Pedagogical technology for solving competence problems in a digital environment

The continuing trend of integration and the consequent decrease in student‐instructor contact hours in basic science curricula in professional schools makes digital ancillary resources increasingly important. Majority of learning resources for basic sciences however are varied in content, accuracy and are presented in a discipline‐specific manner. Few integrated educational resources exist and even fewer studies report the effectiveness of an integrated presentation of the material in the digital environment. The objective of the study was to investigate educational effectiveness of a digital learning resource presented in an integrated manner compared to the traditional, discipline‐specific presentation. Two digital resources covering female pelvic anatomy, embryology and histology were created, both presenting the same content but one presenting each discipline separately while the other presents the material in an integrated manner. First‐year graduate students enrolled in a gross anatomy course at the University of Colorado Modern Human Anatomy Program were recruited and randomly assigned to view one of the two learning modules. The learning outcome was quantitated by pre‐ and post‐test score comparison as well as a retention study 30‐days after viewing the resource. A survey was conducted to analyze students' preference and perception of the effectiveness of the digital resources. The results of the study have important implications in designing and presenting educational resources in the digital age.

The content of Digital Transformation (DT) as a factor of research library sustainability is discussed. In Part 2, the authors argue that the most significant vectors of digital transformation (DT) in this country are: exponential growth of remote users (readers); development of e-libraries; digital resources and specialized computerized systems; digital user services provided online; personification of library services in the digital environment; library collections digitalization, etc. Eventually, the digital space for collection development, storage and information retrieval emerges. The authors analyze the library digital space, its interior and exterior components. Building open digital information spaces on the basis of libraries induces sustainable development (SD) of residential settlements, attracts users to the libraries, provides specialists with the instrument for advocating and promoting sustainable development goals (SDGs). The authors describe the thematic collections in ecology and nature management acquired by Russian libraries, including RNPLST. They analyze the findings of the ecological movement survey of Russian regional libraries and discuss challenges and concerns related to the libraries digital transformation (LDT). The authors introduce the term (green ICT). They conclude that against the challenges of SDGs and conspicuous doubts of non-achieving these goals, the digital transformation may become a powerful instrument for achieving them. This is also important in the library and information sector. The authors insist that the digital transformations in the libraries support the SD principles.

The digital technologies employed in education have skyrocketed due to widespread online learning during the pandemic. Subsequently, the recent development has brought into question whether new digital learning resources online tools that students can use to supplement their learning challenge the century-old class inequality in education. As we return to face-to-face learning, it is critical to evaluate whether digital resources can be combined with conventional school resources to uplift students' academic achievement in low-income households. The methods of literature review of past papers and theoretical investigation are applied in this paper to discuss empirical observations and offer explanations. Sources of materials include the United States Census Bureau and the National Center for Education Statistics. By synthesizing classical Bourdieus theory of capital and a nascent digital pedagogical framework, the author finds that, contrary to popular clamor, digital learning resources are not benefiting the lower class significantly. In fact, digital inequality is emerging from three compounding factors: access, surroundings, and the self. By discussing the learning environment, parents' background, self-regulation, and motivation, this paper not only underscores the interacting components that amount to the corruption of meritocratic education but also advances the inquiry into online resources and possible future pathways for the empowerment of low-income students.

Introduction: Effective study strategies are essential for success in medical education, particularly during the pre-clinical years. This study explored the use and perceived effectiveness of physical and digital learning resources among Year 1 and Year 2 medical students at the University of Buckingham. Methodology: An electronic survey was distributed, gathering both qualitative and quantitative data on resource usage patterns. A total of 21 students responded, with 52% in Year 1 and 48% in Year 2. Participants reported their highest educational qualification and rated the frequency and manner (active, passive, neither) in which they used various digital and physical resources. Results: Chi-squared statistical analysis revealed several significant findings related to the frequency of use of various resources and their association with perceived learning effectiveness. Among digital resources, the university’s Moodle VLE (χ2 = 35.29, p = 0.000001) and online teaching videos (χ2 = 13.57, p = 0.019) were significantly associated with effective learning. While flashcards (χ2 = 15.29, p = 0.09) and question banks (χ2 = 10.14, p = 0.071) showed a positive trend, these did not reach statistical significance (p > 0.05). Among physical resources, written notes (χ2 = 5.57, p = 0.035) and group work (χ2 = 5.57, p = 0.040) were both significantly associated with improved learning outcomes. Interestingly, support from family members (χ2 = 11.29, p = 0.046) also showed a statistically significant association, suggesting the value of peer-teaching strategies. In contrast, passive use of physical resources literature (χ2 = 8.43, p = 0.134) and online textbooks (χ2 = 5.00, p = 0.416) appeared to have minimal impact on perceived learning effectiveness. Discussion: While the study suggests that students tend to favour online resources to support their learning, limitations such as a small sample size and reliance on self-reported data highlight the need for further research to confirm this. Conclusion: This study offers insight into the resource preferences of pre-clinical medical students, advocating for active engagement with both digital and traditional tools to promote academic success and professional development.

