Developing Structure Sense with Digital Technologies

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 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.

Learning Analytics Dashboards (LADs) are increasingly deployed to support self-regulated learning on online courses. Yet many existing dashboards lack strong theoretical grounding, contextual alignment, or actionable feedback, and some designs have been shown to inadvertently discourage learners through excessive social comparison or high inference costs. In this study, we designed and evaluated a LAD grounded in the COPES model of self-regulated learning and tailored to a credit-bearing Massive Open Online Course (MOOC) using a data-driven approach. We conducted a randomized controlled trial with 8745 learners, comparing a control group, a dashboard without feedback, and a dashboard with ARCS-framed actionable feedback. The results showed that the dashboard with feedback significantly increased learners’ likelihood of verification (i.e., paying for the certification track), with mixed effects on engagement and no measurable impact on final grades. These findings suggest that dashboards are not uniformly beneficial: while feedback-supported LADs can enhance motivation and persistence, dashboards that lack interpretive support may impose cognitive burdens without improving outcomes. This study contributes to the literature on learning analytics by (1) articulating the design principles for theoretically and contextually grounded LADs and (2) providing experimental evidence on their impact in authentic MOOC settings.

Введение. Маркетинговая деятельность на современном этапе развития отраслей и сфер деятельности находится на пике трансформации и интеграции с цифровыми технологиями, что позволяет выделить одну организацию на отраслевом рынке из множества конкурентов. Целью статьи является обоснование того факта, что формирование маркетинговой деятельности предприятия на фармацевтическом рынке за счет активного и целенаправленного использования цифровых коммуникаций может показать наилучшие результаты за заданный промежуток времени при очевидной реакции всех участников рынка независимо от их физического местонахождения. Материалы и методы. Ключевые задачи были основаны на теоретическом анализе маркетинговых коммуникационных стратегий, используемых для продвижения предприятий в фармацевтической отрасли, выявлении текущих факторов, влияющих на формирование маркетинговых стратегий на фоне цифровизации и внедрения инновационных цифровых инструментов и технологий для улучшения внешних и внутренних качественных характеристик региональной фармацевтической отрасли. Результаты исследования. Результаты исследования показали, что фармацевтические компании недостаточно активно используют цифровые технологии в маркетинговой деятельности, инструменты цифровой коммуникации для развития и поддержания конкурентоспособности и клиентоориентированности, что негативно сказывается на экономических показателях и привлечении новой аудитории. Обсуждение и заключение. Практические выводы послужили основой для изучения маркетинговых дисциплин в университете, а также проекта маркетинговой программы по использованию цифровых средств коммуникации на фармацевтическом рынке. Эмпирическое исследование позволило сделать выводы о текущем состоянии фармацевтического рынка региона, специфике используемых маркетинговых стратегий развития и цифровых коммуникационных инструментов при взаимодействии всех субъектов, которые прямо или косвенно влияют на формирование фармацевтического рынка Ростова-на-Дону. Контент-анализ позволил отразить количественные показатели использования инструментов цифровой коммуникации региональными фармацевтическими компаниями, выявить слабые стороны этого стратегического направления и представить вектор развития маркетинговой стратегии в условиях интенсивной цифровизации всех процессов взаимодействия. Introduction. Marketing activities at the current stage of development of industries and fields of activity are at the peak of transformation and integration with digital technologies, which makes it possible to distinguish one organization in the industry market from many competitors. The purpose of the article is to substantiate the fact that the formation of an enterprise's marketing activities in the pharmaceutical market through the active and purposeful use of digital communications can show the best results in a given period with an obvious reaction from all market participants, regardless of their physical location. Materials and methods. The key tasks were based on a theoretical analysis of marketing communication strategies used to promote enterprises in the pharmaceutical industry, identifying current factors influencing the formation of marketing strategies against the background of digitalization and the introduction of innovative digital tools and technologies to improve the external and internal quality characteristics of the regional pharmaceutical industry. Research results. The results of the study showed that pharmaceutical companies are not actively using digital technologies in marketing activities, digital communication tools to develop and maintain competitiveness and customer orientation, which negatively affects economic performance and attracting a new audience. Discussion and conclusion. Practical conclusions served as the basis for marketing disciplines at the university, as well as a marketing program project on the use of digital communication tools in the pharmaceutical market. Empirical research has allowed us to draw conclusions about the current state of the pharmaceutical market in the region, the specifics of the marketing development strategies used and digital communication tools in the interaction of all actors that directly or indirectly influence the formation of the pharmaceutical market in Rostov-on-Don. The content analysis allowed us to reflect the quantitative indicators of the use of digital communication tools by regional pharmaceutical companies identify the weaknesses of this strategic direction and present the vector of development of marketing strategy in the context of intensive digitalization of all interaction processes.

