Цифровые технологии в развитии русской речи и социокультурных компетенций детей-билингвов в России и за рубежом

This study aims to develop a comprehensive scale for assessing the competence of digital tools in fostering quality education, aligning with Sustainable Development Goal 4. The research addresses the need for a robust evaluation framework to measure the effectiveness of digital tools used in educational settings. The scale development process involves three key stages: item generation, validation, and data collection. Item Generation: Initial items for the scale are derived from an extensive review of literature, expert consultations, and user feedback. This process ensures the scale encompasses a wide range of relevant factors impacting digital tool effectiveness. The study employed a 7- & 5-point Likert scale & Binary scale encompassing 27 items along with 6 demographic items, with a sample size of 202 participants. Validation Process: The scale undergoes pilot testing with educators/instructors & Learners. Reliability is assessed using Cronbach’s Alpha, while Confirmatory Factor Analysis (CFA) is employed to establish construct validity. Participants and Data Collection: Data is collected through structured surveys administered to a diverse group of stakeholders including educators, instructors, students, professionals and academicians. Findings: Preliminary results from pilot testing indicate strong reliability and validity of the scale, with Cronbach’s Alpha demonstrating internal consistency and CFA confirming the scale’s factor structure. Key findings suggest that the scale effectively measures various dimensions of digital tool competence, providing actionable insights for educators, policymakers, and technology developers to enhance the integration of digital tools in education. The evaluation study revealed valid results in terms of scale fit criteria, internal validity, and reliability. Implications: The developed scale offers a valuable tool for evaluating digital open resources, guiding improvements in educational technology, and supporting the achievement of SDG 4 by ensuring that digital tools contribute effectively to quality education.

The aim of this study was to find ways to modernize Sami language teaching and teaching in the Sami language with digital technology. We realize the importance of digital technology in enhancing the sociocultural position of minority and Indigenous languages. However, the lack of teaching and learning material in the Sami language is still challenging. Free digital teaching and learning tools could help produce and provide learners with multimodal learning material and new ways of learning. Moreover, competencies in the use of digital technology are an internationally accepted key element of teacher education. The Focus on the North–Digital Learning for Pre- and In-Service Teacher Education Project, funded by Norgesuniversitet in cooperation with the Sami allaskuvla - Sami University of Applied Sciences (SUAS) in Norway and the University of Lapland in Finland, aimed to address challenges affecting education in the Arctic educational context by creating a 15-credit (ECTS) course program with three courses on digital tools in education. SUAS practice schools are in Norway, Finland, and Sweden, so distance learning and teaching didactics were designed as the core of this project. Student teachers and in-service teachers at all education levels participated in the courses. The findings indicated that teachers’ and student teachers’ experiences of personalized collaborative learning in using digital teaching tools to support Sami language teaching were remarkable in practice, as teachers gained access to tools for coping in a demanding educational context. Digitalization provides new ways to improve learning in a threatened language context.

Digital tools shift pedagogical dimensions which have consequences for education with learning opportunities and sense of belonging for all students. Digital teaching tools have possibilities to adapt to students' needs and create inclusive schools. The aim of this text analysis is to characterize how inclusion is considered in four Swedish school developing projects that digitalize teaching. Inclusion did not have a prominent position. Accessibility was discussed regarding having or not having devices, not how they were used to achieve learning for all students. Descriptions of adapting tools to students are sweeping and general. Students' needs are vaguely described and secondary to teachers' needs. Collaborations between student peers and several professions provided support for learning. Although scientific or theoretical models had shortcomings, research provided support for learning and implementing digital tools in education. Suggestions are made to bolster models to provide further help in developing inclusive digital education.

The integration of digital learning tools in higher education has transformed online learning, enhancing student engagement and academic performance. This study investigates the impact of digital learning tools such as Learning Management Systems (LMS), interactive simulations, and gamified content on student engagement and achievement in online courses. A qualitative research design was employed, involving semi-structured interviews with 52 lecturers from 12 universities in Uganda. Thematic analysis revealed six key findings: Digital tools enhance student engagement through interactivity, they help bridge the gap between theory and practice, they positively impact academic achievement, they facilitate communication between students and lecturers, Gamification increases student motivation, and they promote student autonomy in learning. The study concludes that digital tools significantly improve online education, but challenges such as limited internet access and digital literacy remain. It recommends improving digital infrastructure, providing faculty training, and integrating interactive digital tools to enhance student engagement and learning outcomes.