This research explores the educators’ attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst 241 educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educators’ perspective. A principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this contribution puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.

BackgroundGood health decisions depend on one’s ability to think critically about health claims and make informed health choices. Young people can learn these skills through school-based interventions, but learning resources need to be low-cost and built around lessons that can fit into existing curricula. As a first step to developing and evaluating digital learning resources that are feasible to use in Kenyan secondary schools, we conducted a context analysis to explore interest in critical thinking for health, map where critical thinking about health best fits in the curriculum, explore conditions for introducing new learning resources, and describe the information and communication technology (ICT) infrastructure available for teaching and learning.MethodsWe employed a qualitative descriptive approach. We interviewed 15 key informants, carried out two focus group discussions, observed ICT conditions in five secondary schools, reviewed seven documents, and conducted an online catalog of ICT infrastructure in all schools (n=250) in Kisumu County. Participants included national curriculum developers, national ICT officers, teachers, and national examiners. We used a framework analysis approach to analyze data and report findings.FindingsAlthough critical thinking is a core competence in the curriculum, critical thinking about health is not currently taught in Kenyan secondary schools. Teachers, health officials, and curriculum developers recognized the importance of teaching critical thinking about health in secondary schools. Stakeholders agreed that Informed Health Choices learning resources could be embedded in nine subjects. The National Institute of Curriculum Development regulates resources for learning; the development of new resources requires collaboration and approval from this body. Most schools do not use ICT for teaching, and for those few that do, the use is limited. Implementation of Kenya’s ICT policy framework for schools faces several challenges which include inadequate ICT infrastructure, poor internet connectivity, and teachers’ lack of training and experience.ConclusionTeaching critical thinking about health is possible within the current Kenyan lower secondary school curriculum, but the learning resources will need to be designed for inclusion in and across existing subjects. The National ICT Plan and Vision for 2030 provides an opportunity for scale-up and integration of technology in teaching and learning environments, which can enable future use of digital resources in schools. However, given the current ICT condition in schools in the country, digital learning resources should be designed to function with limited ICT infrastructure, unstable Internet access, and for use by teachers with low levels of experience using digital technology.

The aim of the article is to analyze the branding of companies that produce and promote eco-products in the context of their "presence" in the digital space, and to formulate specific recommendations for improving branding practices in the digital space for these companies. Analyses results. The article is devoted to the study of the branding of eco-products in the digital space using the example of the activities of two companies ("Effa", "Yes Straws"), which are members of the UN Global Compact Network Ukraine, are oriented towards progress under Sustainable Development Goal 12 "Responsible consumption and production" and produce and sell eco-products. The specifics of these companies' presence in the digital space have been investigated, including their official websites, social media pages, and search results for major key queries through the Google search engine. Taking into account the results of the analysis of the presence of business in the digital space and other public information in digital media, a general vision of the positioning of eco-goods brands has been formed, the offers of which involve a high level of environmental responsibility throughout the entire life cycle of the goods, starting with the processes of organizing production and ending with the processes of disposal. Based on the analysis of branding features of the studied brands, the authors recommended specific practices that will contribute to the development of eco-goods branding in the digital space: 1) for the "Effa" brand: development of the company's website interface in Ukrainian; search engine optimization of the website by main keywords; technical enablement of targeted actions (by CTA, call-to-actions) through the company's website; placing customer reviews on the company's website; increasing activity on own pages in social networks; involvement of experts (dentists, ecologists, etc.) in creating content for social networks such as Facebook and Instagram; 2) for the "Yes Straws" brand: publishing information on the website about the product disposal process after its use; getting to know the team through various digital platforms (first of all, the website); enabling subscription to news through the website; publication of verified results comparing straws of «Yes Straws» with plastic straws; creating a page on LinkedIn; increasing activity on own pages in social networks; creation and placement of video content about the brand, eco-product, company on YouTube; optimization of the number of pages in Instagram. Conclusions and directions for further research. The list of recommendations for the development of eco-products branding in the digital space has been grouped. The methodical approach to brand evaluation of eco-products, including due to the peculiarities of the branding of these products in the digital space, has been determined as the priority direction for further research.

