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In the contemporary era, the convergence between education and digital technology demands an ongoing revision of pedagogical strategies, focusing on placing the student as the protagonist of the learning process. This study aimed to analyse the digital competencies of students from the Higher Technological Institute of Spain (ISTE) in Ecuador, considering their attitude, knowledge, and use of information and communication technologies (ICT), as well as how sociodemographic variables affect this context. Using a non-experimental, descriptive, cross-sectional research design with a correlational approach to variables, the ACUTIC questionnaire was applied to a sample of 156 ISTE students. The data was analysed with R Commander 4.3.1, first performing a descriptive analysis exploring trends in variables such as age and gender. Furthermore, the use of parametric and non-parametric tests depends on the data distribution. The results confirmed that there are no gender differences in attitude, knowledge, or use of these technologies (p-value > 0.05). While age does not correlate with ICT use (p = 0.1661) or attitude (p = 0.1173), it does relate to knowledge of them (p = 0.0182) and to the possession of computers and smartphones (p < 0.001 and p = 0.0059, respectively). There is a robust correlation between ICT knowledge and use (p-value < 2.2e-16). Geographical location corresponds with stable internet access (p = 0.0000) and computer ownership (p = 0.0028). In conclusion, the digital competencies of ISTE students in Ecuador are influenced by multiple sociodemographic factors and represent a crucial aspect of adapting to the changes and demands of education. [ABSTRACT FROM AUTHOR]

There is, without a doubt, a relevant interference of technological development in social relations in general, and in school relations, in particular. Aware, therefore, of the existence of fast information in circulation, not always of quality, why not invest in the construction of educational and awareness networks? It is from this proposition, therefore, that we take the opportunity to raise an important but often overlooked question: In this brave new world, what would be the relevance of literature in the cultural and intellectual formation of young people in school activities? Our hypothesis, therefore, is that, as literature is a cultural asset, whose value proves to be inestimable for society, it naturally has the power to contribute greatly to the development of students, not only aesthetically, but also equally cognitive. Therefore, reading provides a form of integration. In these terms, literature effectively proves to be a useful and effective tool for any and all types of learning; an affable teaching instrument that, combined with the aforementioned irredeemable technology, has the capacity to equally meet the demand of this entire new generation of students, for non-linear and multifocal reasoning. It is known that there is a fine line between the real and the fictional. In this sense, not only all types of social studies, but all forms of knowledge must be connected to literature and, through digital media, an integration mechanism must be formed between students and society. By way of conclusion, it is possible to reach a consensus that literary studies are not only of interest to linguists (Leahy-Dios, 2004). They are, in fact, as fundamentally relevant to education as it is to the cause of teaching/learning to think. [ABSTRACT FROM AUTHOR]