This study explores the impact of technology-enhanced learning (TEL) on student engagement and academic performance in Indonesian primary schools. With the increasing integration of digital tools in education, it is essential to understand how TEL influences students' learning experiences and outcomes. The research adopts a mixed-methods approach, incorporating both quantitative data from standardized assessments and qualitative insights from interviews with teachers and students. Findings indicate that TEL significantly improves student engagement by fostering interactive and personalized learning environments. Additionally, the use of technology was found to enhance academic performance, particularly in subjects such as mathematics and language arts, where digital tools provide immediate feedback and adaptive learning opportunities. The study highlights the importance of teacher training and infrastructure development to maximize the benefits of TEL in primary education. Implications for policymakers and educators include the need for continuous investment in digital resources and pedagogical strategies to support technology-driven learning initiatives. This research contributes to the growing body of literature on the role of technology in enhancing educational quality in the Indonesian context.

The increasing integration of digital tools in education necessitates teachers’ proficiency in digital competency to enhance their functional skills, particularly in communication, time management, and problem-solving. This study investigates the influence of digital competency on the functional skills of Islamic Studies teachers in Southern Pakistan. Using a quantitative approach, data were collected from 450 secondary school teachers via structured questionnaires. Descriptive statistics and multiple linear regression analyses were conducted using SPSS to examine relationships among variables. Results revealed a significant positive correlation between digital competency and communication and time management skills, while the impact on problem-solving was present but less pronounced. Informal digital learning and AI tools were also found to moderate and strengthen these relationships. Teachers with higher digital proficiency demonstrated improved classroom and administrative performance. The study underscores the need for targeted professional development and adequate digital infrastructure to support teachers in under-resourced regions. It is recommended that institutions invest in training, peer mentoring, and access to technology to enhance teachers’ capacity in leveraging digital tools for functional effectiveness. These findings provide critical insights for policymakers and education stakeholders aiming to foster teacher readiness in digitally evolving educational environments.

With the rapid development of digital technologies, education is faced with the need to integrate modern digital tools into the learning process, which makes cyberpedagogy a prominent area of research. The purpose of the present study was to identify the effects of digital educational technologies on student engagement and academic performance, and to analyse the effectiveness of the Kahoot platform in the learning process. To fulfil this purpose, the study employed the methods of theoretical analysis of scientific literature, empirical research with questionnaire survey of students, as well as comparative analysis of control and experimental groups. The study assessed students’ digital competences before and after training in the use of the Kahoot platform. The study found that pre-training in digital tools positively influenced the level of mastery: in the experimental group, the number of students confidently using the platform increased by 46%, while in the control group the changes were minimal. The analysis revealed that digital educational tools helped to increase the engagement and interactivity of the learning process and improved the perception of learning material. It was found that the use of interactive platforms contributed to the development of students’ independence, stimulated their cognitive activity, and helped to form critical thinking skills. The key competences of a teacher necessary for the effective use of digital technologies in educational activities were identified, including technological literacy, adaptability, and the ability to integrate digital teaching methods. The practical value of the study lies in the possibility of using its findings by university and college teachers to optimise the educational process, as well as in the development of methodological recommendations for the implementation of digital educational tools in teaching practice, which will make learning more accessible, interactive, and effective

