Data on mathematics teacher educators' proficiency and willingness to use technology: A structural equation modelling analysis

The role of Mathematics Teacher Educators (MTEs) in preparing future teachers to effectively integrate technology into their mathematics instruction is of paramount importance yet remains an underexplored domain. Technology has the potential to enhance the development of 21st-century skills, such as problem-solving and critical thinking, which are essential for students in the era of the fourth industrial revolution. However, the rapid evolution of technology and the emergence of new trends like data analytics, the Internet of Things, machine learning, cloud computing, and artificial intelligence present new challenges in the realm of mathematics teaching and learning. Consequently, MTEs need to equip prospective teachers with the knowledge and skills to harness technology in innovative ways within their future mathematics classrooms. This paper presents and describes data from a survey of 104 MTEs in Zambia. The study focuses on MTEs' proficiency, perceived usefulness, perceived ease of use, and willingness to incorporate technology in their classrooms. This data-driven article aims to unveil patterns and trends within the dataset, with the objective of offering insights rather than drawing definitive conclusions. The article also highlights the data collection process and outlines the procedure for assessing the measurement model of the hypothesised relationships among variables through structural equation modelling analysis. The data described in this article not only sheds light on the current landscape but also serves as a valuable resource for mathematics teacher training institutions and other stakeholders seeking to understand the requisites for MTEs to foster technological skills among prospective teachers of mathematics.

Review on brain-computer interface technologies in healthcare

Brain-computer interface (BCI) technologies have developed as a game changer, altering how humans interact with computers and opening up new avenues for understanding and utilizing the power of the human brain. The goal of this research study is to assess recent breakthroughs in BCI technologies and their future prospects. The paper starts with an outline of the fundamental concepts and principles that underpin BCI technologies. It examines the many forms of BCIs, including as invasive, partially invasive, and non-invasive interfaces, emphasizing their advantages and disadvantages. The progress of BCI hardware and signal processing techniques is investigated, with a focus on the shift from bulky and invasive systems to more portable and user-friendly options. Following that, the article delves into the important advances in BCI applications across several fields. It investigates the use of BCIs in healthcare, particularly in neurorehabilitation, assistive technology, and cognitive enhancement. BCIs' potential for boosting human capacities such as communication, motor control, and sensory perception is being thoroughly researched. Furthermore, the article investigates developing BCI applications in gaming, entertainment, and virtual reality, demonstrating how BCI technologies are growing outside medical and therapeutic settings. The study also gives light on the problems and limits that prevent BCIs from being widely adopted. Ethical concerns about privacy, data security, and informed permission are addressed, highlighting the importance of strong legislative frameworks to enable responsible and ethical usage of BCI technologies. Furthermore, the study delves into technological issues such as increasing signal resolution and precision, increasing system reliability, and enabling smooth connection with existing technology. Finally, this study paper gives an in-depth examination of the advances and future possibilities of BCI technologies. It emphasizes the transformative influence of BCIs on human-computer interaction and their potential to alter healthcare, gaming, and other industries. This research intends to stimulate further innovation and progress in the field of brain-computer interfaces by addressing problems and imagining future possibilities.

Empirical Research on Technological Pedagogical Content Knowledge (TPACK) Framework in Health Professions Education: A Literature Review

In the context of twenty-first-century information and communication technologies, the Technological Pedagogical Content Knowledge (TPACK) framework is a new way of conceptualizing categories of knowledge required by teachers to achieve technology integration in educational practice. The main purpose of this review is to identify research on the TPACK framework in the field of health professions education. Journal empirical studies from 4 databases are included in this review. Of the 76 selected articles, nine met the selection criteria. The findings in the examined papers highlighted four themes: TPACK level measurement, TPACK relationship with other variables, TPACK application, and professional development. Research on the TPACK framework in the health professions education area is still lacking; however, the finding indicates that the TPACK as a theoretical foundation generated positive outcomes that can guide practitioners and researchers' future practice and investigations.

How does technology challenge teacher education?

The paper presents an overview of challenges and demands related to teachers' digital skills and technology integration into educational content and processes. The paper raises a debate how technologies have created new skills gaps in pre-service and in-service teacher training and how that affected traditional forms of teacher education. Accordingly, it is discussed what interventions might be applicable to different contexts to address these challenges. It is argued that technologies should be viewed both as the field where new competences should be developed and at the same time as the method used in developing learning environments for teacher students.

