Цифрові інструменти забезпечення сталого розвитку

У статті розглянуто організаційно-методичні основи застосування цифрових інструментів на уроках української мови в початковій школі. Акцентовано увагу на тому, що цифрові інструменти можуть бути ефективним засобом навчання, якщо вони використовуються доцільно і доречно. Подано характеристику основних понять наукової розвідки. Висвітлено теоретичні аспекти проблеми застосування цифрових технологій у практиці навчання української мови в початковій школі. Акцентовано увагу на важливості розроблення і впровадження системи підтримки вчителів початкової школи з питань застосування цифрових технологій на уроках української мови. Конкретизовано цифрові інструменти, які доцільно застосовувати з метою навчання мови і мовлення. Визначено важливі напрями роботи вчителя на уроках української мови під час застосування цифрових інструментів в початковій школі. Зазначено педагогічні умови ефективного застосування цифрових технологій в освітньому процесі початкової школи. Подано комплекс інтерактивних методів, прийоми, форм навчання української мови, які доцільно застосовувати на уроках використання цифрових технологій. Рекомендовано мовні вправи і завдання із застосуванням цифрових інструментів. Подано методичні рекомендації для вчителів початкової школи із питань організації застосування новітніх цифрових технологій на уроках української мови і формування в учнів відповідних умінь і навичок роботи із цифровими інструментами під час виконання мовних вправ і завдань. Висловлено поради щодо використання цифрових інструментів із метою навчання рефлексії учнів початкової школи на уроці української мови. Доведено, що уроки української мови, проведені із застосуванням цифрових технологій, мають значні переваги.

This virtual issue reports on the use of digital technologies in On-Farm Experimentation (OFE) in varied farming systems across the world. The authors investigated diverse questions across contrasted environments and scientific domains, with methodologies that included review, empirical studies, interviews, and reflexive accounts. The contributions thus showcase the multiplicity of research directions that are relevant to OFE. This includes addressing the two intertwined types of research objects in OFE: the farmers’ questions (how to improve management) and the methodologies required to address these (how to improve research through OFE)—with the notable support of digital tools. The issue includes a systematic review exploring OFE practices and farmer-researcher relationships as reported in the scientific literature; a meta-analysis comparing experimental scales in the USA; reflexive analyzes on a feed assessment tool and a tree crop decision support system rooted in OFE that are connecting farmers and researchers in Africa; a retrospective on a large CGIAR program combining citizen sciences and OFE; the use of video recordings and work analysis to characterize farmers’ knowledge in French vineyards; and in the same sector in Australia, two accounts of the use of digital tools in spatially explicit OFE: one an investigation into farmers’ and consultants’ perceptions, the other a retrospective on the roles of precision agriculture. Findings from these examples validate the use of varied digital tools to scale the design, implementation, and learning stages of OFE processes. These include how to better harness and bridge the knowledge of farmers, researchers and other parties, examples of data management and analytics, the improved interpretation of results, and capitalizing on experiences. The international conference this issue was part of also led to acknowledgement of a lack of policy linkages, required to scale OFE endeavors by incentivizing institutional change toward more farmer-centric research practices and responsible digital deployment.

