Digital technology has come of age and continues to provide modern solutions in different areas such as administration, business, media, healthcare and even education.

However, there is a significant gap in education related technological applications especially targeting different scientific areas of study. The current need for science education in a world that is becoming more and more integrated due to the growth of technology access makes the idea to create a platform for sharing science knowledge and mentoring aspiring scientists very viable. Besides, the platform will be a significant contribution to the United Nation’s Sustainable Development Goal 4 which calls for inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. The platform will create measures in place to ensure gender diversity as well as create measures to ensure that information is available for all aspiring scientists irrespective of their background.

Background

Technology education is an instrumental source of empowerment for many scientists due to its ability to increase information access and help scientists to corroborate their knowledge and research with other scientists from across the globe. Digital information platform to offer digital technology education opportunities is an instrumental tool which can be used to further knowledge sharing and acquisition especially on the cutting-edge technological applications and solutions which can be used to improve research and to

link scientists across the globe irrespective of an individual ethnicity, social class and even institutional foundation.

Theoretical Context

This project seeks to change the narrative by increasing access to science education especially involving cutting edge new technologies that can change lives and transform economies across the globe. The platform seeks to build on the ‘Do It Yourself’ model which seeks to empower people across the globe to use new technological discoveries to transform their lives, careers and businesses through exposure to cutting edge new technologies and mentorship. The United Theory of Acceptance and Use of Technology, the Technology Acceptance Model and the Diffusions of Innovations Theory will be collectively used to demystify the application of digital platform to share science knowledge and encourage the use of cutting-edge technologies to produce modern solutions.

Unified Theory of Acceptance and Use of Technology (UTAUT)

The UTAUT model provides key underpinning aspects that technology consumers consider before using technology. In this case, the new platform feasibility will be considered using the UTAUT model by exploring the performance expectancy of the digital science platform, effort expectancy, risk associated, level of trust, and the social influence to use the platform as a credible source of scientific knowledge.

Technology Acceptance Model

This model will be critical in providing guidance in the development of a more functional platform that is not only easy to use but also useful for scientists and aspiring scientists in terms of content and its credibility. The perceived usefulness refers to the ability of the digital platform to enhance the life and science careers of the users whereas the perceived ease of use is extent to which the system will not require much effort on the part of the users. In this case, the platform will be designed to be of easy use and can easily be accessed over smartphones and computers.

Diffusion of Innovations Theory

The manner in which a technology is perceived in a society significantly depends on how fast or slowly it will spread or be adopted for use. As such, it will be crucial for the platform to recruit influential early adopters such as renown scientists in different fields to use the platform in sharing their knowledge which will be crucial towards accelerating the overall acceptance of the platform. The nature of the platform will significantly affect how fast it will be adopted as a science learning tool with the cost of subscription, accessibility and the familiarity of the modules used in the platform influencing the decision of early adopters.

Practical Context

The action research involving the creation of a digital platform with the sole purpose of eradicating equality gap in cutting edge technology education falls under the science and technology education sector. Science and technology sector is an important area which is associated with future innovations and human capital development. Today, science is an important knowledge that people apply in most daily activities which makes it a foundational knowledge in the today’s industrialized societies. Despite the importance of technology education today there are many people who are left out due to the high cost of learning and in some cases the cost of pursuing science education which limits the knowledge availability to the general public. The platform will be crucial in facilitating the acquisition of cutting-edge technology applications and solutions to scientists across the globe more conveniently.

Currency of Research

Technology continues to transform every aspect of our modern lives with digital learning tools such as the projected platform for cutting edge technology education changing how knowledge is acquired. E-learning is the future of education especially science by cutting the cost of learning as well as promoting creativity which is necessary in the creation of future solutions. Besides, the online learning platform envisioned by this action research will help to personalize the learning experience. Education requires modernization to address the existing problems such as gender inequality in science and technology.

Value of Research

E-learning platforms will be crucial in the management of the vast learning resources and information on cutting edge technologies. The platform gives learners greater control and ability to customize their learning experience in a manner that supersedes the classroom environment. One of the most desired and driving force behind the creation of the digital platform for cutting edge technologies is that it will help curb inequality across.

