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Education is an indicator of global transformations taking place in the world and a source of social progress. The relevance of the research is due to the emerging scientific contradiction, which requires resolution, between the active process of digitalization of all spheres of human life and the potential capabilities of the educational institution to effectively implement digital services in the educational process. The problem of the research is to find an answer to the question: what are the main vectors of digitalization of education in modern conditions as a cultural value? The goal of the research is to reveal key directions of digitalization of education as basic guidelines for its quality in modern conditions. The research methods used are analysis, deduction, generalization, survey.The Research results: the dominant directions of the digitalization process of modern education have been revealed and the key trends in the digital transformation of education have been identified; the range of ICT within the framework of academic disciplines in universities in physical education and sports has been argued; factors that impede the spread of digital educational technologies have been systematized.Key conclusions: the dominant directions of the process of digitalization of education are introduction of digital programs for monitoring student progress, transfer of information, development of online learning, systems for universal student identification, design of digital models of educational institutions. ICT used in physical education and sports classes are an interactive whiteboard, a multimedia projector, electronic textbooks, preparation and demonstration of videos of the training process, etc. Factors hindering the spread of digital educational technologies are the demand for the development of special teaching materials for methodological support of the use of digital resources in the educational process; teachers’ conservatism towards digital innovations, etc.

Copyright of Anatolian Journal of Educational Leadership & Instruction / Anadolu Eğitim Liderliği ve Öğretim Dergisi is the property of Anatolian Journal of Educational Leadership & Instruction 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 Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) 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.)

In the rapidly and dynamically developing information society, the needs, desires, attitudes, and expectations of users are changing. This offers a continuous improvement of the services offered in the telecommunications market. The level of user satisfaction with telecommunication services is key to factoring all users into this process. The present development aims to investigate the level of satisfaction of different groups of users with the telecommunications services provided on the market. It depends on some factors. Tracking trends in this area is important for practice. It will contribute both to increasing the efficiency, the quality of offering and consumption of services, and to increasing the trust of users. This gives rise to the need to describe and demonstrate good practices in this area. [ABSTRACT FROM AUTHOR]

One of the priority tasks facing us is the development of a knowledge society, a knowledge economy and its component, a creative economy, in Azerbaijan. The development of museums in the republic, the widespread use of modern technologies in the work of domestic museums, the implementation by museums of projects aimed at educating the population, providing cultural leisure and, at the same time, attracting additional financial resources - all these tasks are of particular relevance. Along with the collection, storage, study and demonstration of museum objects, one of the areas of activity of museums is educational activities. In a period of constantly growing information flow, society needs comprehensive and accessible information. Museums are indispensable sources of such information. At this stage, it is necessary to conduct monitoring in order to find out the current state of affairs in this area, and to develop a unified concept for determining the prospects for the development of museums. [ABSTRACT FROM AUTHOR]

This study aims to elucidate the state of research on mobility within socio-educational and technical systems through a comprehensive analysis of primary sources. The methodology employed includes the examination of primary sources, followed by their generalization and systematization, culminating in the synthesis of models. The findings are threefold: Firstly, we trace the evolution of the concept of mobility through scientific literature spanning the 19th to 21st centuries. Secondly, we offer interpretations of various types of mobility within socio-pedagogical and technical discourses. Lastly, we propose an integrative model of mobility tailored for the information society. Our research contributes to the field by providing a theoretical grounding for the interrelation of different types of mobility within socio-pedagogical and technical systems. The practical significance of this study lies in its introduction of new sources on the topic of mobility into scientific discourse.

Copyright of Palermo Business Review is the property of Universidad de Palermo 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 paper discusses operationalization of open educational practices (OEP) using innovative, Internet-influenced pedagogies to expose dangers of post-truth narratives. The first part reviews interpretations of OEP (associated with open-access and tools, collaboration, problem-centered learning, and democratic pedagogy) and explores possibilities for creating educational initiatives where students learn to create problem-solving communities mirroring an informationally healthy society. The second part suggests our society has reached a post-truth crossroads. Post-truth was initially discussed in the 1990s—a reification of critical theorists' pessimism of social structures, controlling narratives and ways members react to critical events, whether through obedience to institutional authority or support for destructive adventurism, creating situations producing cybernetic double binds. The third part contextualizes OEP as ecologically grounded pedagogies through an open source educational processes framework focusing on productive many-to-many online communication and community formation, offering practical examples of open source educational processes curricula implemented in a higher education setting. [ABSTRACT FROM AUTHOR]