The relevance of the study is determined by the growth of digitalization in education and the need to modernize mathematics teaching in special schools in accordance with the needs of students with special educational needs. Under contemporary conditions, the concept of Mathematics 4.0 emphasizes adaptive, personalized, and data-driven instructional models; however, their methodological implementation in special mathematics education remains insufficiently systematized. This necessitates a comprehensive scientific analysis of digital technologies as instruments for improving accessibility, effectiveness, and sustainability of mathematical knowledge formation. The aim of the article is to provide scientific substantiation and systematization of approaches to the formation and development of mathematical knowledge of students with special educational needs in grades 5-6 of special education schools through the use of digital technologies within the framework of the Mathematics 4.0 concept. Research methods included analysis and synthesis of scientific literature in mathematics didactics, special pedagogy, and digital education technologies; system-structural and comparative analysis; didactic modeling; and theoretical generalization of practical experience in the application of digital learning tools in special education settings. The study identified the psychological and pedagogical prerequisites for the acquisition of mathematical knowledge by students with special educational needs in a digitalized educational environment. The didactic possibilities of digital technologies for personalizing learning, step-by-step knowledge formation, and formative assessment were established. The feasibility of using adaptive digital tools as an instrument for the controlled development of mathematical skills has been proven. The main scientific and practical problems of implementing digital technologies have been identified, in particular, the formalization of individualization, limited availability of adapted resources, digital inequality, and insufficient methodological readiness of teachers. The conclusions indicate that the implementation of the Mathematics 4.0 concept in a special school is possible provided that digital technologies are integrated into a comprehensive methodological system with the leading role of the teacher and a focus on the individual learning dynamics of students. The use of digital tools contributes to increasing the effectiveness and practical significance of mathematical knowledge. Prospects for further research include empirical evaluation of Mathematics 4.0 models in special education schools, development of criteria for measuring learning dynamics, and creation of standardized adaptive digital resources for mathematics education.

Digital tools have a potential to change significantly the form of mathematical learning taking place in classrooms, with research pointing to various affordances in comparison with physical tools such as paper-and-pencil environments. Nevertheless, there is a scarcity of research that has examined in-depth the interrelated roles these two types of tools fulfil in mathematics learning. This issue of inter-related roles is important because, when digital tools are incorporated into classrooms, students usually also have notebooks and worksheets within which they carry out actions complementary to their use of digital tools. In this article, we focus on the use of dynamic geometry environments (DGEs) in conjecturing and proving, and, in particular, we examine the interplay between students’ paper-and-pencil activity and their use of a DGE during the producing and proving of a generalisation of a statement. We analyse a series of lessons involving secondary school students (aged 14–15, Grade 9) and show that, while DGE use supported the students in generalising a statement, they were initially unable to prove the generalisation while using the DGE, but subsequently succeeded through their paper-and-pencil activity. Our research illustrates the affordance of paper-and-pencil environments to support students in working on different representations, and thus highlights how the interplay between paper-and-pencil activity and DGE use can be important for the progress of conjecturing and proving. We also show the roles taken by the teacher in supporting the students’ work, and point to the need for further research into the back-and-forth use of digital and physical tools.

The paper explores the possible strategies to increase the use of digital tools in modern banking. The conceptual study proposes four strategies banks should focus on to be competitive and satisfy diverse customer needs. The primary focus is enhancing the customer experience through digital tools, such as online payments, credit requests, and bill payments while acknowledging the security and technical limitations with which users may have issues—the strategies banks can utilize have a customer-centric approach that includes user-friendly design and personalization. The technology focus would encompass technological advancements with security features like encryption and biometric verification and integration with broader services. Financial product innovation and effective marketing strategies are also essential for increasing the use of digital banking tools. Blockchain and AI, integrated marketing, and customer relationship management should be significant points of emphasis for the banks to serve the business and consumer markets effectively.

Currently, global socio-economic trends have intensified the process of informatization of society in Ukraine. The modern concept of the work of modern higher education institutions is based on the active use of innovative digital tools and information and communication technologies. At the same time, during the training of technical specialists, the role of teachers and higher education applicants has undergone significant changes. The arsenal of digital tools and information educational technologies used in the process of implementing educational and professional programs and work programs of academic disciplines has also changed. To implement educational and management processes of training applicants for technical specialties according to educational programs, an integrated approach to the use of digital tools is used, which involves the simultaneous use of a complex of various methods for their application. The quality of learning materials offered for study by students in the process of distance and blended learning through personal offices of the single client-server system «JetIQ», developed at Vinnytsia National Technical University of the integrated information ecosystem «Electronic University», can be tracked and analyzed using documents recording success by the relevant dean's offices. Analysis of the results obtained showed that the results of success during training in different forms of training do not have significant differences. Therefore, the proposed approach can be used for both distance and blended learning. Analysis of the teachers' own experience proves that the best results in the formation of professional competencies in higher education applicants are achieved when digital tools are combined with their own teaching methods in blended learning.

