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The Aspects of Technology Culture in IT Higher Education -The Cultural

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 Journal of Mechatronics, Automation and Identification Technology
The Aspects of Technology Culture in IT Higher
Education
-The Cultural Aspects of ICT
Ljubica POPOVIĆ1, Djordje ĆOSIĆ2, Srdjan POPOV3
Faculty of Technical Sciences, University of Novi Sad, Novi Sad, Serbia
popovic.di9.2020@uns.ac.rs, djordjecosic@uns.ac.rs, srdjanpopov@uns.ac.rs
Corresponding Author: Ljubica POPOVIĆ
Abstract - The aim of the paper is to draw attention to a very
important aspect of ICT and encourage readers to consider the
significance of technology culture. The success and
competitiveness of future IT engineers largely depend on the
development of the following skills: creativity, critical thinking,
communicative skills, cooperation, and, most importantly,
awareness and acceptance of the cultural dimensions of their
future associates and IT service users. This was confirmed by
Hofstede on a survey of 60,000 respondents, who partly came
from the ICT sector. Thus, it is necessary for IT engineers to
develop their technical competencies through the
implementation of technology culture, during their studies,
preparing them for all the challenges of the job market.
Technical competencies must be developed in order to practice
responsible engineering and innovate the notion of the IT
sector.
Keywords-technical culture, ICT, engineers, skills, education.
I. INTRODUCTION
Information and communication technologies
(hereinafter referred to as ICT) are one of the key
prerequisites for performing business activities, regardless
of the field of work within which they are carried out.
Technological changes, its accelerated growth and
development affect knowledge and the knowledge
acquisition process. The skills and competencies that are
necessary for future engineers, and that need to be
mastered in order to adequately respond to the jobs that
await them in the future, are changing on a daily basis.
Reports from the National Skill Development Corporation
(NSDC), the National Association of Software and Service
Companies (NASSCOM) and Deloitte [1] indicate a gap
between the skills students acquire during their education
and those expected at the workplace.
Building technological competence is the basis for the
high-quality development of future engineers coming from
technical universities. Managing the goals of secondary
and higher education ensures the overview and
implementation of technical and technological
competencies [2]. Technical and technological
competences of students [2] are understood as personality
traits that are characterized by a readiness for the practical
application of acquired knowledge. Both skills and
* This paper is selected from the 21th International Symposium INFOTEH-JAHORINA, 16-18 March 2022.
Vol. 7, No. 1, pp. 1 – 7, 2022.
abilities, i.e., the presence of positive motivation, are
characterized by the willingness to use the same under
different situations. A certain level of development of
technological competence is also the basis for an
expression of creativity.
The formation of technological competence, especially
among students, is related to issues associated with the
development of technological culture. Specific narratives
define the concept of technological culture as [2] the
degree of development of human transformative activity,
expressed in the totality of the achieved technologies of
material and spiritual production; while enabling man to
effectively participate in contemporary technological
processes based on harmonious interaction with nature,
society, and the technological environment.
Social communication and interaction via the Internet
represent the most widespread form of cooperation in
modern society. Hofstede's cultural framework has
received much attention from scholars [3] and has shown
that differences in values and attitudes affect the way
people interact and use their environment. This paper will
present some studies that investigate the connection
between Hofstede's cultural framework and ICT. Also
noteworthy is that in recent years culture has attracted
increasing attention in cross-cultural research [4], as an
independent variable, and has the broadest influence on
many dimensions of human behavior.
The responsibility of teaching staff and educational
institutions is to prepare students for a competitive
advantage in their future workplace [1]. Research
conducted by Harishree and Mekala [1] showed that the
introduction of skills and technological competencies, into
the curricula for future engineers, allows them to develop
the readiness and necessary professional skills that will
enable them to adequately respond to the competitive work
environment that awaits them. The development of
students' professional competences can be realized through
the implementation of technical culture at technical
universities.