The article examines the resource capacity of future teachers’ moral and ethical potential as a guarantee of the productivity of their training for creative professional activity. The article aims to substantiate the moral and ethical potential of an individual’s personality as a personal resource to ensure the productivity of future teachers’ professional training for pedagogical activities and the ways of its formation in the conditions of university education. The study operated methods of analysis, generalisation, and specification of theoretical positions and the results of empirical research on forming the moral and ethical potential of future teachers in university education conditions. The essence, content, structure, and main characteristics of this complex phenomenon have been clarified and specified. The moral and ethical potential of a personality is defined as an integrated personal creation that organically combines professional moral and ethical views, the professional orientation of mental processes towards interaction and communication, pedagogical optimism and democracy, moral efforts, and actions aimed at improving the moral and ethical sphere of the future teacher and ensuring positive results in the professional branch. It has been established that these indicators of the moral and ethical potential of a personality positively affect the productivity of future teachers’ professional training if they achieve their goals in the process of developing moral and ethical qualities and professional improvement. This potential has a complex structure, encompassing interconnected components, including motivational one – a positive attitude towards people and moral norms regulating their behaviour in life and activity; moral-orientational one – knowledge of moral norms and ethics of behaviour concerning the rules accepted in society, requirements for the personality of a professional, and their actions and deeds; ethical-operational one – mastering moral and ethical experience in the professional and pedagogical sphere of activity; volitional one – selfcontrol, management of one’s behaviour concerning adherence to moral and ethical norms in the course of pedagogical activity; control-evaluative component – self-assessment of one’s actions in transmitting moral and ethical norms, behaviour, and during the resolution of pedagogical problems. The practical course “Secrets of Pedagogical Ethics” has been developed and tested, aimed at forming these components of the future teachers’ moral and ethical potential. The effectiveness of active forms and methods of forming the professional-moral orientation of future teachers has been confirmed, including discussions, ethical conversations, debates, and presentations, as well as technologies of personalityoriented learning, cooperation technologies, and creativity development (SCAMPER). Based on the research results, it is concluded that moral and ethical potential serves as an effective means of performing professional functions, demonstrating moral and ethical positions, humanity, ethical actions and deeds, pedagogical tact, and professional pedagogical ethics of a teacher. Its formation should be considered as a core task of professional pedagogical training. Prospects for further research are seen directly in the development of the following aspects of the problem: updating the techniques for using the moral and ethical potential of students in ensuring the success of their professional training; theoretical substantiation of various types of technologies in the development of the moral and ethical potential of future teachers, forms, and systems for assessing and controlling the formation of this complex personal creation as an important resource for the positive dynamics of their professionalism level.

In the era of digital transformation of the economy and globalization of economic processes, competition between countries takes on a new format and becomes digital. The rivalry is no longer only for natural, human, financial resources, the center of the struggle is information, innovative developments, advanced digital technologies. The purpose of the article is to study the dynamics and reasons for changing the rating of digital competitiveness of the countries of the world; monitoring of Ukraine’s position in the world ranking of digital competitiveness; outlining promising opportunities for strengthening Ukraine’s competitive power. The author found that in 2023, the USA, the Netherlands, and Singapore became the first in the overall ranking of digital competitiveness due to technological leadership, attention to increasing the level of knowledge in the country, and the development of strategic approaches to future development. As a result of the analysis of the digital competitiveness of Ukraine in 2019–2021, the author found out that the country had positive dynamics in all factors, and achieved the greatest progress in the “Knowledge” factor thanks to the support of talented young people in scientific research; deepening the orientation of education in educational institutions to European principles; creation of scientific centers of researchers to accelerate the exchange of ideas. The scientific novelty and practical value of the article lies in the provided recommendations for ensuring better digital competitiveness of Ukraine, in particular, in terms of strengthening the development of digital skills of citizens, improving the national system of cyber security and protection of personal data on the Internet, stimulating the improvement of the quality of scientific research. Thus, the author recommends creating a powerful technological framework of the country, strengthening the protection of intellectual property rights, strengthening the information protection, which in the complex will ensure the growth of trust and protection in the country.

This article offers a review of the scientific literature around some central questions of Artificial Intelligence (AI) in education. Is it a threat-or an opportunity? Does the teaching role change with the inclusion of Generative AI tools? What strategies and which tools can enhance teaching? Each of these questions is addressed from research and authors who provide clues to build some answers that can be a bridge between research and action. From unresolved between teaching, learning and technologies within the framework of current developments in AI and its projections, the article provides a revised, rigorous, and powerful framework as a starting point for scientific investigations that delve into each of the questions raised. [ABSTRACT FROM AUTHOR]

In the technological age, the print-based culture of the previous century and the current practice of the bureaucratization of higher education (HE) influence how we manage physical spaces, curricula, and teaching and learning. This article presents possible future scenarios for music in HE in the context of the classroom without walls, based on McLuhan’s (1964) predictions for the future of education in the technological age. The research provides an analysis of relevant academic texts and is followed by a discussion that explores thinking differently, strategically, and creatively about possible future scenarios for music departments. The findings suggest that music departments redefine their core business to craft a different future.