This study examines the effect of the usage of digital tools by 15-year-old students on their mathematics achievement. The data for the study was retrieved from the publicly available information in the Program for International Student Assessment (PISA) 2022 database. The six study constructs for this study are: time of using digital resources for learning, digital resource use for learning math content, use of digital resources in feedback, use of digital resources at school, use of digital resources out of school, and use of digital resources during leisure time at schools whereas mathematics achievement score is additional main dependent variable. The sample of the study consists of 256,411 participants. The data were analyzed by using structural equation modeling technique. The findings revealed that the time of using digital resources for learning mathematics and using such resources out of school were the strong predictors of mathematics achievement. While analyzing the mediating effects, time of using digital resources has significant mediating roles in the use of digital resources at school, out of school, and leisure time on mathematics achievement. Likewise, the usage of digital resources at school significantly mediates in relationship between the use of digital resources for learning, use during leisure time, and use for feedback on mathematics achievement.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Purpose. This article is devoted to the analysis of the issues of using digital technologies in foreign language classes in higher educational institutions. The relevance of the paper is explained by the fact that the issue of digitalization of the educational environment attracts the attention of researchers. Therefore, in 2019, the federal project “Digital Educational Environment” was developed, which proposed a plan of measures until 2024 aimed at “creating and implementing a digital educational environment in educational organizations, as well as ensuring the implementation of the digital transformation of the education system”.Materials and methods. New technologies require new approaches to learning, reworking of learning content and development of new principles. Despite the abundance of scientific papers written on this issue, the authors of the article contribute by making a critical review of the existing literature, as well as describing their experience of teaching a foreign language in the era of digitalization, answering the following research questions:1. What digital learning tools are best used in foreign language classes at a university?2. How can a teacher communicate with students in a digital network?3. How to carry out quality control and assessment of knowledge? Research results. The issues stated and solved by the authors are the problems of academic deceit, loss of concentration, adequate assessment of students’ work on digital platforms. Online classes cause difficulties of both organizational and methodological nature. The most common challenges faced by teachers are reduced student involvement in the learning process, increased temptation to academic cheating, and the difficulty of organizing pair and group work. The article provides a thorough analysis of the most popular digital learning tools, identifying their advantages and disadvantages. Also, an algorithm is proposed aimed at solving the main difficulties: methods for increasing students’ interest when working with digital technologies are described, the speech value of educational material is considered, methods for updating typical tasks, correcting each other, responding, and holding attention. This analysis was carried out on the basis of the principles formulated by E. Passov, namely: the speech value of the material, individualization of tasks and novelty. The above solutions allow the teacher to diversify the activities in the classroom and increase the motivation of students without the involvement of special additional means of education.Conclusion. The article also proposes additional platforms and applications that allow you to diversify the types of activities in the classroom and conduct knowledge control. A separate section of the article is devoted to the control of students’ knowledge in the digital environment. Recommendations are presented on how to use additional resources and applications that allow you to create tests and interactive tasks, as well as ways to exercise control without using additional applications.

In our digital age, the effects of digital transformation, the scope and speed of current changes, and the emergence of digital technologies have led to a radical transformation of workplaces, resulting in a reduction of demand for employees carrying out routine, manual tasks, while evokes a need for digitally-skilled employees emphasising the importance of digital and soft skills for business growth. Organisations need to equip their employees with different types of skills to achieve organisational goals in order to benefit from investments in digital technologies. While practitioners and academics are increasingly focusing on the importance of the human factor of digital transformation processes, there is limited knowledge about the impacts of digital transformation on the digital skills of the employee and how organisations can guide employees through the digital transformation journey, yet. This study provides an important insight into a specific country's context, which has not been sufficiently examined. This paper aims 1) to investigate how the digital transformation has changed the demand for human workforce (Q1a) and the challenge in the lack of digital skills (Q1b) and 2) to examine the importance of soft skills as an impact of digital transformation (Q2). The target group of the research is the managers and white collar workers of Hungarian manufacturing companies. The data collection was in spring 2021. Descriptive statistics and relationship analyses (Cramer's V and Kendall's Tau) were used to analyse the collected data (n=489). The research investigates an important social-digital phenomena determining how digital transformation arises significant demands on digital and soft skills. Results indicate that digital and soft skills such as critical thinking, complex problem solving, adaptability, resilience and creativity are essential to successfully exploit the digital transformation. The result can add value and stimulate new research on digital and soft skills and provide a useful benchmark for other countries.

