Digital Learning Platforms for Intangible Cultural Heritage in Design Education

The purpose of this study is to determine pre-service mathematics teachers’ views on digital learning platforms, the extent to which these platforms are integrated into teaching and assessment processes, the usability of digital learning platforms in teaching and assessment processes, pre-service mathematics teachers’ thoughts on the contributions of digital learning platforms to mathematics education and the problems they encounter when using digital learning platforms. This study is important in terms of helping to determine the necessary strategies and educational policies to support the integration of digital learning platforms into teaching and assessment processes, understanding the potential of digital learning platforms in mathematics teaching and identifying important considerations for improving teaching practices. It also aims to contribute to finding solutions to the problems encountered. In the context of 21st-century skills, including technological skills and digital literacy, it is important to determine pre-service mathematics teachers’ knowledge levels about these skills during their professional preparation process and to reveal their opinions about digital learning platforms, which are considered to play a significant role in developing these skills in middle school students. In this research, a case study design, which is one of the qualitative research methods, was used. The study group consists of 68 fourth-year students from the elementary mathematics teaching program at the faculties of education of state universities located in Aydın, Denizli and Kars. Data for the study were collected through a semi-structured interview form consisting of 8 open-ended questions. The data obtained from the data collection process were analyzed using content analysis, a qualitative analysis method. According to the findings of the research, pre-service mathematics teachers prefer the question-and-answer technique the most in teaching. They define digital learning platforms as web-based/online environments and use platforms such as GeoGebra/Desmos and Educational Informatics Network. These pre-service teachers integrate digital learning platforms into teaching and assessment processes and use these platforms because they are engaging and enjoyable. They decide on the platform selection based on the subject and learning outcomes. Additionally, they state that digital platforms are useful in visualizing abstract concepts. However, internet and infrastructure inadequacies are expressed as significant obstacles in the use of digital platforms.

Digital learning platforms have revolutionized education globally, but their adoption in Afghanistan faces unique challenges. The research was conducted to examine the accessibility, utilization, and impact of digital learning platforms among university students in urban Afghanistan, identify barriers, and propose sustainable solutions. A quantitative approach was employed, with data collected from 300 participants from three universities, including Laghman, Nangarhar, and Said Jamaluddin Afghan in the east of Afghanistan, through a structured questionnaire. The data from the questionnaire were descriptively analyzed in the form of means, percentages, and standard deviations through tables and graphs in SPSS 24 Version. The findings highlight that, while personal device ownership is relatively high (86.24%), access to reliable internet remains a significant challenge (64.09%), limiting effective utilization of digital resources. Moderate engagement with digital platforms was observed, with frequent usage constrained by financial barriers, limited digital literacy, and infrastructural inadequacies. Digital platforms were found to positively impact academic performance, particularly in improving access to resources and fostering collaboration among students. However, cultural resistance, technical challenges, and insufficient institutional support hinder their full potential. Proposed solutions include expanding broadband infrastructure, providing financial aid for digital devices, enhancing digital literacy through targeted training programs, and promoting blended learning models that combine traditional and digital education. This study emphasizes the need for localized, sustainable strategies to bridge the digital divide and maximize the benefits of digital learning. It offers actionable insights for policymakers and educators to foster inclusive, effective, and sustainable digital education systems in urban Afghanistan.

This research study examines the impact of digital learning platforms and student engagement on academic achievement among secondary school students in Bandung. The study used a sample of 500 students from different schools representing different grade levels and socio-economic backgrounds. Data were collected through survey questionnaires and academic achievement measures obtained from school records. Descriptive, correlation, and regression analyses were conducted to analyze the data. The results showed a positive relationship between the use of digital learning platforms and student engagement. Students who used digital learning platforms more frequently showed higher levels of engagement. In addition, student engagement was found to positively affect academic achievement, suggesting that more engaged students tend to achieve better academic achievement. Regression analysis showed that digital learning platforms and student engagement significantly predicted academic achievement. After controlling for other factors, digital learning platforms accounted for 25% of the variance in academic achievement, while student engagement accounted for 15% of the variance. These findings highlight the combined effects of digital learning platforms and student engagement on academic achievement. The findings of this study have important implications for educational practice. Educators can utilize digital learning platforms to increase student engagement and improve academic outcomes. Policy makers should consider providing the necessary resources and infrastructure to ensure equitable access to digital learning platforms. Further research is recommended to explore strategies and best practices to optimize student engagement and maximize the potential of digital learning platforms.

