European Research Studies Journal

Volume XXV, Issue 4, 2022

pp. 253-266

Blockchain in Education: The Best Teaching Models

Submitted 14/10/22, 1st revision 29/10/22, 2nd revision 17/12/22, accepted 30/12/22

Piotr Gutowski1, Joanna Markiewicz2, Piotr Niedzielski3, Monika Klein4

Abstract:

Purpose: The usefulness of Blockchain technology due to its many advantages, in the form of
off-the-shelf solutions, is conquering many sectors of the economy, such as finance,
insurance, retail, industry, healthcare, logistics or public administration. The main aim of
this paper is to identify the best teaching models for implementing Blockchain into the
teaching process in higher educational institutions.
Design/Methodology/Approach: The research method emloyed in this study was a model for
evaluating online courses, covering topics related to Blockchain and data collection using
the Delphi method. The experts were selected from among academic teachers with
knowledge and experience in the field of Blockchain technology, who conduct their research
in the IT and / or economic space.
Findings: Not only Blockchain technology itself is important, but also exploring and
learning about business transformations involving Blockchain (checking out available
solutions on the market, tracing how the process of implementing Blockchain in new entities
and projects).
Practical implementation: This technology is under continuous evolution and we have not
yet fully explored the limits of its applications. Blockchain is also a new paradigm for digital
data management and learning. Due to the rising role of Blockchain, univeristies should
include Blockchain in their education offer.
Originality/value: The article fills the knowledge gap in the field of supporting the
developing Blockchain environment in the context of introducing Blockchan into the teaching
process.

Keywords: Blockchain technology, assessment model, blockchain courses.

JEL codes: C52, I21, O32.

Paper type: Research article.

Funding: Publication prepared on the basis of materials created as a part of the EU funded
"Generation Blockchain" project (www.generationblockchain.eu). Views and opinions
expressed in the publication are those of the author(s) only and do not necessarily reflect
those of the European Union or the National Agency. Neither the European Union nor NA
can be held responsible for them.

1
Dr., University of Szczecin, Institute of Management, [email protected];
2
Dr., the same as in 1, [email protected];
3
Prof., the same as in 1, [email protected];
4
Dr., the same as in 1, [email protected];
 Blockchain in Education: The Best Teaching Models

254

1. Introduction

The usefulness of Blockchain technology due to its many advantages, in the form of
off-the-shelf solutions, is conquering many sectors of the economy, such as finance,
insurance, retail, industry, healthcare, logistics or public administration. All reports
and publications on the subject agree on the possibility of significantly increasing
efficiency in almost every area of human life and economic processes. From the
technical point of view, Blockchain is relatively young, but its development
continues to gain acceleration as favorable regulatory conditions and supportive
policies have emerged in addition to economic stimulation.

Every month, new applications and projects are being developed that break the
barriers of scalability and performance, while surprisingly reducing the cost of
deployment and operation. Blockchain is under continuous evolution and we have
not yet fully explored the limits of its applications. The markets are certainly in a
pre-consolidation stage currently, but the first initiatives to merge private platforms
with public networks are already emerging. These processes should not be held
back, but rather the emphasis should be on stimulating experimentation and
innovative attempts, including in the area of system integration and migration (PIIT
Report, 2018).

2. Literature Review

Blockchain is a new paradigm for digital data management and learning. Many
researchers take the position that it represents a new megatrend of the digital world
(Gilder, 2018). But can it play an important role in the education process? There is
no doubt that it does on several levels. For example, it finds application in the
organization of education, e.g., through the implementation of decentralized
platforms containing grades, documents or diplomas of graduates, or the
authentication and security of processes related to the verification of knowledge
such as exams (STM Future Technology Institute, 2022). In addition, it represents
valuable knowledge, which can and even should be taught.

Blockchain functions at the interface with other technologies such as artificial

intelligence, IoT, Big Data. These solutions are slowly infiltrating the practice of
teaching, for example, by technically supporting grading, supervision or profiling.
This makes these techniques, despite their undoubted benefits, seem culturally
invasive and may imply serious ethical questions.

The traditional conveyance and transfer of knowledge, primarily through schools

and universities, is a time-honored, valued and important determinant, representing
intellectual development, progress and enhancement of daily life. However, on the
other hand, in order to function effectively in a modern, dynamic and convergent
environment, educational entities should be characterized by openness and high
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255

dynamism in absorbing novel ideas and innovations, especially from the ICT area
(Park, 2019).