The article is devoted to the analysis of the pedagogical potential of the digital educational environment of continuous pedagogical education: college-university, the normative-legal bases of functioning of the digital educational environment in the V.G. Timiryasov Kazan Innovation University (IEUP) are studied. The specifics of creation, functioning and further development of digital educational environment in the university have been determined. The specifics of the content of digital educational environment of college and university, components of e-education, conditions for the development of competitiveness of the college-university system in solving the problems of continuous pedagogical education are analyzed. The scientific novelty of the material lies in the systematic approach to the development of communicative competence of future specialists in the field of hospitality, which combines practice-oriented teaching methods, bilingual education and comprehensive research. The practical significance of the work lies in the possibility of taking into account the psychological and pedagogical conditions for the development and use of a digital educational environment to improve the quality of continuing education for future teachers. The developed requirements for the organization of the college-university digital educational environment are of practical importance, contributing to improving the quality of continuing teacher education. The indicators of digital transformation of the system of general and vocational education are defined. The pedagogical conditions for the formation of general professional and professional competencies of future teachers in the system of continuing education in the digital educational environment include the following: subject-subject interaction, pedagogical support for the formation of general professional and professional competencies of future teachers in the digital educational environment, pedagogical stimulation of self-education and self-improvement of students. Psychological and pedagogical conditions of development and use of the digital educational environment of continuous education of future teachers are defined. It is concluded that it is necessary to further improve the digital educational environment of continuous pedagogical education.

The article is devoted to the study of the essence and structure of the concepts “educational environment of a higher education institution” and “cultural and educational environment”. Based on the analysis of scientific and pedagogical literature, the author of the article claims that creating a cultural and educational environment within a higher education institution guarantees effective development of future primary school teachers’ readiness to foster pupils’ cultural competence. The establishment of a cultural and educational environment aimed at developing future teachers’ readiness to foster the cultural competence of primary school pupils within a higher education institution is considered in the context of the environmental approach, combined with the culturological approach. The author of the article clarifies the essence of the concept «cultural and educational environment for the development of future teachers’ readiness to foster the cultural competence of primary school pupils». This concept implies a set of factors that ensure future primary school teachers’ cultural and professional development, their continuous improvement and engagement in the cultural, artistic sphere or pedagogical activities, alongside with the acquisition of values, general and professional competences. The structure of the cultural and educational environment aimed at developing future teachers’ readiness to foster pupils’ cultural competence comprises the following components: deep knowledge in the fields of culture and art, material and technical support, educational, methodological, and didactic provision, and the creation of a favourable moral and psychological climate along with a creative artistic atmosphere. Within the context of creating a cultural and educational environment (illustrated by the case of the Faculty of Pedagogical Education of Ivan Franko National University of Lviv), the article describes the activities of the Laboratory of the New Ukrainian School, the Educational Laboratory for Specialists’ Training, the Laboratory of Museum Pedagogy, the Room of Developmental Technologies, and the Creative Workshop. The work of these units is aimed at developing future teachers’ readiness to foster the cultural competence of primary school students. Keywords: readiness of future teachers, cultural competence of primary school pupils, cultural and educational environment, educational environment.

One of the most important tasks of education of the Russian Federation is the transformation of Supplementary education. The monitoring system is a tool for implementing the state policy in the field of Supplementary education. The urgency of creating a monitoring system that monitors the digital educational environment of Supplementary education of children has been determined. This is based on the analysis of modern trends and directions of modernization of Supplementary education of children. The Purpose of the article is the investigation of theoretical prerequisites for designing a system of monitoring for the digital educational environment in the Supplementary education of children in the Russian Federation. Research methodology and methods. The methods of theoretical research (analysis and synthesis) of special literature and regulatory documents in the field of Supplementary education and digital educational environment was used in this article. Conclusion. The prerequisites for the design of a system’s monitoring for the digital educational environment in the Supplementary education of children in the Russian Federation was investigated. One of the mechanisms for the updating of additional education for children can be the national system of monitoring of the digital educational environment. Significant indicators of the monitoring of the practices of a Supplementary education in the digital educational space was proposed.

Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.