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As digital technologies and AI systems increasingly pervade banking services, understanding customers' digital capabilities and awareness of AI ethics principles is paramount. This paper delves into these critical aspects among banking clientele. Employing a survey research approach with a cross-sectional design, an online survey via Google Forms was distributed to 500 banking customers, of whom 466 responded. The survey evaluated respondents' digital competencies and AI ethics awareness through multiple-choice questions and Likert scale items. Utilizing IBM SPSS version 28 and Microsoft 365 analysis software, descriptive statistics and statistical analysis were conducted to discern trends and patterns. The key finding emphasizes the urgency for financial institutions to invest in digital technologies enhancing customer experiences and fostering ethical AI adoption. A significant policy implication underscores the need for policymakers and regulatory bodies to collaborate with the banking sector, developing clear guidelines for responsible AI practices, prioritizing customer privacy, data protection, and fairness in AI algorithms. This study also introduces the CORE AI framework, concentrating on responsible AI adoption, customer-centricity, and strategic optimization, promising positive outcomes for stakeholders. The original contribution of this research lies in its comprehensive exploration of the nexus between digital competencies and AI ethics awareness. [ABSTRACT FROM AUTHOR]

Tribology, as a science that studies friction in mechanisms and their wear, occupies an important place in the combination of education, science and industry. Therefore, the training of future physics teachers in the field of tribology is one of the urgent issues. The purpose of this study is to increase the effectiveness of teaching in the field of tribology and to evaluate the effectiveness of digital education in forming the professional competencies of students in this field. This research also used the methods of modeling in a digital environment, software and constructive design along with the methods of theoretical analysis. In addition, a pedagogical experiment was conducted in which 86 students participated. The learning outcomes were assessed using questionnaires. As a result of the research, an elective course “Physical Foundations of Tribology” was developed and digital resources for the discipline are included in the educational program. The results showed that the students in these programs have a high level of professional creativity and a positive attitude towards creative educational activities. They are also sufficiently prepared to use digital learning materials for this course (M = 3.89). The educational and methodological test showed how well e-learning resources have been developed to help students master the discipline of tribology at a professional level. This is evidenced by the fact that about 75% of students demonstrated a high level of professional knowledge and abilities. The results of the study are recommended to be used at all stages of training future teachers. [ABSTRACT FROM AUTHOR]

The study investigates the challenges associated with blended learning, specifically in medical education. Blended learning poses several obstacles related to technology proficiency, internet connectivity, access to digital resources, educational methodology, and social isolation. Blended learning integrates traditional classroom instruction with ICTsupported learning. The study employed vital informant interviews and other qualitative methods to collect primary data from people working in the field. The study found that a lack of access to digital tools and technical literacy presents difficulties for students, especially those pursuing medical education. Furthermore, their inability to participate in blended learning is caused by insufficient internet access. The study also emphasized the necessity for students to acquire technical literacy and the significance of technology as a critical skill for the future. According to the report, educational institutions should help students become more digitally literate and have better access to digital resources. It also underlined the importance of having access to the Internet and the necessity of inclusive and accessible educational opportunities. The study's conclusions shed light on the difficulties with integrated learning and suggest overcoming them, especially in medical education. The study aims to provide practical solutions that actively include research participants to improve medical education students' blended learning experiences. [ABSTRACT FROM AUTHOR]

The continuous advance of technologies and their implementation across all stages of education leads to the development and creation of a variety of digital resources that can be a useful part of contemporary education aiming to develop the digital competencies of the students – future pedagogues. As part of the lectures and workshops on “Kindergarden music theory and methodology”, “Musical education in preschool” and “Musical diagnostics in preschool and primary school grades” students (prospective teachers) who were enrolled in education program of University of Ruse were introduced to a variety of digital resources aiding their practical training. During this time, the students acquired additional knowledge on how to apply them in their future teaching practice. The current study shows a poll of students’ opinion on the usefulness of the test “Profile of Music Perception Skills”, the model “Geneva musical emotional scale”, interactive study materials on “General music training”, video lessons on “Musical theory and methodology” and interactive slide on other sources used in their education. A dedicated questionnaire has been used for data collection of this study. [ABSTRACT FROM AUTHOR]