Despite its great potential and its very expansive and annexationist nature,
Blockchain remains most strongly linked to the IT and economic dimensions
(Gatteschi et al., 2020). It can be interpreted as: “A database, similar to a cadaster of
real estate titles, extended to events, covenants, patents, licenses, or other permanent
records. All are hashed together mathematically from the origin of the series, each
record distributed and publicized on decentralized Internet nodes” (Gilder, 2018).

Its most important function remains the elimination of uncertainty about the
authenticity of identity and information, thanks to sharing of this data by all parties
involved and the use of additional, meticulously planned, however powerful, virtual
cryptographic tools (Park 2021). An example of such authentication chain using
micro-credentials in the relationship between school, student, employer is presented
in Figure 1.

Figure 1. Chain of micro-credentials

Source: Own elaboration based on Cognizant 2019.

Supporting education through the implementation of Blockchain-based solutions

will involve the need to store and manage highly sensitive personal data in a
decentralized network. This fact determines that every effort should be made to
minimize any risk of unauthorized access by unauthorized entities. This raises the
question of whether this type of information should not be secured in accordance
with established system regulations developed by experts.

Good practice in this regard can be observed, for example, in India, where the “SPDI
Principles” (Processing of Personal Data/Information and/or Sensitive Personal
Data/Information) were introduced as early as 2011 (Chacko et al., 2021; Walia et
al., 2021). According to them, business entities and other institutions that collect,
receive, possess, store or process sensitive personal data in electronic form must
 Blockchain in Education: The Best Teaching Models

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comply with a number of principles established by law. In view of this, any

educational entity wishing to use Blockchain technology will have to inform its
students/trainees about the implications of using this tool like the fact that once
stored, the information cannot be deleted (Sankar et al., 2021).

Blockchain is in constant evolution. It is improving and changing not only its source
code and IT architecture but also new application areas (Hashmani et al., 2020;
Boiko, 2021). This multidimensional evolution is correlated and mutually driving.
Its stages are presented in Table 1.

Table 1. Evolution of Blockchain technology

LEVEL APPLICATION
Blockchain technology 1.0 Cryptocurrencies as a peer-to-peer cash payment system
Blockchain technology 2.0 Applications in stocks, bonds, loans, smart property, and
smart contacts, dapps (Decentralized Applications), DAOs
(Decentralized Autonomous Organizations), DACs
(Decentralized Autonomous Corporations)
Blockchain technology 3.0 Government, health, education, science, literacy, culture,
cybersecurity, IoT, web services, voting, supply chains and
art
Blockchain technology 4.0 Business usable platform to create and run applications thus
converting the technology to fully mainstream
Source: Own elaboration based on Park, 2021; Mukherjee et al., 2021.

In most cases, the technology in question is used in education mainly as an element

to support administration and teaching processes or in the context of administrative
interaction with students (Clark, 2016) (e.g., “smart contracts managed in
blockchain systems could establish conditions under which a student would receive
a certificate from a provider, and a series of those contracts could define a full
degree program. As these students’ progress toward degree fulfillment, their
blockchain records could be tracked automatically and shared in real time with
potential employers” (McArthur, 2018)).

Successes in supporting the technical aspects of teaching using Blockchain came

very early. As an example, a successful implementation by a Japanese company in
February 2016 included “open and secure sharing of academic proficiency and
progress records” (Sony, 2016).

Similar to authentication in cryptocurrency transactions, in teaching Blockchain can

be a promoter and guarantor of openness, equality, security, accessibility, efficiency
and even fairness (Atienza-Mendez et al., 2019). Some of the more advanced
considerations have led to more adventurous and abstract projects. One of these is
the tokenization of educational outcomes, for example, in the form of digital units
earned for completing specific tasks, which could be held in special digital “learning
portfolios.” Their dimension earned in a specific unit of time could form the basis
for promotion and grading (Chen et al., 2018).
 Piotr Gutowski, Joanna Markiewicz, Piotr Niedzielski, Monika Klein

257

Fraud related to school and academic records is a serious problem worldwide.

Studies conducted on this issue show that more than 100,000 higher education
diplomas are purchased in the U.S. every year (Fake Schools, 2020) (noting that a
large part of this number may be documents certifying doctoral degrees). Such a
large number testifies to the low security of these documents and the difficult and
lengthy process of establishing their authenticity.

This is due to the multiplicity of ways to realize the fraud, buying a fake document
at a fake school, buying a document that is a forgery of the original, buying an
original document using illegal practices issued by a genuine educational entity and,
finally, buying a diploma or graduation from a “non-existent” university that is
nothing more than a for-profit company and a “printer” of academic documents
(Ezell et al., 2012).

