Using digital strategies for primary learning

The integration of interactive web-based learning media is essential to address challenges in teaching hydrocarbon materials at SMAN 1 Sungai Pinang. Traditional teaching methods, while effective, often lack student engagement, motivation, and interactivity. This study explores the need for digital learning tools to enhance chemistry education. A needs analysis was conducted through surveys and questionnaires to assess student and teacher perceptions regarding existing teaching methods. The validity and reliability of the questionnaire were confirmed to ensure accurate data collection. The study also examined school facilities and academic challenges that impact the implementation of interactive learning. Findings indicate that well-equipped school facilities support the adoption of interactive and digital learning strategies. While traditional methods remain beneficial, a blended learning approach is necessary to optimize student engagement and academic performance. The study also highlights various academic and non-academic challenges faced by students, necessitating further support and development. Regular evaluation of teaching strategies is crucial to adapting to students' evolving needs. The study underscores the importance of interactive web-based learning media in improving teaching effectiveness and student engagement. The findings suggest that supplementing traditional methods with digital tools can enhance comprehension and motivation. This study supports the development of interactive digital learning media to complement traditional chemistry instruction. Implementing blended learning strategies can address current educational challenges, fostering a more engaging and effective learning environment.

The change from in-person to in-home schooling and the rapid digitalization of the system impacted the access to education and the quality of the outcomes during the pandemic, but the extent to which digital measures helped school administrators to face that impact is difficult to understand without hearing from them directly. To give those who had to adapt to digital learning some voice, this report discusses the experiences of one national education policy expert, one Learning Resources Coordinator in a public school in Northern Chile, and one Technology Coordinator in an elite private school in Santiago during the process of adapting to digital learning. The goal of these semi-structured interviews was to explore the different digital learning strategies among systems and regions at the school-home level, to then compare them with the national vision and the information that official documents and Aprendo en línea provide. The interviews took place from November, 2020, to February, 2021, right between the end of Chile’s 2020 school year and the beginning of the 2021 one.
 The findings of the exploration indicate that school administrations, but also the type and position of schools within the education system, determined which digital strategy schools adopted and how successful it was. They further revealed the social disparities that prevailed by the lack of digital tools, but also new socio-educational challenges. In all, current Chilean officers stood out as the ones accountable for addressing the digital divide, which in this case can be understood as those who learned how to use digital tools (US National Telecommunications and Information Administration (NTIA), 1999), and those who are learning to create them.

This study investigates the motivations driving teacher‐researchers (TRs) to develop digital strategies using professional social networks (PSNs) within the evolving landscape of higher education. While previous research emphasizes PSNs as tools for scholarly communication and networking, there is limited understanding of how TRs leverage these platforms to navigate career challenges, enhance visibility, and mitigate dissatisfaction with institutional environments. Addressing this gap, this study adopts a quantitative approach, analyzing survey responses from 170 TRs across French universities, business schools, and engineering schools. Using logistic regression analysis, the study examines the interplay between organizational factors, career plateauing, and digital engagement. Findings reveal that digital strategies serve dual purposes: as tools for professional advancement and as coping mechanisms for institutional shortcomings, such as lack of recognition and career stagnation. The study contributes to the literature on digital strategies in academia and offers recommendations for higher education institutions to enhance faculty support, career development, and organizational fairness.

Background Digital competence in education is fundamental for the development of various areas of knowledge, as well as for the effective application of learning strategies that promote adequate preparation in preschool education. Given the limited research available on these variables at this educational level, our objective was to evaluate the digital competence and learning strategies in the classroom of preschool teachers in the department of Ancash, Peru, during the year 2024. Methods This study adopted a quantitative, descriptive, correlational, and cross-sectional approach. Three hundred fifty teachers from public and private educational institutions in rural and urban areas were asked to complete two standardized questionnaires. Results To respond to the research objective, a linear regression analysis was applied. The findings show a significant positive association between digital competence and learning strategy ( B = 0.585, p < 0.000). In addition, the digital competence (40%) and learning strategies (40.3%) of preschool teachers are medium. Conclusion The study variables show a medium level, and a positive association was found between digital competence and learning strategies. It is suggested that digital literacy programs and the provision of technological equipment in educational institutions be implemented to optimize the teaching-learning process.

