Academic management

, 135

Active and Transformative Learning (ATL)

, 1–2

core components in higher education in times of change

, 15–19

determinants

, 1–2

as enabler and multiplier of entrepreneurship

, 14–15

enabler and multiplier of research, development and innovation in times of change, as

, 16

enablers

, 288–291

in higher education

, 2

higher education in times of fast and disruptive changes

, 5, 7–8

as integrated set of value-adding initiatives

, 284–288

ontological proposition

, 19–20

strategic alignment

, 10–11

supplementary material

, 21–22

system in higher education

, 8–15

Active blended learning (ABL)

, 231

Active learning

, 7, 9, 11, 26, 42, 62–63, 66–67, 104, 126–127, 157, 199, 248, 261–262

approaches

, 46–47

assessing effectiveness of active learning at SNIH

, 52–53

challenges and opportunities for promoting active learning at SNIH

, 53–54

in education

, 63, 231

key features of active learning methods

, 51–52

and relation to transformative education and research skills capability

, 46–47

strategies in economics education

, 69

“Active Learning in Large Economics Lecture” case study

, 73–74

Active learning integrative model (ALIM)

, 163

Active participation

, 64

Active training model (ATM)

, 164, 167

Activity reports

, 87–88, 91

apply data mining

, 91

collect

, 89

data cleanup

, 90–91

data validity

, 91

interpret, evaluate, and deploy results

, 91

pre-process

, 89

Administrative support

, 18

Adult education

, 126

Adult learners

, 132

Adult learning

, 129–130

2030 Agenda for Sustainable Development

, 27

2014 Aicha-Nagoya Declaration on Education for Sustainable Development

, 28, 33–34

Analysis, design, development, implementation, and evaluation model (ADDIE model)

, 213

Andragogy

, 132

Appraisals

, 158

Apprenticeships

, 50

Artificial intelligence (AI)

, 9, 11, 178, 282, 285

education supported by

, 180

replace writers

, 114–115

tools

, 179

Assessment and Teaching of the 21st Century Skills (ATC21S)

, 29–30

Asynchronous learning and communication tools

, 216

Audience Response System (ARS)

, 219–220

Augmented reality

, 178

Backchannel technology

, 219–220

Being proactive, importance of

, 108

Benchmark assessment

, 264–265

Big Data analytics

, 82–83

Black swan event

, 62

Blackboard

, 81–84

Blended learning

, 178

background information

, 230

COVID-19 educational challenges

, 230–231

definitions

, 232

effective in economics

, 238

hypothesis derived from COVID-19 challenges

, 231–232

models

, 232–236

pre-COVID-19 learning in universities and colleges

, 230

prerequisites and application of blended learning in economics

, 236–238

sustainability, digital transformation, and active learning in education

, 231

teaching orientation

, 241–243

Blogs

, 62–63, 113

Bloom’s taxonomy

, 66

Bow Valley College

, 206

Business papers

, 108

Business plans

, 108, 113

Business professionals

, 105, 107

Business strategy

, 252

Business texting

, 113

Business writing

, 113

Cabrini University

, 206

California Common Core Standards (CACCS)

, 269–270

Case studies

, 51

Case-based active learning approach

, 66

Case-based learning (CBL)

, 50

Class flipping

, 68

Clickers

, 219–220

Cloud computing

, 282

Cloud words

, 183

Cognitive computation

, 282

Cognitive computing

, 282

Collaboration

, 45, 156–157

Collaborative learning

, 50, 161

Collaborative partnerships

, 49

College of Business and Administration (CBA)

, 82–83

College of Engineering (CE)

, 82–83

College of Law (CL)

, 82–83

Communication skills

, 105

in business

, 108

evolution

, 109–110

Communication through writing

, 111

Communities of practice

, 155

Community of inquiry (CoI)

, 214

Computer-based test (CBT)

, 268

Constructivism

, 42–43, 45

Content reflection

, 130–131

Content writing

, 111–114

blogs

, 113

business plans

, 113

business texting

, 113

communication through writing

, 111

creative writing

, 112

email

, 112–113

journalism

, 112

letter writing

, 113–114

memorandum

, 113

research

, 111–112

social media writing

, 114

Continuous Professional Development (CPD)

