In light of the increasing significance of trust-based higher education towards digitally-rich learning environments, co-evolution dynamism between trust in teachers and higher education enabled by ICT advancement was analyzed. Using the rate of trust in teachers for good education in the Global Teacher Status Index, together with statistics on higher education level and ICT advancement, an empirical numerical analysis of 20 countries was attempted. It was identified that while ICT advanced countries have constructed a co-evolution between ICT, higher education and trust, ICT growing countries have not succeeded due to a vicious cycle between ICT and trust. Finland’s educational success can be attributed to this co-evolution while an education productivity paradox can be attributed to a disengagement. It is suggested that steady ICT advancement by making full utilization of external resources in digitally-rich learning environments can be essential to ICT growing countries for their higher education. A new approach for constructing the foregoing co-evolution in a systematic way was thus explored.
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| Periodicity | Biannually |
| Issue-1 | May |
| Issue-2 | November |
| ISSN Print | 2321-2217 |
| ISSN Online | 2321-2225 |
| RNI No. | CHAENG/2013/50088 |
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