Problems and Challenges of Digitalization for University Staff.

The Case of the University of Tirana

MAJLINDA KETA1, VALENTINA SINAJ2

1Faculty of Social Sciences,

University of Tirana,

ALBANIA

2Faculty of Economy,

University of Tirana,

ALBANIA

Abstract: - During this dynamic period, digital technology is being rapidly applied in education, enabling

innovative methods for the development of the university institution, teaching, knowledge assessment,

institutional communication, and communication between educators, administrative staff, and students, as well

as serving as an international ranking standard. In this regard, the University of Tirana has initiated the digital

transformation process, which was deeply understood and significantly accelerated during the COVID-19

pandemic. It is going on in conformity with the growth and increase of investments closely connected with

continuous technological developments side by side with the investments for the qualification of human

resources, which serve and benefit this professional community as well as the improvement in the fields of Law

and Administration based on the standards of digital ethics. Being the biggest university community in Albania,

it has become a necessity to build a survival, friendly welcoming, just safe, and life-sustaining digital

community. This is the key to solving the educational and administrative problems facing students, and

academic and administrative staff. Besides being a vision for the University's development, it is an ethical

vision as well. Moreover, it stands as an ethical challenge. This work based on the data from the study “Digital

Ethics, Humane and Institutional Agora and the University of Tirana” aims at exploring the impact of age on

digital ethics, both for the academic and support staff at the University of Tirana, with a special focus on staff

aged 45 and above. Data from a survey conducted in the November-December 2022 period have been used,

involving 315 educators out of a total of 746 and 214 support staff out of 334 to achieve at least 95% reliability.

The data was based on half-structured interviews focusing on groups composed of university academic and

administrative staff. Descriptive and inferential analyses using the chi-square test for independence have been

used to determine whether age influences the following, for academic and administrative staff: 1. accurate

knowledge of digital ethics, 2. responsible use of digital tools, 3. trust in UT in using and preserving

information for students and academic staff, 4. security issues, and 5. efforts to enhance awareness of keeping

pace with the time in the university environment. This work aims to address the issues that have arisen to take

specific measures by the responsible authorities to increase knowledge about digital ethics at all levels, actors,

and factors, within UT.

Key-Words: - digital ethics, age, higher education, digitalization, academic staff, administrative staff, Chi-

Square.

Received: August 19, 2023. Revised: December 21, 2023. Accepted: February 16, 2024. Published: April 10, 2024.

1 Introduction

"Faster, Better, Cheaper but on Ethical Principles”

would be the motto we need to use to explain at

times the process we have been involved in

institutionally, which aims at digitalization as a

standard of university life. Technology is a field

that many people rely on to offer the vision of a

brighter future. Recent developments in the field of

Information and Communication Technology,

initiated in the late 20th century and intensified

during the first two decades of this century, are

accompanying the growth and becoming an integral

part of human society's maturation. The world is

characterized by numerous and rapid changes,

some of which have come from the rapid

development of information and communication

technology. Education must adapt to the continuous

changes in technology and extensively utilize them

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in the teaching process and “supporting digital

transformation in education and training”.

The education has accelerated its mission and

objectives towards such a process. Hence,

Education 3.0 highly elaborated during the second

decade of this millennium claimed that the use of

new technology, has raised the quality of

knowledge and enabled students. The revolution of

digital technology touched sensitively the old

traditional approaches of pedagogy and inner

qualifications. If we refer to the understanding of

University 3.0 we could claim that the University

of Tirana has powerfully continued strengthening

digitalization as a university for itself at the service

of many functions and different communities.

Above all, it should manage the solutions to the

worries coming from the process and it ought to

optimize its interest towards another vision, that of

University 4.0; the Universities of the Future

(UOF) in the epoch of 4.0 industries.

The National Strategy for Education (NSE)

2021–2026, which included for the first time higher

education, after Law 80/2015, has expressed the

objective towards digital transformation in

education. Albania is an active member of the EU’s

Erasmus+ and Horizon 2000 programs and based

on them, more and more academic staff are

involved in research mobility programs and

capacity-building projects, including those on the

transformation brought about by the digitalization

process.