Mind Power: Thought-controlled Augmented Reality for Basic Science Education

The integration of augmented reality (AR) and brain-computer interface (BCI) technologies holds a tremendous potential to improve learning, communication, and teamwork in basic science education. The current study presents a novel interface technology solution to enable AR-BCI interoperability and allow learners to control digital objects in AR using neural commands.

Teachers' value beliefs and usage of one-to-one devices for students with dyslexia: A descriptive study

One-to-one devices provide the opportunity for students to develop 21st-century skills, improve academic learning, access information, and increase student independence. This descriptive study explored the value beliefs held by middle school teachers at a school for students with dyslexia (SWD) following the implementation of one-to-one devices and the teachers' technology integration during the instruction of SWD. Data were collected from nine middle school teachers through a survey, classroom observation, and structured interviews. Quantitative findings demonstrated that teachers valued the use of technology in the teaching and learning process and had access to resources and personnel to support technology integration. However, the mean score for the sufficient training for technology integration was found to be lower. The study's qualitative findings revealed (a) one-to-one devices were used as a supplemental resource; (b) technology had both positive and negative impacts, and (c) teachers increased in self-efficacy of technology use within a supportive environment. Based on these findings, extended professional development incorporating 21st-century skills with a focus on the integration of devices into content areas is needed in order to develop the skills and knowledge necessary to incorporate student-centered activities.

Teachers' role in digitalizing education: an umbrella review

As teachers are central to digitalizing education, we summarize 40 years of research on their role in that process within a systematic umbrella review that includes 23 systematic reviews with a total of 1062 primary studies focusing technology integration and aspects of digital literacy. Our findings highlight the international acceptance of the TPACK framework as well as the need for a clear concept of digital literacy. It is unique that we identify and discuss parallels in developing teachers' digital literacy and integrating digital technologies in the teaching profession as well as barriers to those goals. We conclude by suggesting future directions for research and describing the implications for schools, teacher education, and institutions providing professional development to in-service teachers.Kindly check and confirm whether the corresponding author is correctly identified.Olivia Wohlfart is correctly identified as corresponding author.

Teachers' Experiences with and Perceptions of Virtual Manipulatives Following the COVID-19 Pandemic

While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. regarding teacher experiences with and perceptions of virtual manipulatives. Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the experiences of teachers using them during emergency remote teaching during COVID-19. The purpose of this study was to explore teacher perceptions and. experiences with virtual manipulatives following emergency remote teaching during COVID-19. To achieve this, the researchers conducted an online survey to gather data on educator's (n = 103) experiences, perceptions, and usage of virtual manipulatives. The qualitative and quantitative data show that educators feel that VM are a valid and feasible support of mathematics instruction when physical manipulatives are not available. Results regarding usage of virtual manipulatives including frequency of use, standards taught, and types used are presented and discussed.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s11528-022-00796-9.

Why and How Colleges and Universities Should Leverage Technology Mentoring to Maximize Faculty's Technology Integration Efforts

The demand for postsecondary and online courses is rising, requiring colleges and universities to turn to technology to keep up with the trend. In 2020, the COVID-19 pandemic accelerated the higher education transition to online teaching, forcing faculty to use technology to teach. Although technology is ubiquitous in higher education and indispensable for meeting students' needs, many institutions struggle to train faculty to teach with technology. Simply put, traditional technology training and workshops fail to prepare faculty for success in technology-driven teaching environments. Conversely, research indicates that technology mentoring seems promising in enabling faculty to learn and use technology. Consequently, this paper, informed by three components of the Technological Pedagogical Content Knowledge (TPACK) Framework, draws on the literature on technology mentoring to discuss why and how more colleges and universities should leverage technology mentoring to develop their faculty members' technological, pedagogical, and technological pedagogical knowledge. Suggestions for future research are provided.