Lastly, the United Nations Sustainable Development Goal 4 calls for the creation of easy education access which is vital for sustainable development.

Research Questions, Aims and Objectives

Research Questions

1. What are the underlying factors influencing the adoption of digital learning platforms for cutting edge technologies?

2. How can an e-learning platform be used to eradicate equality gap in cutting edge technology across the globe?

3. What are the necessary requirements to create a digital platform that offer mentorship programs to upcoming scientists across the globe?

Aims of the Research

1. To create a digital platform that offer cutting edge technology information opportunity for learning all without discrimination.

2. To facilitate good mentorship for upcoming scientists across the globe and offer cutting edge technology solutions for their research areas.

3. To facilitate intellectual dialogue on cutting edge technologies for science through outcome driven learning.

Research Objectives

1. This action research will establish factors that are influencing the adoption of digital learning platforms for cutting edge technology education.

2. To create a platform which promote the acquisition of cutting-edge technology knowledge for scientists and science learners.

3. To establish an easy to access, affordable and convenient platform which offer a wide range of content on the cutting-edge new technologies applicable in different scientific fields.

Literature Review

The world has entered an era of disruptive technology but there is significant inequality in terms of access to cutting edge technology information especially amongst scientists and aspiring scientists in schools. The existing gap in access to cutting edge technology information access is mainly caused by the lack of a dedicated platform that offer such information and the high cost of learning materials which are usually locally unavailable in many jurisdictions (Mulenga & Marbán, 2020). The current COVID-19 pandemic has revealed the strengths and weaknesses facing the digitalization of education systems primarily the high inequality in terms of access. Digital platforms access is mainly a privilege of the rich in the society and those in the low social classes do not have access to digital learning platforms (Mulenga & Marbán, 2020). Whereas in many developing countries during the Covid-19 pandemic education continued through digital platforms in many least developed countries education went into a standstill which will translate to further derailment in human capital development in the developing countries (Valverde-Berrocoso, Garrido-Arroyo, Burgos-Videla, & Morales-Cevallos, 2020). Current education needs can only become sustainable if there is the promotion of continuous adaptation of change such as the recognition of the digital learning platforms for scientists (Valverde-Berrocoso et al., 2020). E-learning platforms can help to mobilize learning resources for the less fortunate by increasing access to technology information in a manner that promotes equality (Linzalone, Schiuma, & Ammirato, 2020). Besides, the digital platform sharing technology information can help in the personalization and individualizing technology information acquisition to only factor areas where students have interest which is directly associated with increased student motivation (Im, Hong, & Kang, 2011). Whereas the ease of use, perceived enjoyment, and the mobile self-efficacy influence how technology is adopted the risk and cost of adopting such an information model negatively moderates performance expectancy and behavioral intention to adopt and use digital platforms for science education purposes. Chao (2019) notes that the growth of mobile technology has been a crucial factor in facilitating greater adoption of digital learning platforms. The unified theory of acceptance and use of technology perception on the use of new technology is backed by the technology acceptance model which base the use of new technology on its usefulness and the perceived ease of use of the new technology (Surendran, 2012). The technology acceptance model can be used to further understand learners’ expectations and needs which can be adopted in the creation of digital learning platforms. This means that the content within the digital platform should not only be relevant but at the same time serve the interests of the users (Masrom, 2007). One of the benefits of adopting new digital technology in facilitating access to educational materials is that it provides an avenue for heterogeneous target user access without discrimination which will be crucial towards addressing the current global inequality in science education. Faustmann, Kirchner, Lemke, and Monett (2019) have conducted a research aimed at understanding different factors that influence the acceptance of digital learning platforms. Besides, those involved should be highly engaged and committed without biases to share their information. Besides, Faustmann et al. (2019) agree with the unified theory of acceptance and use of technology that self- efficacy of the digital platform is also an instrumental factor which can impede or promote its successful launch and adoption by users. Other factors necessary for an effective digital learning platform includes; ability to access multimedia content within the platform. These findings show that great detail of design and use customization goes towards the successful use of a digital learning platform.

