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Die Verbindungslinien zwischen Digital Humanities (DH) und Literaturdidaktik sind in Anbetracht des geringen Umfangs bisheriger Ansätze nicht unmittelbar evident. Deswegen thematisiert der erste Teil des vorliegenden Beitrags Berührungspunkte für eine weiterführende literatur- und mediendidaktische Auseinandersetzung. Der zweite Teil skizziert ergänzend Parallelen in der Entwicklung von wissenschaftlicher Methodik im Spiegel der Mediengeschichte und fragt, wie man die eigene Forschungsgeschichte erzählt, wozu der Begriff der ‚Schwellisierung‘ vorgeschlagen wird. Auf diesen Grundlagen wird eine Arbeitsdefinition für literaturdidaktische DH erstellt. Der dritte Teil führt schließlich konkrete Beispiele für DH in der Literaturdidaktik mit einem Schwerpunkt auf der rechnergestützten, quantitativen Analyse von Curricula aus (Distant bzw. Scalable Reading). Abstract (english): Moretti goes Didactics. Quantitative Empirical Research, Thresholdisation and Digital Humanities in Literature Didactics (Focus On Distant / Scalable Reading) Connections between digital humanities (DH) and literature didactics appear to be rather scarce so far, at least with regard to the number of existing attempts. Hence, the first part of the paper at hand addresses potential overlaps for an advanced approach in literature and media didactics. The second part outlines further parallels considering the development of scientific methods as reflected in media history and asking how to tell one’s own history of research. In this context, the article proposes to frame such links as processes of ‘thresholdisation’ and outlines a working definition of DH in literature didactics. The third and last part discusses examples of DH against this background focusing on quantitative analyses of curricula (distant and scalable reading respectively).

The paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between two universities in the Global South: one in Brazil and another one in Turkey. The theoretical framework informing the research is that of VE as a strategy to internationalize higher education and English teacher education. The methodology employed is qualitative, using content analysis to analyze data collected through reflection reports, interviews, journals, and observations produced by the project informants: preservice English teachers, researchers, teacher trainers and international relations office (IRO) staff in the two institutions involved in the GAZUFES project. Results of the analysis suggest that the GAZUFES project made a significant contribution to English Language Teaching (ELT) education and IaH in the contexts researched, not least by raising the awareness at the IRO offices and the two institutions about the potential of VE for IaH approaches. The implementation of the GAZUFES project was a teacher-led innovation in the two institutions involved and more work is required to institutionalize VE projects beyond individual teachers’ efforts. Results are discussed in terms of the challenges and benefits of VE for ELT education in general and IaH in particular through the inclusion of voices and perspectives of different agents in the two institutions (student teachers, researchers, teacher trainers and IRO staff) involved in the GAZUFES project.

In task-based mathematics classes, where several solution approaches may be valid, diagnosing students’ solution processes and adaptively supporting them is a significant challenge for teachers. The question arises as to how mathematics teachers can successfully support students in solving these mathematical tasks and which aspects constitute adaptive teaching interventions. However, few studies have analyzed adaptive teaching interventions in the context of mathematics didactics. This paper first presents a detailed model of adaptive teaching interventions. Based on this model, the interventions of four secondary school mathematics teachers were analyzed using two methodological approaches. The applicability of the model was analyzed, and factors that hinder the adaptivity of teachers’ interventions were identified. The results show that 41–63 % of all identified teaching interventions were adaptive. Up to 55 % of the teachers’ interventions took place even though the students were not facing barriers within their learning processes. The sampled teachers faced major difficulties in diagnosing and in addressing the barriers in students’ solution processes. Furthermore, up to 65 % of all teaching interventions analyzed did not enable students to overcome barriers in their solution processes.

