Presentation Summary

The Role of Digital Technology in Supporting students’ and Staff Mental Wellbeing

Digital technology can play a vital role in supporting mental wellbeing for both students and staff at universities through the development of accessible communities, and the provision of resources centered on enabling a greater focus on individual self-care. These digital technologies can take the form of online or app-based resources, digital programs of support (such as mindfulness) and virtual counselling and mentoring services that can provide quick and easy access to support. Digital platforms can also enable the creation of communities of practice and peer networks/forums, where individuals can share experiences and coping strategies, as well as offer support to each other. Universities can also utilize digital systems in teaching and research management, in order to reduce workloads and stress by streamlining work allocation and communication. However, for digital technologies to truly impact student and staff wellbeing, they need to be integrated across a campus and aligned with other forms of support, all embedded within institutional strategies. This keynote talk will explore best practice in higher education globally around the use of digital technology in mental wellbeing support, as well as the author’s own experience at their institution, in order to suggest a framework of support that universities can utilize to support students and staff.

Bio

Professor Richard Hazenberg is Professor of Social Innovation and Director of the Institute for Social Innovation and Impact at the University of Northampton in the UK. Richard has research interests in the areas of social innovation, sustainable development, public service innovation and social impact measurement and has published research in numerous international, peer-reviewed academic journals. He has also presented research papers at conferences in Europe, Asia, and North America and has contributed to international/national government policy through papers and roundtable meetings (including for the European Commission; Cabinet Office; and HM Treasury). Richard has managed several international and national research projects for the University including projects funded by the European Social Fund, Horizon 2020, Big Lottery Fund and Big Issue. He has also conducted social impact measurement consultancy work with over 60 third sector organisations in the UK. Professor Hazenberg also supports the University’s Access and Participation Plan and ‘widening participation’ research, and is the academic lead on the University’s Times Higher Impact Rankings annual submission. Professor Hazenberg is Associate Editor for the Social Enterprise Journal, the Journal of Social Entrepreneurship and EAI Endorsed Transactions on Tourism, Technology and Intelligence, as well as being a reviewer for a number of international peer-review journals including Policy and Politics, Public Management Review, Public Money and Management, and the Journal of Social Policy. He has/is also currently supervising fourteen PhD research students exploring topics related to social innovation and social entrepreneurship.

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Presentation Summary

Preparing Teachers for Technology-Enhanced Education in Japan

The first half of this talk introduces two examples of flagship teacher education universities playing a leading role in Japan’s teacher education reforms, regarding their overall programme design and specific subject content. In Case 1, the Hyogo University of Teacher Education has a stacked programme design from artificial intelligence and data science subjects, introduction to educational informatics, programming education, information morality, and security, to Science, Technology, Engineering, Arts and Mathematics (STEAM) education. Case 2 introduces the specifics of the University of Fukui’s introduction to information and communication technology (ICT)-based education. The subject intends to go beyond the technical content of designing education using ICT and utilising it in the classroom. In the second half of the presentation, it shows an attempt to realize single grade instruction by connecting multigrade teaching schools in remote areas online. We will discuss the possibilities and limitations of integrating technology in Japan's education system, which faces challenges such as a declining birthrate and a shortage of teachers.

Bio

Takayoshi Maki, PhD is an Associate Professor in the International Education Development Program, Hiroshima University. His primary research interest is in teacher education reforms in Thailand, where he stayed at Chulalongkorn University, the Ministry of Education, and Mae Fah Luang University. Currently, he is involved in various research projects related to Thailand, Southeast Asia and Africa, such as teacher educators’ professional development, disaster education, education inequality, implantation of KOSEN, and university admission. His research laboratory consists of teacher educators worldwide and strives to be a collective entity of strongly motivated truth-seekers, operating by the motto ‘research as my daily meal.’

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