The development of computational thinking has become one of the educational priorities in several countries around the world. In this article, two experiences are described in which two block programming tools are used. The first experience only used BlocksCAD, while the second added the use of Blockly and the work on some mathematical algorithms in a maths classroom. The number of participants in the experience was twenty-eight in the group that only used Blocky and thirteen in the group that combined the use of both tools, all of them of the third year of secondary education (between 14 and 15 years old) in a school in Spain. The results show that, although the use of Blocks-CAD alone allows an increase in the development of CT, if other resources such as Blockly are also used in the mathematics classroom, the effect is multiplied. In addition, considering the satisfaction results of the participants in the experience, together with the possibility of printing their own creations through 3D modelling (a fact claimed by the students themselves), this encourages us to continue using both tools and even to try to combine them with other tools and to design experiences that encompass entire academic courses or, at least, entire trimesters. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 article deals with the problem of interpreting cultural heritage in the context of modern society, which faces numerous challenges, including globalisation, technological changes and the need to preserve cultural values. Cultural heritage, which encompasses both tangible and intangible elements, is an important aspect of a nation's identity and history. However, in today's environment, traditional approaches to sightseeing do not always meet the needs of the audience, particularly young people who seek interactive and emotionally charged experiences. The article offers an analysis of the main approaches to the interpretation of cultural heritage, including scientific, educational, aesthetic and socio-cultural. The scientific approach focuses on the objective study of heritage sites, while the educational approach involves engaging a wide audience through interactive elements and new technologies. The aesthetic approach focuses on the emotional perception of heritage, while the socio-cultural approach takes into account the context of cultural values and involves local communities in the process of their interpretation. The article also analyses the methods of excursion work, such as thematic and interactive excursions, excursions using new technologies, as well as specialised programmes for specialists. The latest research by Ukrainian scholars is considered, which emphasises the importance of innovative approaches in this area. Thus, the article concludes that an integrated approach to the interpretation of cultural heritage is needed to ensure its preservation and active use, as well as the formation of respect for cultural values in society. It is also important to involve local communities in the processes of preserving and promoting cultural heritage, which will increase their activity and awareness in this area.

Technologies are indispensable elements in people's daily lives and the pandemic has further accentuated this situation. They have become a teaching methodology and a factor for enriching the teaching work. Since then, applications have been widely adopted to help the teaching-learning process, making classes more dynamic, attractive, satisfying and enjoyable. The objective was to present the use of applications for teaching Mathematics, the importance of playfulness in this process and the strategies used in the use of these resources. This is a bibliographical research with narrative review, the material was obtained from the database through combined descriptors and associated by Boolean operators, being selected by inclusion and exclusion criteria. The results showed that technologies are excellent pedagogical tools and require adequate training, where the right application can favor meaningful learning and students' prior knowledge. It is concluded that applications, games and websites can favor educational experiences at school and allow learning by playing, where content can be assimilated efficiently.

This article presents the results of the research “post-pandemic education: understanding of analogic education and digital education from the perspective of educational institutions and teachers in Brazil and Germany”, whose main objective is to analyze how teachers and educational institutions mobilize and position themselves for the expansion of digital education practices. The following methods were used: documentary research with the German state secretariats of education, as well as documentary analysis of educational policies aimed at the implementation of digital information and communication technologies in compulsory education in Germany. We then proceeded to construct a large-scale survey to be answered by teachers of distinct levels of education. We contacted around 9400 compulsory education institutions in the three largest German states in terms of population. As a result, in general, teachers understand the importance of digital technologies in student education and demonstrate knowledge of the policies established by public agencies of the state. The mobilizations around digital pedagogical practices reveal the importance of considering teachers’ and students’ knowledge about technologies inside and outside the school context. The results allow us to understand the place that digital technologies occupy in the daily teaching routine.

