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Methods. To decompose complex phenomena into components and their subsequent combination to form a holistic picture of the pandemic problem and its impact on higher education, methods of analysis and synthesis were used. In turn, methods of comparison and generalization were used to reveal the components of the impact on the educational process. Content analysis of regulatory documents made it possible to identify key decisions and the process of managing the educational process at the state level in the conditions of the pandemic. Results. State administration, represented by the Ministry of Education and Science of Ukraine (MES) and other government structures, demonstrated relative efficiency in responding to the pandemic. During March 2020, several orders and letters were issued regarding the transition to distance learning, the organization of the educational process and the holding of sessions. These decisions were mainly directive, aimed at the rapid implementation of quarantine restrictions and ensuring the continuity of education. The pandemic has become a powerful catalyst for the digitalization of higher education. Higher education institutions have been forced to quickly adapt to the online format, massively implementing distance learning platforms (Moodle, Zoom, Microsoft Teams) and digital tools. The pandemic has affected the traditional roles of participants in the educational process: Teachers have become more flexible, have developed skills in working with digital tools, but have faced an increase in workload and the need to adapt teaching methods. Students have gained greater independence and responsibility for their own learning, but at the same time have experienced a lack of direct interaction, psychological fatigue, and reduced socialization. Novelty. The scientific novelty of the research results lies in the comprehensive and multifaceted analysis of a specific period of the functioning of the higher education system of Ukraine, which allows us to identify unique aspects and consequences. Practical value. Development of crisis response strategies: The study provides substantiated data on the effectiveness and shortcomings of management decisions during the pandemic. This will allow developing clearer, more flexible and systematic strategies for responding to similar emergencies in the future (for example, military conflicts, epidemics, natural disasters). Optimization of the regulatory framework: The identified problems and successes in the implementation of distance learning can become the basis for making changes to the legislation and regulations in the educational process, regarding the flexibility of learning format, accreditation of online programs and quality standards for distance education. Investment planning: The results of the study indicate the need for investments in the digital infrastructure of higher education institutions, the development of platforms for distance learning and improving the digital competence of teachers and students at the state level.

BackgroundIn-hospital fall prevention is a complex phenomenon most efficiently addressed via a wide range of multifactorial interventions. Technology may contribute, but research in this field has so far mainly focused on detecting falls. As a result, new knowledge from a system perspective is needed regarding when and how new technologies may support fall prevention among patients who have been hospitalized.ObjectiveThis study aimed to explore and describe clinical practices in an acute orthopedic hospital ward for fall prevention from a system perspective; determine the needs and possibilities related to support for clinical practices for fall prevention; and test whether a framework for studying interactions between people, activities, contexts, and technologies can be used to support observations of complex phenomena such as clinical fall prevention.MethodsThis qualitative study followed the principles of human-centered design while combining focused ethnography with a workshop. Eight health care professionals representing different staff categories in an acute hospital ward of an orthopedic clinic participated in on-site interviews or were observed in their clinical practice. Data from these events were subjected to qualitative content analysis to describe the clinical practices for fall prevention observed in terms of people, activities, context, and tools. In a workshop, a larger group of clinic personnel provided their views on fall prevention, described the activities and tools they observed to prevent falls, and discussed needs for further support.ResultsThis study determined that health personnel considered fall prevention in all their interactions with patients, which included a wide range of activities for fall prevention wherein staff categories played complementary roles. These staff-patient meetings were goal oriented, responsive, and patient centered. The staff often served as key “tools” in assessment, communication, and coaching, while digital tools (mainly computer-based software programs) were used for information retrieval, documentation, and communication. The personnel worked to prevent patient falls both during hospitalization and after discharge. They believed that the long-term perspective was much more difficult to address in their clinical practice, and they expressed a need for more homelike environments in the hospital.ConclusionsThe view on technology-based in-hospital fall prevention can be broadened not only to mainly include monitoring and alarm systems, information systems in general, or computer-based information in particular systems but also to support activities performed by health personnel that engage patients in fall prevention. For example, tools such as these can be implemented in training involving daily activities and mobility within safe yet more homelike clinical contexts.

