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Science misinformation represents a significant challenge for the scientific community. Hispanic communities are particularly vulnerable due to language barriers and the lack of accessible information in Spanish. We identified that a key step toward enhancing the accessibility of information for non-native English-speaking communities involves imparting science communication education and training to Hispanic youth. Our goal was to provide them with the skills to become science ambassadors who can effectively engage with their communities and bridge communication gaps. To address this, we developed the first science communication training program in Spanish for Hispanic high school and undergraduate students in Puerto Rico. The program called "+Ciencia" aims to provide training and education on science communication for Hispanic minorities through experiential and collaborative learning. In the short term, our multifaceted approach works to counter misinformation and promote science literacy within the broader community. Over the long term, our grassroots efforts with students will evolve into a generation of professionals equipped with strong engagement skills and comprehensive training in science communication with a specific focus on Hispanic audiences. Herein, we describe the components of this educational program and provide open access to educational materials and articles developed by three cohorts.

Quantitative microbial risk assessment (QMRA) is a growing interdisciplinary field addressing exposures to microbial pathogens and infectious disease processes. Risk science is inherently interdisciplinary, but few of the contributing disciplinary programs offer courses and training specifically in QMRA. To develop multidisciplinary training in QMRA, an annual 10-day long intensive workshop was conducted from 2015 to 2019--the Quantitative Microbial Risk Assessment Interdisciplinary Instructional Institute (QMRA III). National leaders in the fields of public health, engineering, microbiology, epidemiology, communications, public policy, and QMRA served as instructors and mentors over the course of the program. To provide cross-training, multidisciplinary teams of 5-6 trainees were created from the approximately 30 trainees each year. A formal assessment of the program was performed based on observations and surveys containing Likert-type scales and open-ended prompts. In addition, a longitudinal alumni survey was also disseminated to facilitate the future redevelopment of QMRA institutes and determine the impact of the program. Across all years, trainees experienced statistically significant increases (P < 0.05) in their perceptions of their QMRA abilities (e.g., use of specific computer programs) and knowledge of QMRA constructs (e.g., risk management). In addition, 12 publications, three conference presentations, and two research grants were derived from the QMRA III institute projects or tangential research. The success of QMRA III indicates that a short course format can effectively address many multidisciplinary training needs. Key features of QMRA III, including the inter-disciplinary training approach, hands-on exercises, real-world institute projects, and interaction through a mentoring process, were vital for training multidisciplinary teams housing multiple forms of expertise. Future QMRA institutes are being redeveloped to leverage hybrid learning formats that can further the multidisciplinary training and mentoring objectives.

Purpose: ChatGPT, a cutting-edge language model, stands as an unparalleled, unmatched conversational ally, showcasing novel versatility and intelligence in its responses. This research delves into the incorporation of ChatGPT, a powerful generative AI tool, into professional communication. This study utilizes the information system success model (ISSM) to examine the role of ChatGPT in strengthening information quality (IQ), system quality (SQ) and service quality (SEQ) for improving customer usage intention (UI) and satisfaction (SAT). The study also investigates the moderating impact of perceived innovativeness between these relationships. Design/methodology/approach: The research collected data from a sample of 400 customers through an online survey and validated the hypothesized relationships using structural equation modelling (SEM). Process Macros 4.1 in SPSS 22.0 is used to test the moderating role of perceived innovation between IQ, SQ and SEQ and UI and SAT. Findings: The results of SEM analysis indicate that IQ, SQ and SEQ all positively support UI to use ChatGPT for professional communication with SAT. The result also establishes that perceived innovativeness positively moderates the relationship between IQ, SQ and SEQ and UI and SAT. Originality/value: This research study offers novel contributions to the literature and body of knowledge by establishing the moderating role of perceived innovativeness in strengthening the relationship between IQ, SQ and SEQ and UI and SAT. Further, this study also proposes a 2*2 matrix to segment the UI and SAT of ChatGPT users in professional communication with varying degrees of perceived innovativeness.

Purpose: Studies on technology and interpreting have increasingly explored how technology influences the role and performance of interpreters in their practice; however, there is a lack of comprehensive reviews and analyses. This paper aims to synthetically review the state-of-the-art application and integration of various interpreting technologies, identify the key trends of recent studies, and evaluate the associated opportunities and challenges. Design/methodology/approach: Adopting a systematic review approach, 40 articles on technology and interpreting practice from 2013 to 2024 were selected and analysed. Findings: A growing number of empirical studies on technology-mediated remote interpreting and technology-supported interpreting is observed in public service settings, suggesting that mobile and emerging technologies have gained more attention alongside phone and video. In addition, mixed results are revealed with respect to the impact of technology on interpreting performance. Originality/value: This review not only provides a bird's-eye view of how interpreting practice has reconciled with different technologies but also offers insights into the changing role of interpreters, the need for training, and the direction for future research.