Research shows that children aged 3 to 6 years do not fully grasp the concept of geometric shapes. This paper aims to examine children’s intuitive knowledge of triangles and squares. We analysed the effects of distractors on identification and the neglected properties of (non)examples. The purpose of the study was to establish the developmental path in the identification of shapes. It was operationalized by determining types of interfering distractors in shape recognition and properties neglected. The data obtained from individual interviews were processed by the method of statistical and descriptive qualitative analysis. A classification was made of distractors and properties of non-examples affecting identification.

The paper deals with the field of participatory action of individuals placed in professional centres, which represents a special conceptual challenge in both the theory and practice of such engagement. We present the results of a quantitative study involving 231 children/adolescents from all professional centres (more specifically, residential treatment institutions and housing groups) in Slovenia, which provide education for children/adolescents with emotional and behavioural difficulties and/or disorders. The results show that the participatory involvement of children/adolescents in such institution – especially in support processes that have a significant impact on their personal and school/professional biographies – is not encouraging and that, to a greater extent than in traditional forms of residential treatment institutions, it is in the domain of individuals placed in housing groups.

Digital skills are necessary for first-year students at Austrian universities. This paper unveils results from two surveys among first-year students at Graz University of Technology (TU Graz): Pre-Covid-19 data (n=921) is derived from a larger study on digital literacy among first-year students in Styria (Janschitz et al., 2021, N=4,676). The same questions were posed in the 2021 ‘Welcome Days’ survey after the Covid-19 distance learning phases (n=1,207). Surprisingly, the only significant change is a noticeable increase of skills concerning the digital signature. This article additionally presents the development of a lecture on digital skills that was implemented at TU Graz as a massive open online course (MOOC).

Since the Artificial intelligence (AI) revolution catalyzed by ChatGPT, the discourse of students’ digital competence has become prevalent in German higher education institutions (HEIs). While educators recognize the potential for using AI in higher education, concerns persist about students needing more necessary skills. This paper presents findings from a comprehensive lecturer survey that provides insights into educators’ perspectives on the opportunities and challenges associated with AI integration in HEIs. Furthermore, it addresses the conditions required for successful AI implementation in German HEIs to promote, rather than hinder, students’ digital competence and future skills.

Augmented reality (AR) and machine learning (ML) are rapidly growing technologies with immense potential for transforming education. Web-based augmented reality (WebAR) provides a promising approach to delivering immersive learning experiences on mobile devices. Integrating machine learning models into WebAR applications can enable advanced interactive effects by responding to user actions, thus enhancing the educational content. However, there is a lack of effective methodologies to teach students WebAR development with integrated machine learning. This paper proposes a methodology with three main steps: (1) Integrating standard TensorFlow.js models like handpose into WebAR scenes for gestures and interactions; (2) Developing custom image classification models with Teachable Machine and exporting to TensorFlow.js; (3) Modifying WebAR applications to load and use exported custom models, displaying model outputs as augmented reality content. The proposed methodology is designed to incrementally introduce machine learning integration, build an understanding of model training and usage, and spark ideas for using machine learning to augment educational content. The methodology provides a starting point for further research into pedagogical frameworks, assessments, and empirical studies on teaching WebAR development with embedded intelligence.

Education is a basic human category and need. Man is born without any knowledge and experience, and in the process of upbringing and education, he needs to realize himself as an autonomous being. Therefore, it is the task of participants and creators of educational policies to provide methods to achieve this goal. Also, it is necessary to provide a competent teacher who will be able to ensure the fulfillment of educational intentions. Education is dealt with by philosophy and pedagogy. Pedagogy deals with specific issues related to education, and philosophy, within the framework of the philosophy of education, deals with phenomena related to education and educational practice, approaching holistically. In this paper, we will present certain educational attitudes from antiquity, the pragmatist theory of J. Dewey, and indicate which competencies a teacher should possess in modern teaching.

