Hernandez20 EducationalExperiencesWithGenerationZ 26ago20
Hernandez20 EducationalExperiencesWithGenerationZ 26ago20
Hernandez20 EducationalExperiencesWithGenerationZ 26ago20
net/publication/343356700
Article in International Journal on Interactive Design and Manufacturing (IJIDeM) · September 2020
DOI: 10.1007/s12008-020-00674-9
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ORIGINAL PAPER
Received: 4 December 2019 / Accepted: 23 July 2020 / Published online: 31 July 2020
© Springer-Verlag France SAS, part of Springer Nature 2020
Abstract
The development of the “knowledge society” implies social transformation in which citizens need not only knowledge but
also new skills and competencies, some unpredictable, to face new situations. Students of Generation Z are authentic digital
natives who are a hyper cognitive generation with different student profiles than before. They are creating pressures for
change, and there is a growing competition of universities for global human talent and demand for qualified graduates to do
jobs that do not yet exist. Even the very development of technology, which is available to many, has motivated world-class
universities to develop innovative programs and new ideas to accelerate and improve the teaching and learning process for
knowledge and competencies. One of the most important actions to achieve this is the investment in technological resources
to offer new ways of teaching and learning. Technology adds value to the teaching and learning experience, which students
exploit widely to improve or accelerate the academic process, but technology can certainly also promote or develop additional
skills and competencies. In this research, we present a review of educational technology with examples of current applica-
tions performed by different educational institutions. Also, students of Generation Z relationship and preferences regarding
educational technologies are presented. Besides, emerging technologies that are being exploited by this Generation Z of
students in Higher Education Institutions are identified and analyzed. This research presents the experiences of several suc-
cessful and innovative cases regarding teaching students of Generation Z.
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International Journal on Interactive Design and Manufacturing (IJIDeM) (2020) 14:847–859 849
experiences, thus giving rise to social cohorts. These gen- participated, 40% of respondents indicated that they wish to
erations are 17-20 years in length, [13]. Five generations are perform a career related to technology [16]. GenZ relation-
identified today: ship with technology is intense. Most of them spend at least
9 h interacting in digital environments. Videos posted in
1. The traditionalists who were born between 1928 and YouTube are their preferred, looking on average 70 videos
1944, daily. They are also creators, half of them develop their own
2. The Baby Boomers (Boomers), born between 1945 and digital content and share it in different platforms. Digital
1965, gaming and communication are also important for them
3. Generation X, born between 1965 and 1979, [17]. Their distinguishing technologies are Google glass,
4. Generation Y (Millennials), born between 1980 and graphene, nano-computing, 3-D printing, driverless cars,
1995, among others [18]. Within education, they expect to inter-
5. Generation Z (post-Millennials, iGen), born after 1995 act as they do in their daily lives. Besides, they like to learn
[14] and independently, collaboratively and at their own pace [19].
6. Generation Alpha or the Google Kids born between Table 2 shows the attitudes changed for the GenZ; students
2010 and 2025 [15]. of GenZ are more confident, tech-savvy, and focus on the
personal development.
each of them has their own characteristic. Baby Boomers are the parents of GenY, and GenX are the
Generation Z (GenZ) born with technology, and are parents of GenZ. Generations X and Y were educated by par-
known as digital natives. They are always connected to ents living in different economical situation. Perception of
the networks and are fast in all the activities they perform, students of GenZ is different, because they are self-learners
including taking decisions. As a result of their technology with access the educational resources (Singh, 2014). Usu-
attachment, they are also known as iGeneration, Gen Tech, ally, they are online exploiting several resources (courses,
Online Generation, Facebook Generation, Switchers and videos, etc.) for learning considering the internet as the main
“always clicking” [11]. They are so technology driven that provider of information/knowledge.
in a survey in which 1300 middle and high school students Table 3 shows main differences between these genera-
tions. The technological, economic and social context have
influence the behavior/thinking/decision making of the dif-
Table 2 Attitudes GenZ [20] ferent generations, but specifically, as can be see the change
Before GenZ Transition to GenZ management by GenZ, [21]. GenZ shows frequent communi-
cation instead of lengthy communication and the fact GenZ
Internet access A privilege A human right
spend most of the time online; this change the way GenZ
Influence Purchased Earned
learn at universities, they prefer learn through images/vid-
IP/patents Value creators Barriers
eos/audio instead of text compare the previous generations.