Purpose: This study examined whether job and personal resources could buffer the negative effects of technostrain and information and communication technology (ICT) availability demands on employee well-being. Design/methodology/approach: The data were collected among Finnish comprehensive school teachers (n = 323) between December 2020 and February 2021 through an online questionnaire. Hierarchical multiple regression analyses were employed to analyse the main and moderating effects. Findings: The results indicated that technostrain was positively associated with burnout and negatively associated with work engagement. These associations were stronger than those of ICT availability demands. The moderated regression analyses revealed that psychological detachment buffered the negative effects of technostrain on cynicism and a sense of inadequacy. School support acted as a moderator by buffering the negative impact of technostrain on emotional exhaustion and cynicism. Furthermore, school support was found to be an important job resource in terms of boosting work engagement when ICT availability demands were high. Originality/value: This study provides insights into the role of resources in buffering possible burdening effects of technology on teacher well-being when adopting online teaching in the context of the COVID-19 pandemic.

Artificial intelligence (AI) is fundamentally reshaping classroom experiences. In this activity, students in a graduate-level project management class engaged in real-time conversations with AI- powered chatbots as though they were actual people. Students were required to perform a stakeholder analysis on the key stakeholders involved in their project. This analysis was the first step in developing the communication management plan as a component of the project management plan required to execute the project. To execute this student experience, the instructors built artificial intelligence-powered chatbots by utilizing a free online chatbot character generator located online at www.character.ai to interact with students as though they were actual people. These interactions provided a rich student experience with improved depth of interactions as opposed to the traditional stakeholder analysis methods. Ultimately, in this case, the instructors argue that interactions with AI-powered chatbots enrich student learning and foster critical thinking by providing a more authentic experience. Courses: Small-group, business, project management, professional, and organizational communication. Objectives: By the end of this activity, students will be able to (1) perform a stakeholder analysis on an individual to determine the most effective frequency and mode of communication; (2) identify interpersonal dynamics of the individual of interest, such as their power, influence, and authority relative to their project; and (3) describe interpersonal conflicts between the AI-powered individuals to inform the communications management plan.

The integration of generative artificial intelligence (genAI) into public relations and communication education presents new challenges and ethical considerations for educators. This paper presents a series of activities to explore implications of genAI adoption in public relations and communication professions, focusing on the need to equip future professionals with the knowledge and skills to navigate genAI technologies effectively and ethically. This unit can be integrated throughout the semester or used as individual class assignments. Recommended courses: Strategic Communication: Theory and Practice, Media Literacy. Courses: Introductory courses in Strategic Communication, Public Relations, and Journalism; may also be adapted for Media Literacy and general education communication courses. Objectives: Students will be able to recognize and apply appropriate citations for genAI-related academic and professional work, evaluate the societal and cultural impacts of genAI, utilize genAI tools for graphic content creation, analyze professional ethics related to the use of genAI, and devise ethical genAI usage recommendations for practitioners.

This assignment is integrated into the generative AI unit of the Emerging Communication Technologies course. It includes step-by-step designs and reflective examples from students, highlighting the evolution of their perceptions of generative AI. The assignment uniquely focuses on understanding and raising awareness of stereotypes present in AI-generated images. Through experiential, analytical, and reflective learning, students build confidence and competence in interacting with various AI tools, acquire skills in AI-human communication and prompting, and develop critical thinking abilities to identify and mitigate stereotypes generated by AI. Courses: Emerging Communication Technologies; Human-Computer Interaction; Communication and Technology; New Media; Digital Humanity; Digital Literacy; Media Literacy. Objectives: Through these activities, students will (1) reduce fear or discomfort about interacting with generative AI, (2) familiarize themselves with popular generative AI tools, (3) understand characteristics of human-AI interaction, (4) recognize AI fallibility in producing stereotypes, and (5) think critically about identifying and preventing AI-generated stereotypes.

This paper introduces generative AI for the graphic design of student presentation aids in a university public-speaking classroom. Students learn to use generative AI as an efficient enhancement to the creative process while preserving the integrity of the content. Students' slide presentations show improvement resulting from the activity, and students report that the activity saves time and relieves stress. Courses: Public Speaking, Advanced Public Speaking, Business and Professional Communication, face-to-face and online. Objectives: Students learn how to improve the visual design of their presentation aids through use of generative AI. Students will reflect on the ethics of using AI as an enhancement to human agency and not as a replacement for it.