Purpose: This paper provides an overview of studies that integrate adult learners’ perceptions on e-Learning courses related to healthcare, by identifying and describing characteristics and key factors of these courses and by delineating factors that should be considered when designing e-Learning courses for healthcare practitioners. Methods: A scoping review was conducted of studies evaluating university level e-Learning courses in healthcare disciplines (2010–2020), following the PRISMA-ScR method for data identification, screening, selection and extraction. The data was prepared according to the study, participants, and course characteristics as well as the evaluation of learners’ success, engagement and perceptions. Findings: Of the 246 identified studies, 12 met the inclusion criteria for this study. The evaluation of the e-Learning courses in the sample was generally positive for both online and hybrid models for all outcome variables. Three factors influencing the structure, process and outcome quality of e-learning courses stood out: the functionality of the learning management system (LMS) (i.e., structure quality); the importance of real-time interaction and feedback (i.e., process and outcome quality); and the influence of initial expectations on process and outcome quality. Originality: A substantial body of research has addressed issues related to outcomes and course design across e-Learning courses. Yet, there is no consensus on what can be defined as a successful, high-quality e-Learning course from an adult learner’s perspective. This research highlights factors to consider when designing e-Learning courses for healthcare practitioners that integrates the adult learner’s perspective.

RESEARCH OBJECTIVE: Governments across the world were forced to impose social distancing and lockdown measures to prevent the spread of COVID-19, caused by coronavirus SARS-CoV-2 that emerged in December 2019. Following the declaration of COVID-19 as a pandemic, the disruptions, including restrictive measures such as school closures had severe impacts on the physical, emotional and mental health of all people, especially children with special needs. There was also scant data, particularly in low-to-middle-income countries. Existing literature stems mostly from western countries, thus the need to perform a comprehensive review on this topic. THE RESEARCH PROBLEM AND METHODS: The primary objective of the systematic review is to understand the impact of COVID-19 and restrictive measures such as school closures on the educational outcomes and physical and mental health of school-going children with special needs. THE PROCESS OF ARGUMENTATION: This systematic review used the PRISMA 2020 checklist where four databases and grey literature were searched for full text articles, peer reviewed publications in the English language that were published during January 2019–December 2021. RESEARCH RESULTS: The literature search identified 1294 publications, of which 25 key papers were selected. These studies investigate the impact on children with special needs across the globe, with a majority of papers from Europe. We found that COVID-19 and the digitalization of schooling had severe impacts on the physical and mental health of children with special needs and their parents/caregivers. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: These studies highlight the need for an inclusive school environment to ensure that the learning outcomes for children everywhere are achieved. Further, a hybrid model that includes classroom learning with novel inventive methods would be beneficial for children with special needs.

RESEARCH OBJECTIVE: The research investigates how young boys progress in life after the loss of their fathers. It explores the adjustments they make, the coping mechanisms they develop to navigate life, and the male roles they assume in the family. Additionally, it examines how family can aid and support their coping and adjustment process. THE RESEARCH PROBLEM AND METHODS: This study utilises a case study methodology focused on gaining an understanding of the lives of two adolescent boys who experienced the death of their fathers in the early formative years of their lives. THE PROCESS OF ARGUMENTATION: The paper focuses on five themes- family dynamics, life transitions with and without their fathers, post-loss reassignment of family roles, present circumstances, and future goals. RESEARCH RESULTS: A qualitative analysis of the data revealed that participants’ belief systems, family support, and striving toward future goals helped them to be resilient in this event. CONCLUSIONS RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: While most research typically emphasises the negative impacts of death on people, this study demonstrates how individuals’ can be resilient, dependent on both person-related factors and environmental factors. To help adolescents who are grieving become resilient, the paper offers intervention and coping strategies through counselling, the availability of support networks, and combined efforts by the state and educational institutions.

