ОБРАЗОВАТЕЛЬНЫЕ МОБИЛЬНЫЕ ПЛАТФОРМЫ КАК ДРАЙВЕР СОЦИАЛЬНО-ЭКОНОМИЧЕСКОГО РАЗВИТИЯ И ЦИФРОВОЙ ГРАМОТНОСТИ

Literacy skills in early childhood contribute to overall academic achievements across the school years. This finding has stimulated research on the best way of supporting children’s literacy development. This thesis sets out to explore the design and effectiveness of an innovative approach for literacy and digital literacy development in early childhood education. The design integrated storytelling as a natural activity within a structured method, the nine events of instruction from Gagné. There are two main phases in the design namely storytelling and follow-up activities. Along with the new activities designs, the project for this thesis also developed a new set of tests focused on assessing early literacy and early digital literacy development. The effectiveness of storytelling activities on children’s (digital) literacy development was assessed in a natural context. Three studies were conducted in public kindergartens (4-6-year-old children) in Surabaya, Indonesia. All studies involved three conditions. In the control condition, the regular literacy lessons were given. In the two experimental groups, the lessons revolved around storytelling. The corresponding follow-up activities were likewise carried out in two ways, oral storytelling, and digital storytelling, under the same story lines. The results indicated that the two storytelling approaches contributed more strongly to literacy and digital literacy development of the children than did the control condition. Of these approaches, the digital storytelling approach consistently but not always significantly provided the best results, making it the preferred approach. This thesis thus provides tentative evidence that a structured storytelling approach that is structurally integrated into the children’s daily activities can enhance their literacy and their digital literacy skills concurrently.

Background:The use of mobile learning applications has influenced students' digital literacy levels. The use of information technology as a learning medium, including mobile learning, can influence students' motivation to learn and make learning easier and faster. Using mobile learning applications can also increase students' digital literacy, especially in terms of connections. Research Objectives:The aims of this research are to identify the impact of using mobile learning applications on the development of students' digital literacy, assess students' abilities in using mobile learning applications, determine how the use of mobile learning applications is effective and efficient in increasing students' digital literacy, and assess the impact of using mobile learning applications on the development of digital literacy student. Method:The method used in this research is a quantitative method.This method is a way of collecting numerical data that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. Results:From the research results, it can be seen thatMobile learning apps can help students learn more about digital literacy. This application can offer a variety of learning materials and information related to digital literacy, so that students can better understand and expand their knowledge. Conclusion:From this research, researchers can conclude that the impact of using mobile learning applications on the development of students' digital literacy can increase students' interest in learning, help them learn digital literacy and students' learning resilience.

Introduction: Amidst claims that rapid technological changes in health far outstrip the capabilities of the health workforce, digital literacy is featured in occupational therapy competency standards. However, little attention have been given to the development of digital literacy in entry-level occupational therapy programmes and the preparation of graduates for digital health. There is a lack of guidance on how universities can demonstrate digital literacy development in occupational therapy students. The aim of this study was to test the usefulness of a digital literacy framework and mapping tool in identifying opportunities for students to develop digital literacy within an entry-level occupational therapy programme. Methods: Intrinsic case study design was used to test the usefulness of the digital literacy framework and mapping tool. The framework and tool were applied to the curriculum of a large entry-level Australian occupational therapy programme. Results: Through the process of mapping, key insights were developed on how digital literacy was embedded across the occupational therapy curricula. Limited attention was given to the development of student digital literacy in the early years of the programme. In later years, more opportunities were available to develop digital literacy at basic and intermediate levels. Across the programme, there was limited evidence of the development of advanced digital literacy. Conclusions: The framework and mapping tool were useful in broadening understanding of the concept of digital literacy beyond information communication technologies. The framework and tool can assist those designing or refining occupational therapy curricula to operationalise the notion of digital literacy for practice, and prompt discussion and debate on digital literacy and requirements for students, graduates and occupational therapists in an ever-changing complex health environment.