This article explores the value of generative AI (genAI) tools for much-needed support for instructors in higher education in the realm of course design. Two authors detail their experiences partnering with two distinct tools, ChatGPT and Bard (now known as Gemini), for communication course development, emphasizing iterative collaboration with genAI. Benefits of genAI for creativity and innovation are balanced with challenges and ethical considerations, along with recommendations for faculty and institutions on leveraging genAI for innovative course design.

This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.

This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.

Person-centered care is instrumental in the treatment of individuals with dementia. Despite this finding, research on the efficacy of training future healthcare providers to implement person-centered care for individuals with dementia is limited. Simulation-based education serves as one training method, but its effects of preparing students to treat persons with dementia using person-centered care is unknown. This mixed methods study used short-term treatment goals, reflective essays, and focus groups to evaluate the difference prior to and after a virtual reality dementia experience in graduate Communication Sciences and Disorders' students' perceptions of person-centered care. Findings support the theory that a virtual reality dementia experience impacts students' intent to provide PCC for persons with dementia. More research is warranted to determine whether a virtual reality dementia experience effectively facilitates the use of PCC in the clinical setting.

Integrating Information and Communication Technology (ICT) into the learning process is becoming increasingly crucial due to its potential to personalize and enhance learning engagement and experiences. This study investigated preservice science teachers' (PST) perceptions of ICT competencies for learning at Nnamdi Azikiwe University, Awka. Three research questions and two hypotheses guided the study. A descriptive survey approach was used in the study with a population of 1,328 and a sample of 281 PSTs, respectively. The data for this study were collected electronically using an online-based ICT Competencies Questionnaire (Google form) adapted from de Guadalupe Arras-Vota and Muñoz-Repiso (2011). Using Cronbach's alpha reliability technique, the questionnaire demonstrated an overall high-reliability coefficient of 0.90, with subscale reliability coefficients of 0.74, 0.76, and 0.89 for basic, application, and ethical competencies, respectively. The study's questions were addressed using weighted average mean and standard deviation, and the hypotheses were tested at a 0.05 significant level using oneway ANOVA. The study's findings showed a mixed picture of ICT competencies perceptions among the investigated PSTs. Additionally, the findings revealed no gender disparities in PSTs' perceptions of ICT competencies for learning. However, significant differences emerged across academic levels, with third and fourth-year PSTs exhibiting significantly higher perceptions of basic and application ICT competencies than first-year PSTs. Based on the findings, it was recommended that the Faculty of Education at Nnamdi Azikiwe University, Awka, should integrate structured ethical ICT training into the curriculum.

Rather than viewing online and face-to-face learning as two dichotomous domains (Kessler, 2018), this study seeks to explore ways that social media can be used to support and facilitate face-to-face exploration and communication in target language environments. It also aims to help English language learners improve their ability to critically evaluate social media by comparing it to what they experience in-person. This study applied the concept of "social media pathways" (Yeh & Swinehart, 2024) through an experiential learning model to integrate an authentic social networking site, Instagram, into an ESL curriculum for a community engagement project promoting a deeper and multifaceted understanding of the target language community. This study employed a qualitative method approach, including seven international students' reflections, a post-task questionnaire, and focus-group interview data, to investigate how the assumptions made from Instagram compare with observations made in the field. The findings were then used to establish a "Model for Community Exploration within Virtual and Face-to-face Contexts" that adds to the experiential learning framework the additional stages of experimentation, reflection, and new conceptualization that take place when learners use social media platforms like Instagram to form assumptions about a community and then use in-person exploration to test those hypotheses.

This study analyses the communicative competencies of civil servants in Kazakhstan, highlighting the crucial role of effective communication in fostering public trust and enhancing democratic engagement. Utilizing qualitative focus group discussions with 32 experts, the research identified key deficiencies, including reliance on bureaucratic language, a lack of empathy, and inadequate crisis communication skills. These issues underscore the pressing need for communication strategies tailored to the Kazakhstani context. The study points to the necessity of developing Kazakhstan-specific communication frameworks and emphasizes the importance of improving training programs and promoting emotional intelligence among civil servants. By enhancing internal communication processes and clarifying responsibilities, government employees can better serve the public, fostering a more transparent, responsive, and participatory government. This research offers a valuable foundation for future initiatives aimed at refining the communicative competencies of civil servants in Kazakhstan, suggesting pathways for implementing targeted improvements and developing more effective communication practices within the public sector. Through these efforts, the study aims to contribute to the creation of a government that not only addresses public needs more efficiently but also actively engages citizens in the democratic process, ultimately strengthening the relationship between the state and its people.