Background While numerous models propose principles for designing digital learning environments (DLEs), most remain fragmented, unifaceted, or insufficiently grounded in pedagogical theory and empirical evidence. This fragmentation has left a clear gap—a lack of an integrated, empirically based framework that unites diverse pedagogical insights into a coherent model for effective DLE design. Objectives To synthesize the findings from previous studies and offer evidence‐based pedagogical recommendations for any future course of action, this study presents a systematic review of pedagogical frameworks, models, and sets of principles for designing DLEs, culminating in the proposal of a comprehensive model. Methods The review spanned from 2010 to 2024, employing the PRISMA method to distil key insights from 42 selected articles; the quantitative phase classified the records in terms of participants, methodology, validation, scope, and comprehensiveness. The qualitative phase employed thematic analysis to explore the included studies in the first phase and discover the needed components to propose a comprehensive model. Results and Conclusions The quantitative results highlight a focus on higher education, methodological diversity, varied levels of coverage and comprehensiveness, and a significant proportion not employing robust validation methods. The qualitative synthesis resulted in the SAFE Model—comprising Situated Engagement, Aligned Curriculum, Facilitated Learning, and Empowered Learners—which integrates theoretical and empirical insights into a unified pedagogical model. The model advances theory by reconciling key theoretical tensions and supports practice by guiding educators, instructional designers, and policymakers in creating coherent, evidence‐based digital learning strategies.

Purpose This study examines the relative influence of psychological factors (digital literacy, motivation, self-efficacy, learning strategies) and prior academic performance (GPA) on final academic achievement. Using regression analysis on data from 84 Indonesian university students, we found that GPA was the only significant predictor (ß = 45.398, p < 0.001), explaining 51.16% of variance in final scores. Surprisingly, psychological constructs showed no significant effects. The findings challenge conventional emphasis on non-cognitive factors and highlight the enduring importance of prior academic performance in predicting student success. Design/methodology/approach This study utilized a quantitative cross-sectional design with a purposive sample of 84 Indonesian undergraduate Science, Technology, Engineering, and Mathematics (STEM) students. Data were collected via a self-report survey assessing digital literacy, motivation, self-efficacy, and learning strategies, demonstrating good reliability (Cronbach's a = 0.79–0.88), alongside archival records of cumulative GPA and final scores. Multiple linear regression in RStudio identified GPA as the sole significant predictor of academic achievement (ß = 0.781, p < 0.001). The study adhered to ethical standards using anonymized data; institutional guidelines waived formal approval for this minimal-risk research. Participation was voluntary, with informed consent obtained, ensuring confidentiality through aggregated analysis. Findings The regression analysis revealed that prior academic performance, measured by cumulative GPA, was the only statistically significant predictor of final academic achievement (ß = 0.781, p < 0.001), accounting for 51.16% of the variance in scores. Contrary to prevailing educational perspectives, psychological factors—including digital literacy, motivation, self-efficacy, and learning strategies—showed no significant predictive effects. Gender also did not significantly influence academic outcomes. These results underscore the dominant role of foundational knowledge and academic preparedness, as captured by GPA, in driving student success within this specific Indonesian STEM education context, challenging the emphasis on non-cognitive factors in digital learning environments. Research limitations/implications The generalizability of these findings is limited by the relatively small sample size (N = 84) and its specific focus on Indonesian STEM students, which may restrict applicability to other cultural or disciplinary contexts. The cross-sectional design also precludes causal inferences. Despite these limitations, the study implies that educational interventions should prioritize strengthening foundational academic skills, as reflected by GPA, rather than focusing primarily on psychological factors. For educators and policymakers, this suggests a need to develop early, robust academic support systems. Future research should employ longitudinal designs and larger, more diverse samples to validate these findings and explore the indirect influences of psychological variables on achievement. Practical implications Educators and institutions should utilize students’ prior academic performance (GPA) as a key diagnostic indicator to identify at-risk individuals early. Intervention programs should prioritize reinforcing foundational knowledge and cognitive strategies, particularly in challenging subjects like calculus, rather than focusing solely on boosting motivation or digital literacy. While psychological support remains valuable, it should serve as a complementary tool to facilitate academic skill development. These findings advocate for curriculum designs and teaching methodologies that systematically build and assess core competencies from early educational stages, ensuring students establish a strong academic foundation essential for success in advanced STEM courses. Social implications This study challenges the growing societal tendency to attribute academic success primarily to non-cognitive traits like motivation or resilience, which can inadvertently lead to blaming students for perceived lack of effort rather than addressing systemic educational gaps. By reaffirming the critical role of foundational knowledge—often shaped by early access to quality education—it highlights socioeconomic disparities in academic preparation. The findings advocate for equitable policies that ensure all students, regardless of background, receive robust early instruction to build a strong GPA, which serves as a powerful engine for upward mobility. This shifts responsibility from individual psychology to structural educational support. Originality/value This study provides original empirical evidence from a non-Western context, challenging the dominant Western-centric discourse that prioritizes non-cognitive factors in digital learning environments. Its novelty lies in directly juxtaposing psychological constructs against prior academic performance, revealing GPA's overwhelming predictive power in Indonesian STEM education. The research offers critical value by advocating for a balanced, context-sensitive approach to student success, emphasizing the irreplaceable role of foundational knowledge while acknowledging the indirect potential of psychological factors. This contributes to a more nuanced, globally relevant understanding of educational achievement beyond conventional paradigms.