All of these practices are very dangerous and pose a real threat to people’s lives and
health, especially if a person with a fake diploma is hired in a responsible position. It
is of great concern that, based on data collected in a study by the Ohio State
University, there may be two million physicians practicing in the United States alone
who possess false documents allowing them to practice their profession (diplomas or
licenses) (Gibson, 2017).

Despite several initiatives to reduce this practice, their effectiveness has left much to
be desired. However, Blockchain can come to the rescue, which, based on a
decentralized and transnational verification infrastructure, will prevent fraudsters
from impersonating professionals. If a Blockchain-based solution had a global
dimension, it would be possible to verify every employee and check the credibility
of their credentials in real time from anywhere in the world (Smolenski et al., 2021).

An example of the use of blockchain in education can be Woolf: “as the first
university built entirely on a blockchain architecture, Woolf promises to disrupt the
economics of higher education by providing new opportunities for both students and
academics.” (Woolf, 2022). A group of Oxford academics have taken the initiative
to create the world’s first university organizationally based on Blockchain
technology. This is how Woolf University was established. Blockchain has been
used to ensure regulatory consistency and honor regulations, minimize and even
eliminate bureaucratic processes through their computerized automation, and
effectively manage and protect students’ sensitive data while authenticating their
achievements and acquired skills. Oxbridge-style tutorials are the primary teaching
material (Woolf, 2022; You Tube, 2022).

3. Research Methodology

The main research methodology emplpyed in this paper encompasses in-depth study
of the literature on the subject and analysis of secondary data. The aim was to select
the best public teaching offers related to Blockchain technology. The educational
 Blockchain in Education: The Best Teaching Models

258

offer was to be addressed not to specialists in the field in question, but to all
interested parties with basic IT knowledge and skills. Courses and studies both in the
stationary and online learning system were taken into account. In order to correctly
identify the best teaching models, the Delphi method was used. The experts were
selected from among academic teachers with knowledge and experience in the field
of Blockchain technology, who conduct their research in the IT and / or economic
space. Ultimately, eight experts were selected.

The first stage of the project was the development of a proprietary evaluation model
by the experts in question. The model obtained a coherent form already in the
second round of expert consultations. It was developed in January 2022. Its critical
and most important elements were defined as substantive content, ease of access,
affordability, scope, dimension of final competences and opinions of trainees.

The second stage concerned the creation of a list of fifteen best teaching models.
Significant discrepancies in the opinions and assessments of experts appeared. A
serious obstacle was also the enormity of the existing offers and the dynamically
developing IT technologies, which resulted in a rapid increase and fluctuation of the
topicality of the substantive message.

This stage lasted three months - from February 15 to May 15, 2022. The final result
is presented in Table 2. Due to significant disproportions and lack of clear coherence
in the scoring, the ranking of records was abandoned. Table 2 contains 17 instead of
15 positions, which is due to ex aequo places.

4. Findings

One of the fundamental characteristics of information societies is the need to

constantly own professional skills, ensuring that retraining is easy and fast (Dutton,
2004). The more important an employees’ position and value in the labor market, the
more important it is for them to improve their know-how and gather experience. In
the world of high-tech professionals, change happens very quickly. What was crucial
yesterday and allowed a competitive advantage today is irrelevant. From the
employer’s point of view, a professional who consistently fails to learn new things
becomes expendable.

A sector encompassing ICT and economic knowledge, which is characterized by

very high deployment dynamics and even greater development prospects in the near
future, is Blockchain. Of course, depending on specific needs, it is not necessary to
assimilate all the knowledge related to this technology, but only general information
and that part which is acutely needed for the task at hand. However, despite the fact
that: “Blockchain is a new but powerful tool that has the potential to change the way
we think about finance, engineering, and, perhaps most importantly, law (…) the
educational resources are lacking.” (Youngblom, 2022).
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259

However, being an expert in this field requires in-depth knowledge, with all aspects
of Blockchain – from its history and principle of operation, to its role in
cryptocurrency systems, startups and new projects, to the ability to effectively
“read,” edit and create new code. In addition, in order to search for opportunities
more effectively, it is necessary to learn about all possible interdisciplinary
interactions of this solution with other fields, as well as to constantly follow
technical innovations and develop your skills through practice.