This paper analyzes the impact of the COVID-19 pandemic and the consequent migration to digital learning environments on the habits of use of digital teaching tools among university professors in Peru. The existence of gender gaps in this impact has also been studied. For this purpose, quantitative analysis of the answers of 116 professors from different Peruvian universities to a questionnaire designed for this purpose was carried out. As a result, it has been obtained that the pandemic has led to an increase in the use of digital tools in all areas of teaching activity studied, mainly in the evaluation and sharing of teaching materials. In addition, although female professors reported a lower use of digital tools before the pandemic, the increase in their use has been greater than in males in all teaching areas.

English vocabulary mastery has undergone significant changes with the emergence of digital technology. This study aims to examine the use of digital tools in English vocabulary learning by students in the English Language Education Study Program at the University of Mataram, focusing on the utilization of various digital tools. This study used a descriptive qualitative design. Data were collected through online questionnaires completed by 52 participants and in-depth interviews with 10 purposively selected participants. Data were analyzed using thematic analysis based on the Braun and Clarke (2006) model. The results show that students use various digital tools in an integrated manner, combining social media, learning applications, digital dictionaries, and artificial intelligence (AI) in the vocabulary learning process. This process occurs continuously through the stages of discovering new words, understanding their meanings, and using them in sentences or conversations. Furthermore, the effectiveness of digital materials is evident in the multimodal support provided, such as visual and auditory aids to support understanding of meaning and pronunciation. The study also identified barriers to the use of digital tools, including distractions from non-educational content and technical issues related to internet connection. These findings indicate that the functional effectiveness of digital learning tools is directly related to students' strategies and their independent learning abilities. Theoretical and practical implications for the development of technology-based vocabulary learning are also discussed.

Purpose. The purpose of this article is to consider the role of the main digital tools, their advantages, and challenges of use in the marketing management system of enterprises. Design/methodology/approach. The research used the following general scientific methods of scientific knowledge: comparative analysis and synthesis, systematization, and theoretical and logical generalization. Scientific works and articles on the Internet of domestic and foreign scientists who study issues related to the field of digital marketing became the informational, theoretical, and methodological basis of the research. A systematic review of literary sources and scientific publications made it possible to get acquainted with existing theories, concepts, and research in the field of digital marketing. This method is used for conducting comparative analysis and synthesis to generalize information. The method of theoretical and logical generalization of the advantages and challenges of using digital tools made it possible to draw reasonable conclusions about their use in the marketing management of enterprises. Findings. The article examines the key roles of digital tools in the modern marketing management of domestic enterprises: attracting and retaining an audience, increasing brand awareness, personalizing communication, increasing the effectiveness of advertising, measuring results, interacting with the audience, and global access. Popular digital marketing management tools are highlighted, which include a wide range of technologies, online platforms, and web services that help businesses interact with audiences, promote their products or services, and measure the effectiveness of their marketing efforts, including websites, contentmarketing, search engine optimization website, search advertising, social media, e-mail, web analytics, virtual and augmented reality technologies, chatbots, QR coding. Advantages are considered and attention is paid to the challenges associated with the use of digital tools in the marketing management system of enterprises. Practical implications. The results of the study demonstrate the importance of adaptation of domestic enterprises to the digital environment in modern business. Digital tools have become a necessary part of marketing strategy, and understanding and using them play a critical role in achieving success. Businesses that have a proper understanding of digital marketing can help improve the effectiveness of their marketing campaigns, creating a competitive advantage in the market. It also helps to increase sales, increase profitability, and improve interaction with customers. However, using digital tools also brings challenges, including the need to keep up with rapid changes in technology and the competitive environment. Businesses must be ready to adapt and learn to remain competitive. In practical terms, the study provides enterprises with useful information and recommendations on the effective use of digital tools in marketing management. This will help enterprises to grow, develop, and successfully compete in the conditions of digitalization. Originality/value. The article reflects a modern approach to considering digital tools in the marketing management of enterprises and takes into account the latest technological trends and changes in the Internet environment. Consideration of digital tools of marketing management of enterprises is carried out from a comprehensive approach, taking into account their role, advantages, and challenges of use in one context. This makes the article a valuable source of information for entrepreneurs and marketers looking to improve their digital marketing strategies and practices.