Constructs of social justice has become an increasingly prevalent area of interest in the field of Communication Sciences and Disorders (CSD). In fact, competencies related to social justice are required program content per the Council of Academic Accreditation in Speech-Language Pathology and Audiology. This study's purpose was to describe and evaluate an online, introductory course designed to address such concepts. Students' perceptions of (a) the concept of social justice, (b) program content, and (c) program usability were examined. Undergraduate students from two universities completed the program, and a sample of students provided data about their perceptions during pre-program and post-program semi-structured interviews. Using a qualitative design (i.e., thematic analysis) the authors identified themes reflected in the data. This data revealed that the students had little to no prior experience with social justice yet were motivated to learn more about the topic due to perceptions that the topic is important to the field. Analysis of the program content and usability revealed that the students perceived an increase in knowledge and self-awareness. Outcomes show that the program holds promise and supports further study to evaluate program impact on students' attitudes and beliefs.

The study investigated the predictive effect of Emotional intelligence (EI), ICT competence, Financial Stability and Gender on academic performance of distance learners. Descriptive survey design was employed for this study. Purposive stratified sampling technique was used to select 350 participants among third year to sixth year learners. Three research instruments were used for data collection; Emotional Intelligence scale by Shuttle et. al (1998), Financial Stability Scale by CFPB (2016), ICT Competency Scale: Tzafilkou, Perifanou and Economides. Instrument reliability ranged from 0.68 to 0.86. Students' GCPA was used to measure academic performance. Data collected was analysed using Pearson correlation and regression analysis. The result revealed a significant relationship among the independent variables and the dependent variable, it further showed that emotional intelligence is a potent contributor to academic performance prediction while gender was the least predictor. The study recommended that the learner support unit should be well equipped with counselors who are saddled solely with the responsibility of training learners and other stakes holders on emotional intelligence since emotional intelligence is a life skill which is teachable.

Finite complement clauses (FCCs) are an understudied syntactic structure of L2 advanced academic writing. The present study cross-investigated FCCs in qualitative (QUALI) and quantitative (QUANTI) research articles written by Filipino academic writers (FAWs) in Applied Linguistics (APPLING), Communication (COMM), and Measurement and Evaluation (MEEV). Specifically, it determined the FCCs with the most occurrences across five disciplinary research article sub-registers and identified whether these FCCs differ significantly in terms of frequencies of use. With Hernandez's (2021) framework adapted from Biber and Gray's (2016) study, this research analyzed five FCCs in 42 disciplinary research articles. Major results revealed that verb-controlled that-clauses (with 33.69 as normalized frequency count) outnumbered other FCCs in research article sub-registers across disciplines. They were more recurrent in QUALI and QUANTI APPLING research articles (7.91 and 7.54, respectively) and QUANTI and QUALI COMM research articles (7.34 and 6.96, respectively) than in QUANTI MEEV research articles (3.94). In addition, a significant difference exists between them and other FCCs at the p<0.05 level in terms of frequencies of use. In view of these findings, it can be concluded that verb-controlled that-clauses are the most useful FCCs in APPLING, COMM, and MEEV research articles. Likewise, FAWs across the three disciplines write more informally as signposted by their repeated use of that complementizer with these FCCs controlled by verbs. The study draws its implications for academic writing instruction.

Technology offers pedagogical affordances that can transformteaching and learning in multigrade classrooms to assist in theprocess of teaching and learning. However, it is challenging forteachers to effectively integrate technology into their classrooms,given the complex and dynamic multigrade context. Thetechnological pedagogical content knowledge (TPACK) model wasa lens through which to explore teachers' experiences in ICTintegration in their multigrade classrooms in selected primaryschools in South Africa. A case study design guided this qualitativestudy. Semi-structured interviews were conducted with twelveteachers thematic analysis was used to analyse data. The findingsrevealed that access to ICT equipment for teachers and studentsis crucial. This study has found that generally, it is difficult forteachers to incorporate technology into their teaching because ofthe caveats, such as the multigrade context and the rural locationwhich presents issues such as lack of basic technologyinfrastructure, limited training on integrating technology inteaching, time, the teaching context, and support from principals.This study recommends that teachers be trained on ICT usage andgiven the support needed to function effectively in theirmultigrade context. For teachers to be digitally connected andensure ICT integration in the teaching and learning process, theyneed to be equipped with relevant knowledge and skills to usetechnology to transform their teaching and create newopportunities for learning.

The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students' perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence elearning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of elearning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills

A school district's need to satisfy the school community's expectations for current, accurate information and manage a social media presence has increased the necessity for superintendents to employ public relations professionals. As such, these professionals are a recent addition to many school districts' administrative teams. However, few research studies were located that focused on public relations professionals or communication directors in public schools. The purpose of this literature review was to identify empirical studies and professional association resources that provided historical, contextual, and relevant information about communication directors in school districts. Based on the findings, we uncovered three themes related to the history, roles and responsibilities, and standards for public relations professionals. Such information can help practitioners support communication functions and help researchers identify needed lines of inquiry.