, 158, 162–163

Conventional educational approaches

, 64–65

Council of International Schools (CIS)

, 269–270

COVID-19

educational challenges

, 230–231

health crisis

, 159

pandemic

, 62, 65, 135–136, 154

Creative writing

, 106, 112

Critical reflection theory

, 130–131

Dashboards

, 83

Data analysis

, 92–99

Data mining

, 83–87, 92

analysis

, 93–94

discussion forums

, 95–96, 99

file

, 98

four-year historic activity report analysis

, 93–94

log file data mining results

, 96

quiz

, 95

quiz attempt view

, 96

status of submission

, 96–97

turnitin assignment

, 97–98

Data security

, 49

Data sources

, 86–87

DBMiner

, 85–86

Delgado Community College

, 203–204

Delphi study

, 206–207

Development

, 45

capacity

, 1

DigComp

, 161

Digital Economy and Society Index (DESI)

, 169

Digital identities

, 110

Digital innovation

, 80–81

Digital learning technologies

, 80–81

Digital resources

, 142

Digital technology

, 33, 154, 180–181

Digital transformation (see also Educational transformation)

, 63, 104, 126–127, 199, 231

propositions for initiatives related to digital transformation of education

, 144–148

Digitalization

, 138

Discovery-based active learning approach

, 66

Discussion forums

, 95–96

Distance education

, 178

Divergent situations

, 141

E-learning

, 50, 282

E-mentoring programs

, 168

E-professionalism

, 110

Economics

, 238

education

, 62

Economics students

, 62

challenges and opportunities

, 68

future recommendations

, 72–73

implications for policymakers

, 70–72

key findings

, 68–70

literature review

, 64–70

methodology

, 63–64

teaching orientation

, 73–74

theoretical framework

, 64–65

Education

, 27, 42–43, 129–130

administrators

, 71, 105–106

data analytics framework

, 178

supported by artificial intelligence

, 180

for sustainability

, 154

Education 4.0

, 178

Education for Sustainable Development

, 28–29

Education for Sustainable Education (ESD)

, 26

Educational challenges

, 230–231

Educational Data Mining (EDM)

, 83–86

process

, 84

Educational institutions

, 32, 65, 156

Educational leadership

, 18

Educational policies and practices

, 28–29

Educational sustainability

, 26

association of educational sustainability with educational transformation

, 28

and education for sustainable development

, 26–27

educational policies and practices

, 28–29

educational transformation to prepare students for jobs

, 29–30

external relations to develop competencies

, 33–34

key drivers for transforming education

, 30–33

need for

, 27

rethinking approaches of educational practice

, 29

and transformation in education

, 26–30

Educational transformation

educational sustainability and

, 26–30

key drivers for

, 30–33

to prepare students for jobs

, 29–30

Educators

, 66, 68, 134

Email

, 112–113

EmSAT test

, 260, 265

English language learners (ELLs)

, 232–233

Entrepreneurship

, 1

Entrepreneurship

, 11, 13

European School of Sustainability Sciences and Research (ESSSR)

, 31

Evidence-based EdTech solutions

, 73

Experience

, 132

Experiential learning

, 132–133

Exploratory case study

, 86

Extrinsic motivation

, 251

Face-to-face driver model

, 232–233

Facilitator

, 137–138

Faculty

, 71, 105–106

capacity

, 17

members

, 104–105

training and support

, 53

Feedback

, 52

Flex model

, 234–235

Flexibly accessible learning environment (FALE)

, 200–201

Flipped classroom method

, 50, 52

Four-year historic activity report analysis

, 93–94

Fund-raising

, 13

General Educational Development (GED)

, 268

Google Docs

, 199

Google Wave

, 199

Government officers

, 71, 106

Graduate studies

, 134–135

Grant applications

, 108

Group discussions and debate

, 51

Group work

, 43

Health Information Administration (HIA)

, 104–105

Health profession education

, 42

key concepts and principles of active learning in

, 45–46

Health research institutions

, 49

High school diploma

, 265

High School Equivalency policy (HSE policy)