Hydrothermal processing of microalgal biomass: Circular bio-economy perspectives for addressing food-water-energy nexus

Hydrothermal processing of microalgae is regarded as a promising technology to generate multitude of energy based and value-added products. The niche of hydrothermal technologies is still under infancy in terms of the technical discrepancies related to research and development. Thus, the present review critically surveyed the recent advancements linked to the influencing factors governing the algal hydrothermal processing in terms of the product yield and quality. The sustainability of hydrothermal technologies as a standalone method and in broader aspects of circular bio-based economy for energy and value-added platform chemicals are comprehensively discussed. Process optimization and strategic integration of technologies has been suggested to improve efficiency, with reduced energy usage and environmental impacts for addressing the energy-food-water supply chains. Within the wider economic transition and sustainability debate, the knowledge gaps identified and the research hotspots fostering future perspective solutions proposed herewith would facilitate its real-time implementation.

Development of pre-service early childhood teachers' technology integrations skills through a praxeological approach

How to improve and what should be carried out for pre-service teachers' technological competencies for teaching purposes is still an important issue on the agenda of the higher education field. In light of this, we aimed to reflect the individual and collective technology integration knowledge and skills construction process of pre-service early childhood education teachers with democratic participation. We utilized the praxeological approach as a method and learning approach to reveal the reflections of the instructional technologies course. The participants in this study were 52 sophomore pre-service teachers in the early childhood education department. We collected the data from various sources such as interviews, portfolios, researchers' field notes, e-mails, online course evaluation form. We carried out the thematic analysis method to analyze the data. The findings indicated that three main themes emerged as initial challenges, learning process, and learning outcomes during enhancement of pre-service early childhood teachers' technology integration knowledge and skills. As a result, the praxeological approach used in instructional technologies courses in teacher education programs leads to a crucial digital transformation to be ready to become future teachers.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1186/s41239-022-00344-8.

Teachers' perceptions of using virtual reality technology in classrooms: A large-scale survey

High-immersion virtual reality (VR) technology is often associated with gaming. Yet, it is increasingly popular in educational contexts due to its potential to engage and motivate learners. Prior to VR technology integration in the classroom, the acceptance or resistance toward VR needs to be explored. This paper reports the results obtained from a large-scale (N = 20,876) survey on teachers' attitudes toward the use of VR for education. The survey explored the relationships between the teachers' VR integration level and their instructional approaches, as well as the frequency of VR use. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel and the frequency of VR use. Overall, teachers had moderately positive perceptions of the use of VR in education. There was no strong correlation between instructional approaches and the level of VR integration, but lower levels of VR integration were associated with more traditional teaching approaches. The results revealed a positive correlation between the level of VR integration and the frequency of VR use. However, the VR frequency use had a weak correlation with the availability of IT personnel.

Teachers' beliefs and practices of technology integration at a school for students with dyslexia: A mixed methods study

The amount of technology available in schools has increased steadily over the past two decades, but higher-level uses have not followed, and many teachers continue to struggle integrating technology in their classrooms. The purpose of this study was to describe teachers' beliefs about technology in the classroom and identify whether their beliefs are reflected in practices of integrating technology at a small, private school for students with dyslexia. A convergent mixed methods action research study was conducted to understand how teachers' beliefs may be affecting technology integration at the school. Quantitative data was collected through a survey administered to all 55 teachers at the school to describe how technology was being used throughout the school. From this sample, six participants were selected for three rounds of follow-up interviews and observations. Quantitative data revealed more teacher-centered beliefs and practices of teachers at the school. Qualitative findings showed teachers with more student-centered beliefs integrated technology more in their classrooms. Findings also revealed the school culture influenced teachers' beliefs about the role of technology. Implications are provided on offering professional development adapted to teachers' levels of technology integration.

Exploring predictors of teachers' self-efficacy for online teaching in the Arab world amid COVID-19

The rapid development of information and communication technologies (ICT), and the unexpected transition to online teaching due to COVID-19 necessitates that teachers should have the knowledge, competent skills and strategies to integrate digital tools and platforms effectively. Literature suggests however that many teachers do not feel confident enough or lack perceived capability in teaching using advanced technologies in classrooms, and do not have positive self-efficacy beliefs towards their online teaching. Hence, the purpose of this mixed-method study is to investigate teachers' self-efficacy (TSE) in online learning environments amid COVID-19. A total of 150 K-12 teachers from six Arab countries were invited to participate in the study. Quantitative and qualitative data revealed that perceived self-efficacy of online teaching was high. Two main factors, receiving support to design online instruction and receiving professional development in online teaching, significantly predict participants' sense of self-efficacy. Teachers who have previous experience in online teaching scored higher on their self-efficacy than teachers with limited or no experience. Student engagement had the weakest correlation between the four scales with the overall self-efficacy. Parental involvement was discovered through the qualitative analysis to be an emerging factor that could enhance teachers' self-efficacy. Recommendations and limitations are further discussed.