The concept of learning Blockchain in six steps seems very interesting. These are
(Iredale, 2021):

‒ STEP 1: basic knowledge and principle of Blockchain technology (definitions,

features, types of Blockchain, smart contracts),
‒ STEP 2: how Blockchain-based platforms of large corporations function (e.g.
Hyperledger, Ethereum, Corda),
‒ STEP 3: Blockchain’s role in improving a number of services, technologies and
economic fields (what are better solutions, what ventures are currently
underway, how financial services will change in the near future),
‒ STEP 4: enroll in a professional, certified course on Blockchain (learn how
Blockchain can improve your business, get a certificate for completing the
course, treat the knowledge gained as capital),
‒ STEP 5: look for opportunities to leverage your knowledge and find potential
areas in your industry that can be improved with Blockchain (seek self-
improvement and self-education, conduct research and read the news),
‒ STEP 6: explore and learn about business transformations involving Blockchain
(check out available solutions on the market, trace how the process of
implementing Blockchain in new entities and projects went).

This concept implies differentiation of the level of initiation, due not only to the
difficulty but also to the ranges of desired knowledge. In economic terms, this
approach eliminates the need to create specializations, as it appears to be complete,
but at the same time utopian, because it envisions multifaceted learning and
acquisition of skills that are possessed by a very small group of people, and which
were accumulated over a very long period of time.

Despite the relatively correct holistic coverage of economic aspects and the
identification of Blockchain’s functional assumptions and applications, the six-step
model is not and cannot be an effective and viable teaching model, but only an
auxiliary tool indicating diverse scopes of knowledge.

There are many practical models for teaching Blockchain. Their main assumptions
are aggregated in Table 2.
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260

Table 2. Blockchain teaching models

stationary (S)/online (O)

course (C)/study (S)

additional materials

introductory course

certificate, diploma
cryptocurrencies
issues related to
INSTITUTION

multilevel

dedicated
iMi, (imi 2022) C O yes no yes yes yes yes
CEBP,
101Blockchains, C O no no yes yes yes yes
(CEBP 2022)
Coursera, Princeton
University, (Coursera C O no no no no yes yes
2022)
edX, Berkeley
University
C O no yes yes no yes yes
of California, (edX
2022)
Udemy, (Udemy 2022) C O no yes no no yes yes
Columbia Engineering,
C O no yes yes no yes yes
(getsmarter 2022)
IMD, (IMD 2022) C O no no yes no yes yes
University of Cape
C O no no yes no yes yes
Town, (UCT 2022)
NUS, National
University of S/C S/O no yes yes no yes yes
Singapore (NUS 2022)
RMIT, Royal
Melbourne Institute of
S S/O no no yes no yes yes
Technology (RMIT
2022)
UZH, University of
other S no yes no no yes yes
Zurich, (UZH 2022)
MIT, Massachusetts
Institute
C O no yes yes no yes yes
of Technology, (MIT
2022)
Hong Kong
Polytechnic University, S S no yes yes no yes yes
(HKPU 2022)
UCL University
College London, (UCL S/C S/O no yes yes yes yes yes
2022)
CUHK, Chinese
S S yes yes yes no yes yes
University of Hong
 Piotr Gutowski, Joanna Markiewicz, Piotr Niedzielski, Monika Klein

261

Kong (CUHK 2022)

UNSW Sydney
S S no no no no yes yes
(UNSW 2022)
California State
University, Chico C O yes no no no yes yes
(CSU 2022)
Source: Own elaboration based on surveys conducted.

Table 2 is divided into 9 sections. The search for educational units offering
Blockchain teaching was conducted exclusively via the Internet. The following
aspects were taken into account:

‒ Is the content offered in the form of a course or official studies (other forms
should be considered unprofessional and unreliable, they have also been omitted
from these considerations)?
‒ Does the teaching take place exclusively remotely, i.e., is there the possibility of
traditional on-site transfer of knowledge?
‒ The multilevel nature of the offered didactic content – i.e., is there dedicated
material for beginners, intermediate and advanced learners, or has one material
been created for all interested parties?
‒ Dedicatability – i.e., profiling the material for a specific audience (e.g., a person
in a specific profession). Has the material been divided into thematic groups
covering different courses/studies?
‒ Availability of additional learning material, e.g., in the form of webinars,
podcasts, videos on YouTube or documents posted on e-learning platforms, etc.
‒ Has the provider prepared an introductory course to familiarize the user with very
preliminary knowledge? This is especially important when learning online.
‒ Does the given course/study include topics or dedicated material on
cryptocurrencies and the cryptocurrency market?
‒ Certification of the completion of course with an appropriate and reliable
document (certificate or diploma).