Amidst claims that rapid technological changes in health far outstrip the capabilities of the health workforce, digital literacy is featured in occupational therapy competency standards. However, little attention have been given to the development of digital literacy in entry-level occupational therapy programmes and the preparation of graduates for digital health. There is a lack of guidance on how universities can demonstrate digital literacy development in occupational therapy students. The aim of this study was to test the usefulness of a digital literacy framework and mapping tool in identifying opportunities for students to develop digital literacy within an entry-level occupational therapy programme. Intrinsic case study design was used to test the usefulness of the digital literacy framework and mapping tool. The framework and tool were applied to the curriculum of a large entry-level Australian occupational therapy programme. Through the process of mapping, key insights were developed on how digital literacy was embedded across the occupational therapy curricula. Limited attention was given to the development of student digital literacy in the early years of the programme. In later years, more opportunities were available to develop digital literacy at basic and intermediate levels. Across the programme, there was limited evidence of the development of advanced digital literacy. The framework and mapping tool were useful in broadening understanding of the concept of digital literacy beyond information communication technologies. The framework and tool can assist those designing or refining occupational therapy curricula to operationalise the notion of digital literacy for practice, and prompt discussion and debate on digital literacy and requirements for students, graduates and occupational therapists in an ever-changing complex health environment.

This paper examines how innovative financial instruments - fintech, digital microfinance, and sustainable finance - promote financial inclusion, well-being, and the reduction of social inequalities. Using a mixedmethods approach, quantitative analysis of international datasets (Global Findex, World Bank, OECD) assesses links between financial access and social outcomes, while qualitative case studies and semi-structured interviews explore contextual factors in developed and emerging economies. Findings show that technological innovation expands access to financial services, but its impact depends on regulatory frameworks, financial literacy, and publicprivate collaboration. Effective models demonstrate that inclusive finance can reduce disparities, enhance social cohesion, and strengthen demographic resilience. The study concludes that integrating innovative financial tools into holistic development strategies is crucial for sustainable, inclusive growth amid global uncertainties.

Purpose: In the past decade, Kenya’s economy registered an average real GDP growth rate of 4.63 percent. Despite this growth, many people have been locked out of social and economic opportunities, with 19.1 percent of the Kenyan population living in poverty. This has intensified the need for inclusive growth, a growth model that promotes shared prosperity. Several studies have shown that financial systems that function well play a great role in the economy through the provision of key financial services that drive growth. However, there is a lack of substantial inquiry into financial development and inclusive growth in Kenya. This study sought to examine this relationship for the period 2000-2022. Methodology: The study employed a causal research design and used time series data that was collected from various databases. The level of inclusiveness in Kenya was analyzed using an inclusiveness matrix. An inclusive growth index was constructed, which was then used to empirically test the effect of financial development on inclusive growth. The data was presented in tables and figures. Findings: The inclusiveness matrix shows that despite positive economic growth rates, there is a low rate of equity growth, which shows that Kenya has a low level of inclusivity. The empirical results show that bank deposits and private-sector credit have a positive and statistically significant effect on inclusive growth. A 1% increase in bank deposits leads to a 0.074% increase in inclusive growth. When private-sector credit increases by 1%, inclusive growth expands by 0.070%. Bank return on assets has a positive but insignificant effect on inclusive growth. The study confirms that financial depth and access to financial services are the most conducive to inclusive growth in Kenya. Other determinants of inclusive growth include initial income, human capital development and macroeconomic stability. The overall findings suggest that financial development can be used to create economic opportunities for poor people in Kenya, thus reducing income disparities. Unique Contribution to Theory, Practice and Policy: The study has contributed to the ongoing conversation on inclusive growth, specifically on its measurement. The empirical results on the finance-inclusiveness nexus provide evidence-based policy interventions that can help in reducing income disparities and enhancing shared prosperity. The findings imply that policymakers and practitioners need to focus their attention on promoting financial access and financial depth in marginalized regions to create a significant impact on inclusive growth in Kenya.