This study explores the structural relationship among digital literacy, learning strategies, and core competencies among South Korean college students as well as the group differences between these variables depending on individual characteristics. Data analysis was conducted by correlation analysis, independent sample t-testing, and structural equation modelling. Participants were 916 college students from 10 colleges in South Korea. The results showed that i) no difference between groups existed in digital literacy and core competencies; however, a group difference existed in learning strategy; ii) digital literacy had a direct effect on core competencies and learning strategies had an indirect effect on the influence of digital literacy on core competencies; and iii) digital literacy can enhance the effect of core competencies when mediating learning strategy. This study suggests areas for future research, including developing digital technology-enhanced, competency-driven learning resources that account for the effects of cognitive, metacognitive, and resource management; the relationship between digital literacy and core competencies of learner characteristics such as achievement goal orientation, learning style, and academic self-efficacy; the effect of individual digital technologies on core competencies based on individual learning strategies through experimental and quasiexperimental designs; and qualitative studies on employing digital technologies and learning strategies.

Telediagnosis uses information and communication technologies to support diagnosis, shortening geographical distances. It helps make decisions about various oral lesions. The objective of this scoping review was to map the existing literature on digital strategies to assist in the diagnosis of oral squamous cell carcinoma. this review was structured based on the 5-stage methodology proposed by Arksey and O'Malley, the Joanna Briggs Institute Manual for Evidence Synthesis and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. The methods were registered on the Open Science Framework. The research question was: What digital strategies have been used to assist in the diagnosis of oral squamous cell carcinoma? The search was conducted on PubMed/MEDLINE, Scopus, Web of Science, Embase, and ScienceDirect. Inclusion criteria comprised studies on telediagnosis, teleconsultation or teleconsultation mediated by a professional and studies in English, without date restrictions. The search conducted in June 2023 yielded 1,798 articles, from which 16 studies were included. Telediagnosis was reported in nine studies, involving data screening through applications, clinical images from digital cameras, mobile phones or artificial intelligence. Histopathological images were reported in four studies. Both, telediagnosis and teleconsultation, were mentioned in seven studies, utilizing images and information submission services to platforms, WhatsApp or applications. One study presented teleconsultations involving slides and another study introduced teleconsultation mediated by a professional. Digital strategies telediagnosis and teleconsultations enable the histopathological diagnosis of oral cancer through clinical or histopathological images. The higher the observed diagnostic agreement, the better the performance of the strategy.

This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome these challenges by empowering students to engage self-confidently. Through an evaluation of the authors’ own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction.

The main purpose of this paper is to recognize and to underline the role of engagement as the core of a digital and social media strategy. Since many fashion brands haven’t exploited completely the potentialities that the continuously evolving digital media can offer, we have reviewed the literature in an effort to structure an approach to define an effective digital media strategy. Furthermore, we examined the Burberry case to identify the axes that addressed brand strategy and the role of engagement in its success. The main contribution of the paper is therefore an engagement-oriented approach to the definition process of a digital strategy that can be implemented by companies who intend to enter the digital business. The current scenario demands a continuously evolving mind-set and organization focused not only on reaching target audiences, but also on retaining them through a customer-centric strategy. The suggested approach might be adopted by companies belonging to various sectors, but customer engagement can be especially useful for visually-oriented sectors like fashion, where consumers are easily reached and already overloaded with content from many sources, and where a captivating and innovative digital marketing strategy can become a critical success factor.