, 260–261

aims and objective

, 261–262

benchmark assessment

, 264–265

knowledge-based economy

, 263

literature review

, 262–269

methodology

, 269–271

options and challenges

, 268–269

qualifications and skills mismatch

, 263–264

results

, 271–272

teaching orientation

, 274–276

theoretical and conceptual framework

, 262–263

in UAE

, 265

in US context

, 267–268

for US-Curriculum Schools

, 266–267

Higher education (HE)

, 1, 9, 31, 80, 105, 207

active and transformative learning system in

, 8–15

faculty’s commitments

, 31

institutions

, 99

matching in times of change

, 12

in times of fast and disruptive changes

, 5, 7–8

Higher-order thinking skills, promotion of

, 45

Historic 4-year log data

, 96

Historic learning analytics

, 85

Hybrid education model

, 178, 180–181

clustering stage

, 186–188

data exploration stage

, 183–185

experimental results

, 189–194

extraction and collected data stage

, 181–183

future work

, 194

interpretation stage

, 188

proposed methodology

, 181–189

related work

, 179–181

validation stage

, 189

Hybrid learning

, 180

in-service teacher education, professional development, and teacher evaluation

, 158–160

innovative hybrid learning models

, 162–169

new educational paradigm

, 155–158

structuring principles of active teacher training

, 165

teaching and research orientation

, 171

technology-enhanced active learning

, 160–162

Hybrid-Flexible course design (HyFlex course design)

, 198

benefits

, 201–202

empirical evidence

, 203–206

guiding principles and policies for curriculum alignment and enhanced learning

, 217

instructional design

, 202–203

limitations and challenges

, 212–216

literature review

, 200–201

longitudinal and real-time empirical data

, 219

methodology

, 206–207

need for guiding principles and policies for clear and effective communication

, 219

need for guiding principles and policies for institutional practices

, 218

need for guiding principles and policies for training and support

, 217–218

policy recommendations

, 211–212

results

, 207–209

scalable technological and pedagogical approach

, 219–220

strategies and actions

, 216–217

Idea

, 248

Ill-structured problems

, 141

Impact measurement & learning analytics

, 18

Implementation guidelines

, 202–203

In-service teacher education (ITE)

, 154, 157–158, 160

Incheon Declaration

, 27

Industry

, 9

matching in times of change

, 12

Information and communication technology (ICT)

, 156–157

Information technologies

, 62

Innovation

, 1, 13, 135

Innovative hybrid learning models

, 162–169

Inquiry-based active learning approach

, 66

Inquiry-based learning (IBL)

, 50

Instructional design

, 198, 202–203

Instructional technologies (ITEC)

, 198

Instructors

, 216

Interactive multimedia

, 142

Interdisciplinary program

, 26

International Standard Classification of Education (ISCED)

, 263

International studies

, 154–155

Internships

, 50

Interprofessional education (IPE)

, 42

Intrinsic motivation

, 251

Isomorphism

, 166

Jeddah College of Advertising (JCA)

, 82–83

Journalism

, 106, 112

K-means algorithm

, 188

Key drivers for transforming education

, 30–33

Key performance indicators (KPIs)

, 285

Knowledge and content

, 17

Knowledge assessment methodology tool (KAM tool)

, 263

Knowledge-based economy

, 29–30, 260, 263

Leadership model

, 33

Learner-centered instruction

, 45

Learner-centeredness

, 45

Learners

, 132

Learning

, 42, 126

spheres

, 129

strategies

, 17, 164

Learning analytics

, 80–81, 83

in Saudi Arabia

, 82–83

Learning management systems (LMS)

, 62–63, 80, 82–83, 213–214

Lecturers

, 80

Legal writing

, 116

Lehigh Valley Campus of Pennsylvania State University (PSU-LV)

, 200–201

Letter writing

, 113–114

LinkedIn

, 110

Live lecture streaming (LLS)

, 219–220

Locke’s Goal Setting Theory

, 250

Log file

, 87

data mining results

, 96

historic 4-year log data

, 96

Machine learning (ML)