The purpose of the article is to analyze educational trends and technical aspects of information society development; to investigate the modern education digitization through the prism of global transformations of human society and its opportunities. In the article next theoretical research methods were used: analysis, synthesis, deduction, and induction. The results reveal the modern mutual influences between education and the "knowledge society", the role, place and significance of information competence for modern educational processes. In the conclusions one emphasizes that important aspects of education development will be the acquisition of additional digital competencies, essential measures of which are value-motivational, cognitive, technological, communicative, reflective components. [ABSTRACT FROM AUTHOR]

The article theoretically substantiates, developed and practically implemented a structural and functional model for the formation of ICT competence of students of a pedagogical university, taking into account interdisciplinary integration; the pedagogical conditions that contribute to the formation of ICT competence of students of a pedagogical university are determined: interdisciplinary integration as the basis for building an interdisciplinary course, the content of which is aimed at the formation of ICT competence; informational, didactic, technological components as a basis for the formation of ICT competence; integration of formal, non-formal and informal education to implement the integrity of the acquired knowledge, skills, experience as the basis for the formation of ICT competence of future teachers; the creation and use of a set of tasks as special means of forming ICT competence, the educational process of a pedagogical university will be built in accordance with the conditions for the digitalization of education and aimed at the formation of students' ICT competence as the basis for the implementation of their future professional activities. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has led to a complete reorganization of the educational process and its transformation into a digital form in all countries affected by the crisis. But all too often, school institutions fail to organize and implement high-quality digital learning. This situation reveals as a magnifying glass the deficit in the processes of digitization of education. Students, teachers and parents are faced with a number of challenges, realizing the importance of reliable infrastructure, well-thought-out digital concepts for teaching online and having the necessary competencies, both by teachers and students. The main step in developing appropriate educational approaches in the field of digitization of education is to evaluate the experience of this time and draw lessons to make society more sustainable in the future. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has led to a complete reorganization of the educational process and its transformation into a digital form in all countries affected by the crisis. But all too often, school institutions fail to organize and implement high-quality digital learning. This situation reveals as a magnifying glass the deficit in the processes of digitization of education. Students, teachers and parents are faced with a number of challenges, realizing the importance of reliable infrastructure, well-thought-out digital concepts for teaching online and having the necessary competencies, both by teachers and students. The main step in developing appropriate educational approaches in the field of digitization of education is to evaluate the experience of this time and draw lessons to make society more sustainable in the future. [ABSTRACT FROM AUTHOR]

At present information technologies are rapidly developing all over the world, so a man of today should be engaged in self-education and self-improvement. Due to the rapid society informatization and learning conditions during a pandemic, there is an increasing need to improve the computer literacy of current and future teachers, as a computer is the main device in the work of a teacher and in teaching a student in the modern world. In this regard, the formation of computer literacy among students of pedagogical universities and teachers in the current learning environment is an urgent problem in modern society. In accordance with the problem, the main goal of the article is to analyze the works of both domestic and foreign scientists, devoted to the problems of training future teachers in the context of society informatization and the pandemic. For a more detailed analysis and study of the problem of computer literacy formation, the article uses a theoretical research method, which is implemented in considering the fundamental definitions of computer literacy, in highlighting the main levels of computer literacy. The result of the analysis is a listing and description of the basic skills that a pedagogical university student and an employee in the field of education must possess to work with computer information, as well as the use of computer programs in the professional activity of a teacher in the pandemic. Thus, increasing computer literacy is an integral process in the information society, especially during the period of active use of distance learning technologies.

The dynamic flow of information and rapidly developing technologies have a significant impact on today's knowledge society. Following the trends in technology and user behavior, libraries as part of this community are also changing. They are transforming the way they gather information, their architectural environment, and the services they offer. Thus, from guardians of knowledge, they are becoming centers of learning. Their passivity remains in the past and they are on the path of active communication with readers, combined with digitization. The subject of the article is the academic library of the University of Economics - Varna, and the topic of research is the direction of transition as a result of the changing environment. The aim is to trace the opportunities and services that the institution provides to its readers and the prospects for development. [ABSTRACT FROM AUTHOR]