In recent years, and especially during the Covid-19 pandemic, several university course units have moved from a traditional format, made of face-to-face lectures supplemented by notes and exercise sheets, to a blended learning format based mainly on asynchronous engagement with recorded lectures, videos, and notes, followed by supplementary synchronous sessions to consolidate and expand on the core material. While during Covid-19 the latter format presented clear advantages, as things slowly go back to normal course leaders are free to choose between the two formats, each of which has its own set of advantages and challenges. In this case study we explore the transition from a blended learning course back to a traditional faceto-face format, focusing on the use of an innovative 'anthology' approach to repurpose digital materials. Originally a blended learning course featuring a mix of videos, notes, and quizzes, the course underwent a transformation to adapt to a more conventional format without sacrificing the accumulated digital resources. Through this transition, an anthology of learning materials was created, which serves as supplementary support for student learning, providing a wealth of learning aids, ranging from mandatory activities to entirely optional exercises. Challenges encountered during this transition, specifically avoiding an increase in workload, and the maturity required from students, will be examined. We aim to provide a framework to highlight the potential of effectively reutilising blended learning resources within traditional teaching frameworks, while being mindful of workload issues, to enrich the students' learning experience. [ABSTRACT FROM AUTHOR]

This paper discusses the design for developing the Minangkabau language corpus, especially regarding the opportunities and challenges. The corpus development of Minangkabau is a crucial project to document, preserve, and revive the treasure trove of culture within the language. The availability of a Minangkabau language corpus can open opportunities for more intensive research on the Minangkabau language with a more modern and data-based approach. It can also encourage the development of Minangkabau corpus-based teaching materials. The corpus is manually assembled using various sources’ comprehensive data collection, annotation, and curation pipelines. These may be manuscripts, books, newspapers, or other written texts and spontaneous conversations, such as interviews or public speeches. Multimedia resources, such as television and radio broadcasts, audio-video recordings, and social media content, also add to the diversity of data gathered. The availability of accessible digital sources, such as online videos, online radio programs, and ebooks, can make data collection easier. However, several challenges may appear in developing the Minangkabau language corpus, such as limited technology accessibility, dialect variations, and the involvement of highly skilled human resources. This paper explains some opportunities for developing the Minangkabau language corpus and increasing the role of the corpus in revitalizing and documenting the Minangkabau language. Furthermore, the availability of the Minangkabau language corpus can also be a starting point for developing linguistic technology, such as voice recognition, text-to-speech, and natural language processing.

The article substantiates the importance of developing the digital competence of students studying in the field of «social work» using analytical methods. Thanks to the measures taken by the state to digitalize the social sphere, many types of social support are becoming available in a remote format. However, in the process of digital transformation, society is faced with such social problems as digital inequality – the inability to connect to the Internet, lack of digital skills or motivation for some part of the population to use all the opportunities provided by digitalization. Specialists in social work, due to the specifics of their activities, as well as in connection with the demands of society, face the need to solve these social problems. Therefore, as part of the digital transformation of social services sector, the functions of social workers are expanding. It is becoming important not only to have a personal ability to work with digital tools, but also to assist social work clients in using and mastering digital resources. Knowledge of educational and methodological function is necessary for a social work specialist to successfully teach digital competencies to a population in need of social support and who does not have skills to use digital technologies. Such a change in the functionality of a social worker leads to the need to change the content of the training system for social workers.

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study's most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students' language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts. [ABSTRACT FROM AUTHOR]