This study aims to evaluate the effectiveness of using digital learning platforms as communication media in Islamic education with a focus on Generation Z teachers at PB. Soedirman Islamic High School, Jakarta. This generation is known as digital natives who are highly adaptive to information technology. The research method used is a case study with a qualitative approach, involving interviews, participatory observation, and surveys. The results show that Generation Z teachers at PB. Soedirman Islamic High School, Jakarta feel comfortable and helped by the use of digital learning platforms for communication and learning. These platforms enable faster and more efficient communication. However, some challenges were also found, such as limitations in conveying messages clearly and the risk of information overload. Factors affecting the effectiveness of communication through digital platforms were identified, including Teachers' technological competence, platform design, organizational culture, and adequate training and support. This research is consistent with technology acceptance theory which states that perceived ease of use and usefulness have a significant effect on technology acceptance. The results of this study provide practical implications to optimize the use of digital learning platforms through continuous training, intuitive platform design, and digital culture support in the organization. Thus, digital platforms can improve the performance and job satisfaction of Generation Z teachers.

Digitale læringsplatforme forventes anvendt i alle fag i skolen i stadig større grad, men dette synes ikke altid meningsfuldt i praktisk-musiske fag, hvor der snarere arbejdes praktisk, kropsligt og analogt end digitalt. Som deltagende skole i det større projekt om Anvendelse af Digitale Læringsplatforme i Folkeskolen eksperimenterede en gruppe lærere med en digital læringsplatform i blandt andet musik samt håndværk og design med henblik på at lade platformen bidrage til løsninger på udfordringer i undervisningen frem for at lade den være omdrejningspunktet for projektet. Denne artikel beskriver og diskuterer på baggrund af disse eksperimenter, hvordan lærere i folkeskolen kan inddrage en digital læringsplatform på meningsfulde måder i praktisk-musiske fag. 
 Artiklen bidrager med narrativer og casebeskrivelser af disse it-didaktiske design, og de belyses gennem lærernes observationer og evalueringer af eksperimenterne med den digitale læringsplatform. Artiklen introducerer og diskuterer endvidere begrebet om "den digitalt fordoblede lærer" og peger på, hvordan en sådan med fordel kan inddrages i klasser, hvor elever har brug for gentagelse, øvelse og fysisk tilstedevær fra lærerens side.

Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in chemistry. While the chapters in this book span a wide variety of topics, as a whole, they focus on using technology and digital platforms as a method for supporting inclusive and meaningful learning. The best practices and recommendations shared by the authors are highly relevant for modern chemistry education, as teaching and learning through digital methods is likely to persist. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education in terms of who has access to quality learning, and this book will contribute to that goal. This book will be essential reading for those working in chemical education and teaching. Yehudit Judy Dori is internationally recognised, formerly Dean of the Faculty of Education of Science and Technology at the Technion Israel Institute of Technology and won the 2020 NARST Distinguished Contributions to Science Education through Research Award–DCRA for her exceptional research contributions. Courtney Ngai and Gabriela Szteinberg are passionate researchers and practitioners in the education field. Courtney Ngai is the Associate Director of the Office of Undergraduate Research and Artistry at Colorado State University. Gabriela Szteinberg serves as Assistant Dean and Academic Coordinator for the College of Arts and Sciences at Washington University in St. Louis.

Recent research literature on intangible cultural heritage (ICH), conservation, and development increasingly acknowledges that ICH has meaning for multiple stakeholders and is served best by integrating them into conservation processes. Simultaneously, including stakeholders contributes to protecting individuals’ rights to identify, define and decide upon their own cultural heritage. This, in turn, supports human rights, and literature agrees that one way to realize continued ICH is via participatory inclusion. Participatory design and its methods and tools have been explored more detailed for ICH purposes in the last decade, because they seem to provide promising approaches for keeping ICH vital in the traditional cultural locations and settings, as well as in the diasporas. The following article explores the role of design when preserving and promoting intangible cultural heritage (ICH). The first part of the article reviews literature on ICH management, participatory design and participatory preservation projects. The second part applies findings from part 1 in a participatory design project on ICH preservation in the diaspora community of Uyghurs in Norway. The goal of the project was to design a concept, that displays, disseminates and connects Uyghur culture internally amongst the people in the diaspora as well as mediate Uyghur ICH to people in the Norwegian sociate. The third part of the article discusses advantages and challenges in applying participatory design for both design practice and design education. Findings of the article indicate that the sustainability of ICH preservation depends on that living heritage is kept alive. For this to happen, ICH must be allowed to transform according to the time and place of the culture bearers. This kind of transformation is especially significant for diaspora cultures. The preservation is best done when participatory research and participatory design projects, enabling the heritage to live through services, experiences and products, inform each other.

