Academic infrastructure

, 108–109

Academic institutions

, 5

Academic integrity

, 33–34, 49

Accreditation assurance

, 93

Active learning

, 8, 48, 50

Adult education

, 50–53

Adult literacy education

, 51

Advanced research technologies

, 11

Adventure

, 129

Alpha Go

, 105

Amazon

, 156

American Council on Education (ACE)

, 91–92

American Federation of Teachers (AFT)

, 32

Anticipated AI-driven disruptions

, 108

Arab educational platforms

, 131

Artificial general intelligence (AGI)

, 2, 102–103, 105, 108–109

academic infrastructure

, 108–109

AI, ANI and

, 104–105

ANI

, 105

anticipated AI-driven disruptions

, 108

ASI

, 106

curriculum design

, 110

disruptive innovation theory

, 107–108

global accessibility

, 111

grading and assessment

, 110

graduation pathways

, 110–111

instructional practice

, 109–110

integrating frameworks to understand AGI’s impact on higher education

, 108

technological determinism

, 106–107

technology impacts society

, 104

theoretical perspectives

, 106

virtual and augmented realities in education

, 109

Artificial intelligence (AI)

, 104–105

active and transformative learning

, 48–50

activities with AI

, 55

AI-driven academic advising

, 160

AI-driven transformation

, 25–27

AI-Enabled Vision Scenarios 2030

, 164–168

AI-powered virtual assistants

, 160

challenges of AI-Driven Transformation

, 27–32

characterization

, 53

competencies

, 29

concerns and difficulties in usage

, 56

dangers and constraints associated with AI

, 60

digital literacy, adult education and educational policies

, 50–53

directions on AI deployment in higher education

, 157–162

divide

, 30

emerging AI Landscape

, 156–157

future directions

, 168–169

Higher Education 2030

, 162–164

integration by teacher suggestions

, 58

knowledge and use of AI tools

, 53–58

large language models

, 157

legislation and regulations in education

, 32–34

method and results

, 53–59

misuse and adverse effects

, 31–32

personalized education through

, 8–9

positioning on potential of AI tools as educational resources

, 58–59

potential use in self-study and learning tasks

, 59

practical implications

, 37–38

promises and expectations of AI integration in education

, 35–37

respondent profile

, 54

Revolution 2030

, 156

skills and competencies

, 28–29

suggestions for further studies

, 38

teachers integration in class

, 57

teaching and Learning with generative artificial intelligence

, 47–48

technological and technical support

, 29–31

technologies

, 36, 61

tool referencing

, 56

tools integrated into teaching and learning possibilities

, 60

tools integration

, 58

tools potential

, 60

Artificial Intelligence Act (AI Act)

, 34

Artificial Intelligence in Education (AIEd) technologies

, 35–36

Artificial Narrow Intelligence (ANI)

, 104–105

Artificial Super Intelligence (ASI)

, 106

Asynchronous collaborative learning

, 134

Asynchronous tools

, 9–10

Athropic

, 156

Augmented reality (AR)

, 109, 147

in education

, 109

immersive learning through

, 8

Automated content generation

, 160

Bard

, 32

Big data

, 28

analytics for institutional management

, 9

Blended learning strategy (see also Diffuse learning strategy; Micro-learning strategy; Smart learning strategy)