1
 II. TECHNICAL CULTURE, EDUCATION OF
FUTURE ENGINEERS AND THE CULTURAL
DIMENSION OF INFORMATION COMMUNICATION
TECHNOLOGIES
A. Technical culture
Technical culture [5] usually means raising the level of
technological literacy of the population which is not an
end in itself but is closely related to economic
development and progress of society as a whole. The
technological culture of an individual [6] is the result of
mastering the individual technological culture of
society, and the technological culture of society is the
level of development of society thanks to the progress
of science and technology. The level of a society’s
development is determined by the content of academic
disciplines that make up technological education, and
changes in the technological culture of society entail
changes in the technological culture of an individual
[6], all of which points to a causal relationship between
technological education and the technological culture
of an individual.
Technical (technological) culture [2] is an integral
characteristic of an individual that includes
technological knowledge and practical skills, emotional
and moral attitudes, value orientation and motivational
attitudes, on the basis of which the readiness to master
modern technical means is formed in order to act so as
to achieve optimal results. Special emphasis is placed
on the subject's responsibility for the consequences of
his actions [2] during the transformation of materials,
energy, and information in the interest of man, society
and for the purpose of preserving nature.
Technical (technological) culture [7] is also the
environment in which we live, the vocabulary we
speak, and the norms and values which guide us.
Technological culture has brought numerous
advantages, as well as issues [7] that can be illustrated
in relation to threats to nature and people, some of
which are: the global problem of unequal distribution,
the problem of peace and security, the estimation of the
extinction of dozens of species on a daily basis, several
million children who die annually (mostly from
hunger), almost 1/6 of global forest surfaces that have
been destroyed over the past 40 years, Hiroshima,
Chernobyl... Contemporary technological culture
should provide everyone with peace and security and
make life easier in the modern world. The question
poses itself: "Is that true? Do modern technologies
make life easier or are they the subject of invented
needs?"
Cumulative technological culture [8] can be defined as
progressive diversification (i.e., satisfying users'
different needs taking into account their preferences,
culture, and values), complexity and improvement of
technological features over generations. The cognitive
basis of this phenomenon is identified through four
potential cognitive factors [8]: theory-of-mind,
technical reasoning, creativity, and fluid-cognitive
skills; where studies [8] show that technical reasoning
skills are the best predictor of cumulative performance
and crucial to explaining it. These are followed by
theory of mind skills and creativity.
The key components of technical culture are technical
knowledge and technical competences, and its main
goal [9] is the formation of a technically,
technologically and computer literate individual
possessing the necessary knowledge, skills and abilities
that meet the needs of a contemporary high-tech
information society. Future engineers are expected to
be equipped with modern skills [2] such as possessing:
the four C's (creativity, critical thinking, collaboration,
communication skills). These skills are the
cornerstones of the P21 framework of the 21st Century
Learning Partnership (which include):
• learning and innovation skills;
• creativity and innovation;
• critical thinking and problem solving;
• communication and cooperation;
• information, media, and technological skills;
• information literacy;
• media literacy;
• information and communication technology
literacy;
• basic subjects [2],
implemented in the educational policies of the
USA, and other parts of the world, since 2002.
The possibility of developing and transferring technical
culture has so far been realized through:
• training in the field of robotics [9];
• a combination of applying technical skills in
information technology and combining them
with linguistic and creative writing skills [10];
• engineering courses for the development of
social applications [11];
• personality characteristics of engineering
informatics students [12];
• multimedia learning at all stages of education
[13];
• development of creative potential and
formation of a professional engineering
culture [14];
• creativity and technological innovation [15];
• creativity and technological skills [16];
• partnerships for 21st century learning (P21
framework) [2],
• STEM competence (Science, Technology,
Engineering, Maths) [17], [18];
• engineering design [19], [20], [21];
• the Design-Realization-Socialization model
[22];
• Technical and Vocational Education and
Training - TVET [23];
2
 • formation of technological culture within
educational institutions [6].