Digital platforms have a high potential for supporting learning processes, especially in higher education. However, there appears to be a limited systematic review of research on the application of digital platforms in higher education. Using a systematic approach, this study analyzes previous research on digital platforms and how these technologies assist university students in their studies and the challenges involved. Examining 76 relevant articles from Scopus, Emerald Insight, and ProQuest databases, the findings demonstrate that students' personal development could be accelerated by the practical application of technology through digital learning platforms. Furthermore, by utilizing digital channels, the COVID-19 epidemic has highlighted how crucial strategic management and flexibility are to the higher education sector. The study identified two main themes: digital platforms that support students’ learning and challenges associated with the deployment of digital platforms. Various unexplored areas on the use of digital platforms among university students are highlighted in the study. The review further recommends that higher education institutions offer digital literacy programs that educate students and faculty on using digital platforms, online privacy, and data protection.

The application of digital technology on the protection of intangible cultural heritage is a major topic of research in recent years. The motion capture technology of protection will gradually replace the traditional recording methods such as texts, pictures and videos. It is valuable to build a high-fidelity, high-modular and low-cost digital platform for choreographic data collection and extended application. This paper studies the intangible cultural heritage of Quanzhou breast-clapping dance, one of the most famous choreographic intangible cultural heritages from China with standard optical motion capture method. The data are acquiring and processing after the dance motion capture, we binds the motion data and three-dimensional model using Motion Builder and build digital demonstration platform base on an OGRE engine to display the movements. The viewer can view at any angle and distance. The system can be easily applied in motion intangible cultural heritages protection project. Furthermore, the system can be provided versatile motion data for additional use.

Generation Z, born into the digital age, differs from previous generations in their perspectives on future generations, communication styles, and online consumption habits. They view technology as an essential part of daily life. Digital environments that transfer, preserve, and make cultural heritage values accessible encourage young people to engage with these values, enabling them to pass them on to future generations and reach a broader audience. Tourism is another factor that supports the sustainability of cultural heritage. Generation Z, whose consumer habits are shaped by digital technologies, has become a key segment in the tourism market. It is believed that transforming intangible cultural heritage elements into digital media could increase Generation Z's curiosity about and interest in cultural heritage tourism. As a result, intangible cultural heritage (ICH) values can be handed down to future generations, and conservation plans can be developed. This research conceptually explores the potential impact of Generation Z's interaction with digital intangible components on their intention to participate in cultural heritage tourism. The study's focus on Generation Z's digital engagement with intangible cultural heritage within the context of cultural heritage tourism makes it unique. Accordingly, it is recommended that the Theory of Planned Behavior model be used to examine how interactions with digital intangible cultural heritage influence Generation Z's intentions to engage in cultural heritage tourism. This study could serve as a foundation for further empirical research.

PurposeTo understand the experiences, expectations and suggestions of digital nomads towards intangible cultural heritage in the places they travel.Design/methodology/approachThe qualitative research method was used and the research design is a phenomenological design. Multiple qualitative research design steps were followed in obtaining the research data. In this context, online interviews were conducted with a semi-structured interview form developed by the researchers, and the social media accounts of digital nomads were monitored. The sample consists of nine digital nomads who were interviewed online and five digital nomads whose videos and comments shared on social media were monitored. The inductive thematic analysis method was used to analyse the data.FindingsIt was found that digital nomads experience intangible cultural heritage elements, especially religious rituals and food culture, and actively participate in activities and rituals related to these elements as well as sharing them on their social media accounts. It was also concluded that the participants expected to work towards the protection of intangible cultural heritage elements through a number of activities such as awareness-raising and education, and that it is difficult to experience cultural heritage in societies that are not foreign-friendly.Research limitations/implicationsThe data were obtained from volunteer participants consisting of digital nomads and digital nomads who shared their experiences on social media. It is suggested that traditional food and religious rituals as intangible cultural heritage should be promoted and transferred by sharing the experiences these digital nomads on digital platforms.Practical implicationsReligious rituals and food cultures are prominent in the ICH experiences of digital nomads. Digital nomads who stay longer in their destination than tourists can play an intermediary role in promoting and transmitting this heritage. The social media and other digital platforms enable digital nomads to share their experiences of cultural heritage and create a global dialogue and understanding through these experiences.Social implicationsThe experiences and expectations of digital nomads towards ICH require a reassessment of traditional approaches to the preservation and transmission of cultural heritage. By experiencing different cultural heritages and sharing these experiences through digital platforms, digital nomads contribute to the reinterpretation and reproduction of cultural heritage. This process reveals that cultural heritage is not limited to a particular community or geography, but is rather a global phenomenon, and therefore needs to be addressed from a global perspective.Originality/valueIt is one of the pioneering studies on the experiences of digital nomads towards intangible cultural heritage.

