of most of the digital literacy tools. Both faculty and students were forced to learn the use of computers and digital literacy tools to survive the spring 2020 semester. Low-income families were left to the operational schedules of local libraries, many of whom did not have internet presence. The institutions provided limited training for faculty and students to meet the urgency of the time. Faculty and students were forced to purchase expensive tools and hardware to withstand the intensive demand of teaching and learning. Many students were overwhelmed by the pressure of the new way of learning; some dropped out of school while many performed very poorly in their examinations which negatively impacted their overall grade point averages.  One year later in spring 2021, the student success outcomes have barely changed. At the same time, technology is advancing despite the raging COVID pandemic. Millions of technology-enabled jobs remain unfilled while millions of university graduates are unemployed. There continues to be a mismatch between current job requirements in the industries and graduating students’ skills.

This paper discusses the indispensable value of building computer and digital literacy training into all undergraduate curriculums. We argue for mandated computer and digital literacy exit skills assessment test for all graduating students irrespective of their discipline. We also make the case for increased institutional investment in faculty training in computer and digital literacy readiness. There are a number of remedies suggested to address the speed of advancement in technology, faculty and student functional mastery of basic computer and digital literacy skills. We conclude that all institutions must be proactive rather than reactive to systemic shocks by preparing students for academic success and technological readiness for today’s job markets