I- Background

Digital transformation is the mutation phenomenon of organizations and society towards the dematerialization of activities through the use of digital services and the Internet. This phenomenon is increasingly gaining momentum in the various economic, social, political and technological fields. It is a real strategic issue that positively impacts the lives of individuals and groups in the city, but also poses ethical, psychological and societal challenges, as well as in terms of values.

The digitization process, which continues to accelerate by the development of new information technologies, leads to a radical transformation of the practices and behaviours of individuals, groups and organizations. This is why it is important to consider accompaniment in the choice of adequate technologies and for the conduct of change through training and coaching actions. The need for the design of new social, educational, political and economic models becomes more and more pressing.

Digital transformation has emerged from new concepts such as the Internet of Things, Industry 4.0 or the Fourth Industrial Revolution, the Big Data, Artificial Intelligence, Blockchain, Augmented Reality or Virtual Reality … etc. In the field of education, this transformation has provided new services: online training, online self-training, online inter-training between multiple learners, access to e-books, The deployment of virtual classes, the use of interactive tables, multi-service cards and advanced tablets, the implementation of Education Management Information Systems (EMIS)and Learning Management Systems (LMS) … etc. The term EDTECH is used today to designate the industry that is used to improve classroom teaching and that offers tools to students and teachers to access resources with a wide range of choice, experiment without limits the methods and educational tools and have a quick experience feedback.

Admittedly, digital transformation has changed and impacted society and the economy. However, up to the Pandemic of Covid-19, its impact on education and training was much more limited. This pandemic has revealed more than ever that it is essential to have an education and training system adapted to the digital age, and capable of showing the resilience and agility necessary to deal with the different crises and unforeseen. It has also highlighted the existing inequalities between those who have access to digital technologies and those who do not have them, including people from disadvantaged backgrounds. The problem of lack of digital skills of teachers has also been flagrant, especially in developing countries. Not to mention the more and more legitimate fear of the dehumanization of humanity that risks to generate technological hegemony that increases each day more in all areas.

Digital transformation is inducing a substantial improvement in teaching and learning processes and helping to better meet the needs of pupils and students thanks to the exploitation of data and technology, which has given place to what is today called digital education. Nowadays, it is relatively easy to access via the mobile application or the web application to platforms specialized in education to organize classes online, take courses, carry out practical work, assess the real time Progress made in learning, adjust, strengthen and personalize the teaching path. New and innovative resources allow teachers, students and students today to organize their teaching and learning activities and interact online in a flexible and autonomous manner.

Today, the question is not to know if digital provides advantages to education systems, but rather how we can benefit from it and face its rapid growth, which impacts not only educational resources, curricula and modes of governance, but especially the teaching and learning process. Thanks to digital technology, both students’ data and their learning progress can be measured in real time. This revolutionary change has changed the way schools and universities will fulfil their missions.

I- Issues and lines of research

To support the sustainable and efficient adaptation of education and training systems in the digital age, and to design a fair and quality digital education, four major issues can be addressed:

  1. How are educational systems currently composing with digital, seize the opportunities they offer and react to the underlying challenges?

This issue may be linked to the questions concerning:

  • the state of play;
  • the opportunities offered by the digital transformation process in the field of education;
  • the challenges posed by new data-intensive technologies, such as Big Data and Artificial Intelligence (AI), in the field of education;
  • the impact of digital transformation on the missions of schools and universities;
  • the impact of digital transformation on equity and equality of opportunity;

 

2. What are the prospects for the development of digital technologies necessary for inclusive and quality learning?

This issue may be linked to the questions concerning:

  • Quality resources and digital content;
  • Friendly learning tools;
  • digitization of teaching methods and pedagogies;
  • The quality of teaching and learning;
  • the implementation of an inclusive education system;

 

3. How to develop a relevant, inclusive and efficient digital education ecosystem?

This issue may be linked to the questions concerning:

  • the safety of educational platforms;
  • Respect for societal values and ethical standards;
  • Governance of education systems;
  • Successful experiences at the international level, in digital education;

 

4. How to develop student’s digital capabilities?

This issue may be linked to the questions concerning:

  • Digital teacher training;
  • digital training of educational staff;
  • Strengthening the digital skills of the various stakeholders in education systems;

The 19th International Congress (CIMQUSEF’19), will focus on the issues described above, and aims to provide reasonable and applicable effective solutions that aim to improve the quality of scientific research. From then on, this conference will revolve around four areas of work:

  1. Presentation of the inventory, challenges and successful international experiences in the field of digital education:
  • The strategic challenges of digital transformation in the field of education;
  • The effect of the Pandemic of COVID-19 in the digital educational transformation;
  • The opportunities for digital transformation for efficient digital education;
  • Experiences in developed countries in digital education;
  • Experiences in emerging countries in digital education;
  • The prospective vision of digital education.

2. Digital technologies in the field of education:

  • Digital teaching and learning content;
  • IT applications of digital transformation in education;
  • Artificial intelligence in education;
  • educational equipment;
  • Virtual classes and connected objects.

3. Development of a relevant, inclusive and effective digital education ecosystem:

  • the new models of the school in the digital age: digital establishments;
  • the new models of universities in the digital age: digital universities;
  • new models of digital governance;
  • roles of stakeholders in education systems;
  • Quality and digital education;
  • Values, ethics, humanism and digital education;
  • Equity and digital education.

4. Strengthening the digital capacities of teachers, students and educational staff:

  • new teaching models in the digital age;
  • curricula in the digital age;
  • the mission and new profile of teachers in the digital age;
  • teacher training programs in digital education;
  • continuing education and supervision of teachers in digital education;
  • training and supervision of students in digital education;
  • the skills of educational staff;
  • The assessment of learning in the digital age.

Instructions

Each communication proposal must include:

  1. Name, first name and brief biography of the author (s);
  2. Contact details of the author (s): Email, Telephone, affiliation;
  3. Title of the proposal;
  4. An abstract of 500 words with a problem related to the axes of the conference;
  5. The key words of the proposal;
  6. Bibliography and list of references;
  7. Identification of the conference axis in the proposal.

Proposals must be submitted to the conference website (https://cimqusef.amaquen.ma), and sent to the email address: (amaquen@gmail.com) with a copy to (cimqusef19@amaquen.org), before the 29th July 2022 (midnight). No proposal will be accepted after this date.

Schedule

  • July 29, 2022: Date of submission of proposals;
  • August 26, 2022: Acceptance response to applicants;
  • October 28, 2022: Date of submission of full texts of accepted papers (between 4000 and 6000 words);
  • November 29-30, 2022: Presentation of accepted papers at the conference.

Useful information

  • Languages of the conference: English, Arabic, French;
  • Each oral communication should not exceed 20 minutes, followed by an exchange of 10 minutes;
  • The best papers will be published in the indexed journal “The Journal of quality in education” edited by the AMAQUEN institute, after the decision of the scientific committee.