B. Education of future engineers for the information
technology sector
Education is a process by which society willingly
transfers knowledge, values, and skills from one
generation to the next [24]. The widespread availability
of ICT is characterized by the possibility of integrating
multiple media, its interactivity, the flexibility of use
and connectivity. ICT can be used regardless of time
and geographical distance, separating professors and
students, and enables interactive sharing of resources,
communication, and learning, at their own desired
pace, "any time, any place" [24]. In recent years, under
the influence of the COVID 19 pandemic, educational
technologies have been adopted rapidly and the world
has turned to distance and online teaching, without a
critical view of its impact on teaching and learning. Its
contribution to education during the pandemic is
undeniable. It is also necessary to investigate the
manner in which students' learning developed,
primarily due to reduced interaction.
Technological education implies imparting knowledge
to students about methods and means of reforming
activities, development of mental abilities that ensure
activities and a creative need to create new material,
and spiritual values based on specific knowledge and
abilities for reforming activities [6]. The structure of
technological culture of personality [6] has been given
as a two-level construction: horizontal (technological
appearance, technological excellence, and
technological behavior) and vertical (technological
view, technological thinking and creative personality
abilities). Engineering education has traditionally
emphasized technological solutions that focus on the
technical skills of students [11]. Pilot research within
an EU project [11] which linked technical knowledge
with social considerations and which combined theory
with practice through panels of experts from academia
and industry, encouraged engineering students to
consider the multidimensional aspects of their task and
its consequences for the entire system, with which it is
associated. Activities within the project [11] were
divided into three interconnected parts: sustainable
development, technology, ethics, and cooperation. The
results indicated that introducing creative, holistic
problem-solving skills into engineering education, in a
practical way, creates numerous benefits for supporting
the understanding of systemic, innovative solutions that
have social impact and that go beyond technological
problem solving, leading to the development of
responsible engineering.
Continuous technological innovations and constant
changes in the labor market have created new
challenges for higher education and put the focus on
the importance of competence development during the
education of IT engineers [12]. Today, it is often
expected [12] that an employee is able to solve
problems and develop a new project in cooperation
with dislocated colleagues, in often different cultural
contexts. In order to fulfill these tasks, IT engineers
need to have developed professional skills and basic (or
common) skills (soft skills). While professional skills
are easily verified and acquired through education
(computer literacy, knowledge of a foreign language,
knowledge of computer programs, general and
professional knowledge), basic skills determine how
the employee will fit in, adapt, be motivated and how
he can solve different problems [12 ]. Basic skills (soft
skills) include communication and cooperation skills,
taking responsibility, organizational and leadership
skills, creativity, critical thinking, emotional
intelligence, self-control, self-efficacy... [12]. Social
skills, cooperation, empathy and tolerance determine
how sensitive people are to signals from their
environment [12], how they react to the
communication of others and how they communicate
with others, which is especially important in the field
of ICT where cooperation takes place with colleagues
from different geographical and cultural climates. In
Hungary [12], research was conducted with the aim of
examining the competencies of students enrolled in
undergraduate engineering informatics studies. It also
addressed students identifying their own personal
development needs, in relation to the requirements of
the workplace and the labor market. As part of the
empirical research, data was obtained from 474 IT
students [12], and the results indicated that young
people have serious deficiencies in the field of
communication. In addition, the results [12] indicated
the importance of and possibility for developing
communication skills, during the higher education of
engineering informatics students, and were introduced
in the form of several optional courses having the aim
of developing the students’ communication skills and
thus better preparing them for a globalized and
competitive labor market.
The skills developed by future engineers and the
prevailing gap, between engineering students' readiness
for the workplace and the needs of the global
workforce [21], have contributed to the training of
teaching staff that is capable of encouraging the
development of students' skills, yet students’
perception, regarding their need for career prospects,
has remained insufficiently expressed [21]. The lack of
required skills in engineering sectors reduces the scope
of employment for engineering graduates [21], which is
particularly pronounced in India which produces a
large number of engineers of which only 7% are
suitable for basic engineering jobs. Therefore, research
results [21] suggest that engineering and technology
students should be trained so as to be able to navigate
through complex workplace situations towards the
information age, and that they must develop 21st
century skills (Framework P21) in order to succeeded
at work.