, 132–134

blended learning requirements

, 133

challenges and obstacles to

, 134

characteristics and advantages of

, 133–134

foundations of

, 133

Blockchain for credential verification

, 9

Business process reengineering

, 3–4

Canva Magic Studio

, 156

Change management models

, 14

ChatGPT

, 32–35

in education

, 48

Claude

, 157

Climate science

, 11

Cloud computing

, 2, 10

advantages of cloud computing in education

, 140–141

strategy

, 140–141

types of

, 141

Cloud systems

, 28

Cohere

, 157

CohereAI

, 156

Collaborations

with industry partners

, 93–94

industry-relevant micro-credentials

, 93–94

labour force readiness improvement through

, 94

labour force readiness improvement through collaboration

, 94

Collaborative processes

, 4

Colleges, strategies for

, 92–93

Communication technologies

, 106

Competency-based education

, 92

Competency–based learning

, 86

Content creation. AI

, 158, 161, 164–165

Conventional degrees, value perception in comparison to

, 90–92

Convergent thinking

, 145

Cooperative games

, 72

Coronavirus pandemic

, 27

Coursera

, 86–88, 93

COVID-19 pandemic

, 12, 84

Creativity

, 128

CredenceLedger

, 9

Credential verification, blockchain for

, 9

Critical literacy

, 51

Critical thinking

, 66, 74–75

digital game-based learning in boosting students’

, 76–77

disposition

, 77

Cross-skilling

, 84

Cultural literacy

, 51

Curriculum design

, 110

Data analysis

, 88

Deep Blue

, 105

Design thinking

characteristics of

, 146

design thinking methodology

, 145

foundations of design thinking success

, 142–145

stages of

, 145–146

strategy

, 143–148

Differential thinking

, 145

Diffuse learning strategy (see also Micro-learning strategy; Smart learning strategy)

, 138–139

advantages of

, 139

characteristics of

, 139

Digital competencies

, 29

Digital divide

, 24–25

Digital games

, 67–69

approach

, 67–69

in boosting students’ critical thinking skills in science education

, 76–77

challenges confronted incorporating digital game-based learning in science education

, 73–74

digital game-based education

, 66, 73–74

digital game-based instruction

, 71–72

digital game-based learning

, 66–67, 69–71

effect

, 77

to enhance learning in science education

, 69–70

integrating natural language processing in

, 72–73

leveraging learning enhancement through

, 67

as teaching tool in science education

, 71–72

Digital innovation

, 48

Digital learning

, 26

modules

, 10

Digital literacy

, 50, 53

skills

, 75–76

Digital marketing

, 88

Digital maturity and readiness

, 14

Digital technologies

, 9–11, 32

Digital transformation (DT)

, 28

characteristics and e-learning features

, 123–126

in HEIs

, 16

of higher education

, 25, 32–33

initiatives in higher education

, 7–12

requirements for effective digital transformation in higher education

, 12–16

strategies

, 116–117, 119, 122

two groups

, 120–121

Digitalization

, 24, 147–148

Dispersed learning strategy, advantages of

, 139

Disruptive innovation

, 107

theory

, 107–108

Divergent thinking

, 145

Diversification

, 168

E-design thinking strategy

, 118

E-learning

, 136

environment

, 135–136

platforms

, 93

Education

, 86

advantages of cloud computing in

, 140–141

AI legislation and regulations in

, 32–34

CoPilot

, 156

justifications for using platforms in

, 131

paradigm change for new models of

, 89

promises and expectations of AI integration in

, 35–37

virtual and augmented realities in

, 109

Education out of the box. AI

, 159, 162, 165

Educational games

, 67

Educational institutions

, 26–28, 33–34

Educational platforms, challenges facing work of

, 130

Educational policies

, 50–51, 53

Educational process

, 50–51, 118, 136

Educational resources, positioning on potential of AI tools as

, 58–59

Educational systems

, 32

Educational technology tools

, 117

Educators

, 32

Edx

, 86–87, 93

Electronic educational platforms

, 131

characteristics of electronic educational platforms strategy

, 130

Electronic project strategy

, 122–132

challenges facing work of educational platforms

, 130

characteristics of

, 127–128

characteristics of electronic educational platforms strategy

, 130

justifications for using platforms in education and training

, 131

pillars of smart electronic educational platforms

, 131

positions of smart electronic educational platforms

, 131–132

smart electronic platform strategy

, 129–130

stages of electronic project-based learning strategy

, 128–129

types of electronic educational platforms

, 131

Elicit

, 157

Emerging technologies

, 24

Employers

advantages for

, 89

perception

, 90–91

talent identification and recruitment

, 89

workforce skill gaps addressed by training programs

, 89

Engaged learning

, 130

Ethereum

, 9

European Commission

, 95–96

Digital Education Action Plan

, 94

European Economic Area (EEA)

, 33

European Qualifications Framework (EQF)

, 90

European Union (EU)

, 33, 91

Experiential learning

, 92

Faculty development

, 88

Foreign educational platforms

, 131

Functional literacy

, 51

FutureLearn

, 86–87

Game content

, 74

Game-based learning

, 66

in science education

, 66

Gemini (me!)