This issue of Libellarium includes papers from the invited speakers who gave lectures at the Summer School in User Studies (SSUS) organized by the Department of Information Sciences and held at the University of Zadar, 11. - 14. April, 2012. The SSUS is associated with the Knowledge Society and Information Transfer PhD programme at the Department of Information Sciences at the University of Zadar. This programme is designed for Croatian and international doctoral students in the field of theories and studies of information needs and use, as well as the field of reading and learning concepts and strategies in digital environment. The main goal of the Summer School 2012 was to introduce the participants to the most recent research, the latest developments and the newly emerged concepts in the fields of users’ information behaviour, learning and education in the digital age, information literacy theories and concepts, as well as the reading paradigms. In the recent times the information society changes rapidly which influences processing and the approaches to information while it changes the existing paradigms of learning and education. New literacies emerge and reading, as the key competency necessary to access the information, changes its forms and practices. The SUSS organized the above mentioned issues in three segments: Users’ information behaviour, Literacy and reading in the digital environment, and Learning and education in the digital age. In the Users’ information behaviour segment this issue of Libellarium contains articles from two invited speakers and two doctoral students who discuss the subject from different viewpoints. Paul Sturges starts with the assumption that people are much more dependent than they realise on information and ideas that are acquired and processed by areas of the brain, not always immediately accessible to the conscious mind. Polona Vilar discusses information behaviour of scholars and scholarly practice influenced by increased accessibility of digital resources and tools. Doctoral students Dora Rubinic and Darko Lacovic base their literature reviews on the specific context of university students’ information behaviour. The former review deals with information behavior of university students in general, while the latter one deals with university students’ information behaviour in relation to the role of academic libraries. Four invited speakers discuss literacy and reading in the digital environment. Livija Knaflic presents literacy as a complex phenomenon and focuses her work toward psychological aspects of literacy. Sonja Spiranec investigates information literacy in the context of Web 2.0 which transformed information environments into complex and unstructured places so the contexts of information literacy are being re-examined and reshaped respectively. Ivanka Kuic writes about the postmodern theoretical approaches to the reader and the validity of these approaches in the digital environment while emphasizing that existing concepts of the reader and reading adapt to electronic environment, because the electronic text deconstructs the printed one and it changes the way of reading. Vita Mozuraite discusses these rapid changes in the reading paradigm in the age of e-book to which the young readers are especially susceptible considering their frequent use of the internet. The changes in information environment influence learning. This fact demands careful consideration from education experts in order to achieve the maximal degree of the rich media environment contribution to the quality of education. Hence, Milan Matijevic writes about the influence the e-environment has on the new curriculum paradigms. These papers are the starting point for the new directions of thought about the changes in the digital environment that reflect on information behaviour, learning and the related practices. The papers were received in 2012/2013 and were peer reviewed in 2013/2014. * Department of Information Sciences, University of Zadar, Croatia e-mail: istricev@unizd.hr

The rise of digital addiction represents a significant and complex phenomenon of the 21st century, reflecting the growing entanglement between human behavior and digital technologies. With the advent and ubiquity of smartphones, social media platforms, streaming services, online gaming, and digital communication tools, individuals are spending unprecedented amounts of time connected to digital devices. While these technologies offer immense benefits—facilitating communication, productivity, education, and entertainment—they have also given rise to patterns of compulsive, excessive, and unhealthy usage that can significantly impair psychological well-being, social relationships, academic and occupational performance, and physical health. Digital addiction, often referred to by terms such as “internet addiction,” “screen addiction,” or “technology dependency,” is increasingly recognized as a behavioral addiction that mirrors many characteristics of substance use disorders, including tolerance, withdrawal, loss of control, and continued use despite adverse consequences.