The article considers digital economics and marketing as a communication process in which entrepreneurs and marketers try to get the right message to the right customer at the right time, and also listen and respond to consumer feedback. The basic moments of key functions and problems in marketing communications and the critical role of the mass media as channels of marketing communication are revealed. The aspects of marketing interaction, which provide the creation of new standards and consumer culture, are described. Transformation of interaction and personalized influence through the involvement of consumers in the process of developing and promoting the product through online tools are investigates. The advantages and limitations of broadcasts and media using in the marketing field are analyzed. Concepts of online marketing communication strategies are listed, and also the main stages of their development and implementation are determined. A key feature of digital marketing is an implementation of a dialogue between the company and the consumer, which allows not only to be at the top of trend, but also to predict behavioral changes of consumers. Particular attention is paid to assessing the effectiveness of digital communications, a number of approaches and indicators of the effectiveness of online communications with the influence of digital media and information technologies on human communication in general and on marketing, in particular. The ability to measure of campaigns effectiveness in real time is an important advantage of online marketing. A review of three widely used digital marketing strategies is reviewed: online advertising, search engine marketing and marketing in social networks. When the authors of article analyze the digital strategies, they investigated how the concept of digital strategy develops and this evolution is divided into four stages, where the third stage is reflected as current and the fourth stage represents of our future digital strategy.

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.

This study analyzes the implementation of diversification-based marketing strategies at Muhammadiyah Junior High School 8 Mijen Semarang to strengthen the institution's attractiveness and sustainability amidst the increasing competition in the private school sector. The research uses a qualitative case study approach with data triangulation through interviews, observations, and internal document reviews. The results show that although the school has developed flagship programs such as the Muhammadiyah Boarding School (MBS), the integration of the STEM curriculum, and bilingual classes supported by facilities such as national standard science laboratories and modern dormitories, the use of digital media for promotion is still very limited. A surprising finding emerged when the majority of prospective students learned about the school not through online media, but rather through word-of-mouth or by chance, indicating a systemic failure in the implementation of digital marketing strategies. Furthermore, the involvement of alumni and the community in school promotions is also minimal. The practical contribution of this research is the importance of transformation in school marketing management, including training the promotion team, integrating the use of big data into digital strategies, and activating alumni and community networks as promotional agents. This study confirms that excellent educational programs, without the support of an adaptive and optimal marketing system, will not be able to maximize their potential, causing the existing programs to remain relatively unknown and not maximally influencing prospective students' interest.

The purpose of the research is to specify the necessity of strategic planning in the development of digital economic systems in today’s changing conditions. As the most efficient and promising area is digital space, at present every company has to focus on a strategy of its development in the digital environments. In the current economic situation, planning and forecasting of company actions in the digital space is extremely urgent. In order to achieve the research goals, the authors studied the literature on strategic planning in enterprises and development of the digital promotion strategy, and they analyzed efficiency of the tools necessary for digital promotion. In addition, the authors studied theoretical issues of digital marketing, found out key advantages and disadvantages of the methodology of strategic planning undertaken by international companies. Consequently, the outcome of the research has been the algorithm of the company’s digital promotion strategy. The paper represents the analysis of several major international and Russian companies, the methodology of their strategic planning. It considers how a business strategy is implemented in the digital environment. The methodological basis of the study is a complex of methods, which is determined by its interdisciplinary type. Thus, the main method of the study is the qualitative comparative analysis. In the course of the research, the authors worked out the algorithm of creating the digital promotion strategy. This algorithm is adapted to specifics of the company’s activity with allowance for its individual features. Implementing the developed strategy, it should be noted that every stage of the strategy is mandatory, and only the complex step-by-step implementation can most likely lead to a positive result. It is also important that the promotion strategy in the digital environment should reflect the general strategy of the company development on the market, with no contradictions.

The potential of videogames in learning has been increasingly studied, documented and sustained. The present study aims to summarize quantitative results from digital Game-Based Learning (GBL) strategies, through a Systematic Review of Literature with Meta-analysis study, framing conclusions about the effectiveness of the use of videogames as a learning strategy in several contexts. Through a systematic search in scientific databases and researchers' social networks (Ebsco, ACM, PubMed and ResearchGate), 68 papers were obtained. A screening process, based on inclusion criteria, such as the use of Randomized Controlled Trials (RCTs), digital GBL strategies and measures to evaluate concrete learning gains, resulted in a final sample of 14 experimental studies. Data was gathered and analyzed using two different matrices, and softwares (SPSS and CMA). Considering a joint sample of 1685 subjects, it is possible to mention that digital GBL strategies have shown larger effect-sizes than traditional approaches, namely expository, allowing larger and more effective learning outcomes. This study arises in the context of GamiLearning project, an action-research project, aiming to develop critical and participatory dimensions of media literacy in young people, from 9 to 12 years, through collaborative learning experiences with digital games.