The increasingly digital and multicultural 21st-century society requires future teachers to be prepared for the changes and challenges they may encounter. Not only language and digital competences, but critical-thinking and problemsolving skills are needed. Moreover, well developed socio-affective abilities, empathy among them, are also key when dealing with others. This is even more relevant when teachers are to work with a non-mainstream population, such as adult migrants with low literacy levels, and to design student-centered curricula or activities. Empathy is a multifaceted process involving, among others, perception, intellection, affect and other sensory aspects of the lived experience. It has been argued that the first-person perspective-taking involved in empathic engagement must necessarily involve rational computation and cognitively mediated processing. Training future teachers in the Pedagogy of Multiliteracies is a means to integrate multimodal digital instruction and aggregate cognitive as well as socio-emotional features to the education of future language teachers. Method: A mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants. Results: Simple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their postintervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the 'Anxiety and Lack of Multicultural Selfefficacy' factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants' records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants' deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process. Conclusion: This study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers' ethnocultural empathy and cognitive abilities when appraising the educational needs of lowliteracy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees' cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers. [ABSTRACT FROM AUTHOR]

Currently, improving student learning in topics related to social studies represents a challenge for educators. However, it is evident in many cases that the necessary conditions for the effective development of skills, abilities, and creativity do not exist. Taking into account the above, the present research aims to develop a methodology that implements didactic strategies with the use of digital resources to improve the learning of social studies in children in the eighth year of Basic General Education. The research was carried out through a mixed-type development study, combining qualitative and quantitative approaches of a pre-experimental type. 32 eighth-grade students from the El Playón Educational Unit participated in the implementation. The study analyzed how the integration of technology in the classroom can improve the understanding and retention of key concepts in this subject. The results suggest that didactic strategies with digital resources increased student interest, allowed the exploration of content in an interactive way, and promoted meaningful learning. In conclusion, the methodology developed for the implementation of didactic strategies using digital resources to improve the learning of Social Studies in eighthgrade students of General Basic Education included five key stages:1)Diagnosis and training, where the technological needs of teachers were assessed, and the learning styles of the students were identified; 2)Selection, evaluation, and adaptation of digital resources, ensuring that the resources were tailored to the specific characteristics of the students;3)Selection of didactic strategies, designing activities based on learning styles and subject content;4)Implementation, ensuring access to technology in classrooms and overcoming access limitations; and 5)Evaluation and analysis of results, measuring the impact on learning and adjusting the methodology according to the results obtained. [ABSTRACT FROM AUTHOR]

Plane geometry is a branch of mathematics that is very useful for human life, since it plays an essential role in daily life activities. Since geometric contents are not only for science but are also useful for solving various problems, it is necessary for teachers to develop an active, creative and innovative learning system to help students learn plane geometry. This article examines the impact of digital resources for learning plane geometry, taking as a particular objective students in the eighth year of Basic General Education. For the purpose of the study, a didactic strategy was designed for learning plane geometry with the use of digital learning resources, which encourage the visualization and practical implementation of the contents. The survey results show a positive impact of the teaching model on student performance. In the post-test, the students in the experimental group obtained significantly better results than the students in the control group in the total number of points. The results demonstrated that the use of digital resources was more effective in improving student learning in plane geometry (mean post-test score = 9.05; with a mean gain = 1.41), than traditional problem-based learning (mean post-test score = 7.52; with mean gain = 0.05). Therefore, the authors advocate the use of digital technologies and resources in learning plane geometry. The proposed teaching strategy was rated as Very useful by the experts. [ABSTRACT FROM AUTHOR]

Mathematics, due to its importance, is present in any curriculum or educational training program; Therefore, it is essential to have a training process in schoolchildren in which they achieve a high basic knowledge of numbers in different mathematical operations. Therefore, this research aims to develop a didactic strategy, based on digital resources for the learning of multiplication. The research was descriptive-explanatory and was developed in three phases, during the 2023 school year. It was framed in a mixed approach in which different methods and techniques were used; multi-methodological complementarity was used in the rigorous interpretation of the results resulting from scientific inquiry. In it, an analysis of the main aspects related to the learning of multiplication was carried out, in which the necessary aspects were raised to propose the design and development of the didactic strategy based on digital resources. To determine the effectiveness of the proposal, experts were consulted and the main results achieved were assessed. In this sense, favorable results were shown, related to the use of digital resources in the teaching of multiplication. The use of the experts' criteria evidenced the objective nature of the proposal, in this sense, the comprehensiveness of the actions, the variety, the sufficiency and the replicability of the same were recognized. All of which evidences the validity of the proposal. [ABSTRACT FROM AUTHOR]