, 157

Gender discrepancies

, 52

General Data Protection Regulation (GDPR)

, 33

Generative artificial intelligence (Gen-AI)

, 28, 46, 50

limitations and changes

, 48–50

teaching and learning with

, 47–48

tools

, 47–48, 50–51, 62

Generative Open AI

, 2, 156

Generative Pre-trained Transformer 4 (GPT-4)

, 157

Genomics

, 11

Glean

, 156

Global accessibility

, 111

Global collaboration networks

, 11

Google

, 156

Government policies

, 28

Governments

, 33

Grading and assessment

, 110

Graduation pathways

, 110–111

High-performance computing resources

, 11

Higher education (HE)

, 26, 62, 102

digital transformation initiatives in

, 7–12

directions on AI deployment in

, 157–162

impact on future landscape of

, 95–96

integrating frameworks to understand AGI’s impact on

, 108

landscape

, 7–8

micro-credential integration into

, 92–94

overview of micro-credentials in

, 84

requirements for effective digital transformation in

, 12–16

Higher Education 2030

, 162–164

Higher education institutions (HEIs)

, 10–11, 25, 118–119

advantages for

, 88–89

advantages for employers

, 89

paradigm change for new models of education

, 89

pedagogical insights and faculty development

, 88

Higher educational systems

, 119

Homogeneity among institutions

, 91–92

HuggingFace

, 156

Hybrid models

, 9–10

Immersive learning through virtual and augmented reality

, 8

Incremental innovation

, 107

Industry 5.0

, 24–25

Industry linkages

, 94

Industry partners, collaborations with

, 93–94

Industry-relevant micro-credentials

, 93–94

InfectionAI

, 156

Information and communication technology firms (ICT firms)

, 94

Information technology

, 88

Infrastructure as a Service (laaS)

, 141

Innovative learning strategies for digital transformation in higher education

blended learning strategy

, 132–134

cloud computing strategy

, 140–141

design thinking strategy

, 143–148

diffuse learning strategy

, 138–139

digital transformation strategies

, 116–122

electronic project strategy

, 122–132

micro-learning strategy

, 141–143

participatory e-learning strategy

, 134–136

smart learning strategy

, 136–138

Inquiry-based pedagogical practices

challenges confronted incorporating digital game-based learning in science education

, 73–74

conceptualizing digital game-based learning approach

, 67–69

digital game-based learning

, 71

using digital games to enhance learning in science education

, 69–70

employing digital games as teaching tool in science education

, 71–72

integrating natural language processing in digital game-based learning

, 72–73

leveraging learning enhancement through digital games

, 67

literature review

, 67–77

role of digital game-based learning in boosting students’ critical thinking skills in science education

, 76–77

21st century learning competencies for learners

, 74–76

Inquiry–based learning

, 72

Insta-Deep

, 156

Institute of Electrical and Electronics Engineers (IEEE)

, 34

Institutional development plans

, 28

Institutional management, big data analytics for

, 9

Institutions, homogeneity among

, 91–92

Instructional methods

, 46

innovating in

, 47–48

Instructional practices

, 47, 109–110

Instructional system technology

, 102

Instructors

, 36

Integrative platform technologies

, 28

International organizations

, 33

Internet

, 135–136

Internet of Things (IoTs)

, 10

Interpersonal abilities

, 75–76

Jasper

, 157

Justifications for using platforms in education and training

, 131

Key performance indicators (KPIs)

, 147

and analytics

, 4

Khan Academy

, 86–88

Knowledge and use of AI tools

, 53–58

Knowledge dissemination

, 102

Labour force readiness improvement through collaboration

, 94

Large language models (LLMs)