In the 21st century, following the process of globalization, the importance of the Internet is increasing, continuous remote communication is carried out, electronic purchases are made, payments are made in electronic form, and official and unofficial correspondence is exchanged between actors and institutions both within the country and abroad. Remote services are developing both in the private and public sectors. Therefore, Internet users, service recipients, legal entities, public agencies, and, in general, any citizen who communicates electronically in public space using remote services are under threats from cyberspace. However, it should also be noted that with the rise in popularity of the Internet, a new era of technological challenges are making the threats from cyberspace become apparent. Addressing these threats requires a comprehensive and multi-layered approach, including robust cybersecurity practices, regular updates and patching of software, user education and awareness, cooperation between governments and private sectors, and the development of international norms and agreements to prevent and respond to cyber threats. The technological progress of the world is so comprehensive that we face its consequences in all fields, including wars between states. No one is surprised anymore that today wars are taking place simultaneously in two dimensions – physical and digital worlds. Such is the daily life of two-sided military battalions of the twenty-first century, which became the focus of people’s attention after the start of the Russia-Ukraine war. The presented article discusses cyber attacks carried out by Russia on the territory of Ukraine as a result of the Russian-Ukrainian war. The aim of the paper is to show how important the issue of cyber security is in modern wars and what policies states should implement to neutralize threats from cyberspace.

Copyright of Logos: A Journal, of Religion, Philosophy Comparative Cultural Studies & Art (08687692) is the property of Logos 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 Question (1669-6581) is the property of Universidad Nacional de La Plata 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 study aims to demonstrate the significance of metaverse technology across various disciplines, academic degrees, scientific fields, and academic titles. It also aims to assess the level of knowledge and understanding of university teachers (research sample) regarding metaverse technology. Hence, the descriptive research methodology was based on the method of statistical survey in the sample. It involved a set of organized scientific steps to deduce data from the reality of the statistical sample and its nature in order to achieve the objectives of the study. In this study, a questionnaire was used as a tool to collect data from a random sample of approximately 121 teachers and instructors from the University of Baghdad. This approach helped the study draw important conclusions and make recommendations. Specifically, the study found the following: there is a need for a clear understanding of the importance of implementing metaverse technology in university education; teachers in scientific colleges are more aware of its importance compared to their counterparts in humanitarian colleges; there is a strong call for all universities, colleges, and academic institutions to prioritize the application of metaverse technology in university education; there should be the availability of all necessary supplies and devices; and there should be the creation of an appropriate environment for teachers to effectively use metaverse technology when teaching students. [ABSTRACT FROM AUTHOR]

The article deals with the impact of the application of the ChatGPT tool in education. There is a contradictory attitude towards chatbots in the world. Some countries ban its use, others try to maximize its potential. Reports from teachers around the world show that the use of ChatGPT in education has a positive impact on teaching and learning. However, special attention should be paid to the importance of training teachers in the correct use of this tool. It is necessary to familiarize teachers with the operating principle of ChatGPT, which can significantly improve the quality of learning and the creative component of the lesson, and, consequently, increase students' interest in learning. When deciding to use AI in education, it is critical to recognize that it brings significant issues with it, such as data privacy, equity in access to education, and the impact on the educator's role in teaching. All this needs to be addressed before AI finally enters the educational process around the world. Modern education necessitates innovation, and GPT technologies provide unique instruments for fostering critical thinking and a creative approach. [ABSTRACT FROM AUTHOR]

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz 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 present article reflects two fundamental concepts – creativity and technologies/innovations, emphasizing the interaction of these two concepts, their importance, levels and techniques of development. The article also highlights the role that creativity and technologies/innovations play in education, the transformations taking place in art, etc. The ascension of the human spirit is undergoing great innovative and creative transformations. Creativity, open access to information, the use of new technologies are engines of transformation with a positive impact on society. These essential components will influence the future and ensure a sustainable development