Failure Avoided Embraced
The paper is arranged as follows: In Sect. 2, students of
Gaming Non-value-add play Foundation for engagement
GenZ relationship and preferences regarding educational
Uncertainty Prepared to Predicted
technologies are presented. Section 3 reviews ten technolo-
Retirement A destination A journey
gies that will have a great impact in the educational domain
Connectivity A luxury A necessity
and compiles some experiences in using these technologies
Behavior Challenge the rules Change the rules Create the rules Customize the rules
Training Preferred in moderation Required to keep me Continuous and expected Ongoing and essential
Learning style Facilitated Independent Collaborative and networked Technology based
Communication style Guarded Hub and spoke Collaborative Face to face
Problem solving Horizontal Independent Collaborative Entrepeneurial
Decision-making Team informed Team included Team decided Team persuaded
Leadership style Unilateral Weekly/daily Partner Teaching
Feedback Once per year, during the Weekly/daily On demand Consistent and frequent
annual review
Change management Change = caution Change = opportunity Change = improvement Change = expected
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850 International Journal on Interactive Design and Manufacturing (IJIDeM) (2020) 14:847–859
for teaching GenZ students. Section 4 discusses the main In order to teach the latest generation of students with
results. Section 5 concludes the paper. technology in an effectively form, educators need to consider
some assumptions, [27]:
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Table 4 GenZ characteristics and teaching–learning design strategies and approaches to support GenZ
Characteristic Teaching–learning design strategies and approaches to support GenZ
High consumers of technology and cravers of the digital world Instruct how to assess the credibility, relevance & accuracy of digital
sources: Use online tutorials to demonstrate information literacy
concepts
Explain the ethical responsibilities related to confidentiality/social
media use: Facebook, Twitter, Faculty-created YouTube channel,
Virtual group work, Remind app for reminders, Readings on tablets/
smartphones, Use available online learning resources, Review course
materials with e-flashcards using apps, Create interactive whiteboard
screencasts using apps
Consider innovative approaches to learning: Hybrid/blended courses,
Cocurricular formats, such as MOOCS, Interactive gaming, Virtual
learning environments, e-audience response systems
Adopt interactive e-textbooks. Encourage students to use their own
technology when engaging in class activities
Pragmatic Employ experiential learning: Internships, Service learning
Incorporate real-life experiences into course content and clearly connect
theory content to real-life experiences: Tell a story, Link classroom
learning to experiences
Be transparent and explain rationale for teaching decisions
Underdeveloped social and relationship skills Offer convenient faculty office hours or electronic office hours
Show up early and or stay late after class to engage students in discus-
sions
Explain/demonstrate group processing and interpersonal skills: Vide-
otapes
Provide simulations, including laboratory practices
Revise group and cooperative learning assignments: Assign group roles
Focusing the group to help edit/refine the project, Provide guidelines for
work
Cautious and concerned with emotional, physical, and financial safety Emphasize safety, but not unpreparedness
Help students engage in dialogical conversations with someone with
whom they disagree, especially regarding controversial and or sensi-
tive topics
Require learners to gain responsibility: Consider using learning con-
tracts, (practicum experiences), Provide choices in assignment topics
when possible, Spread out assignment portions to curb assignment
binging and procrastination
Individualistic Allow students to work independently (own pace): Self-study online
modules
As possible, flexibility in curriculum and/or coursework is advisable:
Electives, course sequencing options, Select from menu of course
assignments
Increased risk for isolation, anxiety, insecurity, and depression Reassure students and nurture participation in class, Encourage healthy
behaviors
Refer students to appropriate resources
Advocate for student therapy services, including frequent offerings and
accessible, on-campus hours, Student identify classmate and record
contact information
Lack of attention span, desiring convenience and immediacy Set realistic expectations for students in terms of faculty availability
Help focus attention with short bursts of teaching
Regularly switch between teaching–learning modalities: To engage
students with short attention spans, use various modalities (lecture,
discussion, videos, demos)
Aim for depth versus breath of information
Carefully select readings to include only necessary information
Use active teaching–learning techniques: Concept mapping, Flipped
classroom, Case studies, Problem-based learning