, 285

Management and business theories

, 251–252

Marketing agents

, 110

Massive open online courses (MOOCs)

, 286

Medical education

, 42

Medical educators

, 42

Memorandum

, 113

Mentoring

, 50

Metaverse

, 14–15, 282

Mezirow’s transformative learning theory

, 64, 72

Modified Cornell split-page method

, 141

Moodle

, 81–84

Moodle Log File

, 91–92

apply data mining

, 92

collect

, 91–92

interpret, evaluate, and deploy results

, 92

pre-process

, 92

Motivation

, 248

literature review

, 249–255

significance of research

, 248–249

teaching orientation

, 256–257

theory

, 251

New England Association of Schools and Colleges (NEASC)

, 269–270

One-minute papers strategy

, 141

Online driver model

, 236

Online education

, 135–136

Online lab model

, 235

Online learning

, 64–65

frameworks

, 62

Online simulations

, 142

Online-based active learning strategies

, 67

Online-based solutions

, 62

Opportunities and challenges of HyFlex course design

, 200

Oracle based information systems for registration, grading, attendance, and advising systems (OPERA systems)

, 82–83

Organization for Economic Co-operation and Development (OECD)

, 29–30

Orientation to learning

, 132

Participatory pedagogies

, 32

Partnership for 21st Century Skills (P21)

, 29–30

Passive learning

, 62–63

Pedagogical differentiation

, 166

Pedagogical methods

, 62–63

Pedagogy

, 231, 248

of sustainability

, 29

Peer evaluation

, 52–53

Peer learning

, 156–157

Peer teaching

, 52

Personal digital mobile devices

, 167

Policy makers

, 71, 106

Post-Covid-19 adoption

, 63

Post-digital era

, 180–181

Post-digital learning spaces

, 180–181

Practical learning activities

, 43

Practical technologies

, 216

Pre and post-assessments

, 52

Pre-COVID-19 learning in universities and colleges

, 230

Premise reflection

, 130–131

Principles of Clinical Trial Program

, 54–57

Privacy

, 49

Problem-based active learning approach

, 66

Problem-based learning (PBL)

, 43, 45, 50

Process reflection

, 130–131

Professional development

, 154, 158, 160

Professional learning

, 156–157

Professional writing

, 107–108

Project-based active learning approach

, 66

Project-based learning

, 43, 51, 161

Promoting transformative active learning at SNIH

, 49–54

Qualifications and skills mismatch

, 263–264

Quiz

, 95

attempt view

, 96

Readiness to learn

, 132

Reflection

, 52

Reflective learning

, 130

Reinforcement Theory of Motivation

, 250

Remote live participation (RLP)

, 200–201

Research

, 1

education

, 46

Research, Development (R&D)

, 13

Resistance to change

, 53

Resources

, 32–33

Role-playing

, 51

Rotation model

, 234

Rubrics

, 52

Sakai

, 81–82

Saudi Arabia

, 281–282

Active and Transformative Learning as integrated set of value-adding initiatives

, 284–288

Active and Transformative Learning enablers

, 288–291

supplementary material

, 291–295

Vision 2030 implementation and resilience

, 281–284

Saudi Arabian higher education

, 80

contribution to theory and applied industry

, 100

data analysis

, 92–99

data mining

, 87–92

EDM

, 83–86

findings

, 99

future research

, 101

learning analytics

, 81–83

limitation

, 100

methodology

, 86–87

transformative learning

, 80–81

Saudi National Institute of Health (SNIH)

, 42–43, 58

assessing effectiveness of active learning at

, 52–53

background and context

, 42–43

case studies

, 54–57

challenges and opportunities for promoting active learning at

, 53–54

current challenges and opportunities

, 49

current teaching methods and approaches

, 49–51

educational and training initiatives

, 48

future direction for transformative active learning

, 58–59

history and mission

, 47–48

key features of active learning methods

, 51–52

objectives, strategies, and outcomes

, 55–57

promoting transformative active learning at

, 49–54

purpose

, 43

recommendations

, 57–58

theoretical framework

, 43–47

Saudi Vision 2030 program

, 47

School systems

, 157

Science, Technology, Engineering, and Mathematics (STEM)