This case study addresses two main objectives: on the one hand, to analyse what roles the university students play when collaboratively writing a report online and, on the other hand, to explore what digital resources they use during their online collaborative writing process. The study was carried out with first-year students of the Human Biology degree. The data were collected by taking notes during a non-participant observation, by recording the writing process with the Camtasia application and by recording the history of Google Docs. The findings made it visible how the participants took over different roles during different phases of the text composition process. In addition, the students used the digital tools during the collaborative writing in order to a) search for information on varied websites, including non-specialized ones; b) paraphrase the information from the sources consulted, and c) write comments in Google Docs to interact with peers and, thus, manage the interaction. These results imply that the assessment of learning must include reflection on both procedures and attitudes that students are expected to learn and apply. [ABSTRACT FROM AUTHOR]

As part of Basic General Education, sixth-grade students must develop the skill of division. However, in the Ecuador Educational Unit, deficiencies have been identified in the level achieved by students in this skill. This research aims to develop a teaching strategy based on digital resources for learning division in sixth-year students. The proposed strategy was developed in three fundamental stages: diagnosis, implementation, and evaluation of the results. The intervention was carried out at the Ecuador Educational Unit. The sample used consisted of 29 students of said educational level and the collaboration of 6 teachers. Qualitative and quantitative methods were used to evaluate the impact of the proposed teaching strategy. After implementing the strategy, the main results revealed significant improvements in the development of division skills. The present research demonstrates the correlation between the proposed strategy and the development of the division ability of sixth-year students in the Ecuador Educational Unit, which represents a significant contribution to the educational field. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The presentation discussed the current and potential issues we faced with electronic resources, especially Chinese e-resources like ebooks from Apabi, which filed bankruptcy (and we've bought a lot of books there!), and databases from CNKI, which are suspended until further notice due to government audits. Brings up a lot of questions on how to handle these situations from perpetual access rights in licensing terms to safeguard plans for preservation and activating perpetual access.

With the expansion of the digital publishing industry, copyright infringement of digital resources has become increasingly rampant. Blockchain technology offers a promising solution for copyright protection of digital resources. However, existing copyright protection methods based on single-chain or consortium blockchains have disadvantages such as low system processing efficiency, poor scalability, and a lack of alignment with real-world business needs. To address the current challenges of blockchain technology in the field of copyright protection and establish a more effective solution for protecting digital resource copyrights, while also expanding the application of blockchain cross-chain technology and promoting its development, leveraging blockchain cross-chain theory, technology, and methods, a digital resource copyright protection scheme based on blockchain cross-chain technology was constructed. It outlines detailed processes for copyright registration, resource transactions, copyright modifications, and copyright enforcement. Furthermore, this copyright protection scheme was analyzed. The findings indicated that the blockchain cross-chain technology is suitable for digital resource copyright protection. The proposed copyright protection scheme can allow various stakeholders to better fulfill their roles, in addition to enhancing the overall maintainability and scalability of the blockchain system.

This paper explores the structure and design of digital strategic initiatives (DSI): identifiable competitive moves that depend on digital resources to create and appropriate economic value. We use the term digital deliberately, in line with the recent push for discerning the so-called IT “x” and Digital “x” phenomena. The paper contributes to basic science by precisely defining the digital strategic initiative concept and its essential elements: digital resources. It clarifies the difference between digital resources and established constructs such as IT resources and IT-enabled resources. We posit that the defining characteristics of digital resources are their modular design, encapsulation of value, and programmatic interface. This work also shows how the design and development of digital strategic initiatives thrive in an infrastructural, combinatorial, and servitized environment. Using illustrative cases, we demonstrate applications of the concepts by introducing two value creation pathways for DSI: (1) orchestration of digital resources and (2) creation of novel digital resources. The paper concludes by presenting open research questions and offering extensions for future inquiry. [ABSTRACT FROM AUTHOR]