, 24–25, 157–158

Large Language Models for AI-driven services in Universities (LLM. AI)

, 164

Learnersst century learning competencies for

, 21, 74, 76

Learning

, 102, 127

using digital games to enhance learning in science education

, 69–70

enhancement through digital games

, 67

excellence

, 4

with generative artificial intelligence

, 47–48

process

, 26, 46, 51, 71

role of micro-credentials in meeting changing

, 84–85

strategies

, 118

theories

, 116

Learning Analytics

, 2

Learning management systems (LMS)

, 9

LinkedIn Learning

, 86–87, 93

Machine Learning (ML), personalized education through

, 8–9

Market development

, 167

Market penetration

, 166

Marxist terminology

, 106

Massive Open Online Courses (MOOCs)

, 91–92, 147

Memorandums of understanding (MoUs)

, 5

Metaverse

, 2

Methodological approach

, 53

Micro-credentials

, 88–89, 91, 97

advantages for higher education institutions

, 88–89

advantages for students

, 87–88

benefits of

, 87–89

collaborations with industry partners

, 93–94

towards competency-based learning and skill acquisition

, 86

designing and implementing micro-credential programs

, 92

emergence and function of online learning platforms in promoting micro-credentials

, 86–87

evolution of

, 85–87

in HEIs

, 89

in higher education

, 84

historical background and emergence of micro-credentialling

, 85–86

industry skills

, 84

integration into higher education

, 92–94

meeting changing learning demands

, 84–85

micro-credential-based learning

, 86

projected trends in

, 95

providers

, 95

quality and accreditation assurance

, 93

quality and rigour of

, 90

strategies for universities and colleges

, 92–93

Micro-learning strategy (see also Blended learning strategy; Diffuse learning strategy; Smart learning strategy)

, 118, 141, 143

benefits of

, 142–143

features of

, 142

stages of

, 143

Microsoft

, 156

Microsoft Teams

, 9–10

Mobility

, 52

National Funds

, 62

Natural language processing

incorporation of

, 73

integration in digital game-based learning

, 72–73

techniques

, 72–73

Natural language understanding in education

, 160

Non-commercializing micro-credentials

, 92

Notion

, 156

Online learning platforms

, 87

emergence and function of online learning platforms in promoting micro-credentials

, 86–87

Online platforms

, 87–88

Open AI

, 156

Open Educational Resources (OERs)

, 10–11

Open Source Software

, 2

Organization for Economic Cooperation and Development (OECD)

, 34

Pandemic context (2019)

, 116–117

Pandemic crisis (2019)

, 116

Paradigm shift

, 104

Parental educational background

, 51–52

Participatory e-learning environments

, 136

Participatory e-learning strategy

, 134–136

advantages of

, 135–136

characteristics of e-participatory learning strategy

, 136

Participatory literacy

, 51

Pathway Language Model (PaLM)

, 157

Pedagogical approaches

, 92

Pedagogical insights

, 88

Perception

, 52

PerplexityAI

, 157

Personalised learning experience

, 87–88

Personalized education through AI and Machine Learning (ML)

, 8–9

Personalized learning

, 86–87

Personalized learning.AI

, 158, 161, 165

Pervasive learning

, 138

Platform as a Service (PaaS)

, 141

Positive education

, 136–137

Potential supply demand gaps

, 14

Practical skills

, 129

Predictive analytics

, 28

Process-based assessment approach

, 51

Product development

, 166–167

Project plan

, 127

Project work

, 127

Project-based learning

, 122, 127

Public policies

, 156

Quality assurance

, 93

Quality Education

, 168

Quantum computing

, 11

QuestAtlantis

, 70

QuillBot

, 33–34, 157

Recorded lectures

, 10

Recruitment process

, 89

Regulatory arrangements

, 97

Remote learning platforms

, 9–10

Research and Development labs (R&D labs)

, 5

Research capacity and innovation

, 5

Research.AI

, 158, 160–161, 164

Reskilling

, 84

RiverCity

, 70

Roadmapping

, 12–13

Saudi Arabia’s Vision (2030)