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Table 4 (continued)
Characteristic Teaching–learning design strategies and approaches to support GenZ
Open-minded, diverse, and comfortable with diversity Facilitate class discussions on inclusiveness and tolerance
Focus group work on varied viewpoints with heterogenous groups of
students
Use narratives and storytelling to teach students from diverse back-
grounds
Nurture a creative spirit in students, encouraging innovation, creativity,
and growth
Use varied methods to teach and assess learning
Sedentary activism Incorporate service learning experiences throughout, focusing on social
change and current issues: Allow students to select experiences as
appropriate
Encourage involvement in local community or campus
Structure activism activities that use the Internet or social media
cases of use of emerging technology to improve the teaching restrictions of time and location, leading to a much faster
and learning process, as well as the own experiences of the transfer of knowledge and a better understanding of the
authors with some applications. maintenance processes. Eduardo González has used Aug-
mented Reality (AR) to improve educational processes
3.1 Virtual and augmented reality in areas such as manufacturing, laboratories, and com-
bustion engines by transferring procedural and practical
Augmented Reality (AR) is a variation of Virtual Reality knowledge using visual anchors to methods of instruction
(VR), which is often defined as “the use of real-time digi- [30]. Students believe that AR makes it easier for them to
tal computers and other special hardware and software to learn and remember processes; they also report cases in
generate a simulation of an alternate world or environment, which maintenance, procedures, and assembly implemen-
which is believable as real or true by the users.” VR creates tation times are up to 80% faster and have zero errors. AR
an environment in which the user feels/seems to be moving technology provides students with experiential learning
inside a computer-created virtual world in the same way in in virtual environments that facilitate their interactions,
which people move inside the natural environment; the user decision-making, and collaboration using real applications
cannot perceive the real one which surrounds him. AR allows characterized by flexibility. Creating a powerful combina-
the user to see the real world augmented with superimposed tion of immersive user experiences, both virtual reality
virtual objects. While VR replaces reality totally, AR sup- and augmented reality are now being used in many edu-
plements it, creating an environment in which real/virtual cational platforms.
objects harmonically coexist. AR exploits perceptive-motor Patricia Salinas and Eduardo Gonzalez applied AR
skills of users in the real world, creating a special type of technology using a didactic prototype that promotes
human–machine interaction, [29]. visualization skills with mathematical content. Starting
AR is increasingly popular in education, advertising, with a basic two-dimensional prototype, one can create
maintenance and training, marketing, and entertainment. In a 3-dimensional object through specific actions in space
education (and maintenance), the transfer of knowledge is and time. In this sense, the creation of a prototype helps
faster than the traditional methods. Many of the AR applica- the user develop cognitive abilities, which will be used in
tions are customized; their development demands different the relating of algebraic, numeric, and graphic representa-
skills, including programming, designing, modeling, animat- tions of mathematical knowledge. The AR production of
ing, and texturing. mathematical objects allows students to record the pro-
The way students of GenZ learn is important when build- cedures and thereby to develop visualization skills. The
ing an educational strategy in an institution, which is very pilot experience confirms that AR technology in education
dynamic and more online than previous generations. Usually increases the current motivation of students to learn. This
students of GenZ prefers to learn at their on pace mainly by work aims to study the development of didactic resources
doing something practical. More attractive courses, students that serve students in the learning of visual and tangible
of GenZ want to do something, to create, to interact, to be mathematics. This educational project received third place
active no passive anymore. in the “Teaching Delivery” category of The Wharton-QS
In the case of aviation, it takes up to 2000 h for Stars Awards 2014: Reimagine Education [31].
inspectors to be completely trained. AR can remove the
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Advantages This technology allows users to manipulate the be easy. Additionally, this educational system is correlated
object of study better, go to places securely and without with the labor market, graduated of GenZ will be a qualified
costs, simulate processes, design products more efficiently, workforce on the market.