Introducción/Objetivo: Las 4Fs del marketing digital —flujo, funcionalidad, feedback y fidelización— hacen la comunicación atractiva y efectiva en los recursos digitales. El objetivo de este trabajo es evaluar las 4Fs del marketing digital en una empresa hotelera del sector ecoturístico en México, validando un modelo de medición y analizando el posicionamiento de la marca y la relación vinculante entre estas variables. Metodología: Se llevó a cabo un estudio cuantitativo, no experimental, transversal, descriptivo y correlacional. Los participantes fueron 280 seguidores de la página de Facebook de la empresa. Se utilizó un cuestionario con 21 ítems, empleando análisis factorial confirmatorio con el método de máxima verosimilitud para determinar la validez de constructo y el coeficiente alfa de Cronbach para la fiabilidad. Resultados: El análisis de correlación de Pearson mostró una relación significativa alta entre las 4Fs del marketing digital y el posicionamiento de marca: flujo (0.808), funcionalidad (0.829), feedback (0.885) y fidelización (0.864). Todas las correlaciones son significativas al nivel 0.01 (bilateral). Conclusiones: Se corroboró que los esfuerzos de la empresa en sus sitios web para lograr que los clientes experimenten una interacción agradable y una búsqueda de información efectiva influyen significativamente en la creación de recuerdos y asociaciones con la marca. ABSTRACT - Introduction/Objective: The 4Fs of digital marketing — flow, functionality, feedback, and loyalty — enhance effective and appealing communication across digital platforms. This study aims to evaluate the application of the 4Fs model in a Mexico-based ecotourism hotel, validating its measurement framework and analyzing the relationship between these variables and brand positioning. Methodology: A quantitative, non-experimental, cross-sectional, descriptive, and correlational approach was employed. The study surveyed 280 followers of the company’s Facebook page, using a 21-item questionnaire. Confirmatory factor analysis with maximum likelihood estimation assessed construct validity, while Cronbach’s alpha coefficient measured reliability. Results: Pearson correlation analysis revealed a strong, significant relationship between the 4Fs of digital marketing and brand positioning: flow (0.808), functionality (0.829), feedback (0.885), and loyalty (0.864). All correlations were statistically significant at the 0.01 level (two-tailed). Conclusions: The study affirmed that the company’s efforts on its websites to foster pleasant user interaction and effective information retrieval significantly contribute to creating memorable brand associations.

This research examined the most effective innovations in the teaching-learning process of the English language in Basic General Education. Through a thorough literature review and a survey of English teachers in primary and secondary schools, innovative methodologies and technological resources with high potential for improving the acquisition of linguistic competencies at these educational levels were identified. The findings revealed that approaches such as task-based learning, situated learning, and gamification are among the most promising methodological strategies, as they promote meaningful, playful, and contextualized learning of English. Additionally, the integration of attractive and interactive digital technologies, such as augmented reality, educational video games, and multimedia resources, proved to be highly effective in fostering motivation, engagement, and knowledge retention among students. However, the results also highlighted key challenges to address, such as the need for specialized teacher training in these innovations, access to adequate technological resources, and the adaptation of content to different levels of linguistic ability. Notably, the teacher survey revealed a broadly positive perception of the effectiveness of these innovative strategies, showing a majority willingness to implement them in their classrooms. In conclusion, the study emphasizes the importance of adopting innovative approaches tailored to the characteristics, interests, and needs of Basic General Education students, in order to optimize English language learning at these levels. The incorporation of active methodologies and attractive, interactive digital technologies, supported by appropriate training and resources, can make a significant difference in the effective acquisition of English language competencies from an early age. [ABSTRACT FROM AUTHOR]

