Khalid Baba, Nour-eddine Elfaddouli, Nicolas Cheimanoff
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引用次数: 0
Abstract
In today’s rapidly evolving technological landscape, educational institutions are at the forefront of integrating smart technologies, inspired by the broader concept of smart cities. The transition to smart campuses, exemplified by the Mohammed VI Polytechnic University (UM6P) case study, is gaining momentum. However, the blueprint for an ideal smart campus is still under exploration. While various studies have proposed innovative models, there’s a need for a cohesive framework that can serve as a foundation for these campuses. The integration of the latest Information and Communication Technology for Education (ICTE) is crucial for the automation of campus facilities. Key technologies such as the Internet of Things (IoT), artificial intelligence (AI), cloud computing, radio-frequency identification (RFID), and Augmented Reality (AR) are central to this transformation. This systematic review delves deep into these technologies, highlighting their collective role in shaping the future of smart campuses. Our research emphasizes that the success of a smart campus is not just about individual technologies but their synergistic application. Recognizing this, we introduce the “Four-Pillar Architectural Framework” for smart campus development, ensuring a holistic approach that encompasses all stakeholders in the educational ecosystem. This framework not only underscores the importance of each technology but also provides a structured approach to their integration. Our study’s primary contribution is this architectural framework, which serves as a roadmap for future research and the development of intelligent systems that enhance the educational experience.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.