The importance of information and communication technology (ICT) in education has been increasingly acknowledged due to advancements in technology. Prior research has explored several perspectives on the "use of ICT in early childhood education (ECE) and has highlighted many obstacles to its implementation in the classroom setting". The synthesis of these research does not lean towards a singular perspective or definitive result, so allowing for further investigation of the issue at a more profound level. This systematic literature review seeks to enhance the current body of knowledge on teachers' attitudes toward the efficacy of using ICT in ECE classrooms. By using PRISMA procedures, a total of 12 studies were selected to investigate the perspectives of teachers about the use of ICT, the current methods employed, and the efficacy of teaching at ECE level. The study's findings indicate that, in general, teachers exhibit a significant propensity toward the use of ICT in ECE. However, the implementation of ICT in classrooms is constrained by several factors.

This study aimed to construct a causal relationship model of factors influencing communication arts students' qualification for sustainability communication (SC), examine the goodness-of-fit model with empirical data, and analyze the effect size of the causal relationship model in terms of influencing factors. Data were collected from 400 communication arts students using a set of questionnaires rated on a five-point scale. The results were analyzed using IBM SPSS Statistics 23.0 and LISREL version 8.80 to determine the causal relationship model. The findings revealed that the construct of the causal relationship model of factors influencing SC of these students comprised four latent variables measured from 12 observed variables. Moreover, the influencing factors were consistent with the empirical data at a good level considering the accordance index, which consisted of x2 = 13.153, df = 25, p-Value = 0.974, RMSEA = 0.000, Standardized RMR = 0.006, GFI = 0.996, and AGFI = 0.979. The causal relationship model of the factors affecting SC revealed that education sustainable development could have direct, indirect, and total effects; the knowledge-based journalist concept could have direct, indirect, and total effects; and communication art principles could have direct and total effects, respectively.

The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at the University of Economics in Bratislava, Slovakia, who completed four Instagram-based tasks related to communication, international marketing, promoting Slovakia, and success, which were linked to topics covered in the course during the winter semester of the academic year 2020/2021. The findings show that Instagram can be used effectively in ESAP courses mainly due to its popularity, visual appeal of posts, and, most importantly, as a platform that serves as a powerful marketing tool. The results indicate that the implementation of Instagram activities was positively perceived by most students, with high levels of agreement regarding the relevance, engagement, and creativity of the tasks. The study highlights the potential benefits of using Instagram in ESAP, providing insights into effective language learning through authentic, business-related tasks. Ultimately, integrating Instagram into ESAP can enable students to develop the language skills and competencies needed in real business contexts.

This paper seeks to gain insights into teachers' perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students' understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.

The coronavirus (COVID-19) is considered to be an external factor that affects teachers' attitudes toward online professional development. Therefore, this study investigates the use of virtual communication in an online professional development program through the lens of teachers' attitudes toward technology. This study was conducted in 15 schools across the United Arab Emirates (UAE) during the COVID-19 pandemic. A teacher training program called The Ta'alouf Inclusion Special Education, one of the initiatives of the Al Jalila Foundation (AJL), aimed to train teachers, promote inclusion, and support children with special educational needs and disabilities. Participants (teachers, school leaders, learning support assistants, social workers, and department heads) received 24 hours of virtual training sessions on numerous topics related to inclusive education and special educational needs and disabilities. A concurrent mixed-method approach was utilized to collect quantitative data from participants using an online survey and qualitative data using interviews. The study results reveal that the quarantine of COVID-19 did not affect teachers' continued professional development. On the contrary, teachers felt the ease of using technology and the usefulness of the topics mentioned, which formed their positive attitudes toward using technology and led to their engagement and continuation of developing professionally either during or after the pandemic.

Internationally representative data of middle-aged adults 45 - 65 years old [n(United States) = 2,150; n(Japan) = 2,318; n(South Korea) = 2,800] from the 2012 Program for International Assessment of Adult Competencies were analyzed to examine the roles of education and literacy in relation to the digital divide. Results from survey-weighted binary logistic regressions showed that both educational attainment and literacy were positively associated with all four measures of information and communication technology (use of the computer, email, online information and transaction) use in all three countries. The middle-aged adults in the United States benefited more from the educational attainment than those in Japan, in terms of email and online information use. The middle-aged adults with lower education and basic skills (i.e., literacy) may benefit from the educational intervention and additional information and communication technology training, and in turn, improve the digital divide in later life, regardless of differences in culture and economy.