Given the growing limelight on digital revolution and sustainability in the maritime industry, this paper aims to investigate the overlaps and interconnectedness of these two significant topics. Anchored on resource-based view and organisational ambidexterity theories, this study investigates the influence of key technical and social digital resources on exploratory and exploitative innovation capabilities and sustainable performance of maritime companies. This study also analyses the direct effects of innovation constructs and the indirect effects of digital resources on sustainable performance. Survey data were collected from 164 maritime professionals from various functions and sectors in the maritime industry. The structural equation modelling analysis revealed that all identified digital resources have a significant, positive correlation with innovation constructs, as well as a positive indirect effect on sustainable performance. Furthermore, as compared to exploitative innovation, exploratory innovation generates a greater positive effect on sustainable performance. This study enriches theoretical research by enhancing the understanding of resource-based view and organisational ambidexterity. It also explores the tensions between exploratory and exploitative innovation, as well as the definition of sustainable performance. It offers managerial implications by recommending how the management can utilise technical and social digital resources and innovation to improve sustainable performance via better long-term planning and corporate decisions. In addition, this study also enables firms to prioritise their allocation of resources where finances or manpower are scarce. • Impact of digital resources on exploratory and exploitative innovation are analysed. • Resource-based view and organisational ambidexterity theories are applied. • Redefines sustainable performance via ESG and triple bottom line frameworks. • Digital culture and digital leadership impact exploratory and exploitative the most. • Exploratory innovation exerts a greater positive effect on sustainable performance. [ABSTRACT FROM AUTHOR]

The article highlights digital educational environments, describes strategies and tools for training competent specialists. Ways of using digital technologies in education and their didactic possibilities are revealed, key characteristics are listed. The purpose and tasks of the digital educational environment of educational institutions of modern society are specified. The process of building a digital educational environment of an educational institution is shown. The most important software of the information system of professional training, which should be in the information and digital educational environment of the educational institution, is highlighted. The necessary conditions and organizational principles of creating an effective digital educational environment of an educational institution are substantiated. The main goals and recommended tasks regarding the formation of a digital educational environment in an educational institution are proposed. An experimental study was conducted to find out the level of digital competence of future specialists and the role of the digital educational environment in the educational institution. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the usage of testimonies in the Visual History Archive of the University of Southern California's Shoah Foundation to create learner-centred activities on the history of the Holocaust targeted at Portuguese students. We describe the project 'Remembering the Past, Learning for the Future: Research-Based Digital Learning from Testimonies of Survivors and Rescuers of the Holocaust', housed at the University of Lisbon Centre for English Studies (ULICES). Via the international partnership (USC Shoah Foundation, Zachor Foundation, and the University of Eötvös Loránd), the ULICES team developed materials using testimony from witnesses and survivors of the Holocaust through digital tools with an innovative pedagogical methodology. We introduce the constructivist theory of learning, stressing the powerful impact of survival testimonies on raising student awareness and developing a wide range of skills. We also describe the methodological process that underlay this project, namely the creation of the six learning activities for the IWitness educational platform and the IWalk visits, focusing on the translation tasks of the written materials and the audiovisual translation of the videos. We also report on how students received the activities by retrieving information from teachers' and students' reports, and an onsite experience with two groups of students. [ABSTRACT FROM AUTHOR]

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study’s most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students’ language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts.

The increasingly digital and multicultural 21st-century society requires future teachers to be prepared for the changes and challenges they may encounter. Not only language and digital competences, but critical-thinking and problem-solving skills are needed. Moreover, well developed socio-affective abilities, empathy among them, are also key when dealing with others. This is even more relevant when teachers are to work with a non-mainstream population, such as adult migrants with low literacy levels, and to design student-centered curricula or activities. Empathy is a multifaceted process involving, among others, perception, intellection, affect and other sensory aspects of the lived experience. It has been argued that the first-person perspective-taking involved in empathic engagement must necessarily involve rational computation and cognitively mediated processing. Training future teachers in the Pedagogy of Multiliteracies is a means to integrate multimodal digital instruction and aggregate cognitive as well as socio-emotional features to the education of future language teachers.MethodA mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants.ResultsSimple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the ‘Anxiety and Lack of Multicultural Self-efficacy’ factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants’ records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants’ deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process.ConclusionThis study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers’ ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees’ cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

Abstract Background The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students’ learning, there is a need to better understand students’ experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy. Methods A mixed -methods approach combining qualitative and quantitative data was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of itemized questions, free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference. Results One hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 h/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations, when they encountered difficulties and after going through a section. Students reported that they would use digital resources to a greater extent if they were offered an introduction, if resources were more accessible, and if they could interact with a tutor. The free-text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources. Conclusions Digital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback.