How University Teachers and Students Can Efficiently Utilize Digital Educational Resources

Delirium is a common symptom of acute illness which is potentially avoidable with early recognition and intervention. Despite being a growing concern globally, delirium remains underdiagnosed and poorly reported, with limited understanding of effective delirium education for undergraduate health profession students. Digital resources could be an effective approach to improving professional knowledge of delirium, but studies utilising these with more than one profession are limited, and no evidence-based, interdisciplinary, digital delirium education resources are reported. This study aims to co-design and evaluate a digital resource for undergraduate health profession students across the island of Ireland to improve their ability to prevent, recognise, and manage delirium alongside interdisciplinary colleagues. Utilising a logic model, three workstreams have been identified. Workstream 1 will comprise three phases: (1) a systematic review identifying the format, methods, and content of existing digital delirium education interventions for health profession students, and their effect on knowledge, self-efficacy, and behavioural change; (2) focus groups with health profession students to determine awareness and experiences of delirium care; and (3) a Delphi survey informed by findings from the systematic review, focus groups, and input from the research team and expert reference group to identify resource priorities. Workstream 2 will involve the co-design of the digital resource through workshops (n = 4) with key stakeholders, including health profession students, professionals, and individuals with lived experience of delirium. Lastly, Workstream 3 will involve a mixed methods evaluation of the digital resource. Outcomes include changes to delirium knowledge and self-efficacy towards delirium care, and health profession students experience of using the resource. Given the dearth of interdisciplinary educational resources on delirium for health profession students, a co-designed, interprofessional, digital education resource will be well-positioned to shape undergraduate delirium education. This research may enhance delirium education and the self-efficacy of future health professionals in providing delirium care, thereby improving practice and patients' experiences and outcomes. Not applicable.

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

In the context of the global boom in digital education, digital teaching platforms have become an important force driving educational reform. The successful implementation of digital education resources in China has had a profound impact on international Chinese language education, particularly playing a crucial role in improving teaching quality. This article aims to explore the development, classification, and characteristics of China's digital teaching resources by reviewing related literature and examining relevant case studies, in digital applications in Chinese language education in Vietnam. The research shows a rapid growth of research in this field. China’s digital resources are rich and diverse, covering digital textbooks, multimedia materials, corpora, test banks, and educational websites In contrast, while Chinese language education is widespread in Vietnam, digital adoption remains at an early stage, hindered by challenges such as the slow digitalization of printed textbooks, limited teacher digital competence, and a shortage of localized resources. Drawing on China’s experience, the study highlights potential pathways for Vietnam, including promoting educational informatization, building a tiered curriculum system, fostering international cooperation, and enhancing teacher capabilities. Leveraging China’s mature digital resources could help Vietnam enrich classroom interactivity and improve student learning experiences.

The article describes the possible aspects of the organization of the methodology of teaching mathematics in primary classes through digital educational resources, content. The theoretical analysis is carried out and the content analysis of the conceptual and categorical apparatus of digital education in the concepts of "information competence, information technologies", "digital resource" is presented. The possibilities of "digital education" in primary classes are characterized generically in all the main subjects. There will also be samples of digital content prepared for the section "learning in parts" in the 4th grade according to the methodology of teaching mathematics in primary classes. In the section Research results, the article presents an algorithm for preparing digital resources. It is explained that the preparation of digital educational resources consists of text-based annimations, multimedia components (video clips, synthesizing images), and sound objects. A scenario for the preparation of digital content will be developed. The advantages of using digital resources in teaching mathematics in primary classes in the development of students ' cognitive abilities are analyzed. For example, the advantages of accessibility of education, personality-oriented learning, creation of an information educational environment, the possibility of choosing an individual trajectory, creative activity, motivational breakthrough, demonstration situation, etc. are described.

The article presents the results of a questionnaire survey of students of a medical university during the period of distance learning and during the period of full-time education using electronic educational technologies. The necessity of using didactic digital materials in the educational process of a medical university is substantiated. The results of the questionnaire survey of junior students of Altai State Medical University are described in detail, both the positive and negative aspects of the use of didactic digital materials are indicated. The learning process using digital educational resources is described in detail. The article also provides a description of the educational process in a medical university, as well as substantiates the specifics of training using digital educational resources. CRCs are relevant when training future specialists. The use of such technologies will allow students and teachers to take a fresh look at the educational process. The advantage of didactic digital materials is: simplicity and ease of use. The electronic educational resource can be used from anywhere in the world and at any time of the day. The use of digital educational resources does not contribute to a complete rejection of textbooks and other literature. Digital resources are an addition to the educational process and will not replace live communication between faculty and students.