In recent years, the teaching of engineering [2] has
been opened up towards motivating students to pursue
technical activities. The main goals of these
engineering courses [2] are to create conditions for
motivating students for further engineering education,
achieving a level of sustainable interest in practice-
oriented courses, applied, inventive and creative work,
developing skills for practical solutions to relevant
engineering jobs, and working with technical objects.
Developing technological competences [2] represents
3
 the basis for the development of universal and
professional competences and the pursuit of continuous
self-development and self-realization.
Research into introductory programming engineering
courses [25] in Portugal and Serbia indicates that
although there is high motivation among students,
many of them do not complete the course. This
prompted research into student attitudes, behavior, and
achievement, as well as the introduction of C Tutor, a
program visualization tool popular in both countries.
As a result of the study and the introduction of C Tutor
[25], students reported achievements through better
course grades, followed by improved knowledge and
self-confidence, while the usefulness of C Tutor was
also investigated. The obtained results [25] can serve as
a basis for further research on the advantages of
specialized educational technologies for programming
education, as well as on their specific impact on the
development of students' knowledge and self-
confidence. The research results [25] indicated new
directions of research on student motivation and
understanding of teaching techniques and technological
resources, which can help professors encourage and
maintain students' interest in programming.
C. The cultural aspects of information and communication
technologies
The spread of ICT has seen a sharp increase in recent
decades, especially during and after the COVID 19
pandemic. However, there are significant differences in
the adoption rate of ICT, regardless of the income
levels of the countries where they are implemented.
There are numerous factors that influence the rate of
ICT adoption, but this paper will present studies that
studied cultural factors through Hofstede's cultural
framework (Fig. 1.) and its influence on ICT adoption,
i.e., the cultural dimension of ICT, which
systematization and operationalization received wide
support from scientists [4].
Hofstede's cultural framework includes 6 cultural
dimensions: 1) Power Distance Index (PDI); 2)
Individualism Versus Collectivism (IDV); 3)
Uncertainty Avoidance (UAI); 4) Masculinity Versus
Femininity (MAS); 5) Long- Versus Short-Term
Orientation (LTO); 6) Indulgence Versus Restraint
(IND) [5] (Fig.1.).
Fig. 1 Hofstede cultural framework: display of research results
(assumed from: https://geerthofstede.com/culture-geert-hofstede-
gert-jan-hofstede/6d-model-of-national-culture/)
Hofstede's national cultural framework, in which the
theory of cultural dimensions is presented, is not only
the most commonly used in psychology, sociology,
marketing and management, but is also a useful
framework for defining hypotheses for comparative
cross-cultural studies [4]. It represents [4] a simple,
practical and usable shortcut to integrating culture into
studies. Hefstede claims [4] that national systems of
cultural values are quite stable over time, an element of
national culture that can survive for an incredibly long
period of time, and which is passed down through
generations. Measuring these dimensions at the
individual level should represent an important
contribution to cross-cultural research. There are
numerous advantages to using cultural dimension [4],
particularly Hofstede's theory of cultural dimensions,
and a three-step approach to operationalizing culture is
proposed including: nationality, Hofstede's cultural
dimensions and measuring culture at the individual
level. Cultural diversity can be a source of creativity
and technological innovation [26], but technological
culture also imposes certain limitations. Technology is
a culturally sensitive reality and therefore a climate of
tolerance towards differences in their development is
needed. In order for the transfer of technology to other
cultures [26] to be effective, it is necessary to include
elements from other cultures, into technological
culture, and to abandon integrist attitudes. In order to
develop tolerance, which is not only a civic and
political virtue but a technological advantage as well
[26], it is important that, within the framework of the
education of IT engineers whose cooperation takes
place on a global level, sensitivity to the appreciation
of cultural differences is developed.