The impact of digital leadership on teachers' technology integration during the COVID-19 pandemic in Kuwait

When the education system was overwhelmed by the COVID-19 pandemic, school principals had to take on the mantle of digital literacy by ensuring that teachers and learners attained and utilized digital tools and platforms. This study aims to explore the impact of digital leadership among school principals on teachers' technology integration during the COVID-19 pandemic in Kuwait. This quantitative study used two surveys, the Principal Technology Leadership Assessment, and the Teacher Technology Integration Survey. The sample consisted of 113 school principals and 404 teachers from public elementary schools in Kuwait. The study revealed that digital leadership among school principals had a positive impact on teachers' technology integration during the COVID-19 pandemic. Discussion and implications for policymakers, school principals, and future research are introduced.

Effect of Best Possible Self Writing Activities on Preservice Teachers' Attitudes towards Technology Integration

Preservice teachers' attitudes towards technology integration influence their motivation for and future behavior in teaching, but effective interventions to modify attitudes towards technology integration are scarce in teacher education programs. This quasi-experimental study redesigned and integrated one of the most widely used positive psychology interventions-Best Possible Self (BPS)-for use in a stand-alone technology integration course to measure its effect in improving preservice teachers' attitudes towards technology integration. While results show no statistically significant difference between the control and treatment groups, the treatment group had more positive trends (significant increase in positive attitudes) than the control group (no significant increase in positive attitudes) even under the negative influence of pandemic. The results of this study suggest a need for continued development of and research on this type of activity.

Overcoming Clinician Technophobia: What We Learned from Our Mass Exposure to Telehealth During the COVID-19 Pandemic

Mental health clinicians have migrated to telehealth during the COVID-19 pandemic and have reported their use of telehealth may be permanent. Understanding how stakeholders overcame hesitancy regarding the use of telehealth can potentially reveal how stakeholders can adopt future clinical technologies. The exposure therapy conceptual framework provides one explanation of how mental health clinicians can face their concerns about technologies that promise to improve clinical outcomes and worker well-being. We review available literature published since the start of the pandemic on the extent to which clinicians migrated to telehealth and their reactions to their transitions. In particular, we review available literature that describes negative attitudes and worries by clinicians as one of many barriers of telehealth implementation. We introduce the perspective that the necessary transition to telehealth at the start of the pandemic functioned as an exposure exercise that changed many clinicians' cognitive and emotional reactions to the use of telehealth technologies. Next, we provide guidance on how clinicians can continue taking an exposure approach to learning emerging technologies that are safe and can benefit all stakeholders. Clinicians can now reflect on how they overcame hesitancy regarding telehealth during the pandemic and identify how to build on that new learning by applying strategies used in exposure therapy. The future of clinical work will increasingly require mental health clinicians to better serve their patient populations and enhance their own well-being by overcoming technophobia, a broad term for any level of hesitancy, reluctance, skepticism, worry, anxiety, or fear of implementing technology.

Learning to Fly: Development and Design of a Micro-Credentialing System for an Educator Preparation Program in the Absence of a Required Educational Technology Course

Technology integration within instructional practices is an essential element in the preparation of teachers. However, expectations that a single course or hopes that technology infusion will spontaneously occur are not enough to prepare teacher candidates to integrate technology in meaningful ways. In the absence of a required educational technology course for all initial licensure candidates, an educator preparation program in the Midwest sought creative solutions to meet accreditation and clinical placement expectations regarding candidate preparation to integrate technology. This report from the field discusses the iterative process to develop a comprehensive micro-credentialing system aligned with the ISTE standards for educators. The micro-credentials provide candidates opportunities to apply and model technology use within courses and throughout their program. Feedback from stakeholders indicated both possibilities and potential challenges in the adoption of the system. This feedback has led to further development of the micro-credentialing system.