, 91, 94

Science education

challenges confronted incorporating digital game-based learning in

, 73–74

digital game-based learning in boosting students’ critical thinking skills in

, 76–77

using digital games to enhance learning in

, 69–70

employing digital games as teaching tool in

, 71–72

Science-based games

, 71–72

Science-focused educational games

, 70

Science-themed video game

, 71–72

SciSpace

, 157

Self–regulated learning

, 86–87

Skill acquisition

, 86

Skill building

, 4

Skill building assistants.AI

, 158–159, 162, 165

Smart boards

, 117

Smart campus technology

, 10

Smart contracts

, 9

Smart education programs

, 137

Smart electronic educational platforms

, 129–130

pillars of

, 131

positions of

, 131–132

Smart electronic platform strategy

, 129–130

Smart fridges

, 104–105

Smart learning strategy (see also Blended learning strategy; Diffuse learning strategy; Micro-learning strategy)

, 136–138

characteristics of

, 138

components of

, 137

importance of

, 137–138

objectives of

, 137

teaching and learning methods

, 119

Smart machines

, 105

Smart speakers

, 104–105

Smartphones

, 104–105

Societies

, 24

technology impacts

, 104

Software as a Service (SaaS)

, 141

Solid educational foundation

, 29

Stability AI

, 156

Stakeholders needs and expectations

, 15

StealthGPT

, 32–34

Students

advantages for

, 87–88

digital literacy

, 27

flexibility and accessibility

, 87

plagiarism

, 49

training and career advancement

, 88

Supportive framework for DT

, 15

Survey of Adult Skills, The

, 51

Sustainable Development Goal (SDG)

, 168

SDG4

, 46

Sustainable technology initiatives

, 11

Synchronous participatory learning

, 134

Talent identification and recruitment

, 89

Teachers

, 71–72

Teaching process

, 27, 29, 38, 46, 50

Teaching strategies

, 75–76

Teaching theories

, 116

Teaching with generative artificial intelligence

, 47–48

Teaching-learning process

, 47–48

Technological advancements

, 37

Technological advances

, 50

Technological change

, 62

Technological determinism

, 106–108

Technological improvements

, 95

Technological skills

, 50

Technologically-assisted learning approaches

, 68–69

Technology

, 31, 50

impacts society

, 104

Tertiary-educated individuals

, 52

Traditional media

, 109

Traditional teaching techniques

, 76–77

Training, justifications for using platforms in

, 131

Training programs, workforce skill gaps addressed by

, 89

Transformations

, 24–25

of education systems

, 25–26

Transformative learning

, 48–50

Transformative process

, 16

Transforming learning

benefits of micro-credentials

, 87–89

concerns and challenges

, 90

evolution of micro-credentials

, 85–87

future directions and implications

, 95–97

homogeneity among institutions

, 91–92

impact on future landscape of higher education

, 95–96

micro-credential integration into higher education

, 92–94

overview of micro-credentials in higher education

, 84

policy considerations and regulatory frameworks

, 96–97

projected trends in micro-credential adoption

, 95

purpose and structure of chapter

, 85

quality and rigour of micro-credential programs

, 90

role of micro-credentials in meeting changing learning demands

, 84–85

value perception in comparison to conventional degrees

, 90–92

TutorAI

, 156

21st century learning competencies for learners

, 74–76

Udacity

, 86–87, 93

Udemy

, 86–88

Universities

, 11

institution

, 102

strategies for

, 92–93

Upskilling

, 84

US National Institute of Standards and Technology (NIST)

, 140

USDE model

, 7

Value perception in comparison to conventional degrees

, 90–92

Video games

, 68–69

Virtual reality (VR)

, 109, 147

in education

, 109

immersive learning through

, 8

Volunteer service

, 129

Workforce skill gaps addressed by training programs

, 89

World Wide Web

, 140

Writing-related technology

, 104

Young adults

, 46, 53

Young children

, 70

Zoom

, 9–10