The emergence of social networks in the university context has contributed to modify students’ behaviour, conditioning their academic performance and learning preferences. The objective is to analyse the influence of the patterns of use of social networks when predicting the usefulness that university students, give to different digital educational resources. The study, adopting an exploratory and quantitative approach, involves students from four universities. Data collection is approached using a self-constructed questionnaire designed ad hoc by researchers. The information is analysed by means of: (a) exploratory factor analysis, (b) univariate association analysis, and (c) ordinal logistic regression. The results indicate associations between the patterns of use of social networks and the usefulness perceived by participants in digital resources. Nevertheless, the authors conclude that the patterns of use of social networks identified do not serve to predict significantly the usefulness given by the students to the observed digital educational resources.

A wide range of forms and content of digital educational resources already exists and new forms appear regularly. Formal and informal organizations and societies work on the classification of resources. Countries and international organizations are establishing initiatives to support the development, sharing, and use of digital educational resources. Some of these resources are open, while others are accessible only to certain communities or geographic areas. This work intends to study the digital educational resources that enhance the development of managerial and economic knowledge and skills in the curriculum of masters majoring in IT. Methods of research appled: analysis, systematization, generalization, and classification were used to describe the proposed digital educational resources and their classification. The work provided the overview and classification of the digital educational resources for economic and managerial education of IT masters. The main varieties of the proposed digital resources are considered. Examples of the use of such digital educational resources in global institutions of higher education are given. The prospects for the future research require the analysis of the effective implementation of the latest solutions in the area of generative machine learning models. These technologies are reaching the levels of development when they become useful in the technologically-aided work of humans in routine as well as in creative jobs. Time is needed to see the first results of the usage of generative models in educational activities, as the parts of digital educational resources and their role in the digital transformation of educational institutions.

The main purpose of teaching translation is to promote students' English learning and cultivate English application ability through translation activities. As a kind of language teaching method, the development of translation activities should serve the teaching goals of the whole classroom, and combine with other teaching methods to jointly promote the improvement of students' English comprehension ability and application ability. The full use of digital information technology and digital resources in English translation teaching will greatly improve the effect of college English translation teaching. In order to deeply explore the role of digital information technology in English translation teaching, we have carried out research on the reform and exploration of English translation teaching based on digital information technology. This paper first discusses the teaching of English translation and its basic methods. This paper will combine the background of digital information teaching to analyze how to apply digital information technology and digital teaching resources in college English translation teaching, so as to improve the teaching effect of college English translation. Cultivate students' interest in learning and enhance students' translation ability. By using the image extraction method, the multimedia construction method and the classroom learning contrast method in the digital information technology, the sample is collected, the technical framework is analyzed, and the algorithm is simplified. And create a digital information technology teaching model. The experimental results of this paper show that the accuracy of dictionary translation is 44.5% by comparing the methods based on digital information technology and resources. The accuracy of the g and b translations is slightly lower than that of the dictionary method, with an accuracy of 40.5%. And the translation method based on digital information technology and resources has the highest accuracy rate of 79.8%. This essentially verifies the effectiveness and robustness of the proposed translation teaching method.

COVID-19 has profoundly disrupted national education systems, affecting the future well-being of school-age children. Bacher-Hicks and colleagues showed that the intensity of the search for online learning resources in the United States doubled with respect to pre-COVID-19 levels. However, areas of the country with higher incomes, better internet access, and fewer rural schools experienced significantly greater increases in search intensity. Using a similar method to study the case of Spain, we analyze the evolution of search intensity for a selection of digital educational resources over the period 2015 to 2021. Special attention is paid to the period of COVID-19 pandemic, namely, March 2020 to June 2021. The findings include a widespread rise in the use of digital resources with respect to the use in the last 5 years, which varies by digital educational resource and region. However, the use of digital resources in Spain does not seem to vary according to family income, at least in relation to open access digital educational resources. In addition, there appears to be a steady decline in search intensity for digital educational resources and a certain degree of substitutability following the surge due to the pandemic and the school closures.