Generative note taking, being one of the strategies applied to manage difficult texts, requires not only comprehension and selection of information but also production. The current study focuses on note taking formats for a text read with the intention to summarise. Its focal aim is to improve both practical and theoretical understanding of this activity. It involves 103 second year English Department students, investigating how readers of FL engage with complex texts, how they were instructed in note taking and what note taking strategies they employ for comprehending academic texts.
 The analysis of the collected data attempts to indentify how readers’(n=103) translanguaging and transmedia (n=103) note taking formats help increase their engagement in and access to difficult texts in L2. It shows that the subjects have not transitioned from the paper interface to the digital one, since they still display the screen inferiority effect in their reading habits. The collected data shows that only some subjects (n=42/103) received some form of instruction in paper note taking techniques or digital applications facilitating note taking. The students were not able to enumerate more than 4 note taking applications which would be conducive to their formation of a coherent interpretation of the digital text they read.
 The author contends that overt note taking instruction in both paper and digital mode will create avenues for encouraging, interacting and engaging in reading. Instruction in that field needs to be modified with regard to digital note taking/annotating tools to make use of the note taking formats available for processing digitally interfaced texts.

O objetivo deste artigo é analisar a relação entre crescimento econômico, indicadores educacionais e desigualdades sociais no Brasil. O período analisado é de 1965 a 2014 subdividido em três momentos: 1) crescimento econômico com ampliação das desigualda

In the context of the digital transformation of education, the development of digital literacy of future computer science teachers is becoming a priority, especially in terms of developing interactive educational content. This is necessary for effective learning of the material, stimulating the cognitive activity of students and developing their key competencies in the field of digital technologies. In the educational context, information interaction is organized through various modes, including intraactive (isolation), extraactive (passive transmission) and interactive. The interactive mode is characterized by two-way information flows involving an active dialogue between the student and the learning system. The organization of direct and reverse interactive interaction, when either the system or the student acts as the initiator of the exchange, plays a key role in shaping a dynamic educational trajectory. Mastering the methodology and principles of creating and using interactive resources is necessary to form the professional competence of a teacher who is able to effectively apply modern educational technologies. The article reveals the features of designing interactive educational content based on educational platforms (Digital educational content library, Yandex Uchebnik, 1C: Lesson, Udoba). The author's developments of interactive computer science tasks are presented: Drag and Drop Words, Find Words etc. Ready-made digital educational resources and platforms for developing your own interacttive educational material are presented. In the modern digital-oriented educational environment, the development of digital literacy of future computer science teachers, especially in terms of creating digital content, is a priority. This competence allows teachers to adapt existing resources, develop their own innovative materials, and actively involve students in the learning process, fostering professional autonomy and creativity.