The article aims to analyze the perception of teachers in the city of Ascurra/SC on the use of textbooks on local history, technologies, transmedia storytelling, and their applicability in teaching the history of Italian colonization in the municipality. Through an action-research, educational training was carried out about technologies and the use of a textbook for 29 teachers, who answered a form with three dimensions: "educator profile", "perception about the textbook" and "technological perceptions and transmedia". Among the main results, it was possible to verify that teachers feel the need to better use technology in education and are interested in deepening their knowledge regarding local history and the use of accessible technologies. [ABSTRACT FROM AUTHOR]

The research carried out as part of the postdoctoral internship at PPGMPE-UFES objectively mapped the possibilities for expanding education in networks of know-how mediated by communication technologies. It uses the everyday method in the perspectives of Certeau, Ferraço and Alves in consonance with Morin's complexity hermeneutics, in order to experiment with technologies in networks, as ways to promote education in networks, as well as to bring back the learning created in this texture to a classroom. We conclude that mediation spaces such as the podcast, Tiktok, Youtube, Instagram, Linkedin, Pinterest infographics, Whatsapp, as well as the printed book and academic events are some, among many, technologies capable of attracting attention and people's hearts for education, while re-signifying everyday practices, providing differences over repetitions, often (un) learned in pedagogical routines. [ABSTRACT FROM AUTHOR]

During the pandemic, educators in the music technology field faced challenges. One of these challenges is the loss of social interactivity. As classes return to in-person modality, effects of this loss are still greatly present within the classroom. This article observes possible solutions that educators may utilize to bring back social interactivity within the classrooms with the addition of incorporating technologies to create a crossfade between remote and in-person learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 this article, the role of information technologies in medicine medical informatics at a medical university as a discipline considers issues not only of health informatization. First of all, medical information systems are tools designed for the daily work of a doctor and medical personnel,quality control of medical care, analysis of current medical and preventive work, monitoring of health indicators, management decision--making and economic forecast of the functioning of the health system. [ABSTRACT FROM AUTHOR]

The development of modern technologies stimulates transformations in the functioning of universities, challenging their existing structures, relationships, and paradigms of education. The Master-professor not only ceases to be the basic holder of knowledge, but also - as a digital immigrant - often has lower competences than his student - digital native. Simultaneously, the ongoing transformation of the labor market is breaking down the existing models of professional competences and the related models of education, increasing the role of continuing education, open education and self-education. The mobility of learners increases the pressure on forms of distance education. The ability to search, critically analyze and use information is of particular importance. In the context of the above, semi-descholarization takes place resulting in the development of open educational resources and self-education networks supported by digital technologies. The consequence of this is the need of changes in the paradigm of the Master-Student relationship, consisting in the transition from mentoring to tutoring with the use of modern educational technologies including Artificial Intelligence. [ABSTRACT FROM AUTHOR]

The paper focuses on inequalities in access to digital technologies and their influence on education (electronic diaries in particular) across secondary schools in Bulgaria. It tries to answer the following research question: does the impact of digital technologies on access to the educational process depend on the existence of social inequalities and horizontal differences between and within schools? The theoretical framework is based on Bruno Latour's Actor-network theory, Bourdieu's capital theory, as well the concept of technical capital. The research methodology includes case studies of three different types of schools with qualitative methods of data collection: interviews and focus groups with key stakeholders such as principals, students, teachers, and parents. According to the different social actors in the educational process, the usage of electronic diaries makes it significantly easier to access, store and distribute information, but not for all groups of children and their parents. The analysis of three different types of schools reveals the presence of significant differentiation and inequalities in the Bulgarian education system. The results show that the theories of Bourdieu and Latour are suitable for analysis of the Bulgarian education system. Based on the obtained results it is concluded that a comprehensive reform in the education system requires not only educational innovations but also adequate and long-term changes in all fields of society. [ABSTRACT FROM AUTHOR]