The article examines the urgent problem of integrating digital technologies into the educational process, which is becoming increasingly important in the modern information society. It is proved that digitalization has become an integral part of the lives of not only adults but also children, which is especially evident during global crises such as the COVID-19 pandemic and military conflicts. The main emphasis is placed on the potential of digital technologies to improve the quality of educational work, in particular, to increase students' motivation, develop their critical thinking, creativity and independence in learning. Particular attention is paid to the use of VR (virtual reality) and AR (augmented reality), which allow for the creation of interactive and individualized learning environments. These technologies open up new opportunities for engaging and effective learning, allowing students to immerse themselves in the educational process. However, the author also emphasizes the numerous challenges that accompany the process of digitalization of education, among which the issues of ensuring equal access to digital resources and ensuring information security are important. The article highlights the problems of ensuring a balance between digital tools and traditional methods of education that is critical for the effective development of children. In addition, the article discusses the issue of cybersecurity, which is becoming increasingly relevant in the context of the widespread use of digital technologies. The risks of cyberbullying and other online threats require the development of clear protection policies that ensure the safety of children on the Internet, as well as the training of teachers and students in the rules of safe behavior in the digital environment. In general, the article emphasizes the importance of integrating digital technologies into the educational process as a prerequisite for preparing children for life in a high-tech society. At the same time, the authors note that successful digitalization of education is possible only if the problems of equal access to technology, information security, and raising the level of digital literacy among teachers and educators are addressed. In the future, further research should be aimed at studying the impact of digital technologies on children's cognitive, emotional, and social development, as well as at developing new digital education tools that take into account safety and ethics.

The primary purpose of this innovative research was to investigate the influence of virtual science learning applications and student engagement and performance in Anatomy and Physiology courses at Abuyog Community College. Recognizing the increasing integration of digital tools in education, this study sought to determine how such applications could enhance student learning experiences and outcomes compared to traditional methods. Several key research questions drove this study. These questions were: How do virtual learning applications impact student engagement in Anatomy and Physiology courses? What effects do these tools have on students' performance and understanding of the subject matter? How do students perceive virtual learning applications relative to conventional teaching methods? Which components of these applications correlate most strongly with improved learning outcomes? To address these questions, an experimental research design was employed, involving 30 students divided equally into control and experimental groups. The control group followed traditional learning methods, while the experimental group utilized virtual learning applications. Data collection methods included pre-tests and post-tests to measure academic performance, as well as Likert scale surveys and open-ended questions to capture student perceptions and experiences. The intervention featured the introduction of innovative interactive virtual learning tools. These tools were specifically designed to teach complex anatomical and physiological concepts through engaging, visual, and hands-on experiences. They provided unique features such as 3D models, real-time simulations, and immediate feedback mechanisms. The findings revealed that students in the experimental group showed significant improvement in both engagement and academic performance. The Likert scale results indicated that the virtual learning applications increased student motivation and active participation. Open-ended responses highlighted that student found the interactive features and visual aids particularly beneficial for understanding difficult concepts and maintaining interest. These results suggest that virtual science learning applications can be a powerful tool in enhancing student engagement and learning outcomes in Anatomy and Physiology. The study supports the integration of such digital tools into the curriculum to foster a more interactive and effective learning environment, providing practical insights for educators and curriculum developers. Future research should explore the long-term impacts of these applications and their potential in other educational contexts.

COVID-19 pandemic gave rise to new didactics—new ways of teaching were actively introduced due to global closures of schools. Teachers faced a new challenge connected with the quality of distance learning. Having access to a multitude of digital tools, it was quite confusing for them to choose the most efficient ways of teaching which could satisfy the learning needs of modern students. The experience of distance learning during the pandemic showed that not all digital techniques are worth incorporating into post-pandemic education. Having analyzed the experience of various countries including Russia, the authors single out the digital tools which, in their opinion, can be combined with traditional teaching methods to provide high quality education to cater for the needs of modern labour market. On the example of a lesson plan of an English class the authors show what digital resources and what kinds of activities involving them can be used in the classroom.KeywordsDigital toolsDistance learningPandemicPost-pandemic education