RESEARCH OBJECTIVE: The purpose of this article is to show, based on UNICEF and UNHCR documents, the problems of migrant children that hinder/impede their inclusion in the education of the host community and to identify ways to deal with these problems. THE RESEARCH PROBLEM AND METHODS: Using document analysis, I will answer the following questions: What threats are children on the move exposed to? What are the priority areas for action? How can they be protected and integrated into the new education system? THE PROCESS OF ARGUMENTATION: The paper presents the causes and risks associated with migration for children, important concepts for educational practice, recommendations and proposed solutions RESEARCH RESULTS: The documents show the risks faced by children on the move. Such children are often marginalized and stigmatized in host communities. Ensuring their well-being (meeting their psychological needs and respecting their rights) is a priority and a necessary condition for them to be able to start education. The discussion shows the importance of education in dealing with difficult conditions or in counteracting negative phenomena (discrimination, xenophobia). Education is treated as capital that is supposed to give these children a chance for a better future. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The following conclusions can be drawn for practice from UNICEF and UNHCR documents: children on the move should have the same rights and opportunities for education as their peers in host com- munities; they need friendly and safe places to live, play and learn; children have resources and experiences that should be considered when organizing educational environments.

This paper illustrates the important contribution of Italian university musicology to the training of future music educators, emphasizing the formative role of the history of music (or musics) not only for future musicians or musicologists, but for the training of all students. It also highlights some problematic aspects of the current regulatory framework for the teaching of music history.

The article studies the translation of the Ancient Greek literature into Ukrainian as an important and historically conditioned process that influenced the translation tradition in Ukraine. The authors trace the history of translation dating from the period of Kyivan Rus to modern times by applying linguistic, chronological and thematic approaches. As a result of the conducted study the authors define main directions and trends of assimilation of the classical Ancient Greek literature by the Ukrainian context through translation in its cultural and historical dimension, as well as characterize the translations of the Ukrainian scientists and outline their contribution into the classical literature corpus formation. It has been revealed that in different historical periods, translated literature performed definite functions (it was used in religious worship, as the material for original literature creation, in intellectual discussions). Since the 19th century, there existed a tendency when translators (M. Zerov, I. Franko, Lesya Ukrainka, V. Svidzinskyi, P. Nishchynskyi, M. Rylskyi, G. Kochur, Borys Ten, M. Lukash, M. Moskalenko, A. Sodomora, etc.), guided by their own preferences, cultural trends, national needs, political attitudes, consciously chose original texts for translation, carried out scientific investigations and added commentaries to their publications, thereby creating a scientific discussion in the Ukrainian society. It was also found out that translations of Homer's works into Ukrainian led to the emergence of a certain translational tradition (the same phenomenon is observed in Western Europe), when Ukrainian translators developed a methodology that allowed them not only to convey the ideological and content component of the original poems, but also to reproduce the rhyming of ancient poetry. The paper concludes that modern translators from the Ancient Greek language continue to popularize ancient literature and the legacy of the holy fathers, thereby supporting the continuity of the Ukrainian school of translation.

Different linguistic classifications of Spanish and Slovak make the differences between these two languages. The genetic criterion classifies languages, clustering them into language families, the largest among which is the Indoeuropean one. The typological criterion divides languages according to their grammatical structures. Meanwhile, Slovak is genetically a Slavonic language, and Spanish is a Romance language. Therefore, they both belong to different language families. Also, according to the typological criterion, Slovak is a synthetic language, and Spanish is an analytic language. Based on a theoretical study of the standard features and differences between the Slovak and Spanish verb systems, we formulated the hypotheses about language interferences, which are accepted or rejected at the end of the research. The current research aims to examine the errors in the use of past tenses by Slovak university students who study Spanish as a foreign language, and then analyze where these errors are due to interference with their native language. The present paper observes what errors students make in using past tenses in Spanish. The research question is: What interferences do Slovak learners of the Spanish language experience in the use of past tenses? We applied scientific methods (an observation, a textual analysis, a synthesis) to conduct the study. The first method was an observation. Applying this method made it possible to gather data by watching the process of doing grammatical exercises in Spanish during classes held from September 2020 to May 2022 for the first- and second-year students at the Faculty of Applied Languages of the University of Economics in Bratislava. These students knew English and were generally better at it than Spanish. We also conducted a textual analysis that primarily looked at the learners’ short-text writing skills. We used a form with 30 phrases the respondents needed to complete using past tenses. Then, we assessed the written and spoken communication skills of students. The analysis results show that, on the one hand, most respondents needed help distinguishing between the past continuous and simple past tenses, resulting in misuse. On the other hand, we found some slight errors in phrases in which the present perfect tense was supposed to be used.

