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This paper explores the digital transformation of education in Moldova, with a comparative analysis of Estonia's successful experience in this area. First, the article provides an overview of the current status of digital transformation in education in Moldova and identifies critical challenges in financing this process. Next, the Education Strategy 2030 in Moldova, which aims to improve the functionality of the educational system through the effective implementation of digital technologies to ensure the quality and sustainability of education, is discussed. The success factors of digital transformation in education in Estonia, including government support, high levels of digital literacy, a strong IT sector, and a culture of innovation and experimentation, are identified. Finally, the paper provides recommendations for financing digital transformation in education in Moldova, including allocating a specific portion of the state budget, seeking funding from international organizations and donors, and exploring opportunities for educational institutions to generate income. The implications for policy and practice and suggestions for future research are also discussed. [ABSTRACT FROM AUTHOR]

This paper delves into the integration of artificial intelligence within Estonia's education system, showcasing the country's global reputation for digital innovation. Utilising the method of the case study and the method of document analysis, we explore not only the practical outcomes, challenges, and strategies related to the adoption of artificial intelligence in the Estonian education system but also its economic implications. The research highlights artificial intelligence's potential to lead to cost efficiencies and economic benefits for the education sector. Furthermore, we address the critical issue of fostering artificial intelligence literacy among students, schools, and universities, pinpointing data privacy and ethical considerations as key areas of concern. The strategies implemented by educational institutions to mitigate these challenges and promote a comprehensive understanding of artificial intelligence are also discussed. In conclusion, the paper underscores artificial intelligence's transformative potential in reshaping education, offering guidance for other nations and academic entities aiming to successfully integrate artificial intelligence-based technologies. Emphasis is placed on the importance of a supportive policy framework and a solid ethical foundation to navigate the complexities of artificial intelligence adoption and ensure responsible use, while also considering the economic impact on the educational ecosystem and the labour market at large. [ABSTRACT FROM AUTHOR]

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In this article, we present a study on teachers' perceptions about Artificial Intelligence (AI) as a tool to support teaching in Estonian K-12 education. Estonia is promoting technological innovation in education. According to the Index of Readiness for Digital Lifelong Learning (IRDLL), Estonia was ranked first among 27 European countries. In this context, our goal was to explore teachers' perceptions about cutting-edge technologies (in this case, AI) and to contextualize our results in the scope of Fairness, Accountability, Transparency and Ethics (FATE). We carried out a survey with 140 Estonian K-12 teachers and we asked them about their understanding and concerns regarding the use of AI in education and the challenges they face. The analysis of the survey responses suggests that teachers have limited knowledge about AI and how it could support them in practice. Nonetheless, they perceive it as an opportunity for education. The results indicate that teachers need support in order to be efficient and effective in their work practice; we envision that AI can be used to provide this support. Furthermore, we identified challenges that relate to the socio-cultural context of the study: for example, teachers perceived AI as a tool to support them in accessing, adapting and using multilingual content. To conclude, we discuss the findings of this work in relation to ethical AI, and elaborate on the implications and future aspects of this work in the context of FATE and participatory design of learning environments. [ABSTRACT FROM AUTHOR]

Aim: To estimate whether large macroeconomic fluctuations in the 2000s affected inequalities in alcohol‐related mortality in the Baltic countries and Finland. Design Longitudinal register‐based follow‐up study. Setting: Estonia, Latvia, Lithuania and Finland. Participants: General population in the 35–74 age group. Measurements Socioeconomic status was measured by the highest achieved educational level and was categorised using the International Standard Classification of Education 2011 as low (included categories 0–2), middle (3–4), and high (5–8). Educational inequalities in alcohol‐related mortality in 2000–2003, 2004–2007, 2008–2011 and 2012–2015 were examined using census‐linked longitudinal mortality data. We estimated age‐standardised mortality rates and the relative and slope index of inequality. Findings Alcohol‐related mortality increased in all countries in 2004–2007 except among Estonian women and decreased/remained the same from 2008 onward except among Latvian men. By 2012–2015 alcohol‐related mortality was still higher than in 2000–2003 in Finland, Latvia and Lithuania (women only). Relative inequalities increased across the study period in all countries (significantly in Lithuania and Latvia). The 2004–2007 increase in relative inequalities was mostly driven by a larger mortality increase among the low educated, whereas in 2008–2011 and in 2012–2015 inequalities often increased because of a larger relative mortality decline among the high educated. However, these period changes in relative inequalities and between educational groups were often not statistically significant. Absolute inequalities were larger in 2012–2015 versus 2000–2003 in all countries except Estonia (decrease). Conclusion: In the Baltic countries and Finland, alcohol‐related mortality tended to increase faster among the low educated during a period of economic expansion (2004–2007) and decrease more among the high educated during a period of economic recession (2008–2011). [ABSTRACT FROM AUTHOR]