The Government of Albania’s key policy to

promote education for all is the National Strategy

for Education (NSE) 2021–2026, [1]. In terms of

integration with the EU, the NSE 2021–2026 is

fully coherent with the strategic objectives of the

‘framework for European cooperation in education

and training towards the European Education Area

and beyond (2021–2030), [1] which promotes the

National Strategy for Education (NSE) 2021–2026,

which included for the first time the higher

education, after the Law 80/2015. Albania is an

active member of the EU’s Erasmus+ and Horizon

2000 programs and based on them more and more

academic staff are involved in research mobility

programs and capacity-building projects. The

Government of Albania’s key policy to promote

education for all is the National Strategy for

Education (NSE) 2021–2026, [1]. In terms of

integration with the EU, the NSE 2021–2026 is

fully coherent with the strategic objectives of the

‘framework for European cooperation in education

and training towards the European Education Area

and beyond (2021–2030), [1] which promotes

“supporting digital transformation in education and

training as well”.

Education must respond rapidly to these

changes, with rapid internal and qualitative

developments to transmit systematic, coherent, and

sustainable knowledge and skills to students,

reflecting these in society to create a more positive

future for all. In the face of the greatest challenge

of the century, technology, the University of Tirana

is also facing it and progressing. Digital

communication and interaction are now understood

as a necessity not only in our daily lives but mainly

in our professional lives. The question arises: Are

there rules for how this communication will be

conducted? To guide students, educators, support

staff, and even the public following and evaluating

the university, we have identified three aspects of

online professional life: a. understanding being

online, b. online rights and responsibilities, and c.

our online mental well-being. Through these,

institutionally, we exercise and promote

fundamental principles of democracy, human

rights, and the rule of law in the University context.

These principles also apply and contribute to our

human relationships in the digital environment,

whether personal or professional, as individuals or

as communities produced by them. Professional

communities, such as universities, cannot function

today without ethical standardization, a process that

guides and facilitates differences among

individuals in university communities, whether

academic or administrative.

Digital ethics can be defined as the integration

of digital technology and human values in such a

way that digital technology advances human

valuesratherthanharmsthem. Therefore, it must

include the formulation and justification of policies

for the ethical use of digital technology and

carefully considered, transparent, and justified

actions that lead to digital technology products and

services that are ethically acceptable, [2], [3], [4].

The University of Tirana is the first higher

education and research institution in Albania, with

a history of 66 years, offering a wide range of

bachelor's, master's, and doctoral programs. The

university contributes to the development of

Albanian society and beyond through three pillars

of public higher education: research, education, and

public service, which continuously enrich and

support one another in quality.

The Faculty of Social Sciences of the UT

represented by a team of researchers from the

Department of Philosophy and Psychology the first top

contributors to the study carried out on Ethics in the

Albanian system of education in April 2017 prepared by

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the Albanian Center for Economic Research (ACER)

and supported by the foundation “Mary Ward Loreto”.

The Department of Philosophy at this Faculty has

included digital Ethics in its curriculum and manages the

scientific Master “Ethics in Institutions and leadership”,

which focuses on problems even on a national scale. At

the same time, it is the organizer of the Global Day of

Ethics, when the focus becomes critical thinking,

academic studies, and debates related to ethical

principles and how they help institutional processes and

digitalization. This is the profile of the Department of

Philosophy; the experience of teaching online during

COVID-19, which determined the necessity for such a

study aiming at a contribution to Ethics in the process of

digitalization and the international ranking of our

university. But now it has a new profile, that of an

interdisciplinary team of researchers in cooperation with

the Department of Informatics and Applied Statistics of

the Faculty of Economics, the Department of

Informatics and Statistics in the Faculty of Natural

Sciences of the UT.

Even though the University of Tirana has

incorporated and adapted to almost all of its

structures technology and digital communication,

little has been spoken, and even less has been

standardized, about how and by what rules or

guidelines, written or unwritten, this

communication will be successfully and

transparently conducted. In many studies and

publications on digital communication and

interaction, terms such as digital services, digital

skills, digital competence, digital infrastructure,

digital library, digital curriculum, etc., are often

mentioned, but the term digital ethics is rarely

encountered, even though it is of paramount

importance and should be addressed first. Research

indicates that the only publication that deals with

digital communication education is a publication by

the Council of Europe titled 'Manual for Digital

Citizenship Education' [5], which is not primarily

focused on digital ethics but mainly on protecting

children from the rapid development of technology.