Aim/Purpose: This paper investigates three key aspects of metaverse-based platforms in English language teaching: (1) their effectiveness in enhancing language learning outcomes, (2) their impact on digital literacy development in higher education, and (3) their accessibility and inclusivity implications for diverse student populations. Background: Despite growing interest in digital language learning, research gaps exist in understanding the long-term effectiveness of immersive technologies, particularly in resource-constrained settings. The metaverse – an integrated platform combining augmented reality (AR) for real-world digital overlays and virtual reality (VR) for immersive experiences – remains little studied in language education. While existing research examines AR or VR separately, this study investigates their combined impact through metaverse technology, addressing the unexplored intersection of language proficiency, digital literacy, and learning sustainability in higher education. Methodology: A mixed-methods study was conducted with 60 undergraduate students divided equally between experimental (metaverse-based) and control (traditional online) groups for an 8-week English course. The experimental group used an integrated metaverse platform combining AR and VR technologies for one hour daily. Quantitative assessment included pre-test, post-test, and six-month retention measurements of language proficiency (reading, writing, speaking; 10-point scale each) and digital literacy (36-item standardized scale). Semi-structured interviews with 15 participants from resource-limited environments explored accessibility and inclusivity challenges. Contribution: This research contributes to understanding technology-enhanced language learning in immersive environments, challenging assumptions about digital literacy’s impact on academic performance and providing insights into the long-term effects of metaverse-based learning on language skills. Findings: The results revealed significant improvements in reading, writing, and speaking skills among the experimental group, with reading and writing gains maintained over six months. While participants showed substantial improvement in digital literacy, no significant relationship was found between digital literacy and academic performance. Qualitative analysis uncovered two key themes: inclusive social interaction opportunities and technical barriers in the learning process. Recommendations for Practitioners: To maximize the effectiveness of metaverse-based language learning, three key recommendations emerge: institutions should prioritize robust technological infrastructure alongside comprehensive training for both educators and students, educational platforms should be developed with greater inclusivity and customization options, and regular practice sessions or hybrid learning models should be implemented to maintain speaking skills over time. Recommendation for Researchers: Future research directions should focus on three critical areas: conducting longer-term studies to better understand how metaverse-based learning affects academic performance and language proficiency, exploring the complex relationship between digital literacy and academic achievement through alternative success measures, and investigating how adaptive learning systems within metaverse environments can effectively address diverse learner needs. Impact on Society: The findings suggest that metaverse technology has the potential to revolutionize language education, making it more engaging and effective. However, they also highlight the need to address technical challenges and ensure inclusivity to prevent new forms of educational inequality. Future Research: Future investigation should address three key areas: examining how digital skills gained in metaverse environments transfer to real-world contexts and other academic disciplines, developing standardized assessment tools for evaluating language proficiency and digital literacy in immersive virtual settings, and studying the long-term impact of metaverse-based learning across different age groups and educational levels.

Development is a multidimensional process that involves changes in social structure, which are based on the main orientation: the occurrence of economic acceleration, the reduction of inequality, and yet, the problem of poverty and unemployment remains an unresolved problem of absolute poverty reduction. Development also aims to achieve sustainable and inclusive economic growth. On the other hand the problem of poverty and unemployment remains as an unresolved issue. So it is necessary for the role of government, both local and central government, where the government is a driver and a planner of development. The goal is to eliminate three issues: unemployment, distribution inequality, and poverty, so that development outcomes can be enjoyed by the community fairly and evenly / inclusively. This study aims to find out which government spending can accelerate inclusive growth. This research used panel data method with simultaneous equation 3 stage least square. The results showed that capital expenditure had a negative effect on economic growth, while employee salary and population growth rate did not affect the economic growth. Capital expenditures, staff salaries, economic growth, and human development index affect the open unemployment rate. The open unemployment rate affects poverty, while economic growth has no effect on poverty. Key Words: Inclusive growth, local government spending, unemployment, and poverty.

Defining digital literacies is challenging because ‘literacies’ has been used in different ways, shifting from its association with the critical engagement with texts to encompass broader definitions relating to skills-based agendas (Lea, 2011). Support for the development of digital literacies in citizens, students and lecturers has over the last decade become a popular debate, with hundreds of digital literacy frameworks developing (for review see All Aboard!, 2015; and Hoechsmann, 2015). Yet, treatment of digital literacies as transferable, discrete sets of skills may not do justice to anyone. The academic literacies approach has developed from similar challenges around teaching text based skills (Lea and Street, 1998; Lea and Street, 2006; Lillis, 2006). Their consideration of the nuanced and complex practices around texts offers a sociological insight into the development of digital literacies. In this article, we contrast an academic literacies approach with JISC’s current thinking around digital capabilities, followed by a discussion of the parallels between Lea and Street’s (1998, 2006) academic literacies model and Bennett’s Digital Practitioner Framework (Bennett, 2014; Sharpe, 2010).