Genetically modified organisms (GMOs) and their uses are often misunderstood. Consumers are regularly unsure what GMOs are, or if they are safe for consumption and the environment. Contradictory and sometimes inaccurate information is available from numerous sources, and challenges consumers and others to separate the facts from sensationalized stories. Agricultural producers often communicate with consumers, neighbors, and members of the general public; however, they do not have information to share about GMOs. Multimedia resources can provide agricultural producers with science- based information to share with consumers. Agricultural communicators and Extension educators can create science- based multimedia resources to bridge the communication gap.

Instructor leadership is widely recognized as essential for facilitating meaningful online learning in higher education. While previous studies have applied organizational leadership theories to the study of instructor leadership, fewer studies have investigated online instructor leadership. This predictive correlational study detailed the associations between the Community of Inquiry (CoI) framework and servant leadership (SL) theory and employed multiple regression analyses to investigate the predictive relationships of seven SL dimensions on the three CoI presences. Survey data were gathered from 148 graduate students enrolled in online courses in education, communication, and engineering master's degree programs using the CoI Survey (Arbaugh et al., 2008) and the SL-28 (Liden et al., 2008). The findings revealed a significant positive correlation between the instruments. The predictive model as a whole explained 66% of the variance in students' perceptions of a CoI. Three SL predictor variables demonstrated the most influence: helping subordinates grow and succeed, conceptual skills, and creating value for the community. Additional analyses at the CoI subscale level revealed that the SL variables accounted for 73% of the variance in teaching presence, 55% of the variance in cognitive presence, and 31% of the variance in social presence. Implications and limitations are discussed and recommendations are proposed to implement online instructor SL.

This study aims to reveal the main trends and findings of the studies examining the use of learning analytics in distance education. For this purpose, journal articles indexed in the SSCI index in the Web of Science database were reviewed, and a total of 400 journal articles were analysed within the scope of this study. The systematic review method was used as the research methodology. The first study on the subject was published in 2011, and the publications continued to increase over the years. It was found that the publications on the subject were primarily found in "Computers and Education" and "Education and Information Technologies" journals. It was observed that China, USA, and Spain were the leading countries where the related studies were conducted. The studies primarily used the quantitative method, and university students were included as the sample. In addition, within the scope of learning analytics, it was observed that the data were mainly analysed with "regression analysis", "correlation analysis", "special algorithms-models", "ANOVA", and "cluster analysis" methods. It was determined that the most preferred platforms in the studies were learning management systems and MOOCs, learning behaviours were mostly examined, and log data were mainly used in this process. It was observed that the variables tested in the studies mainly consisted of students' behaviours on the platform, learning performances, communication processes, dropout behaviours and course designs. Furthermore, in the studies examined, the advantages of learning analytics in the context of distance education are mostly related to the possibilities of improving the teaching process, and as disadvantages, it is stated that learning analytics is not suitable for use in some situations, negatively affect students' performances, have limited interaction with students and are an expensive investment.

As media evolves, a corresponding evolution is needed in visual communication education. This research explores an adaptation of curricula developed for the 21st century. The program introduces desirable difficulties, emphasizing reframing challenges and aligning coursework with future media careers. Through 5 years assessing a communication design program, four key findings emerged: getting students beyond their comfort zones, integrating iterative evaluation processes, cultivating a growth-centric environment, and emphasizing connections to careers. The communication design program's iterative nature reinforces industry responsiveness, suggesting structured yet experimental approaches foster student growth and confidence in meeting evolving challenges in media education.

Background: SPEAK OUT! has been shown to enhance various aspects of voice such as intensity, prosody, voice quality and perception of voice. However, their impacts on expiration and communication effectiveness have not yet been evaluated. This study aimed to evaluate the effectiveness of the Hybrid SPEAK OUT! method on aerodynamic measurements and patient-reported outcome measures (PROMs) in individuals with Parkinson's disease (PD). Methods: This study included 157 participants with PD who underwent an intensive 8-week multidisciplinary treatment program. The Hybrid SPEAK OUT! method consisted of three sessions per week, including two group sessions and one individual treatment session. Voice-related aerodynamic measures included maximum phonation time (MPT), vocal cord function using the S/Z ratio, and expiratory flow measures including peak expiratory flow (PEF) and peak cough flow (PCF). Two PROMs were included: the Hebrew version of the voice handicap index-10 and communication effectiveness questionnaire. Results: The results of 111 participants were analysed. MPT duration increased, PEF and PCF increased, and better scores were found in PROMs. Conclusion: These findings would appear to support the effectiveness of the Hybrid SPEAK OUT! methods improving function, activity and participation in individuals with PD. However, further research is needed.