Institutional digital ethics, the achieved quality,

ethical auditing on it, legal regulation, and

measuring human resource perceptions in the

institutional community are still unexplored

research areas. For all the reasons mentioned

above, the University of Tirana has challenged

itself to win and develop a project supported by the

National Agency for Research and Innovation. This

project is an added value not only for our

institution but for the entire academic community

in Albania, government leadership structures, and

society as a whole. This is because digital ethics

involves ethical online behaviors and interactions

based on the ability to understand and appreciate

the feelings and perspectives of others.

2 Literature Review

Nowadays, technological development in every

field is leading to the computerization of all work

processes, starting from state institutions, private

institutions, and every other existing enterprise.

This has come as a result of the goal to simplify the

process of providing services by the above-

mentioned respective actors. Also, many

companies cooperating for certain purposes are

forced to unify the cooperation process and the

other party, even if it has not incorporated a certain

service in specific platforms, is forced because the

nature of the work between them requires it. If we

focus on the development of the academic field in

technology, nowadays, its actors, mainly professors

know how to use technology in their daily lives

because they are part of a society that relies heavily

on technology, and understanding and using it has

become necessary for life today, [6]. Ongoing we

can say that ICT (Information Communication

Technology) is being incorporated nowadays in

academic institutions at a high speed, and it has

brought a significant change in the way of teaching.

The advantages that ICT has, have been studied

and mentioned in various literature where the focus

is the simplification of the process of information

absorption for both professors and students, [7] ,

pointed the positive effects that ICT has in the

academic field, thus mentioning: the increase in the

will of professors to develop their knowledge

through the modern tools that ICT offers, the easier

access to lessons as well as the relevant literature,

the change in the methodologies of teaching by

professors and developing them professionally, etc.

On the other hand, [8], stated that professors have a

normal way of thinking about using technology by

making it difficult to include it in their lessons,

which stops universities from making new changes

and improvements. Also, [9], asserted that "the key

to the successful integration of ICT in education is

the teaching staff; therefore it is very important to

investigate the factors directly related to their

attitude". The latter in his study revealed that age is

one of the influencing factors in the adaptation of

ICT in the work process of professors of a

university presenting a significant difference

between the age of participants and their attitude

towards ICT, [9]. In [7], also stated significant

differences between the integration of ICT by

professors based on age where it was found that

young teachers tend to use new technologies more

for teaching purposes than older professors. We

have other studies, such as [10], that show the

opposite results of the significant correlation

mentioned above. In this paper [4], it was

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hypothesized that there would be a correlation

between university teachers' age and ICT use where

younger teachers would be more likely to use ICT

for educational and personal purposes. The results

showed that there is no correlation between the age

of professors and the use of ICT, such as online

video lectures, online resources, communication

tools, etc.

In addition to the relationship that older-age

professors should have with technology, they

should also recognize and respect digital ethics.

Digital ethics itself is about how we choose to use

information online, focusing on the moral limits of

digitization. In [11], stated that all the actors

involved in education must follow ethical rules for

educational programs to work in the right direction.

This study highlighted the importance that digital

ethics has for the faculty and student environment,

[11]. In [3], the author emphasizes the importance

of education and awareness about digital ethics. It

also focuses on understanding the tools needed to

follow the agreed-upon rules. In [12], presented

some proposals, i.e. valid premises to regulate all

the factors that influence the irrelevant use of

digital technologies such as training for the

responsible and ethical use of technologies for all

members of society: suggesting the use of

technologies in a responsible way, not just used

carelessly, and also it should not be left only in

everyone's conscience, but there should also be a

commitment by giving examples how to use

technologies better.

So, the main idea is that it is not only important

to learn how to use technology tools but also to be

responsible for how we use a certain tool without

violating a digital code of ethics. In the case of our

study, university professors should not only learn

ICT tools and their incorporation in the work

process but also the ethics to follow while working

with it.

3 Research Methodology

This study aims to analyze the effect of age on how

the academic and administrative staff of the

University of Tirana respond to issues of digital

ethics. For this purpose, data from the survey of the

project "University Ethics, Digitalization, and

Institutional and Human Agora" have been used.

This survey includes academic and administrative

staff from all UT structures, which are independent

institutions from each other and have different

perspectives and strategies regarding the treatment

of ethical issues, but ,they represent an age group

of 45+.