The IT2 Survey: contextual knowledge (XK) influences on teacher candidates' intention to integrate technology

Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher candidates' intention to integrate technology into classroom instruction had not been established. We applied the Decomposed Theory of Planned Behavior (DTPB) to aid us in this effort. Our work (a) provided a theoretical conceptualization for factors of XK through application of the DTPB, (b) represented the synergistic effects among these factors, and (c) allowed us to explore their influences on teacher candidates' intentions to teach with technology. To assess our model, which includes factors such as teacher candidates' beliefs, attitudes, and efficacy, we developed an instrument, the Intention to Teach with Technology (IT²) Survey. Results from the structural equation model of the survey data indicated our model fit the data very well and readily accounted for various XK factors, the relations among these factors, and their influence on teacher candidates' intentions to integrate technology into teaching. Given the complexity of the context in any teaching situation, its relation to and influence on technology integration, and the previously limited examination of context in research and teacher development, the results indicate the proposed model is quite plausible, accounting for 75% of the variation in intention. The study demonstrates the IT² Survey is an effective instrument to examine factors associated with XK and their influences on technology integration. Our work extends theory about technology integration by including XK and has implications for researchers as well as practitioners who seek to advance technology integration in preparation programs.

First and Second Order Barriers to Teaching in K-12 Online Learning

While an extensive literature base has focused on online learning, fewer studies have explored the unique implementation challenges in K-12 education. This case study addresses this gap by exploring how an urban, diverse school migrated to a fully online format through the lens of the first- and second-order barriers framework. In terms of first-order barriers, the study highlights the importance of (a) time needed to design and adapt instructional materials, (b) accountability within an online format, and (c) administrator support in the communication process. For second-order barriers, teachers commented on how they perceived online learning to impact important teaching activities (e.g., accountability, timeliness of feedback) and the teacher-student dynamic. Finally, they commented on the challenge to support the socio-emotional component of students and parents in online learning, which is important for school culture and community.

Detached co-involvement in interactional care: Transcending temporality and spatiality through mHealth in a social psychiatry out-patient setting

This article explores how the integration of digital technology into healthcare processes of social psychiatry impacts the healthcare professional-patient relation. To this end, it adopts a new materialist perspective, viewing the context of social psychiatry as an assemblage of human and technological components and their relations. We draw on a qualitative study of the introduction of an mHealth platform including shared calendars, messaging, and video calls into the care processes of a social psychiatry out-patient setting in Denmark. The study demonstrates how technology acceptance is facilitated by familiarity and relational trust, how the platform streamlines routine care tasks by providing shared structures, and how the platform allows for a multi-channel approach to interactional care. The analysis reveals an emerging type of care interaction, detached co-involvement, which appears to strengthen the healthcare professional-patient relation and concomitantly increase patient autonomy by facilitating temporally and spatially detached albeit more frequent interactions. The implications of these findings extend beyond the context of social psychiatry. First, they demonstrate that the careful integration of digital technology into care processes has the potential to increase the involvement of and even empower mentally vulnerable patients. Second, they demonstrate how adding such technology can extend an assemblage temporally and spatially and, consequently, allow components to remain attached to it while they attach to and detach from other assemblages.

Trainee Teachers' Perceptions of Online Teaching During Field Experience with Young Children

The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to examine the perceptions of trainee teachers and faculty supervisors about online field experiences with young children. The study was done using a qualitative case study within an interpretivist paradigm. Twelve internship students and five supervisors were purposively selected to complete open-ended questionnaires about virtual field experiences. Three themes emerged from the data: (1) integrating technology into lesson planning, (2) meeting challenges to classroom management, and (3) expanding the repertoire of teaching strategies. It is concluded that the virtual field experience was a milestone of achievement for trainee teachers, in terms of the preparation it provided to implement the country's plan of integrating technology in the curriculum.