The present research work was based on the impact that emerging technologies have on education and the impact of students, with the purpose that people can have a greater knowledge of how technology has advanced in recent years. One of the main causes because the education of the students has advanced is because all the institutions have already adopted these new tendencies to educate. With the frequent change of technological trends, students join these teachings, but what changes is the way to show students with the different technological tools that exist today so that students show more interest in learning about this subject, but the way of educating must always be the same in a responsible and respectful way. Scientific research methods were used, predominating the method of induction - deduction and analysis - synthesis, which contributed to the development of the ability to solve problems by uniting the new technological trends that have a great impact on society. [ABSTRACT FROM AUTHOR]

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz 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 current article examines various concepts of technology, science, engineering, scientific knowledge, technical knowledge, technical knowledge, empirical knowledge and their respective implications in the social context. Both theoretical and practical knowledge are products of knowledge and are built step by step in the process of social interaction. This knowledge is a cultural heritage of societies and is under constant construction and reconstruction. Science and technology are historical products and social knowledge organized and systematized in continuous creativity. The concepts of science, technology, and society and education as a social institution are closely related, as they both recognize the interconnectedness of technology, society, and education. The STS framework is an interdisciplinary approach that emphasizes the interdependence of scientific knowledge, technological development, and societal values and norms. According to this framework, science and technology are not neutral or objective entities, but are shaped by and shape social, cultural, economic, and political factors. STS scholars argue that understanding the social context of science and technology is essential for developing ethical and effective policies and practices. [ABSTRACT FROM AUTHOR]

The main purpose of the article is to model the integration of advanced education into strategic planning for the sustainable development of a particular region with pedagogical optimizations. The object of the research is the system of sustainable development of one the region and they education system. The modern methodology of modeling was applied to achieve the set goal. A basic integrated model of the introduction advanced education into the system of sustainable development of a single region was formed. Each of its stages and processes is detailed. Additional integrated models have been developed to characterize each stage of ensuring sustainable development with modern technologies of advanced education. The results of the study made it possible to ensure the sustainable development of education in the region through the proposed stages and processes according to the model. Further research should be devoted to the analysis of the results obtained as a result of the integration of advanced education for its improvement. [ABSTRACT FROM AUTHOR]

The integration of information and communication technologies (ICT) in education has emerged as a transformative element, contributing significantly to the establishment of more inclusive educational environments. In this context, understanding the impact of technological tools becomes crucial to identifying the opportunities and limitations that students encounter when incorporating these resources in university classrooms. The main objective of this research is to analyse the impact of ICT use in higher education, with a specific focus on the perceptions of students with disabilities. Information was collected through interviews with university students with disabilities. The results reveal both advantages and difficulties and underline the importance of designing and implementing technologies in an inclusive way. Key issues relating to accessibility and participation are addressed, providing valuable insights for improving inclusive higher education in the digital age.

We present a new activity on the moleculARweb platform on molecular symmetry elements, two more languages, a new marker-less augmented reality mode, and a new virtual reality tool for VR headsets.

The health emergency originated by Covid-19 led humanity to a virtual coexistence, where the use of information and communication technologies took a fundamental role, in terms of education, teaching continued in remote mode and for this purpose different means, techniques and characteristics were used. The present study is a review of the scientific literature, which analyzes the best techniques and strategies used in remote times, Prisma methodology was used and 127 articles were collected from databases such as IEEE Xplore, ScienceDirect, EBSCO, Scielo, and Scopus, which according to the inclusion and exclusion criteria allowed to identify technologies that improve academic performance in these times, such as the development of mobile applications with artificial intelligence, augmented reality, gamification among others. It is concluded that these technologies are capable of improving academic performance and those that achieve a greater incursion are those that combine two or more technologies. [ABSTRACT FROM AUTHOR]