4 Population and Sample

The study population, in terms of full-time

academic staff, refers to the full-time academic

staff of the Faculty of Economics, Faculty of

Foreign Languages, Faculty of History and

Philology, Faculty of Natural Sciences, Faculty of

Social Sciences, Faculty of Law, and the Institute

of European Studies, totaling 746 individuals, of

which 315 (42.2%) properly responded to the

questionnaire. Meanwhile, the population, in terms

of support staff and administrative staff at UT,

totals 334 individuals, of which 214 (64%) properly

responded to the questionnaire. The sample was

based on formulas suggested by [13], to achieve a

confidence level of at least 95%, and it was a

stratified sampling that aimed at including all age

groups in the study, [14].

Instruments of the Study

To collect data for this study, a questionnaire was

used. Data collection was carried out by sending

the questionnaire link via email and through the

website created for this project, [15], during the

months of November-December 2022.

5 Research Questions

RQ1: Are there statistically significant differences

in digital ethics issues among academic staff at UT

based on age?

RQ2: Are there statistically significant differences

in digital ethics issues among administrative staff at

UT based on age?

6 Data Analysis

Both descriptive and inferential statistical analyses

were used for this study. The Chi-square test of

independence was predominantly utilized. The

hypothesis posed is that reactions to digital ethics

issues are independent of age groups. To test the

hypothesis, the p-value of the Chi-square test is

used. If the p-value is less than the significance

level of 5%, then the null hypothesis is rejected,

indicating that age groups influence reactions to

digital ethics issues.

Demographic information, such as age and

gender, is also collected in the questionnaires. At

UT, 29% of the administrative staff and 49% of

academic staff are over 46 years old, while only 3%

of the administrative staff and 7% of the academic

staff are over 60 years old. Furthermore, 67% of

administrative staff and 63% of academic staff are

females (Table 1).

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Table 1. Demographic profile of the respondents

Administrative

Staff

Academic

staff

Age

N

%

N

%

18 - 25 years

9

4%

3

1%

26 - 35 years

53

25%

43

14%

36 - 45 years

90

42%

114

36%

46 - 60 years

55

26%

132

42%

over 60 years

7

3%

23

7%

female

144

67%

198

63%

male

70

33%

115

37%

Source: Author’s calculation

6.1 Analysis of Results on the Use of

Technology

Regarding the level of technology usage at UT, the

specific question asked was "How much do you use

technology in your work?" with possible answers

on a 5-point Likert scale: don't use, little,

somewhat, many, very much. The analysis revealed

that the level of technology usage at UT is high.

The following table presents the reports of the level

of technology usage for academic and

administrative staff:

The integration of digital technologies and their

acceptance, as indicated by [14], [16], [17],

depends on various factors such as the culture of

change, the perception of educators, teaching

styles, and attitudes towards technology, [18]. At

UT, technology has been embraced at very

satisfactory levels due to the university's

internationalization initiatives, [19] and

participation in international projects with a focus

on ICT.

Among academic staff at UT, 49.1% are over

45 years old, of which 3.5% use technology "very

much" and 24.7% use it "many times" (see Table

2), As for administrative staff over 45 years old,

which make up 29% of the total, 14% use

technology "many times," and only 0.5% use it

"very much." At UT, the academic staff are

proficient technology users, and the staff members

aged over 45 are also proficient technology users.

The period of the COVID-19 pandemic had a

significant impact in this regard, as teaching at the

University of Tirana was conducted entirely online

for over a year, using various platforms. According

to the questionnaire results, the most commonly

used platforms were email, with 28.4% usage

among administrative staff, and Microsoft Teams,

with 36.8% usage among academic staff. Teams

[20], were offered by the university as a preferred

communication tool, and it continues to be used at

UT for communication between educators and

students.