There is currently a discussion in the Czech Republic on improving the education system at primary and secondary schools. More generally, this is a planned revision of national curricula. Increasing competences of primary and secondary school teachers in so called digital literacy is part of this improvement. Some projects implemented at the national level and supported by the Czech Ministry of Education, Youth and Sports are linked to this effort. Within these projects, for example in the project Support for the Development of Digital Literacy, in which the authors of the paper participate as authors of digital educational resources, didactic and methodological support for both beginners and current teachers is being developed by university teachers and practitioners. The project's outputs envisage the appropriate and natural integration of educational activities aimed at developing digital literacy into the teaching of selected subjects. The specific output of this project is a set of digital educational resources, including methodological materials, focused on the development of digital literacy in almost all subjects taught at primary and secondary schools. Within the mathematics, respectively the thematic module Mathematics and its Applications, authors work on digital educational resources focused, for example, on work with arithmetic mean, algorithmization, planar shapes, axial and central symmetry, data processing, or graphic solutions to some types of word problems. The last mentioned topic is the one, the authors of the paper work on. It is focused on creating a set of motion word problems. These are complemented with the dynamic figures created in program GeoGebra and instructions on how to solve problems. Dynamic figures generally include the ability to change the input parameters using the sliders. This allows pupils and students to solve given tasks with experimentation. When working with materials, they get acquainted with the dynamic geometry program environment better and learn the principles upon which this method is based. In the paper we want to present selected tasks and demonstrate the possibilities that can be used in the graphic solution in GeoGebra.

The rapid expansion of digital platforms in higher education has paved the way for Virtual Exchange (VE) as a viable alternative to traditional student mobility programs. VE leverages online technologies to connect university students from diverse cultural and academic backgrounds, enabling cross-cultural communication and global collaboration without the financial and geographical barriers associated with physical exchanges. Despite its potential, challenges remain regarding student engagement, technological limitations, and reduced immersion compared to face-to-face interactions. This study aims to evaluate the effectiveness of VE in fostering intercultural awareness and teamwork skills among university students. A mixed-method approach was employed, combining quantitative surveys to measure intercultural competence and collaboration with qualitative interviews to explore students’ experiences in depth. The findings indicate that VE contributes significantly to the development of intercultural understanding, digital literacy, and teamwork, with students reporting enhanced awareness of cultural diversity and improved adaptability in online collaboration. Visual and statistical analyses highlight clear patterns in how VE facilitates skill development, while qualitative data emphasize both the benefits and obstacles students encounter, such as managing time zone differences and cultural nuances. The study concludes that VE represents an inclusive and scalable educational approach that complements traditional exchange programs, offering broader access to global learning opportunities while addressing issues of equity and accessibility. However, its limitations suggest that VE should be integrated strategically, potentially through hybrid models that balance virtual and physical mobility to maximize its impact.

This paper analyzes the dynamic impact of global value chains (GVCs) on inclusive growth in Africa. In this regard, we use both a panel autoregressive distributed lags (ARDL) model and a cross-section augmented ARDL approach for a sample of thirty-five (35) African countries. The analysis used data from 1991 to 2018. Prior to the estimation of the parameters of the models, a set of tests are implemented namely: slope heterogeneity and cross-sectional dependence tests, as well as panel unit root test that permits cross-sectional dependence and slope heterogeneity. The study focuses on labor productivity as an important measure of inclusiveness and shows that the participation of countries at different stages of GVCs affect labor productivity and thus contributes to the achievement of inclusive growth. However, labor productivity gains from GVCs are not automatic and are observed in a more significant manner in the long run. While distinguishing between upstream participation and downstream participation, the paper found that in the long run, downstream participation (backward linkages) and upstream participation (forward linkages) equally impact labor productivity. In the short run, upstream participation has a positive and significant effect on labor productivity, while downstream participation does not significantly affect labor productivity. In light of our findings, African countries could be better integrated into GVCs and have enough room to achieve higher labour productivity through their participation in GVCs.