Education accompanied using technology allows enriching the teaching-learning processes. In this sense, the role of the teacher is essential because technology by itself does not generate learning, someone who guides and accompanies this process with a pedagogical, critical, and reflective sense is needed. This article reflects on the perceptions of Initial Education students of the National University of Education - UNAE of Ecuador, regarding the importance of ICT in their teacher training; a quantitative methodology with a descriptive nature was used. The findings reflect the importance of the curricula of studies having learning results and minimum contents that respond to the students of the Information and Knowledge Society. [ABSTRACT FROM AUTHOR]

The arrival of new types of media changes the social structure and sets new challenges for society in almost all spheres, including, not least, science and education. Throughout the 20th century and up to the present, Russian philological science has been actively studying language life1 in the context of the development of first electronic, then digital media, and has been dealing with issues of language education that meets the needs of the new information society. One scholar actively working in this area was Professor of Lomonosov MSU Yuri Rozhdestvensky (1926-1999); he was awarded the Lomonosov Prize (1995) for creating a series of works "Fundamental Theory of Language for the Post-Industrial Information Society." An integral part of his language theory is the theory of rhetoric. The purpose of this article is to acquaint the readers with Rozhdestvensky's rhetorical theory, which he called "modern rhetoric," to show how modern rhetoric responds to the challenges of the information society and what goals of modern education it helps achieve. The article first considers positive and negative trends of the digital era, then discusses the challenges that the new era poses, and finally shows how modern rhetoric helps solve new problems facing education. [ABSTRACT FROM AUTHOR]

The objective of this paper was to characterize the current state of content curation in university professors. Also, a diagnosis was made to establish the informational competencies that these professionals possessed. The study methodology was based on the quantitative perspective with a descriptive scope and the use of the survey as a research technique that evaluated four dimensions: search, selection, characterization and dissemination of digital content. The results presented a set of shortcomings in the explicit dimensions, with an emphasis on characterization, since in educational digital content the textual format prevailed and critical evaluations were scarce. Moreover, insufficient use of content curation tools was detected. A wider participation of subjects due to the social distancing caused by covid-19 was evidenced as a limitation. The novelty of the study consisted in analyzing content curation with an informational competence approach, transversal in the training of university professors. It was concluded that there is little training in relation to the curation of content for teaching, as some indications of informational performance were observed, in isolation that hindered a better preparation of the subject.

In the second half of the twentieth century in the socio-political, economic, cultural life of society began transgressive changes that opened new prospects for the development of society in general and man in particular. The main civilizational tendencies that prompted these changes and continue to be affirmed in the 21st century are: firstly, the tendency towards global social development; secondly, humanity’s acquisition of the ability to self-derail, which is associated with the development of nuclear technologies and global environmental problems; thirdly, the transition of humanity from industrial to scientific and information technologies. It was these trends that initiated the transition to a new type of organization of public life of people, which was called “information society”. Informationism is a strategy to focus on information technologies development, to create multiple ways of accumulation of knowledge and to provide increasingly complex information processing. However, when it comes to the formation of an information society, it is understood not only as a stage of technological development, but as a new stage of spiritual development of mankind. For the first time, the information society produces in the general social volume such features of social existence, which require new approaches to the formation of structural, functional and value components of the social organism. The education system within the framework of the new paradigm is designed to function as a direct generator of new social realities that produces social changes. Accordingly, the educational circuit, as the institutional functioning of a certain value system, should cover all spheres of life, become the core of sustainable social development in general.

The acceptance and perceptions of science and technology in our lives is a complex issue that is influenced by a variety of factors such as gender, age, and education. This research aims to explore these factors and their impact on the acceptance of the positive side of science and technology. Data from the World Values survey seventh wave was taken to analyze the same. A total of 59 countries' data was available with 40,643 male and 44,724 female respondents. The Independent Sample T Test and ANOVA were used to explore the variances. A cross National examination was conducted where it was explored that there were significant levels of acceptance among the 59 countries based on the Mean values of the variable Science and Technology are making our lives healthier, easier, and more comfortable besides, it was found that education plays a significant role in shaping an individual's perspective towards science and technology. Those with higher levels of education tend to have a more positive view and are more likely to accept science and technology in their lives. Age was also found to be a significant factor, with older individuals being less likely to embrace modern technologies compared to younger individuals. Gender was found to have a weaker impact on the acceptance of science and technology, with the research indicating that both men and women can have either a positive or negative view of it. The research concludes that education appears to be the most significant factor influencing the acceptance of science and technology, followed by age, with gender having a weaker impact. Policymakers need to understand these factors and work towards increasing science and technology literacy in order to facilitate its widespread adoption. [ABSTRACT FROM AUTHOR]