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.

BackgroundPatients living with diabetes and chronic conditions may face a significant burden managing their health. Many of these patients use digital medicine tools such as continuous glucose monitoring systems. Although measures exist to assess treatment burden from tasks such as managing medications and attending healthcare visits, there is no patient-reported measure that captures the burden of digital care. Therefore, the purpose of this study is to validate the Treatment Burden Questionnaire Plus Digital (TBQ + D), a patient-reported measure of treatment burden that includes using digital tools for adults with diabetes.MethodsAdult patients with type 1 or type 2 diabetes mellitus completed the 25-item TBQ + D (scored 0 [none] to 10 [maximum] per item, total score range 0–250). We evaluated ease of administration, internal consistency, and tested hypotheses about the relationship between TBQ + D scores and treatment complexity, digital tool use intensity, social risk factors, and digital comfort to assess TBQ + D’s validity.ResultsOf 324 patients approached, 300 (93%) consented and completed the TBQ + D (mean age 57 [SD 17], 50% female, 50% with type 2). The mean TBQ + D score was 53.7 (SD 41.6). Internal consistency was excellent (Cronbach’s α = 0.94). As hypothesized, higher TBQ + D scores were reported by patients with type 1 vs. type 2 diabetes mellitus (61.7 vs. 45.7, p = .0008), maximal/moderate vs. minimal to no digital tool use (56.5/60.7 vs. 41.3, p = .001), those on intensive insulin therapy vs. other treatments (61.4 vs. 38.0, p < .0001), and those with greater social vulnerability (p < .0106). TBQ + D scores were not significantly higher in patients with HbA1c ≥ 8% (p = .055) or less comfortable with digital technology (p = .08).ConclusionsTBQ + D is a novel and valid measure of treatment burden in patients living with diabetes, inclusive of digital burden, which can play a role in fostering minimally disruptive care for patients with diabetes.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12916-025-04579-w.

Pathology practices have begun integrating digital pathology tools into their routine workflow. During 2020, the coronavirus disease 2019 (COVID-19), caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), emerged as a pandemic, causing a global health crisis that significantly affected the world population in several areas, including medical practice, and pathology was no exception. To summarize our experience in implementing digital pathology for remote primary diagnosis, education, and research during this pandemic. We surveyed our pathologists (all subspecialized) and trainees to gather information about their use of digital pathology tools before and during the pandemic. Quality assurance and slide distribution data were also examined. During the pandemic, the widespread use of digital tools in our institution allowed a smooth transition of most clinical and academic activities into remote with no major disruptions. The number of pathologists using whole slide imaging (WSI) for primary diagnosis increased from 20 (62.5%) to 29 (90.6%) of a total of 32 pathologists, excluding renal pathology and hematopathology, during the pandemic. Furthermore, the number of pathologists exclusively using whole slide imaging for primary diagnosis also increased from 2 (6.3%) to 5 (15.6%) during the pandemic. In 35 (100%) survey responses from attending pathologists, 21 (60%) reported using whole slide imaging for remote primary diagnosis following the Centers for Medicare and Medicaid Services waiver. Of these 21 pathologists, 18 (86%) responded that if allowed, they will continue using whole slide imaging for remote primary diagnosis after the pandemic. The pandemic served as a catalyst to pathologists adopting a digital workflow into their daily practice and realizing the logistic and technical advantages of such tools.