Today, preparing future teachers for the use of digital educational resources is the most pressing issue of Higher Education. They contribute to the effective organization of the educational process in accordance with the requirements of the modern information society, but also become a universal tool for the harmonious adaptation of students to a rapidly changing information society, training the personality of a competent specialist capable of professional self-realization. First of all, digital educational resources are ready-made interactive multimedia products aimed at achieving a didactic goal or solving certain educational tasks. Currently, the effectiveness of their use is not only to generate interest in the information educational environment, but also to ensure the degree of access to information and improve the quality of Education. Using digital educational resources, the authors independently develop the intellectual potential of students and increase the knowledge base.Using them creatively, we tried to find out whether it is possible to present the educational process in an interesting and informative way. The article provides a comprehensive analysis of the theoretical and methodological literature, clarifies the following concepts and offers a definition: "digital educational resources ", " readiness of a future teacher to use digital educational resources". In addition, during the practical experiment, a course program "digital educational resources-a tool for professional self - development" was developed, aimed at forming the assimilation of digital educational resources by future specialists as a tool for professional self-development. The research uses theoretical, Emeric methods, the questionnaire "knowledge of digital educational resources" (in author's processing), N. P. Fetiskin "diagnostics of the implementation of needs for professional self-development", N. R. Molochnikov "assessment of opportunities for self-development". 82 students of Atyrau University took part in the experimental work Keywords: digitalization of education, digital educational resources, computer, multimedia, interactivity, accessibility.

The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this unique population.

Purpose: This study used the UTAUT2 (Unified Theory of Acceptance and Use of Technology 2) paradigm to investigate the factors influencing teachers' adoption of Digital Learning Resources (DLR). In addition to examining variations by gender, frequency of technology use, and academic field, this study assesses the influence of Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC), Hedonic Motivation (HM), Price Value (PV), and Habit (HB) on behavioural intention (BI) and use behaviour (UB). Design/methodology/approach: Data were gathered from 502 teachers in nine taluks in Dakshina Kannada, India using a quantitative study approach and stratified random sampling. Google Forms and offline surveys were used to collect data, and structural equation modelling (SEM) was used for analysis. Group differences were also investigated using one-way analysis of variance (ANOVA) and independent sample t-tests. Findings: The findings showed that teachers’ BIs were highly influenced by PV, HM, SI, PE, and EE. Use behaviour is greatly influenced by behavioural aims and facilitating circumstances. FC did not affect BI, and HB had no discernible impact on BI or UB. Gender-based BI did not differ significantly according to the group analysis; however, the frequency of technology use and field of study did differ significantly. Practical implications: This study highlights the need for customised training, improved digital infrastructure, and targeted professional development to enhance the integration of digital tools in education. Originality/value: This study provides empirical insights into digital adoption patterns among teachers and offers valuable guidance to policymakers and teachers aiming to enhance technology-driven learning environments. Type of the paper: Original Article

Introduction This study examines the integration of digital tools in early childhood education and explores how parents and educators manage children’s screen time in urban Lahore, Pakistan. Methods A mixed-methods design was employed. Quantitative data from 30 educators and 30 parents were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data from 20 semi-structured interviews were analyzed using thematic analysis. Results Socio-economic status (SES) (β = 0.42, p = 0.002), perceived benefits of digital tools (PBDT) (β = 0.55, p < 0.001), and frequency of digital tool usage (FDTU) (β = 0.35, p = 0.007) significantly predicted screen time management (STM), explaining 52% of its variance (R 2 = 0.52). Qualitative findings revealed themes of enhanced engagement, improved learning outcomes, socio-economic disparities, limited teacher training, and structured management strategies such as co-viewing and time limits. Discussion Digital tools are perceived as valuable educational resources but require structured, developmentally appropriate management. Socio-economic disparities and limited institutional support remain key challenges, underscoring the need for equitable access and targeted professional development.

The field of entrepreneurship education has undergone and will continue to undergo a digital transformation. New digital technology has made major improvements in teaching conceivable. The formation of a new generation of entrepreneurs is ensured by entrepreneurship education, which is crucial for any economy to thrive sustainably. The creation of new entrepreneurs is aided by educational institutions, which work to boost students' intention to become entrepreneurs. The adoption of a variety of digital technologies in the educational process has been prompted by the entry of Generation Z into the education system. The purpose of this paper is to investigate the impact of using a digital tool in entrepreneurship education on students' entrepreneurial intentions as well as the role of other environmental and personal factors in peomoting of entrepreneurial intentions based on a quasi-experiment conducted in Southern ( SE) and Central and Eastern European ( CEE) countries. Keywords: entrepreneurship education, digital tool, entrepreneurial intention, personal characteristics