At present, no other type of education can be conceived other than one that transcends content and leads to praxis. The teaching and learning process today must become an act of commitment that involves entering the social environment, evaluating it and providing solutions to it. That is the type of education that emancipates, liberates, and emphasizes the human. For this type of education, a teacher is required, in turn, committed to his profession and to himself; committed to his students and to society, capable of handling the new information technologies in the current knowledge society. It will reflect through the work of some Latin American authors (Pablo Freire and Pérez-Esclarín, among others) on the type of education necessary to face the current educational, cultural and social scenario; proposing the profile and role of the ideal teacher to face this reality. [ABSTRACT FROM AUTHOR]

The development and evolution of the information society, framed in the ample process of globalization, brings with it a series of vulnerabilities, risks, and threats, which have repercussions on public perception. Managing the information flow, especially in crisis or conflict situations, has become a real challenge. The mechanisms by which the negative effects can be diminished, at the informational level, are directly related to the educational aspect, by creating an information culture. Information literacy and media literacy are tools that can act as shields against the infodemic. Our research aims to analyze the process of building and developing in Ukraine the conceptual and practical framework for implementing media literacy. [ABSTRACT FROM AUTHOR]

Copyright of ECCOM: Educação, Cultura e Comunicação is the property of ECCOM: Educacao, Cultura e Comunicacao 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.)

Optimization of skilled personnel in conditions of global informatization is the main focus of the article. The matter concerns training of IT-related specialists for solving the applied ITproblems in particular professional sphere. The training system for bachelor of applied information technology should include the algorithms and logic training and should take into account the new FSES and the requirements of information society.

Basing on the UNESCO’s forecast for imminent transformation of Information Society into Learning Society, the authors discuss possible directions for support of higher education and postgraduate education by means of social media and professional self-organized network communities.

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists 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 Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists 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 aim of this article is to demonstrate the impact of digitalization on society in the area of public services in Poland. This issue must be recognised as extremely important, because digitalization is one of the elements driving the development of the national economy and contributing to its socio- economic development, as well as supporting the emergence of information society. The article presents the benefits and threats of digitalization of public services in Poland from a user perspective in the areas of administration, education and transport. The authors attempt to answer the question of how digitalization has changed the accessibility to public services in the areas mentioned, as well as how it affects society. The article is descriptive and analytical in nature and was developed on the basis of a literature review, as well as available statistical data from the Eurostat and CSO databases. [ABSTRACT FROM AUTHOR]

This article aims to analyze the new socio-cultural situation of development of children and adolescents in the information society, in tеrms of socialization, involving the mastering of virtual reality, new computer technologies. Nowadays, in a rapidly changing world, nurture the rising generations is associated with high requirements for the competence of learning process participants, psychological literacy of teachers and parents. The risks and challenges associated with the use of new information technologies make it necessary to provide psychological education to children and adolescents on safety issues, negative influence issues, and ethical norms of Internet communication. The article presents: 1) directions for improving the competence of teachers on the issues of the development and nurturing peculiarities of modern children and adolescents; 2) educating adolescents on positive development (self-regulation; emotional intelligence, effective communication, Internet safety); 3) theoretical foundations, forms and technologies of psychological education of parents, improving parental effectiveness. The methods, forms and technologies of educational work with teachers, adolescents and parents are revealed.

In this article, the author analyzes two systems of educational communication - post-Soviet and the most modern. At that, the most modern is defined as one that is fully dependent on the use of advanced public techniques and technologies, creating a so-called culture of public individualism of the educational space. It is proved that the modern public-educational space, striving for the conditions of technogenic singularity, acquires new open models of social-educational practices, which significantly change not only the criteria of social identification of the younger generation but also actualize the compromise between conformist multiplicity and identical integrity of higher education seeker. Public-educational interactions of technogenic society as a moral-communicative discourse in modern technogenic educational programs have a dual entity, which is focused on aggression and conflict. In this communication, an important role is given to surrogate visual and public representations, which do not always carry the required educational load but only blur the information field, filling it with dual meanings. Intensive activities are being carried out in Ukraine to attract universal values and democratic ideals of Western society, but the public minority remains the key mechanism of social control over the majority. In this regard, the true professional skills of public communication of a modern student and teacher, which are within the scope of the digital-digital space of the information society, are of particular importance. [ABSTRACT FROM AUTHOR]

Copyright of Financial Space is the property of Cherkasy Institute of Banking, University of Banking of the National Bank of Ukraine 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.)