Although Hofstede originally applied his cultural
framework to human resources management, it is
increasingly used in business, marketing [4] and
management. It has become a paradigm for comparing
cultures [27]. Hofstede developed his original model of
cultural dimensions theory [5] as a result of using
factor analysis to examine the results of a worldwide
survey of employee values by the International
Business Machines Corporation (IBM). The original
theory [5] had 4 dimensions, the 5th dimension was
added after research carried out in Hong Kong (called
Confucian dynamism), and the 6th dimension in 2010
[5].
Fig. 2. Presentation of research results for Hofstede's 5th cultural
dimension: Long-Term Orientation vs. Short-Term Orientation
(assumed from: https://geerthofstede.com/culture-geert-hofstede-
gert-jan-hofstede/6d-model-of-national-culture/)
The research results for the 5th dimension have been
given in Fig. 2 and indicate the dominant
representation of long-term orientation in Asian
4
countries, in accordance with they tradition, culture and
hundred-year development goals. Thanks to the long-
term orientation, China has become the largest
developing country [28], with great achievements in
education, which have contributed to the reduction of
poverty and the promotion of prosperity over the past
decades.
Using Hofstede's cultural framework, Erumban and
Jong [3] attempted to explain differences in ICT
adoption rates among different countries. The impact of
culture on ICT adoption [3] was investigated by
applying two different measures for ICT adoption,
namely the average share of ICT consumption in the
GDP of 42 countries, and computers per capita for 49
countries. For their research, they used information on
ICT adoption and culture dimensions by country. Data
on the measure of adoption were taken from Pohjola
[3], who arrived at them by combining data from the
World Integrated Trade Solution (WITS) and the
International Monetary Fund (IMF), and which are a
composite measure of IT hardware, office equipment,
software, IT services and telecommunications and are
available for a large number of countries (51) including
Asian countries. The data they provided are cross-
sections for the period from 1993 to 2001. They used
this data set for those countries with corresponding
Hofstede indices. The Hofstede indices were developed
as part of a comprehensive study of how culture
influenced workplace values. Data were collected from
100,000 individuals coming from 50 countries and 3
regions during the 1967-1973 period [3]. Their results
confirmed that national culture and the rate of ICT
adoption in a country are closely related [3] and the
results are robust even after controlling education and
income levels. The most important indicators of ICT
adoption rate [3] were power distance, individualism,
and the dimension of uncertainty avoidance. Conducted
research, in which Hofstede's cultural framework was
also used, on the relationship between culture and
consumption [4] showed the following: that
collectivism affects innovation; uncertainty avoidance
affects information exchange behavior; power distance
affects information exchange behavior; and long-term
orientation affects innovation.
The impact of modern technologies tends to affect all
countries without necessarily changing their position or
ranking [27]. One of the relatively rare exceptions
could be China [27] where, after a period of relative
isolation, followed by a decade of unparalleled double-
digit economic development accompanied by rapid
global exposure and integration, there may be a shift,
especially in younger generations, but this needs
further investigation. Some authors predict that modern
technologies will make societies increasingly similar
[27]. Technological modernization is an important
force for cultural change and it leads to a partly similar
development of different societies, but there is not the
slightest bit of evidence that this erases diversity in
other dimensions [27]. On the contrary, it can even
increase differences, as a build-up to the existing value
systems of society that address modernization in
different ways [27]. In order for cultural changes to
occur, a longer period [27] is required, of at least 50 to
100 years, or extremely dramatic external events.
Hofstede's cultural dimensions are also related to the
educational context and are important for teachers who
work with students from other cultural backgrounds.
There are a number of factors that can cause problems
during the teaching process, if teachers are not aware of
the roots of cultural differences [29]. They include: the
level of importance of education in that country, the
role of religion, the degree of formality in interpersonal
relationships, which also affects the teacher-student
relationship. That is why teachers should have
developed intercultural skills and competencies [29] in
order to fully utilize all the potential of education in an
intercultural environment. Students should develop
intercultural competence in order to become more open
to new ideas through communication with teachers and
other students. In this way, teachers will be able to
more systematically present new techniques, strategies,
and ideas, enrich the learning repertoire and provide
quality education to all students [29].