Organizations are building sustainable practices due to newer regulations and a commitment to the greater good. They are targeting the majority of consumers who want to live a sustainable lifestyle. As a result, universities have an opportunity to integrate sustainability topics into their coursework. This study addresses a curriculum gap that exists by introducing a project-based assignment using the SHIFT framework by White, Habib, and Hardisty (2019a), which outlines the triggers associated with influencing sustainable behaviors among consumers, namely, social influence, habit formation, individual self, feelings and cognition, and tangibility. We explain the relevance of the project via a literature review on the growing importance of sustainability to consumers, outline the project requirements and recommendations for execution, and share our experiences and those of our students using the project.

Programmatic advertising has come to dominate the landscape of digital media planning. To prepare ad majors for their future careers in the industry, it is essential to teach students programmatic buying and provide them with hands-on experience. In this article, the authors present their approach of integrating teaching programmatic buying into a media planning course. A key feature of their educational package is a custom digital media buying tool developed by the authors. They hope this article will benefit other college educators in this field and spark further discussions on best teaching practices of programmatic buying and digital media planning.

This article examines Swiss educational information and communication technology (ICT) coordinators ('Pädagogischer ICT-Support'; PICTS) in Swiss compulsory schools in their ambivalent role between active agents of change and mere facilitators for their colleagues. Using a qualitative research design, it explores the history, self-perception and current roles of PICTS in the canton of Zurich and their interaction with other actors in the education system and the cantonal authorities. This paper draws on science and technology studies to understand the unique role of educational ICT coordinators. The results show that the perceptions and self-understanding of PICTS have remained consistent since their establishment, even though the digital technologies they deal with have evolved rapidly. Their dual role allows PICTS to be both active agents of change and part of a school's teaching staff. Working at the frontier, they are ambiguous figures, embodying the contradictions of digital transformation in education without necessarily making them explicit.

This study explores the influence of schools' general characteristics, and their information and communication technology (ICT) capabilities on students' computational thinking. The computational thinking achievements of 31,823 students who participated in a large-scale comparative study in 1412 schools and across nine countries/regions were analyzed using supervised machine learning. Five classification rules were triangulated to determine how 22 schools' general characteristics and their ICT capabilities predicted students' computational thinking achievements. Data analysis showed no predictive relationship between schools' ICT capabilities and computational thinking. However, some classification rules predicted higher computational thinking achievement for students from affluent schools. The discussion amplifies the need for proper incorporation of ICT in schools with recommendations for more research on the nuanced relationship between schools' characteristics and computational thinking development.

Facilitating an inclusive pedagogy to close the gap that exists within the teaching of Indigenous Knowledge in Australia is a tall order for many teachers. This paper draws on responses to a national study and explores how music educators include Aboriginal and Torres Strait Islander music and culture into their practice. An online survey (December 2022-February 2023, N=109) informed the findings. Using thematic analysis, two themes (teaching challenges and opportunities, and bridging the gap) are discussed and key recommendations offered. Findings suggest that walking carefully towards bridging the gap is an opportunity for educational change in contemporary Australian classrooms.

The audiences of generalist television's newscasts reflect that the viewers' interests and loyalties are constantly changing. Research shows that several elements influence the success of programs and formats, but in this paper, we draw attention to the factors that determine the credibility of newscasts. We also want to know how pluralism is safeguarded in newscasts, as we consider that credibility and pluralism are two intertwined values that influence one another. As credibility is a subjective value, it is required to find new information criteria that is suitable and of the utmost rigor. The main aim is to delve into whether there is a consensus on the basic parameters for the definition, identification, and assessment of credibility of nationwide public service media in Spain. Moreover, we are also interested in whether audience figures can be used to determine the degree of trust of newscasts. The analysis brings forward the observations of researchers, scholars and media professionals that offer a vision on the different approaches that integrate the multiple aspects affecting news consumption and interpretation. We conclude that credibility is a concept composed of multidimensional components, resulting from a process where different filters condition fact perception. That is why a story can have different meanings, related to the different point of views of citizens.

This study aims to present the extent to which online education influenced the level of empathy displayed by university students. The research relies on a self-evaluated applied survey in two European countries: Portugal and Romania. The participants in this research are 1,085 students enrolled in Communication Studies programs. The purpose of this study is to unfold the connection between gender, exposure to digital technology, empathy level according to the Basic Empathy Scale applied to young adults, and online education self-perception that involves the use of webcams. Empathy can have positive effects on students' satisfaction and increase students' outcomes. The shift from a physical environment to a digital one brought significant challenges that most students and teachers were not ready for. The digital environment influences how empathy is expressed. The present research found evidence of a relationship between exposure to technology usage, emotional contagion, and gender. This suggests that understanding the emotions of others might be inhibited during digital education. Also, the most relevant factor of empathy variation in online education is gender. The findings of the present research may contribute to the design of activities or programs that could foster empathy expression during online education for young adults.