Until recently, the role of general competencies of students of professional educational organizations (PEO) was underestimated. The prospects for technological modernization, the informatization of society and digital transformation make new demands on future employees from employers. In this regard, this article is aimed at revealing the capabilities of the media center in the development of students' general competencies. The leading method of studying this problem was the method of sociological survey, conducted among 2,321 SSE students. The article proposes a definition of the main activity of the "media center" in the understanding of his students and revealed the attitude of the respondents to the creation of a media center as a public association of students. Authors when organizing a sociological study and writing this article were forced to use the already established Russian-language concept of "media center" because it has a familiar and well-established meaning, used today in the higher education system. At the same time, the authors had in mind the concept of "media education center", in the Russian-language meaning used as the "center of media education". The article is carried out within the framework of the topic of the State task RANEPA № 11.2 "Analysis of additional education of youth in the context of state youth policy" for 2022 г. The work was carried out jointly with the Institute of Secondary Vocational Education named after K. Ushinsky Moscow City Pedagogical University in 2022 and was based on the quantitative methods of sociological research. [ABSTRACT FROM AUTHOR]

Copyright of Studies in Politics & Society / Polityka & Społeczeństwo is the property of University of Rzeszow 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.)

Today’s challenges require the rethinking of role and importance of the phenomenon of the multicultural educational environment, which acquires conceptual forms, and the continuous development of digital information and communication technologies and their active use in education accordingly affect the forms, methods, means, importance of distance education and its prospects. The article considers educational theories of distance learning as a tool for the effective functioning of a multicultural educational environment.

This article, a work in progress at the time of the author's passing in 2021, seeks to explain how knowledge, organizational forms, and societal institutions interact to shape peace education and innovative learning capabilities. It focuses on peace education and training systems, and types of organizations as key societal institutions shaping work organization and the knowledge base of the universities. Its central premise is that tacit knowledge, which is difficult to create and transfer in the absence of social interaction and people's mobility during pandemic circumstances, constitutes a most important source of learning and sustainable competitive advantage in the knowledge society. Institutions that can harness tacit knowledge as a source of learning are more likely to produce strong innovative capabilities. The analysis suggests that there are two alternative models of competence‐building which are especially favorable to learning and innovation, and examines cases of peace education as illustrative examples. It argues that societies with different institutional arrangements will continue to develop a variety of organizational forms and learning strategies that privilege some sectors and discourage others. Institutionalized variation in patterns of learning and innovation therefore reproduces distinctive regional or national patterns of specialization. [ABSTRACT FROM AUTHOR]

Copyright of Iraqi Journal For Economic Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 purpose of this article is to present some arguments for the need for value-oriented rethinking of education, as well as highlights in regulations of international institutions, which proclaim a value-oriented approach [ABSTRACT FROM AUTHOR]

This article, a work in progress at the time of the author's passing in 2021, seeks to explain how knowledge, organizational forms, and societal institutions interact to shape peace education and innovative learning capabilities. It focuses on peace education and training systems, and types of organizations as key societal institutions shaping work organization and the knowledge base of the universities. Its central premise is that tacit knowledge, which is difficult to create and transfer in the absence of social interaction and people's mobility during pandemic circumstances, constitutes a most important source of learning and sustainable competitive advantage in the knowledge society. Institutions that can harness tacit knowledge as a source of learning are more likely to produce strong innovative capabilities. The analysis suggests that there are two alternative models of competence‐building which are especially favorable to learning and innovation, and examines cases of peace education as illustrative examples. It argues that societies with different institutional arrangements will continue to develop a variety of organizational forms and learning strategies that privilege some sectors and discourage others. Institutionalized variation in patterns of learning and innovation therefore reproduces distinctive regional or national patterns of specialization. [ABSTRACT FROM AUTHOR]

The paper deals with the possibilities of examining the digital competencies of teachers in the context of distance education in secondary schools. Based on a theoretical analysis of the digital competencies of teachers and students in the domestic and foreign environment, we present the results of relevant research. We deal specifically with the issues of expectations associated with the teaching profession in the information society and the possibilities of its transformation. It presents self-evaluation as a dynamic process of a changing set of interrelated interacting activities. The whole topic is perceived in the context of the European environment, which affects education in Slovakia. [ABSTRACT FROM AUTHOR]