According to Jandrić (2015), the diffusionist model of technology adoption can be used as an important model to understand the nature and process of digital learning platform adoption. The digital platform offers learners an opportunity to connect with peers from across the globe who simultaneously work towards discovering more scientific content and applications (Thayer, 2013).

Research Design and Methodology

Action Research

This research will use an action research methodology. Action research involves the identification of a problem, its diagnosis and the development of a solution. Action research is best suited in understanding the digital platform development to offer cutting edge technologies information to scientists (Feldman & Minstrell, 2000). The positivist approach of action research views research as a social experiment in which its primary aim is to test a hypothesis in a real world environment. On the other hand, the interpretive action research involves the perception of a real-world reality such as the adoption of technology and focus on establishing the factors that influence the adoption of technology in education. In this case, there is more relevance when an action research method is used to conduct research. The researcher is the primary consumer of the findings in an action research which makes it a practical avenue for creating an effective research to further understand the creation and deployment of a digital platform for cutting edge technologies education (Feldman & Minstrell, 2000).

Nature of the Data and Method of Collection

The action research will primarily rely on subjective qualitative data from major stakeholders in the digital platform for cutting edge technologies education. The subjective data will seek to assess digital learning platforms feasibility and applicability in facilitating learning for scientists. The study will use secondary data on digital platform for learning have a significant role to play in the success of the platform and their input in relation to the platform efficacy in the use in sharing knowledge of cutting-edge technologies and also how the ease of use, credibility of the content and the content creators collectively influence how the platform is perceived and also received by knowledge consumers.

Data Analysis

The data will be analyzed using thematic coding from the consulted secondary sources in relation to the research questions. Thematic coding helps to identify common themes across secondary sources used in the research.

Limitations

1. Can only use secondary data which can have bias from previous research.

2. Potential bias due to competing agendas in the secondary research.

Ethics

1. Only factual information from the reliable secondary sources will be included in the research findings.

Project Plan

References

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Chao, C. M. (2019). Factors determining the behavioral intention to use mobile learning: An application and extension of the UTAUT model. Frontiers in psychology, 10, 1652.

Faustmann, G., Kirchner, K., Lemke, C., & Monett, D. (2019). Which factors make digital learning platforms successful. In 13th Annual International Technology, Education and Development Conference (INTED), Valencia, Spain.

Feldman, A., & Minstrell, J. (2000). Action research as a research methodology for the study of the teaching and learning of science. ERIC Clearinghouse.

Im, I., Hong, S., & Kang, M. S. (2011). An international comparison of technology adoption: Testing the UTAUT model. Information & management, 48(1), 1-8.

Jandrić, P. (2015). The Diffusionist Model of Adoption of Digital Learning. Encyclopedia of educational philosophy and theory. Singapore: Springer.

Linzalone, R., Schiuma, G., & Ammirato, S. (2020). Connecting universities with entrepreneurship through digital learning platform: functional requirements and education-based knowledge exchange activities. International Journal of Entrepreneurial Behavior & Research.

MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. The Canadian Journal of Action Research, 13(2), 34-50.

Masrom, M. (2007). Technology acceptance model and e-learning. Technology, 21(24), 81.

Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education?. Contemporary Educational Technology, 12(2), ep269.

Surendran, P. (2012). Technology acceptance model: A survey of literature. International Journal of Business and Social Research, 2(4), 175-178.

Thayer, K. K. (2013). Diffusion of Innovations in Education: A Study of Secondary English Language Arts Teachers’ Classroom Technology Integration. Florida State University Libraries. Retrieved from https://diginole.lib.fsu.edu/islandora/object/fsu:183915/datastream/PDF/view

Valverde-Berrocoso, J., Garrido-Arroyo, M. D. C., Burgos-Videla, C., & Morales-Cevallos,

M. B. (2020). Trends in educational research about e-learning: A systematic literature review (2009–2018). Sustainability, 12(12), 5153.