Hofstede's original research included the former
Yugoslavia [30]. Hofstede himself separated the
original data after the breakup of Yugoslavia into data
on the national culture of Slovenia, Croatia, and Serbia
[30], which were positioned, very close to each other,
along the dimensions of national cultures. Research on
the influence of national culture on the management
components in Serbian companies [30], indicates that
the dimensions of power distance and uncertainty
avoidance are reduced by the action of the dimensions
of collectivism and feminine values. Therefore, in
Serbian companies, instead of the expected metaphor
of a pyramid, a centralized but low formalized simple
model of the organizational structure that reflects the
family metaphor is applied [30]. These results [30]
indicate the cultural limitations of management and
that before applying a management concept, in a
culture different from the one in which it originated, it
is necessary to analyze potential cultural limitations of
application and possible adjustments in order to ensure
their effective application.
III. CONCLUSION
The widespread importance of technology, with respect
to all aspects of contemporary living, indicates the
necessity of a universal technical education. Education
should provide the basis for technical culture and enable
the acquisition of basic technical knowledge and the
development of technical thinking and interest [31].
Children and young people should be trained to acquire
and apply technical knowledge to everyday life [31], to be
ready for life in a society with a need for technical
progress, and to possess the necessary level of technical
culture [9], all of which requires an integral approach to
the process of its development.
Rapid technological development and a changing labor
market has led to a paradigm shift in higher education [12].
In addition to modern scientific and professional
knowledge, IT engineers must also have practical
knowledge, abilities and skills that will help them navigate
everyday life and respond to the expectations of the labor
market [12]. This particularly applies to social skills,
cooperation, openness, and effective communication [12].
Empirical research results of a computer science student
5
[12], indicate that young people have serious deficiencies
in the field of communication skills. Professional skills (as
well as social skills) are equally important for future IT
engineers [12] and their synergy, during higher education,
can ensure more efficient learning and teaching processes,
resulting in improved quality of education.
ICT has spread incredibly fast, leading researchers to
wonder if we are facing a new economic phase [3]. The
expansion of ICT has created a revolution making the
world seemingly smaller and improving the potential for
economic growth [3]. Research studies [3] have shown that
ICT has significantly contributed to economic growth in
the US and the EU, improving labor productivity and
fundamentally changing the economy of the US and the
EU. These results, and the extraordinary spread of ICT,
have sparked interest among researchers to discover the
factors behind this phenomenon. Some authors [3] believe
that the economic factors behind the ICT adoption rate are:
human capital, income level and openness to trade [3].
However, even with similar levels of income and
distribution of human capital, differences in the spread and
adoption of information and communication technologies
still exist [3].
Each individual lives and works in a cultural
environment in which certain values, norms, attitudes, and
practices are more or less dominant, and serve as a
common source of socialization and social control [3].
Hofstede [3] showed that differences in values and
attitudes affect the way people communicate and use their
environment, therefore it is assumed that cultural factors
may be able to explain differences in ICT adoption rates
between countries. Hofstede's cultural framework has
received much attention from scholars and is used to
facilitate comparison with other studies and for
confirmation through research studies [3]. Even among
countries of similar economic status, the adoption of
information and communication technologies can be
attributed to the attitudes and culture of the inhabitants of
that territory.
Considering the importance of information and
communication technologies in everyday life, this topic
requires more research. These research results should be
used to improve teaching, with the objective of enabling
new staff in the contemporary labor market to cope better.
ACKNOWLEDGMENT
This paper has been supported by the Ministry of
Education, Science and Technological Development
through the project no. 451-03-68/2022-14/200156:
“Innovative scientific and artistic research from the FTS
(activity) domain”.
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