This research aims to examine how using digital tools and Technologies, Information, and communication (TIC) in higher education can help advance the goal of social inclusion. This study uses a qualitative and quantitative methodology to help in providing adequate results. The study also conducted descriptive analysis and cluster group effect to determine the relationship between the respondents in this study. This study surveyed 179 undergraduates at Peru's University of Lima and some of the data collected includes age, education level, and gender. As shown in the result, cluster 1 (chi-sqr = 29.78; p .001,max = 5.1), Cluster 2 (chisqr.= 99.6; p .001), and Cluster 3 (chi-sqr.= 13.1; p =.001). From the results, incorporating TIC into the classroom can have far-reaching effects on fostering social inclusion in higher education. However, several factors affect the extent to which digitization promotes social inclusion, such as the quality of the digital infrastructure, the digital competence of students and teachers, and the educational method is taken. [ABSTRACT FROM AUTHOR]

Teaching foreign languages using modern methods involves incorporating technology and other interactive techniques to enhance the learning experience. Some popular methods include: Task-based language teaching (TBLT): This approach focuses on real-life situations and language usage in context. Gamification: Incorporating game-like elements into language lessons to make them more engaging and fun. Blended learning: Combining traditional classroom instruction with online activities and resources. Mobile learning: Using mobile devices such as smartphones and tablets to provide students with language practice and feedback on the go. Video conferencing: Using platforms like Zoom or Skype to connect students with native-speaking tutors or to facilitate virtual language exchanges. Augmented Reality (AR) and Virtual Reality (VR) technologies: Providing students with immersive language learning experiences. Personalized learning: Adapting language lessons to the individual needs, interests, and learning styles of students. By incorporating these modern methods, language teachers can create dynamic and engaging learning environments that promote student success. Collaborative learning: Encouraging students to work together in small groups or pairs to practice their language skills and learn from each other. Digital flashcards and quizzes: Using digital tools to help students memorize vocabulary and test their language knowledge. Online language communities: Connecting students with other language learners and native speakers through online forums, social media, or language exchange websites Content-based instruction: Integrating language learning with content from subjects such as history, science, or geography to make language lessons more relevant and interesting. Adaptive learning: Using artificial intelligence and machine learning algorithms to customize language lessons based on the student's performance and progress. Authentic materials: Incorporating real-life texts, videos, and audio recordings into language lessons to provide students with authentic language exposure. [ABSTRACT FROM AUTHOR]

Digital technologies have become increasingly ubiquitous within environmental education and research settings. Alongside their notable affordances, the significant pedagogical, social, health, and environmental impacts of digital technologies must also be considered. This special issue provided a forum for authors to share related research and critically discuss such tensions and dynamics from a range of perspectives and contexts. [ABSTRACT FROM AUTHOR]

The recent development in Artificial Intelligence, specifically with the advent of large language models like GPT-4, is transforming educational paradigms. This literature review investigates the implications of AI and large language models in education, outlining a vision for personalized, on-demand and interactive learning. This research examines how these technologies can function as virtual tutors, encourage real-time examination, support lifelong education, and function as teachers' resources by automating administrative tasks. The paper also addresses the ethical concerns of utilizing AI in educational frameworks and advocating for a complement rather than a replacement of teachers. Additionally, it investigates their ability to promote real-time assessment, enabling students to receive immediate feedback and adapt their learning strategies accordingly. Moreover, this review highlights the potential of AI and large language models to support improving knowledge, competencies and new skills development. By providing learners access to vast knowledge repositories, these technologies empower individuals to pursue continuous learning beyond traditional classroom settings. By enabling a general understanding of the arising paradigm, the aim is to design a framework for future education systems where AI plays a constructive role. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate how the use of the technologized model of critical thinking development affected the self-study process of students of higher educational institutions (HEIs). The research methodology was based on a combination of qualitative and quantitative empirical methods, as well as a descriptive approach to data analysis. The study involved a quasi-experimental model supposed to influence the variables under study. The technology-based educational model of autonomous learning with a focus on the critical thinking development in students of HEIs consisted of the following processes, such as: communication, analysis, synthesis, problem-solving, evaluation, and reflection. The Watson Glaser Test was adapted to monitor the level of students' critical thinking. The average score on the final control of students' knowledge was used to monitor the experimental group students' performance. By monitoring the development of students' critical thinking and the dynamics of their performance in the course of training, where 90% of the time students studied independently, it was established that the use of a technological educational model had a positive effect on the critical thinking of students of HEIs, and as a result, the effectiveness of their self-s [ABSTRACT FROM AUTHOR]