understand complex concepts, develop empathy and visu- In the course, Manufacturing Engineering, students have
alization skills, and increase motivation. Academic perfor- to demonstrate a particular process using 3D printing to
mance is also improved, and the transfer of knowledge is deepen their understanding of the course concepts and to
faster. have a better physical visualization; in addition, by learning
3D printing technology [33], students have a better percep-
Disadvantages The high cost of implementation and main- tion of the material-tool-machine interactions. The manufac-
tenance is still an issue. On the other hand, effectiveness in turing processes developed were Closed Die Forging, Roll
education has not been well determined, and social rela- Forming, Injection Molding, Spinning, Turning, and Ring
tionships are not developed through this technology. Finally, Rolling. Each team makes a presentation of their model,
someone with virtual abilities does not necessarily perform which is peer-evaluated by all the teams in the course. The
the same in the real world. demonstration prototype should be assembled on the pro-
vided platform and should have a maximum volume of
Suggestions for implementation 30 × 20 × 20 cm3. Rodríguez González believes that students
develop their creativity and participate enthusiastically due
1. Make sure the hardware and software meet the demands to the level of the competition promoted among the teams.
of the course content.
2. The devices must be comfortable to wear. Advantages In an educational context, 3D Printing allows
3. The connectivity and compatibility of the devices in the students to have a better understanding of content and
classroom must be determined. the interactions among different variables (material-tool-
4. Activities performed in class must stimulate interactions machine); it develops spatial visualization, representational,
among the students and professors. and proportional reasoning skills. This technology also
5. Academicians must design the virtual learning scenarios increases motivation and augments the exchange of ideas
[9, 32]. among students.
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854 International Journal on Interactive Design and Manufacturing (IJIDeM) (2020) 14:847–859
was employed in ten sessions, which represented 30% of the must be of extraordinary speed. Effectiveness in educa-
course. This educational experience recreates the dynamic tion has not been yet determined, and it could cause visual
of face-to-face courses for geographically distributed stu- fatigue.
dents through the use of holographic and robotic technology.
Students feel the presence of the professor in the classroom Suggestions for implementation
because of a human scale holographic image, bi-directional
audio, video, and autonomous movements of the remotely 1. Classroom architecture must be modified to accommo-
controlled robot. The teacher or specialist can see and hear date the technology and equipment needed.
the students in real-time, offering them special attention, and 2. Internet speed must be as fast as possible.
giving them immediate feedback. 3. Use projection of high quality to have realistic holo-
Members of GenZ are avid consumers of technology and grams.
cravers of the digital world. As true digital natives and the
only generation raised exclusively with a technology influ- 3.4 Wearable devices
ence, GenZ is highly accustomed to interacting, sometimes
solely, in the digital world. Their technology habits lead The new inexpensive sensors (traditional, nano-sensors,
them to demonstrate a limited attention span, and they bore bio-sensors, etc.), which are embedded in wearable devices,
easily when they perceive monotony. allow new opportunities and ideas for their use in contin-
This model offers the experience of having a holographic uous-health monitoring situations. The great popularity
professor in the classroom, providing virtual mobility any- of devices such as the Apple Watch, Fitbit, and Garmin is
where in the world, personalized interaction with students, inspiring students GenZ and entrepreneurs in Engineering
and delivering the social presence of a classroom, even and Science to develop novel applications in different areas,
though the teacher is not really physically present. Seeing especially in healthcare.
the life-sized professor generates a sum of emotions among Since 2015, the Electrical and Electronic ENG Dept of
the students who perceive that the professor is there, thus Imperial College London has explored the extent to which
humanizing long-distance education. Each session was pre- student engagement and learning can be enhanced by invit-
pared with technological tools designed to homogenize the ing the students to perform signal processing on themselves
level of learning in all the students of the course while cap- to produce their own physiological data. Using new, wear-
turing their attention through the projection of an anatomi- able, sensor technology, the students record their electro-
cally correct and life-sized image of the teacher (the “avatar cardiograms and perform both time and spectral domain-
professor”). estimation tasks using their own real data. Building a bridge
This project achieved several objectives, the most impor- between the theoretical material in the lessons and cutting-
tant ones being the improvement in the level of engagement edge research engagement is improved. The academic pro-
of the students in the classroom, their interactive participa- ject was designed to stimulate inquiry into the algorithmic
tion, and their active involvement in the tutoring/coaching requirements that achieve certain digital-signal-processing
processes. The main benefits of this project consisted of tasks. This approach becomes a path to learning, discovery,
offering solutions that are innovative, low-cost, easily scal- and consolidation of knowledge.