Table 2. Use of technology

Academic

staff

little

many

Somewhat

very much

Total

18 - 25 y

1.0%

26 - 35 y

8.6%

1.9%

3.2%

13.7%

36 - 45 y

0.3%

24.4

%

7.3%

4.1%

36.2%

46 - 60y

1.3%

20.6

%

17.1

%

2.9%

41.9%

over 60 y

0.3%

4.1%

2.2%

0.6%

7.3%

Total

1.9%

58.7

%

28.6

%

10.8

%

100.0

%

Administrati

ve staff

many

don’t use

somewhat

very much

18 - 25 y

2.3%

1.9%

26 - 35 y

0.9%

13.6

%

6.5%

3.7%

36 - 45 y

1.4%

26.6

%

10.7

%

3.3%

46 - 60y

2.8%

13.1

%

9.3%

0.5%

over 60 y

0.5%

0.9%

Total

5.6%

56.5

%

0.9%

27.6

%

9.3%

Source: Author’s calculation

Fig. 1: Platforms used

Source: Author’s calculation

Regarding administrative staff, the figures are

not very favorable, with approximately 27% of

them using technology minimally (see Fig 1). The

highest percentage belongs to the age group of 36-

45 years. For this reason, training programs have

been implemented at UT to enhance their

capabilities. On the other hand, [21], found in their

study that one obstacle to technology use is the lack

of personal digital devices.

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6.2 Analysis of Results on Recognition of

Digital Ethics

Regarding where they have learned about

technology usage, for administrative staff at UT,

the highest percentage is self-directed learning at

23.4%, followed by learning through employment

at 18.7%, and training at the university at 11.2%.

As for academic staff at UT, they have mainly

followed a self-directed approach to learning about

the use of electronic platforms, with 26.3%

reporting self-directed learning.

It is essential to provide training and support to

staff members, especially those who are less

familiar with technology, to ensure that they can

effectively utilize digital tools and platforms in

their work.

Fig. 2: Knowledge of digital ethics

Source: Author’s calculation

For academic staff, the younger age group (26-

45 years old) tends to be better informed about

digital standards, with approximately half of them

knowing. In contrast, those above 45 years old have

an average knowledge level of around 32%. For the

administrative staff, knowledge levels are relatively

consistent across age groups (Figure 2). The age

group of 26-45 years old has a knowledge level of

around 40%, while those above 45 years old have

an average knowledge level of approximately 34%.

At UT, initiatives have been taken to continuously

train the administrative staff about ICT. As for the

academic staff, a policy of involving them in

national and international research projects is

followed to increase the quality of teaching and

research, for a good integration of UT in the

European research area, [22].

6.3 Analysis of Trust in Digital Standards at

UT

A set of questions was directed to gauge staff

perception regarding sensitive issues related to the

protection of personal data of students and staff

generated through the use of digital platforms

during recent years. For this group of questions,

which was grouped as a single factor, staff

members share similar attitudes. We identify their

stance toward data preservation, protection, and

security for employees and students by assessing

their ratings on a 4-point Likert scale: "very much,"

"sufficiently," "little trust" or "no trust at all."

Table 3. Faith in UT

Category

18 -

25

years

26 -

35

years

36 - 45

years

46 - 60

years

over

60

years

Academic staff

No

impact

0.30

%

2.50%

4.80%

0.30

%

Low

impact

2.50

%

3.80%

8.30%

1.60

%

Relatively

strong

impact

0.30%

5.10

%

19.40

%

16.20

%

2.50

%

Very

strong

impact

0.60%

5.70

%

10.50

%

12.70

%

2.90

%

Total

1.00%

13.70

%

36.20

%

41.90

%

7.30

%

Administrative Staff

No

impact

0.50%

1.40

%

3.70%

1.90%

Low

impact

2.80

%

7.90%

5.60%

0.50

%

Relatively

strong

impact

2.80%

8.40

%

16.40

%

10.30

%

0.50

%

Very

strong

impact

0.90%

12.10

%

14.00

%

7.90%

2.30

%

Total

4.20%

24.80

%

42.10

%

25.70

%

3.30

%

Source: Author’s calculation

43.5% of the academic staff believe that it has

a relatively strong impact, of which 18.7% are over

45 years old, while 32.4% believe that it has a very

strong impact, with the majority being 15.6% over

45 years old (Table 4).

As for the administrative staff, 38.3% believe

that it has a relatively strong impact, of which

10.8% are over 45 years old, while 37.4% believe

that it has a very strong impact, with 10.2% being

over 45 years old. Regarding no impact, the highest

percentage of academic staff belongs to the age

group 46-60 years old with 4.8%, while for

administrative staff, it belongs to the age group 36-

45 with 3.7%.

7 The Analysis of the Research

Questions

For statistical testing, the Chi-Square, [16], [23]

test and t-test, [24], will be used. In all cases, it is

judged by the value of p. If the p- p-value of the

relevant statistic is lower than the 5% significance

level, then the null hypothesis will be rejected.