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Purpose – With industry 4.0 revolutionizing the digitally renowned teaching and learning societies, this research study aims to uncover the practices of public high school teachers on digital teaching and learning technologies during the COVID-19 pandemic. Method – This descriptive-correlational study surveyed 34 consented Filipino teacher-participants of a public high school system in the Buguey District, Northern Philippines. Validated responses extracted thru Google forms administered in 30 days were described using frequency counts and percentages. Perceived practices were correlated with teacher-participants' profiles, while qualitative key informant interviews disclosed best practices, challenges, and problems along with the use of digital technologies for teaching and learning. Results – Findings revealed rare practices on the use of digital technologies to teaching and learning during the COVID-19 pandemic among teachers which are mostly on early to middle age brackets, dominantly female, completed their equivalent Masters' degree, holding teacher 2 or 3 ranks, and permanently teaching in 6 to 10 years now. Practices of teachers in the use of digital teaching and learning tools are somewhat evident, eager to practice and acknowledging the benefits of using the digital tools and radiating best practices in the workplace. Despite some technical issues that are beyond control, having internet at home necessitates the teacher's role to enhance teaching and learning while maximizing the potential of varied tools. Conclusion – With the onslaught of the COVID-19 pandemic, the Department of Education (DepEd) has indeed necessitated teachers to be innovative in class towards achieving its vision-mission statement by integrating into the curriculum and instruction the use of digital teaching and learning tools. Recommendations – It is recommended that DepEd must continually upscale its technological competencies with the implementation of the proposed learning action cell sessions. Research Implications – The relevant research findings provided insights for school administrators for implementing training sessions for teachers to be technologically pandemic-responsive. Practical Implications – The results of the study provided inputs for teachers to be adaptive to utilizing digital tools for teaching not only in time of a pandemic.

The pandemic has brought a new way of continuing the educational process, moving from face-to-face to virtual classes. The research reflects on the intersubjectivity of communication in virtual education in relation to educational academic results in Chile. The objective of the work was to analyze the implementation of virtual education through the intersubjectivity of learning, in relation to attendance, passing and failing in the year 2021 in Chile. The classes were conducted in the distance education modality. The methodology of the research is mixed: of bibliographic review and data collected from the Chilean Ministry of Education. The analysis was carried out with the statistical program SPSS. The main result is that academic communication is fundamental for learning, it is based on class attendance and positive impact on approval, affected during the time of pandemic. Conclusion: both in achievement-based learning expectations, as well as technological advances used by students and teachers, the pedagogical communication is necessary for better academic results. [ABSTRACT FROM AUTHOR]

This article focuses on the management of municipal education in the system and educational networks of the state of Tocantins, regarding the guarantee of the right to education in the period of the Covid-19 pandemic. It aims to understand the challenges and dilemmas faced by the Secretaries of Education in municipalities of Tocantins in the pandemic period, more precisely about remote, hybrid education and the use of digital information and communication technologies (ICT) as a way to ensure the educational rights established by law. This is bibliographic-documentary research that deals with the management of education grounded in the regulations of the state and federal spheres and based on field research developed by the National Union of Municipal Education Directors (UNDIME). The study presents the results of the situational diagnosis of the municipalities at the start of the pandemic in 2020 and evidences: the difficulties of the Municipal Secretaries of Education, the implications of the non-face-to-face teaching, the plan to resume face-to-face classes for the 2020 and 2021 school years. Also, the panorama of the educational reality in the state of Tocantins lacks of major investments in technology and connectivity in the schools; better training for education professionals and improvements in the infrastructure of educational units in order to fulfill the right to education.