able, and adaptable to different learning styles, specifically Several objectives and development of competencies were
in the education domain. “Professor Avatar: Telepresence promoted in this educational project, namely, a) explore
Model” was awarded the Silver Medal in the category of additional concepts, b) apply/discover signal processing
“Best use of ICT Tools” at the Reimagine Education 2016, tools in a physically meaningful way, c) appreciate the tech-
organized by QS Stars and Wharton University of Pennsyl- nological advancements, d) take part-ownership of their
vania [37]. learning, e) engage in curiosity-driven learning, f) explore
feasible extensions and new applications and opportunities,
Advantages Holograms make distance courses more appeal- g) become aware of ethical issues, and h) learn about the
ing, real, interactive, and personalized; they also help in societal impact of this work.
implementing a student-centered learning environment. This project was possible thanks to low-cost, wearable,
Objects not able to be studied in natural settings can be dis- vital signs monitoring devices (the commercially available,
played in class. This technology improves the engagement of bio potential recording devices are cost-prohibitive for edu-
students, supports the development of spatial visualization cational applications). Many students found the course intel-
skills, and allows students to work collaboratively. lectually stimulating and were motivated by interdisciplinary
challenges because of the ways to enrich the classic Engi-
Disadvantages This is still a costly technology, special infra- neering program through “signal processing for wearable
structure for its display is needed, and wireless networks health” [38].
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Similarly, Zavala-Yoé and Ramírez-Mendoza proposed the emulation of processes in courses such as Automation,
the use of Active Learning (AL) approach exploiting wear- Industrial Networks, and Integrated Manufacturing Systems.
able devices to improve the teaching/learning procedure in The Virtual Reality Machines represent 3D computer
mathematics courses such as stochastic processes, signal models that reproduce the operation of a real system (e.g.,
processing and dynamical control systems for students of manufacturing cell, storage warehouse, transport, and sort-
engineering [39]. The AL techniques are linked to an Elec- ing line, etc.) with the integration of sensors and actuators
troEncephaloGraphic signals device in order to motivate stu- that are connected directly to the PLC. The sensors send
dents through real life situations. A pilot study for 1 year was information to the PLC to identify a specific operating con-
implemented with 2 groups of students under AL techniques dition, and the actuators receive permission from a PLC to
and compared with 4 groups of students of traditional edu- turn on/off a conveyor, CNC machine, and other plant equip-
cation. An improving AL dynamics via interactive approach ment. Students can manipulate Virtual Reality Machines
in teaching was developed. Given the reliance on technol- (rotate, zoom in, zoom out, and move) to identify the main
ogy by this GenZ, faculty need to consider how to harness elements that are necessary for an automation process, and
technology to enhance and supplement education. It will not they can understand how the different components work in a
replace good pedagogical practices but can be used to aug- specific process [42]. After almost a decade of research and
ment teaching. Use of available software, electronic learning development, this is one of the most complete and advanced
materials, and Internet-guided learning activities are some technological systems for educational purposes.
strategies that may help to engage these students of GenZ. There are situations where real-world practices are neither
safe nor practical and where concepts are abstract and dif-
Advantages Wearables facilitate the sharing of knowledge ficult to grasp; these problematic situations can be addressed
and understanding of concepts. They also improve the inter- using immersive technologies. The application of challenges
action and engagement of students, make them become self- of great complexity, such as the automation of a manufac-
directed learners, and allow them to track their emotions, turing plant, allows the development of competency in the
with the main objective of offering more effective class ability to identify and solve problems. The work teams are
activities. This technology supports the implementation of more analytical, critical, and predictive when dealing with
an active learning strategy. this type of problem. The student shows greater interest and
enthusiasm in solving the different challenges that arise in
Disadvantages These devices are still high cost and also the practices and projects and in being involved in an active
lack ergonomics. Also, students can easily get distracted and learning environment and the visual and active parts of the
dependent on technology. Privacy regarding the handling of Virtual Reality Machines. This facilitates the understand-
personal information is an issue that must be considered. ing of the students, makes them active learners, helps them
in developing reasoning, logical-thinking, and collaborative
Suggestions for implementation work skills, and substantially increases their motivation to
apply the theory and practice almost immediately – all this,
1. Form a strong group of passionate leaders to engage the with the meager cost of equipment compared to a conven-
faculty. tional laboratory.