This study investigated the Effect of Metacognitive Self-Assessment Strategy on Performance in Algebra among Senior Secondary School Students, Dutsin-Ma Education Zone, Katsina State, Nigeria. The study was guided by two research questions and two hypotheses. A quasi-experimental research design involving two groups (experimental and control) was used. The study population comprised three thousand six hundred and ninety-one (3691) senior secondary school two (SSS 2) students of the public secondary schools in Dutsin-Ma Education Zone of Katsina State. Two (2) coeducational schools were selected using simple random sampling technique. Two intact classes were also selected using the simple random sampling from the SSS 2 arm from which 102 students participated as sample for the study with 77 males and 25 females. An instrument: Algebra Performance Test (APT) with a reliability coefficient of 0.82 was used for data collection. The research questions were answered using descriptive statistics of mean and standard deviation while the corresponding research hypotheses were tested using inferential statistics of t-test at ρ ≤ 0.05 level of significance. It was found from the results that there was a significant difference between the performance of the experimental and control groups in favour of the experimental group who were exposed to the Metacognitive Self-Assessment Strategy, but no significant difference in the performance of male and female students when exposed to Metacognitive Self-Assessment Strategy. The study therefore concluded that the Metacognitive Self-Assessment Strategy is effective in the teaching and learning of algebra in senior secondary schools and it is a gender friendly teaching method. Based on the findings it was recommended among others that Teachers should employ metacognitive self-assessment strategy in the teaching of algebra in secondary schools to enhance students’ academic performance.

Increasing age and rurality are associated with decreased care coordination. There is a growing interest in the role of digital tools in improving care across the care continuum for rural and older adult groups. Still, little is known about the best practices of rural older adults and digital health tool usability. Guided by a user-centered design approach, we 1) describe multiple strategies to meaningfully engage rural older adults in the development of a digital health tool to improve telehealth navigation and 2) report best practices assessed from our multi-modal iterative design approach. We engaged key informants, including rural older adults, their caregivers, providers, healthcare administrators, and an advisory board. Our mixed methods user-centered design approach triangulated findings through semi-structured interviews, a systematic literature review, tool usability testing, and a MyChart usability analysis using eye-tracking technology. Lessons learned from our analysis reveal that rural older adults readily engage with digital technology and often sustain use after their introduction. Digital health technologies were most commonly associated with relieving access to care and transportation barriers. Reduced internet access and challenges with using the equipment were common usability barriers. Useful strategies to overcome usability barriers include in-person or telephone tutorials and knowledgeable caregivers. Tools to assist rural older adults with technology barriers were limited. As digital health technologies increasingly integrate into rural care coordination, barriers faced by rural older adults must be considered. Research that aims to elevate the voices of rural older adults in digital health tool design is imperative.

The research uses the methods of triadic scaffold protocol, case study, survey, interviewing, and observation. The researchers created and tested the first ever model for the development of Russian speaking skills and social and cultural competences in children aged 3 to 8 living in the multilingual regions of Russia and abroad using digital educational tools, as well as the general principles for the integration of digital tools into preschool speech development programs.
 Rapid digitization of education and society in general make this work extremely important. Research findings can be recommended for consideration by methodologists, teachers, and parents interested in the development of competencies related to understanding early bilingual development mechanisms, the peculiarities of the generation of digital natives, the criteria for assessing digital resources for preschool and elementary school children’s speech development, scenarios of digital resource integration into family and formal (mass) education, as well as pedagogical strategies for taking advantage of multimodality, interactivity, and gamification offered by digital teaching tools.