With the approaching of the digital age, digital education resources bring convenience to people because they are prone to duplicate and spread, but there are also some disadvantages in online education service transactions. The security issues of digital education resources and the phenomenon of illegal distribution seriously damage the rights and interests of the owners of digital education resources. Based on this, in this paper, we proposed a blockchain-based digital education resources authentication system which uses the decentralized, tamper-resistant features of blockchain technology to store the digital education resources information in the form of a secret text. In the system, there is no need to require the participation of any third-party institution. The system proposed in this study will greatly protect the rights and interests of the owner of digital education resources.

In order to develop a new digital information teaching, the research of digital information teaching resources based on automobile repair specialty is designed. Based on the specialty of automobile inspection and maintenance in higher vocational education, the exploration of information technology and digital teaching resources is discussed. First of all, the traditional teaching mode is analyzed and the existing problems is discussed. In view of these problems, the relevant literatures about advanced teaching methods are collected, which include information technology both at home and abroad. The actual needs of the teachers and students based on the teaching model of the letter maintenance is explored. At the same time, the improved teaching model and teaching resources are applied to the teaching practice. Compared with the traditional teaching methods, and the teaching effect is summarized. The experimental result show that the digital system cannot only improve the interest and teaching efficiency of students, but also save the cost of buying large quantities of expensive physical models. At the same time, it can save a lot of real training time and cost, and improve training efficiency.

With the rapid development of information technology, knowledge graph and construction of digital teaching resources have been more and more important. However, some teachers do not know how to integrate knowledge graph in constructing digital teaching resources, which hinders effective utilization of digital teaching resources and ultimately fail to sustain students’ learning engagement. Learning engagement, which can reflex students’ authentic learning states, is an important indicator to measure the quality of students' learning process. Taking English listening course as an example, this paper explores construction of English listening digital teaching resources based on knowledge graph from the perspective of learning engagement, aiming to solve the dilemma of resource abundance but engagement scarcity. By conducting empirical investigations, it is found that construction of English listening digital teaching resources based on knowledge graph can help learners get personalized learning paths which precisely match their cognitive starting points and ability gaps, thus elevating learning engagement and teaching efficiency.

Over the past years, a number of international initiatives that recognize the importance of sharing and reusing digital educational resources among educational communities through the use of Learning Object Repositories (LORs) have emerged. Typically, these initiatives focus on collecting digital educational resources that are offered by their creators for open access and potential reuse. Nevertheless, most of the existing LORs are designed more as digital repositories, rather than as Knowledge Management Systems (KMS). By exploiting KMSs functionalities in LORs would bare the potential to support the organization and sharing of educational communities’ explicit knowledge (depicted in digital educational resources constructed by teachers and/or instructional designers) and tacit knowledge (depicted in teachers’ and students’ experiences and interactions of using digital educational resources available in LORs). Within this context, in this paper we study the design and the implementation of fourteen operating LORs from the KMSs’ perspective, so as to identify additional functionalities that can support the management of educational communities’ explicit and tacit knowledge. Thus, we propose a list of essential LORs’ functionalities, which aim to facilitate the organization and sharing of educational communities’ knowledge. Finally, we present the added value of these functionalities by identifying their importance towards addressing the current demands of web-facilitated educational communities, as well as the knowledge management activities that they execute.

This article "Digital Educational Resources in the development of mathematical logical thinking in high school students" arises from the scientific problem: how do digital educational resources contribute in the development of mathematical logical thinking? The main objective is to analyze the importance of the contribution of digital educational resources in the development of mathematical logical thinking in high school students of the following educational institutions: Mariscal Sucre, Coronel Olmedo Alfaro and José María Velasco Ibarra. The research is descriptive with a mixed approach; for the development of the research techniques and instruments were used, where interviews and surveys were recorded, in addition, the difficulties presented by students in the development of mathematical logical thinking were detected, therefore, as an alternative solution to the problem, the guide of digital educational resources for strengthening skills in the subject of mathematics is presented.

Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.