2. Include technology staff in the process of implementa- Students of GenZ have been educated through their prior
tion. K-12 educational experiences with electronic books, video
3. Ensure that the technology is integrated uniformly in all lessons, digital media, and teaching materials that incor-
classes. porate visual materials. Given desire of GenZ to connect
4. Give at least one month of training to the professors, so virtually, professors must imagine new ways to participate/
they develop the relevant technological skills. interact with the students of GenZ at the laboratory activi-
5. Evaluate the process to perform timely modifications ties and take advantage of the experience that GenZ have
and determine its value [40]. with AR/VR.
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Disadvantages When performing experiments with this tech- this information. The right to control and store applicants’
nology, users do not have real interaction with the equip- personal data will be transferred to the applicants them-
ment; data from experiments is not real, professors are not selves, which will greatly help educational institutions.
able to guide the students, and health/safety practices cannot Blockchain will help to save a lot of money as well as a
be taught effectively. significant number of hours of labor.
The loss/damage of documents is quite a common basis
Suggestions for implementation for litigation, which results in financial costs and wasted
time. This cost can also be eliminated with this technol-
1. Learning methods should be directed, self-directed, and ogy. In the case of professional degrees (diplomas, certifi-
collaborative. cates, etc.), a blockchain can maintain lists of issuers and
2. Make sure that the software runs using any computer receivers of each document, together with the signatures
operating system. (hash) in a public database (the blockchain), which is iden-
3. The software must be user-friendly and, when possible, tically stored on thousands of computers around the world.
linked to a learning management system. Tec began issuing professional and graduate degrees
4. Formative and summative evaluations must be per- using blockchain, conferring more than 3500 degrees
formed. of GenZ (from more than 25 campuses) in May 2019,
5. Ask users for feedback, and make opportune corrections of which at least 2500 have been electronically verified.
[43–45]. Also, the Open University UK, the University of Nicosia,
and MIT have done this, but all of them at the pilot level
3.6 Blockchain [47]. Blockchain can be used to record on the certificates
information such as (1) the completion of a learning expe-
A blockchain is an expanding list of cryptographically rience, (2) experiences which contribute to learning, (3)
signed, irrevocable, transactional records shared by all the the acquisition of specific skills, and (4) specific levels of
participants in a network. Each record contains a timestamp competence, etc. Multiple forms of accreditation, register-
and reference links to the transactions. With this informa- ing and tracking of intellectual property, other financial
tion, anyone with access rights can trace back a transactional certificates including receipts of payment, the award of
event, at any point in its history, belonging to any partici- grants, the award of loans and waivers, and/or the modi-
pant. Blockchain technology is ideal as a new infrastructure fications to student loans can also be recorded and main-
to secure, share, and verify learning achievements. tained for distributive sharing as needed, using blockchain.
Many educational institutions are ready to implement This technology seems extremely natural for GenZ.
blockchain-based tools for several reasons. Paper-based
diplomas, school, and training course certificates get lost, Advantages Moving records to the blockchain allows self-
and the original could be lost over time. Once put in block- sovereignty, trust, transparency and provenance, immutabil-
chain, these will not get lost, and it is impossible to change ity, disintermediation, and collaboration. In an educational
or falsify the information. Putting educational information context, it permits the securing, sharing, and verification of
in blockchain will remove doubt about a level of knowledge learning achievements.
of the employee. Rather than accumulating certificates in
education over their lifetime, people will be able to record Disadvantages This technology is extremely new. Regula-
information in a blockchain, which will make it available to tion and standardization will determine the extent and speed
employers anywhere in the world [46]. of progress, either forward or backward.
Cryptocurrencies and financial services are the most pop-
ular uses for blockchain technology. Financial accounting is Suggestions for implementation
a very important component in universities. This technology
will improve the system for calculating scholarships for stu- 1. Any policy work linked to the blockchain needs to be a
dents and salaries for teachers and will provide a transparent shared competence among members of the community.
and fair mechanism for funding grants and projects. 2. Create and promote a label for open educational records,
Diplomas and certificates need paper; eliminating which enshrines the principles of recipient ownership,
this need, these institutions will be able to reduce their vendor independence, and decentralized verification.
expenses in printed products. The cost of paper and print- 3. Evaluate twice the potential benefits before taking risks.
ing itself is not the only item of expenditure related to 4. The best security measures have to be evaluated. Embed-
these documents. There is an enormous spent on storing ded security needs to be considered [48].
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