Platforms such as Udemy or edX contain a variety of courses most often supported
by academic entities. Table includes data related to specific sample courses.
Sometimes Blockchain learning was offered in a form other than a course or degree
program, e.g. as optional subjects – lectures on Blockchain Programming at the
University of Zurich (UZH 2022).

Courses were usually scheduled for 5-6 weeks but mini-courses of a few hours were
also offered – these, however, were tried not to be included in this compilation (e.g.,
Nanyang Technological University, NTU-FTA Series – Enterprise Blockchain
course, scheduled for 8 hours in online form and ending with a certificate (NTU
2022)). Universities offered studies (depending on the organization) lasting from 1-2
years.
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262

The most balanced and transparent educational offering is at University College

London, where there is a free online course for beginners (Introduction to
Blockchain and Distributed Ledger Technology (DLT)), a certified professional
course (DEC, Online Certifications for Blockchain, Digital Assets & Web3
Professionals), and degrees for engineers (Emerging Digital Technologies MSc) and
economists (Financial Technology MSc) (UCL 2022). Only in the case of the
Chinese University of Hong Kong, multi-level degree programs were offered to
allow for continuation and further exploration: postgraduate and doctoral degrees
(CUHK 2022).

In 2021, the information platform CoinDesk (CoinDesk 2021) conducted a survey of

230 universities, with a view to create an overall ranking that includes education
involving Blockchain. The academic institutions represented all continents except
Antarctica. The methodology included an assessment of five criteria: quality and
contribution to research in the field, Blockchain educational offerings, collaboration
with practitioners and business, cost of study, and academic reputation of the
institution. Based on the results, a map was created showing the geographic location
of the most thriving universities in the Blockchain context. This is included in
Figure 2.

Figure 2. Location of universities providing Blockchain education

Source: Youngblom, 2021.

The largest groupings were reported in the United States, Asia and Europe. This fact
can be identified with the manifestation of increased interest and number of
Blockchain technology implementations in these regions. The top 5 of the ranking
(i.e. entities that scored more than 90 points out of a possible 100) are included in
Table 4. It is interesting to note that in only 9% of cases education was completed
with the possibility of obtaining a degree, 6% – a bachelor’s degree and in 3% – a
master’s degree (Youngblom, 2021).
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263

Table 3. Top 5 ranking of the best universities in the field of Blockchain

RANKING SCHOOL SCORE
1 National University of Singapore 100.00
2 Royal Melbourne Institute of Technology 97.65
3 University of California Berkeley 93.26
4 University of Zurich 91.66
5 Massachusetts Institute of Technology 91.57
Source: Youngblom, 2021.

The Internet contains a great variety of forms to explore Blockchain knowledge on

your own. One of the most popular and extensive is IBM’s official website
dedicated to Blockchain technology. It is possible to find there a lot of free materials
and tools, which include: publications, content posted on the site, webinars, videos
posted on YouTube, newsletters, a blog, etc. (IBM, 2022).

5. Conclusions

The study showed that the success in teaching Blockchain can be achieved through
collaboration between practitioners, economists and computer scientists. The
combination of these three sources of knowledge should be adapted to the specific
field of study – little economics and a lot of computer science for engineers,
computer scientists and technical specialists, and a lot of economics, a lot of case
studies and little computer science for future economists and executives.

With respect to the latter, considering potential professional tasks in the future, it can
be concluded that only a small fraction of business or management school graduates
will need to explore advanced cryptographic mechanisms or master programming at
an advanced level. For the majority, in order to effectively operate in the market and
participate in ventures involving or based on Blockchain, only a basic technical
knowledge of the principles of operation and possibilities offered by this technology
will suffice. They do not need to be computer scientists or cryptographers
responsible for designing a specific platform/application/service, but only managers
implementing these solutions and looking for market opportunities (Sandner et al.,
2022).

Based on the considerations made, as well as the literature review and conclusions
drawn from the study, it can be concluded that the potential of blockchain
technology has not yet been fully exploited in the education sector (mit 2022), and
both in an administrative context and as a subject of study. “Although the volume of
literature on the application of blockchain to education has been increasing in the
last few years, it is still fragmented, and no systematic review has yet been
conducted on the topic” (Steiu, 2020).

Hence, the study implies a number of further studies, e.g., how to implement
Blockchain at all stages of education - from primary school through high schools, to
 Blockchain in Education: The Best Teaching Models

264

universities and e-learning, or how to increase the efficiency of using Blockchain. In

addition, the study also provides practical knowledge to teachers and university
representatives, proposing a Blockchain framework for teaching models.

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