Any undergraduate student lacking the knowledge and skills for digital technology will find it challenging to succeed academically and thrive in the 21st-century higher education setting. This study employed a novel conceptual framework built from ecological theory to investigate the attributions of the knowledge and skill gap in digital literacy among Ghanaian undergraduate students. A phenomenological qualitative design with a purposive sampling technique was implemented to collect data from 16 undergraduates in a large public university in Ghana in a four-months period. The findings show several factors responsible for students' digital literacy knowledge and skills gap. Undergraduates have ascribed these reasons to various macro and micro factors. The students attributed their skills gap to personal, parental, institutional, and government factors, pointing to the need for concerted action from national and international policymakers and educators alike. This paper argues that university lecturers, administrators, the Ministry of Education, and policymakers in Ghana should collaboratively redesign comprehensive, persuasive, and integrated digital literacy approaches to benefit undergraduate students at all levels.

The involvement of technology in the education domain has transformed the traditional system in many countries. The need was realized when 300 million students in India itself were pushed to move from traditional to various digital education platforms during the pandemic. There has been an essential emphasis given to the promotion of digital based education for achieving the aim of Digital India and National Education Policy (NEP) 2020. Considering the vision, this research work is an attempt to articulate such factors affecting the attainment of digital education based on previous researches and opinions of domain experts in this area through Nominal Group Technique (NGT). ISM based hierarchical model along with MICMAC were used to analyze the interactions among identified factors. The ISM results have put technology awareness, course & subject choice, digital literacy, geographical location, interactivity, cyber security and training for handling ICT, as the most crucial factors driving the others. The MICMAC results indicate geographical location as the most driving factor and switching behaviour as the most dependent factor. The model will assist to understand how factors work in hierarchy with inter-relationships and thus provide support to policy planners and institutions in planning the effective implementation.

The influence of algorithms on society is increasing due to their growing presence in all areas of daily life. Although we are not always aware of it, they sometimes usurp the identity of other social actors. The main purpose of this article is to address the meta-research on the field of artificial intelligence and communication from a holistic perspective that allows us to analyze the state of academic research, as well as the possible effects on these areas and on the democratic system. To this end, we carried out a systematized review of recent literature using quantitative and qualitative approaches. The subject analyzed is changing and novel: it includes the impact and interaction of algorithms, bots, automated processes, and artificial intelligence mechanisms in journalism and communication, as well as their effects on democracy. The results show expanding scientific production, mostly in English, based on theoretical discussion or focused on the perception of communication professionals. The object of study is centered mostly on journalism and democracy, and to a lesser degree on ethics or education. Studies indicate great interest in the effects of the use of algorithms on journalism and democracy, but the answers are still uncertain and the challenges for the coming years are significant.

Background and Aim: Promoting the development of international education is an important international education trend in the world today. It has had or is having a far-reaching impact on the education of all countries in the world, whether it is formal education or non-formal education (Gu, M., 2020). The "Course Plan for Technicians in Museums and Exhibition Halls" is mentioned in the book "Classification of International Education Standards" prepared by the UNESCO Education Statistics Bureau (1998). It can be seen that as early as the initial stage of international education development, the international education undertakings responsible for education, cultural inheritance, and exchange have attracted long-term attention to the museum industry. The combination of international education and museum display education can develop the way of international education, improve the exchange channels of international education, use the intuition and authenticity of museum display education, and improve the communication channels and paths of Chinese culture, which is an important way to improve the soft power of modern countries. Materials and Methods: This study uses descriptive research methods and attribute classification methods to try to classify garden cultural relics. The descriptive research method is simple. It interprets existing phenomena, laws, and theories through its understanding and verification, raises questions in a targeted way, and reveals the drawbacks. The law of attribute classification takes the social and scientific and cultural attributes of cultural relics as the standard to classify cultural relics. That is, the classification method is based on the nature of cultural relics. Cultural relics are the relics of human social activities and have cultural attributes. Therefore, when using the attribute classification method, this study clarifies the use and deep meaning of cultural relics to accurately confirm their nature, and then carry out research. Results: The development of international education is the evolution trend of education for the world and the public. Make good use of the current museum public service facilities education platform to build good communication and communication channels, which is conducive to the development of international education. Conclusion: Based on the existing collection classification principles and characteristics, we will innovate the classification display method, make new attempts to improve the classification display education method, and build a collection classification system in line with the functional positioning, collection attributes, and development planning of the library. It is a useful attempt to combine international education with museum education and museum classification to improve the mode of museum education, implement the essence of the curriculum plan of international education development museums and exhibition halls into specific practical work, and enrich the content of museum education through new exhibition classification.