The new reality of the 21st century has changed the goals and quality of education worldwide. Deep understanding and acquisition of lasting knowledge is a necessary but insufficient condition for academic and personal realisation. Successful socialisation requires critical thinking, teamwork, resource management... Young people should not only be competent, but also conscious, effective individuals who can overcome difficulties and support the development of society. The aim of this article is to follow the challenges in the field of education in the new century and to look for an answer to the question how a teacher can become really successful and the students more motivated. The implementation of this task includes an overview of current works and developments on the issue, personal observations and practices conducted in face-to-face and distance learning, lectures with trainers and trainees. In the modern dynamic and ever-transforming world, where changes in information and communication technologies are taking place at such a rapid pace that “the future is now today and not tomorrow”, it is extremely important for young people to see the relevance of what they are learning. The focus of training is shifted, and what and how the student learns becomes of paramount importance. The new directions and ideas of time do not exclude the teacher’s leading and defining role in the learning process, but certainly give a more active and central role to the learners and impose new approaches and methods of teaching. Digital skills and literacy become mandatory and information technologies – an integral part of everyday life, as well as the professional and pedagogical competence of the trainer. The teacher in the new century must be adaptive and constructive, constantly improving his or her qualifications, seeking solutions and solving problems. His or her new role is a facilitator, whose main task is to develop learning skills and abilities for planning, conceptualisation and management of the learning process, and counselling skills in order to build a calm and protected educational environment. In the new era the most successful are those teachers who work for the personal development of their students and make them build up key social and emotional competences (self-awareness, self-governance, social awareness, relationship management, responsible decision-making). The successful lecturer concentrates on these competences and provides for practices in the learning process that provoke the development of each of the specified skills. Taking into account the challenges of the information society and the globalisation of modern times, the successful teacher adapts the teaching models to the changing learning patterns and enriches them. It is precisely in the synchrony and balance between the new and flexible forms of learning (at the core of which is the distance learning), the trainer as a mentor and the learners of the so-called digital generation, where the effectiveness of the educational process is found nowadays. [ABSTRACT FROM AUTHOR]

Data visualization is a powerful tool to cope with the demands of our current information age. In order to understand and be able to develop visualizations for specific use cases, data visualization activities (vis activities) have been proposed in recent years. These highly effective tools focus on practical relevance, reflection, and discussion in order to teach data visualization knowledge in a variety of contexts. However, the conscious selection of one or more vis activities for learners in comprehensive courses remains difficult. We aim to support this process by proposing a didactic vis framework. Based on Bloom's revised learning taxonomy, we decompose vis activities into distinct learning activities with their specific learning goals. By assigning the learning goals to the cognitive process and knowledge dimensions, a didactic course structure can be planned and evaluated. To demonstrate this didactic vis framework, we conducted several workshops based on an existing interface construction kit. [ABSTRACT FROM AUTHOR]

Copyright of Central European Political Studies / Środkowoeuropejskie Studia Polityczne is the property of Faculty of Political Science & Journalism, Adam Mickiewicz 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 Studies in Politics & Society / Polityka & Społeczeństwo is the property of University of Rzeszow 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 Aposta is the property of Aposta 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 purpose of the study is to develop and test the original model which illustrates the development of personality in the information society. The study involved two Russian universities, higher educational institutions of the Arab Emirates and Kazakhstan. A total of 400 students participated in the research. The experiment consisted of three stages: introductory, experimental, and final. At the introductory stage of the study, the influences of the information society on the development of human personal qualities were analyzed. At the experimental stage, the original model which illustrates the development of personality in the information society was developed and implemented. At the final stage, the students were surveyed in accordance with the original methodology for the use of the capabilities and resources of the information society for personality development. After the implementation of the model, the number of students using the capabilities of the information society for personal development, the development of professional skills, and maintaining and strengthening health increased by 18.5%, 18.7%, and 10%, respectively. The practical value of the scientific research results relates to the possibility of using the questionnaires and models of personality development in the context of the information society in the higher education system of Russia, the Arab Emirates, Kazakhstan, and other countries. The model described in the study is relevant in the context of the transfer of the educational process in higher education to a distance format and the growing social isolation of an individual caused by the coronavirus pandemic. [ABSTRACT FROM AUTHOR]