PurposeThis paper aims to analyze the evolution of digital and smart technologies and their relationship with different themes within marketing journals. In addition, this study has included the evolution of digital and smart technologies in relevant International Marketing (IM)/International Business (IB) journals to describe the impact of technology on this specific area to draw some interesting conclusions.Design/methodology/approachA bibliometric approach is applied in this research using science mapping analysis to visualize and reveal the evolution of smart and digital technologies in this specific academic area.FindingsBy combining science maps with performance indicators, the results of this study suggest that new technologies are related to eight main topics within marketing journals: implementation-completion, perceptions, behavior, market competition, adoption-diffusion model, social media, competitive advantage and disruptive technology. Additionally, this work provides new avenues for future research. When analyzing IM and IB journals, the findings highlight six thematic areas: perceptions-eWOM relationship, innovative foreign markets, performance determinants, Japan, industrial research and China.Originality/valueThis study contributes theoretically to developing and describing a framework for research in smart and digital technologies in the general marketing and international marketing/business fields. It adds a coherent perspective on the points of contact in marketing evolution, where smart technology has a meaningful role. This study outlines the changing questions surrounding the touchpoints as well as emerging research topics.

New Digital Technologies Applied to the Management of Geoheritage

It is commonly claimed in the discussions about the teaching and learning of linear algebra that linear algebra courses are badly designed and badly taught, and that no matter how it is taught, linear algebra remains a cognitively and conceptually difficult subject. This leads to (a) curricular reform actions, (b) analyzing the sources of students' difficulties and their nature, as well as (c) research based and controlled teaching experiments. This chapter is organized along these three axes of action and research. The chapter does not claim the title of an exhaustive review of research on the teaching and learning of linear algebra at the undergraduate level. All omissions should be blamed on the authors' ignorance rather than their bad will.

The development of children’s digital literacy is essential in the 21st century. Digital technologies have been adopted by both parents and grandparents to enhance children’s quality of education, in accordance with the Sustainable Development Goals (e.g., SDGs 4 and 17). Many children have been provided with all types of digital tools and e-devices from birth, which puts their caregivers in a challenging position. In that context, investigating the attitudes, beliefs, communication, and practices of caregivers when interacting with young children while utilizing digital technologies is crucial for comprehending the disparity in digital literacy between parents and grandparents. In this study, we adopted a mixed research design to examine Chinese intergenerational caregiving during the COVID-19 pandemic and different types of caregivers’ beliefs, practices, and communication with children through various digital tools in the home environment. A caregiver-reported survey was conducted to investigate the primary caregivers’ beliefs, practices, and communication using digital media tools with children at home. Intergenerational interviews with 18 families further identified the different methods of caregiving between parents and grandparents. Mixed attitudes were found concerning popular technologies commonly used at home and children’s digital literacy practices, and we heard intergenerational concerns about children’s use of digital technologies. This study shows that Chinese fathers are generally more supportive of digital practices at home, while mothers are more restrictive of their children’s use of digital technology tools. Grandparenting may be overwhelming for Chinese seniors in the 21st century.

This article aims to analyze the effectiveness of using the Khan Academy platform as a support for science learning during the Covid-19 Pandemic to improve students' mastery of online learning skills. Online learning is one of the impacts caused by the spread of Covid-19 in the field of education. This condition causes teachers to use digital technology such as platforms to support the learning process. The integration of Khan Academy in science learning is a breakthrough in delivering learning materials that are in accordance with the applicable curriculum with consideration of material from teachers that is applied online. In this case, the teacher can designate the material according to the mastery of the skills students have. Then students can carry out activities to analyze video tutorials, work on practice questions to do practicum according to the instructions in Khan Academy. Teachers and parents can also monitor and supervise the activities, abilities and mastery of students' material. Based on the literature review, Khan Academy helps in classroom management, practicum activities through video tutorials, and practice questions and activity monitoring as an effective student progress report.