The article considers the issues of using digital technologies and tools in the field of search and selection of personnel, taking into account the development of forms of remote work and intercultural cooperation. Technological development, labor globalization processes, economic crisis, pandemic, war and increased fierce competition have led to the emergence of new forms of employment and the use of new modern tools in terms of attracting personnel. The analysis of the labor market proves the need for search and recruitment specialists to use digital tools, update business processes in companies, and adapt the company's recruitment processes to modern business needs. The ability to perform work from anywhere in the world, broad prospects for global staff mobility and remote work have become one of the modern challenges facing businesses and recruiters in particular. Remote recruiting as a form of hiring and personnel management is gaining popularity and is becoming an important component of the modern business process. A list of advantages and disadvantages of using remote recruiting is provided in order to simplify the selection and identification process. The study revealed a significant number of digital tools that are offered for remote recruiting, which indicates the relevance of this issue. The main characteristics of digital tools in terms of relevance and practical use are described, which help to navigate among the tools offered on the market. The study shows that the use of digital tools significantly improves the productivity and efficiency of the recruitment process. General recommendations on the main aspects of choosing an automated system to work in the context of remote recruiting are formed. It is noted that the choice of an automated system for recruiting should be adapted to the individual needs and objectives of the company. The use of digital tools in the context of remote recruiting will lead to optimization of business costs in terms of time, finance and resources, improving the candidate evaluation system and reducing the degree of influence of the human intervention factor.

The integration of digital learning tools in school science classes has garnered significant attention, prompting an investigation into their effects on student engagement and achievement. This study examines the impact of students' access to technology, teachers' digital competency, and the frequent use of digital tools on the engagement and academic performance of middle school students in science subjects. Utilizing a cross-sectional survey design, data were collected from 309 middle school science teachers across 45 public schools in Punjab, Pakistan, through validated, self-administered questionnaires. Six hypotheses were formulated and tested using SPSS and SmartPLS. The findings indicate that access to technology, teachers' digital competency, and the frequent use of digital tools positively influence student engagement and achievement in science. Digital tools significantly enhance engagement by providing interactive and personalized learning experiences, leading to increased motivation and interest among students. Furthermore, improved academic outcomes are evident in higher test scores and performance in science assessments. Teachers also noted a positive shift in classroom dynamics, characterized by increased collaboration and inquiry among students. These results highlight the critical need for ongoing investment in educational technology and professional development for educators to fully leverage the benefits of digital learning tools.

The article examines the possibilities of using digital tools in the educational process of preschool institutions. It analyzes both foreign and Ukrainian scholarly sources concerning the application of digital technologies in preschool education. The study outlines key aspects of implementing digital tools in educational interactions with preschool children, particularly the use of digital devices (such as smartphones, tablets, computers, projectors, and interactive whiteboards) for teaching science, mathematics, reading and writing, as well as the use of digital services (including educational games and AR-based mobile applications). The importance of preparing educators to effectively integrate digital technologies into the educational process of preschool institutions is substantiated. The article also highlights the experience of future educators in applying digital tools during their practical training in preschool institutions. The authors explore the possibilities of creating educational content for children using augmented reality (AR) digital tools such as Blippbuilder, MyWebAR, and ZapWorks. An algorithm for developing AR-based projects is proposed, and the main stages of applying AR technology during the organization of an educational quest game are described. The results of the observation of children and the analysis of students' projects confirmed the effectiveness of implementing game quests with AR elements in the educational process of preschool institutions, demonstrating their benefits in stimulating children's cognitive activity and fostering digital competence. The study concludes that the use of digital tools in preschool education practice is a powerful instrument of the educator’s personal and professional development. It contributes to the improvement of the quality of the educational process in preschool institutions, engaging children in active learning, and increasing both their motivation to study and their level of assimilation of educational material.