Toward a model of learning innovation integration: TPACK-SAMR based analysis of the introduction of a digital learning environment in three Russian universities

Digitalisation is penetrating higher education (HE) in Russia. The study explores how three Russian universities have been integrating the Skyes digital learning platform to transform English as a foreign language (EFL) educational practices. The article outlines the main characteristics of the platform, recounts the steps in adopting the technology and addresses the emerging changes to learning and teaching. Students' and teachers' perceptions are examined to review the implementation process. The research is designed as a case study; the methods used are semi-structured interviews and online questionnaires. The study framework combines the Technological Pedagogical Content Knowledge (TPACK) model and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model for a holistic approach to investigating innovation integration in a university setting. TPACK is used to analyse the changes associated with teachers' knowledge of technology, pedagogy and content. SAMR helps to reflect on the current use of the platform showcasing technology integration along substitution, augmentation and modification levels. Based on the findings, the paper discusses the factors influencing the implementation of the Skyes platform and proposes recommendations for its successful integration; they highlight the importance of motivation, feedback both from teachers and students, clear assessment of the learning outcomes, TPACK transformation plan and alignment between the innovation and educational regulations.

Advancements in Radiographic Evaluation Through the Migration into NDE 4.0

The challenges presented by the global pandemic and slump in oil prices have imposed costly avoidance measures and delayed project timeliness, but it also has created the opportunity for innovation conditions in industrial non-destructive testing. The evolutional path leveraged by Industry 4.0, present sustainable offerings of robotic platforms, digital solutions and connected devices commonly known as the Internet of Things (IoT) that may assist in recapturing some of the current losses. The landscape is broad with staggered adoptions. An overview of the Industrial Revolutions, related developments in NDE 4.0 and specific focus on North American radiography in the petroleum industry is highlighted. Additionally, focusing on the importance of shared transparency and burden throughout the value-chain to ensure efficacy throughout the migration, and the human contributor for collaborative transition and skills required for the future. The evolutional path of Industrial revolutions leads to Industry 4.0 which presents opportunities with Artificial Intelligence, and connected devices commonly known as the Internet of Things (IoT). This article focuses on three major issues for consideration in the development of a strategic plan to capitalize on the advancements of digital radiography in the petroleum sector. The components are the technological NDE 4.0 transformation, the need for a new and realistic perspective of digital radiography, and the challenges of developing a workforce to adapt to the transition of NDE 4.0.

Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs

Technology and digital media are now embedded in children's daily lives and can have significant impact on children's early development and learning. Preparing early childhood teachers to integrate a variety of technologies into classroom practices can be challenging. This study explores perceptions of preservice teachers about technology integration into their educational programs and assesses their satisfaction with such preparation. A total of 192 preservice teachers participated in this study. Data were collected through questionnaires and in-depth interviews. Results indicated that preservice teachers held positive perceptions of the importance of technology and digital media integration in early childhood classrooms. However, their satisfaction with their preparation for technology integration into classrooms was less positive. Knowledge needs indicated by the preservice included learning more about technology integration in practice, and how to engage children in activities using technology and digital media. Based on the overall findings, it seems that teacher education programs need to develop stronger curricula that address these concerns so that future teachers are more confident and able to support children's learning through integration of technologies into their teaching practice.

Hybridizing Simulated Moving Bed and Electrodialysis: Product Purification and Eluent Regeneration

Complex streams in bio‐based industries require efficient downstream processing units. Simulated moving‐bed (SMB) chromatography is known to improve process efficiency by reducing resin and buffer requirement, but it can be further enhanced by technology hybridization. In the current experiments, an SMB system has been integrated with a bipolar electrodialysis (BPED) system. SMB purified γ‐aminobutyric acid (GABA) from a clarified fermentation broth while BPED processed the product‐containing eluent stream into recyclable eluent and purified product streams. The continuous operation did not result in any impurity accumulation.

Innovation of Expanded-Bed Adsorption by Integrating Simulated Moving-Bed Technology

Bio‐based industries need efficient downstream solutions to process complex streams. This was addressed through a technology integration approach, where expanded‐bed adsorption (EBA) is integrated with simulated moving‐bed (SMB) technology. Current work involved adaptation of an SMB apparatus and control principle to implement expanded‐bed level control. As an outcome, EBA‐SMB technology was successfully applied for purification of γ‐aminobutyric acid (GABA). This resulted in two‐fold increase in productivity and a GABA purity ≥ 92 % in one step from unclarified fermentation broth, compared to ≥ 93 % purity in case of clarified broth and packed‐bed SMB. These results proved that EBA‐SMB technology is able to enhance process efficiency and economics of bioprocesses.