The cultures, languages and heritages of Indigenous peoples are threatened globally. If language loss is taken as an indicator of the loss of a people’s intangible cultural heritage (as embodied in their folklore, oral traditions and expressive arts), it has been predicted that the world will lose one-third of its remaining languages by the end of the twenty-first century. In this chapter, a review and an assessment are made of the Convention for the Safeguarding of the Intangible Cultural Heritage (ICHC) in terms of what its provisions contain that will help Indigenous peoples to gain a measure of protection for their intangible cultural heritage. This, under the Convention, includes their oral traditions, languages, performing arts, social practices, traditional knowledge and practices concerning nature and the universe, and traditional artisanship. Of particular importance is the extent to which Indigenous peoples themselves are empowered by the Convention to effectively protect and maintain their own intangible cultural heritage and to participate in the Convention’s processes. The relative strengths and weaknesses of the ICHC are also assessed against other standard-setting international instruments and processes that can be used to provide a measure of protection for the intangible cultural heritage of indigenous peoples, particularly in relation to their languages and traditional knowledge such as the United Nations Declaration on the Rights of Indigenous Peoples (adopted by the United Nations Human Rights Council in June 2006) and ILO Convention (No. 169) Concerning Indigenous and Tribal Peoples in Independent Countries. Reference is also made to the relevance and effectiveness of the suite of intellectual property laws overseen by the World Intellectual Property Organization (WIPO) and particularly the deliberations of the WIPO Intergovernmental Committee on Genetic Resources, Traditional Knowledge and Folklore regarding the development of a sui generis law forthe protection of traditional knowledge. Other international environmental treaties and processes, such as the Convention on Biological Diversity, the International Treaty on Plant Genetic Resources for Food and Agriculture (the ‘Seed Treaty’) and the UN Convention to Combat Desertification, are also examined to provide a comparative perspective on what measures are currently being taken that can enable the maintenance and survival of aspects of the intangible cultural heritage of Indigenous peoples. Before reviewing the ICHC, and placing it within the context of other instruments, it will be useful to summarise its key features.

The implementation of technology in learning is a good way to help students understand learning material. Through an interesting strategy, it will encourage students to always improve their understanding related to the implementation of learning. This study aims to obtain information about the English digital learning platform used by teachers to be able to attract students' interest and motivation in learning in EFL classes. The research was carried out qualitatively through a descriptive approach. The informants in this study were three English teachers who provided teaching through the use of digital learning platforms. Data were obtained through observation of learning and interviews with teaching implementers. Then, the data analyzed through data reduction, data display and conclusions. The results of the study show that teachers use various digital learning platforms in teaching English in order to encourage students to increase their motivation in learning English. The digital learning platforms that are used are very diverse, such as Padlet, Youtube, Canva, Kahoot, Quizizz and so on. The teacher also explained that the use of digital learning platforms was able to positively increase students' understanding in mastering learning material.

This review explores the factors influencing the effectiveness of digital learning platforms (DLPs) in enhancing student engagement and academic performance. It identifies key factors such as technological infrastructure, the role of instructors, and student characteristics, which significantly impact the effectiveness of DLPs. Technological infrastructure, including platform availability, network connectivity, and device requirements, plays a crucial role in ensuring accessibility and usability. The instructor's role in adopting active teaching strategies and providing personalized support is also essential for maximizing student success in digital learning environments. Furthermore, student characteristics such as prior knowledge, learning preferences, and technological proficiency influence their ability to engage with and benefit from DLPs. The review presents evidence from empirical studies, case studies, and meta-analyses that demonstrate the positive impact of digital platforms on student engagement and academic outcomes, particularly in blended learning environments. The discussion emphasizes the importance of personalized learning and the need for further research in areas such as cross-cultural comparisons, long-term effectiveness, and equity in access to technology. Recommendations for higher education institutions to optimize the use of DLPs and ensure equitable access for all students are also provided.

Traditional Knowledge includes cultural heritage and practices passed through generations and preserved through oral traditions or education. Recognising the significance of traditional knowledge in the current scenario, National Education Policy 2020 also envisions integrating the Indian Knowledge System at all levels of Education. Traditional knowledge includes tribal knowledge and indigenous and traditional ways of learning in Mathematics, Astronomy, Philosophy, Yoga, Architecture, Medicine, Agriculture, Engineering, Linguistics, Literature, Sports, and Games, as well as in Governance, Polity, and Conservation. Digital media is an impertinent tool for preserving and sharing traditional knowledge globally. This paper investigates how digital media can be explored to disseminate cultural traditions and knowledge with sensible use. Here indulging in superstitious propagation and checking the authenticity of the sources are major challenges. It is important to avoid any cultural misinterpretation too. Research Questions are How can traditional knowledge be effectively disseminated through digital platforms? What are the ethical, cultural, and technical challenges of digital dissemination of traditional knowledge? Certain case studies are also selected through the World Wide Web and social media platforms. The basis of selection is their ability to demonstrate successful digital transmission of traditional knowledge. Further, with the help of thematic analysis, researchers detected the authenticity, popularity, and cultural sensitivity of the knowledge being shared on chosen digital media platforms.