The paper calls into question the development of the digital competence of future philologists, taking into account the Turkish and Ukrainian experiences. The study of digital competence development is attracting increasing interest due to a growing need for experts capable of processing the enormous streams of continuously transmitted information and experts willing to improve their digital skills for professional growth. The purpose of the study is to broaden the current knowledge about the ways of developing digital competence. In this respect, the paper investigates two systems of future philologists' training in Ukraine and Turkey in the Digital Tools for Translation course. The authors analyze the experience of the Turkish and Ukrainian higher education institutions regarding the use of appropriate ICT tools using theoretical and empirical methods. Fifty-two future philologists from Turkey and Ukraine took part in the research. The study presents the results from observing the training and interviews with Ukrainian and Turkish students. The Shapiro-Wilcoxon method (non-parametric criterion) was used to verify the results. An analysis has highlighted the positive experience of Turkish universities, which can be implemented in future philologists training in Ukrainian universities. The findings of this study support the idea that the insufficient level of digital competence development lengthens and complicates the period of adaptation of graduates to modern working conditions. The authors found that the integration of Ukrainian higher education into the European higher education area occurs in times of globalization and the digitalization of society, which radically changes the nature of many activities. This research has clearly shown that digital competence development is more effective with the implementation of a holistic approach when students enhance digital competence while acquiring all other competencies. Our research suggests that the digitalization of education reduces the gap between graduates' digital competence level and modern society's expectations.

The study of course leadership in higher education focusses on an understudied area of research, with a limited number of publications discussing the role of the course leader in higher education, and a distinct lack of research on how course leaders in higher education undertake their professional practice. This lack of a pre-existing theory points the researcher towards grounded theory to investigate and generate a new theory on course leaders’ experiences. Since leadership, and therefore course leadership, is an inherent complex social process, selection of grounded theory as a research methodology to explain how course leaders in higher education practice seems a logical choice. Grounded theory has been successfully used to investigate phenomena in education and in leadership practice in other disciplines. We therefore argue that grounded theory is an appropriate selection for research in education and higher education settings for areas of research where no theory currently exists. Moreover, grounded theories focussing on professional practice have been published in various contexts demonstrating that it is an appropriate method for investigating course leaders’ professional practice. Finally, this paper outlines some perceived weaknesses of using a grounded theory approach for researching course leadership, and offers means to navigate these.

En aquest article analitzem la política lingüística en dos països que compten amb diverses llengües oficials, Suïssa i Sud-àfrica, i en els quals el paper de la llengua anglesa ha evolucionat respecte a les llengües "nacionals" locals des de la dècada de 1990. Ens centrem en la política lingüística com a manifestació de les lluites socials i, fent especial èmfasi en l’anglès, estudiem els documents polítics actuals en aquests dos contextos tan diferents. L’ús de la “neutralitat” com a lent analítica ens permet demostrar que la política lingüística va més enllà dels plans d’estudi i de la inclusió o exclusió de les llengües i, al seu lloc, neutralitza les idees socials que estan en consonància amb la concepció d’un futur “d’èxit” en una conjuntura sociohistòrica determinada. Per acabar, reflexionem sobre la neutralitat com a component de les ideologies lingüístiques, en virtut de les quals s’autoritzen llengües específiques per a objectius polítics contingents i canviants, cosa que té conseqüències com ara la inclusió en la política educativa o l’exclusió de la política educativa de determinades llengües i la distribució desigual del coneixement, els recursos i l’autoritat.