, 59, 261, 268–269

Science, technology, engineering, arts, and mathematics disciplines (STEAM disciplines)

, 70, 117, 127, 249

Science Technology and Innovation (STI)

, 261

Self-blend model

, 236

Self-concept

, 132

Self-directed learning

, 44, 126

Self-Efficacy Theory of Motivation

, 250

Self-regulated learning (SRL)

, 101

Simulation-based learning

, 45–46

Simulations

, 51

Skills and competencies uniqueness

, 17

Smartphones

, 167

Social impact

, 134

Social media

, 62–63

and business

, 115

for student writers

, 110–111

writing

, 114

Social movement

, 155–156

Social presence

, 214

Social sensing

, 282

Space and resources

, 53

SPSS Clementine

, 85–86

Stakeholders

, 62

Standard operating procedures (SOPs)

, 108

Start-up incubators

, 13

Status of submission

, 96–97

Strategic writing

, 111

Strategy

, 252–255

teacher employ

, 252–254

Strength, weaknesses, opportunities, threats analysis (SWOT analysis)

, 253

Student engagement

, 64–66, 231

and motivation

, 53

Student writers, importance of social media for

, 110–111

Student-centered learning

, 199

Student-mediated podcasts

, 62–63

Students

, 71

Students’ engagement

, 31–32

Successful teaching and learning

, 128

Surveys

, 52

Sustainability

, 26–27, 63, 104, 126–127, 199, 231

Sustainable development (SD)

, 26, 283–284

17 sustainable development goals (SDG)

, 26–27

Synchronous learning in distributed environments (SLIDE)

, 200–201

Tablets

, 167

Teachers

, 126, 154

appraisal

, 160

education

, 154

educators

, 154–155, 157, 159

evaluation

, 158–160

Teaching

, 230

presence

, 214

sustainability

, 29

Teaching writing

in promoting active and transformative learning

, 116–117

research findings about

, 104–106

Team-based learning

, 68

Technical communication (TC)

, 104

Technical reports

, 108

Technological skills

, 155

Technology

, 46, 80, 248

enablers

, 164

infrastructure

, 53

transfer offices

, 13

Technology-enhanced active learning

, 160–162

Technology-enhanced learning

, 170

enhancement

, 17

Topic modeling

, 183

Training models

, 162

Transformation

, 268–269, 283–284

Transformational learning theory

, 128, 131

Transformational visions

, 30–31

Transformative active learning

, 42–43, 45

future direction for

, 58–59

Transformative learning

, 9, 11, 31–32, 62–63, 128, 134, 155

implications of research

, 143

propositions for initiatives related to digital transformation of education

, 144–148

Saudi Arabian higher education

, 80–81

strategies

, 128, 138, 143

in transforming higher education

, 134–138

Transforming higher education

, 134–138

Turnitin assignment

, 97–98

Twenty-first-century skills

, 29–30

UAE Ministry of Education (MOE)

, 260

Undergraduate studies

, 134–135

UNESCO

, 29–30

Universities

, 109, 156

digitalization

, 135

University of Business and Technology (UBT)

, 82–83

University of St. Thomas

, 205

Virtual and augmented reality technology (VR/AR)

, 256

Virtual education

, 179

Virtual labs

, 142

Virtual learning

, 236

Virtual reality

, 178, 282

Vision 2030 implementation and resilience

, 281–284

Vocational training programs

, 134–135

Web science

, 282

Weka tool

, 84–86

Word Clouds

, 183–185

Workplace writing

, 115–116

World Culture Theory

, 264

Writing

, 103–104, 141

artificial intelligence replace writers

, 114–115

business professionals

, 107

communication skills in business

, 108

content writing

, 111–114

evolution of communication skills

, 109–110

importance of being proactive

, 108

importance of social media for student writers

, 110–111

nutshell

, 107

research findings about teaching writing

, 104–106

social media and business

, 115

teaching orientation

, 120–122

teaching writing in promoting active and transformative learning

, 116–117

transformative role of writing in active learning approaches in STEAM disciplines

, 106–111

universities

, 109

workplace writing

, 115–116