The Table 5 in the appendix shows the

"Decision tree." Referring to the p-value in the first

stage (p=0, chi-square=28), we conclude that

academic and administrative staff have different

representations regarding age groups. Thus, more

academic staff belongs to the age group 46-60,

confirming that UT is a university with qualified

academic staff, while 42.1% of administrative staff

belongs to the age group 36-45. Academic staff,

based on age groups, have different attitudes

towards technology use according to the p-value in

the second stage (p=0, chi-square=23). Of these,

41.4% use technology many or very much, with the

36-45 age group dominating at 41.1%, followed by

the 46-60 age group at 33.8%. If we analyze the

age group over 45, we have 40.6% using

technology or very much. Regarding Node 4,

18.1% use "little" or "somewhat," with the 46-60

age group standing out at 60.4%. From these

results, we see two poles of academic staff over 45

who are either good users or indifferent to IT, using

it little, chi-square=21), we conclude that academic

staff, according to age groups, have different

attitudes towards the definition of digital ethics.

Better-informed in this case are academic staff in

the 36-45 age group. Meanwhile, academic staff

over 45 have accurate knowledge at a rate of

approximately 32%, a figure that was expected to

be even higher given their qualifications.

8 Conclusions

At the University of Tirana, academic staff holds

different views on digital ethics issues depending

on the age groups they belong to. Academic staff

over 45 are divided into two groups. Part of them

are proficient technology users and have a good

understanding of digital ethics concepts. On the

other hand, some educators are not proficient

technology users and lack knowledge of digital

ethics concepts. Meanwhile, administrative staff

show fewer differences in age-related views on

these issues, likely due to the training these staff

members have received at the University,

especially following the online experience during

the pandemic. Both academic and administrative

staff have sufficient confidence in the secure

handling of electronic data stored and transmitted

through electronic platforms managed and

administered by the relevant structures at the

University.

Academic staff, over 45 years old, have higher

levels of knowledge and ethical behavior in digital

matters compared to their respective administrative

counterparts. Academic staff primarily use

Microsoft Teams as their preferred platform, while

administrative staff prefer email. Academic staff

have primarily self-learned these platforms.

Administrative staff over 45 years old are not

proficient technology users, whereas academic staff

are proficient technology users.

The impact of digital ethics on the quality of

knowledge, institutional transparency, and

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institutional culture is relatively high according to

the perceptions of both administrative and

academic staff. However, the academic staff over

45 years old have more confidence in this

institutional culture than the administrative staff.

Based on current trends, academic and

administrative staff have expressed their opinions

on the training needed at the University. Areas

related to digital ethics in which they want to gain

more knowledge include technologies, security,

protection against cyberattacks, familiarity with

electronic platforms used at the University and in

education more broadly, the governance of data

generated by digital interactions, and the role of

information technology in digital ethics.

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WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION

DOI: 10.37394/232010.2024.21.5

Majlinda Keta, Valentina Sinaj

E-ISSN: 2224-3410

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Volume 21, 2024

[18] Loague A., Caldwell N, & Balam E.,

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Contribution of Individual Authors to the

Creation of a Scientific Article (Ghostwriting

Policy)

Prof. Keta designed the questionnaire and together

with Prof. Sinaj worked on the entire article.

Sources of Funding for Research Presented in a

Scientific Article or Scientific Article Itself

Paper is at the end of the project "University ethics,

digitalization and institutional and human agora"

supported by AKKSHI (National Agency for

Scientific Research and Innovation, September

2022-September 2023).

Conflict of Interest

The authors have no conflicts of interest to declare.

Creative Commons Attribution License 4.0

(Attribution 4.0 International, CC BY 4.0)

This article is published under the terms of the

Creative Commons Attribution License 4.0

https://creativecommons.org/licenses/by/4.0/deed.e

n_US

WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION

DOI: 10.37394/232010.2024.21.5

Majlinda Keta, Valentina Sinaj

E-ISSN: 2224-3410

39

Volume 21, 2024

APPENDIX

Table 5. Decision tree

WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION

DOI: 10.37394/232010.2024.21.5

Majlinda Keta, Valentina Sinaj

E-ISSN: 2224-3410

40

Volume 21, 2024