The aim of the article. In the current conditions of the digital transformation of the global economy, approaches to forming pricing strategies in international marketing are undergoing significant changes. Traditional pricing methods, based on static models and periodic price adjustments, are giving way to digital tools that enable companies to promptly adapt prices to changes in market conditions, consumer behavior, and the competitive environment in real time. Digital technologies, including big data, artificial intelligence, algorithmic and dynamic pricing, open new opportunities for price personalization, revenue optimization, and enhancement of companies’ competitiveness in international markets. Analysis results. The aim of this study is to substantiate the role and determine the specific features of using digital tools in pricing policy within international marketing, as well as to develop scientific and methodological approaches for their integration into the process of forming competitive pricing strategies for enterprises in global markets under digitalization conditions. To analyze digital pricing tools in international marketing, a comprehensive set of methods combining theoretical, quantitative, and practical approaches was applied. At the theoretical level, a systematic and comparative analysis of scientific sources and modern digital pricing strategies was used. For quantitative research, economic-mathematical methods were applied, including optimization models and machine learning algorithms, allowing the assessment of the impact of pricing strategies on sales volume, revenue, and consumer behavior across different countries. The article analyzes modern concepts of digital pricing and classification of models, including static, dynamic, segmented, and personalized pricing, as well as optimization and machine learning models. Key digital pricing policy tools, such as competitive price intelligence, revenue management systems (RMS), analytical platforms, and CRM, are examined, including their application in the international context while considering local economic, regulatory, and cultural specifics. Conclusions and directions for further research. Special attention is paid to the methodological aspects of integrating digital tools into the pricing strategy formation process, particularly the principles of systematization, dynamism, localization, and personalization. Based on the research findings, the necessity of using analytical demand forecasting, competitive modeling, and integration of market mechanisms to ensure effective international pricing is substantiated.

BackgroundEvaluation of patients with serious mental illness (SMI) relies largely on patient or caregiver self-reported symptoms. New digital technologies are being developed to better quantify the longitudinal symptomology of patients with SMI and facilitate disease management. However, as these new technologies become more widely available, psychiatrists may be uncertain about how to integrate them into daily practice. To better understand how digital tools might be integrated into the treatment of patients with SMI, this study examines a case study of a successful technology adoption by physicians: endocrinologists’ adoption of digital glucometers.ObjectiveThis study aims to understand the key facilitators of and barriers to clinician and patient adoption of digital glucose monitoring technologies to identify lessons that may be applicable across other chronic diseases, including SMIs.MethodsWe conducted focus groups with practicing endocrinologists from 2 large metropolitan areas using a semistructured discussion guide designed to elicit perspectives of and experiences with technology adoption. The thematic analysis identified barriers to and facilitators of integrating digital glucometers into clinical practice. Participants also provided recommendations for integrating digital health technologies into clinical practice more broadly.ResultsA total of 10 endocrinologists were enrolled: 60% (6/10) male; a mean of 18.4 years in practice (SD 5.6); and 80% (8/10) working in a group practice setting. Participants stated that digital glucometers represented a significant change in the treatment paradigm for diabetes care and facilitated more effective care delivery and patient engagement. Barriers to the adoption of digital glucometers included lack of coverage, provider reimbursement, and data management support, as well as patient heterogeneity. Participant recommendations to increase the use of digital health technologies included expanding reimbursement for clinician time, streamlining data management processes, and customizing the technologies to patient needs.ConclusionsDigital glucose monitoring technologies have facilitated more effective, individualized care delivery and have improved patient engagement and health outcomes. However, key challenges faced by the endocrinologists included lack of reimbursement for clinician time and nonstandardized data management across devices. Key recommendations that may be relevant for other diseases include improved data analytics to quickly and accurately synthesize data for patient care management, streamlined software, and standardized metrics.