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The article presents the second part of a study that aims to identify the needs for updating the curriculum and learning content of Computer Modelling and Information Technology (CMIT) in the lower secondary stage (grades 5 - 7) and Information Technology (IT) in the upper secondary stage (grades 8 - 10) of education in Bulgaria. The second part of this study focuses on the IT education. It includes a review and comparative analysis between the National Educational Standards, IT curricula, and the European Framework for Digital Competences DigComp 2.2. Based on this analysis, key recommendations for updating curriculum in compulsory education on IT in secondary school are derived. The conclusions indicate that the main areas that need to be covered are related to artificial intelligence, inclusion and accessibility. [ABSTRACT FROM AUTHOR]

The present study aims to identify the needs for updating the curriculum documentation and teaching content of Computer Modelling and Information Technology (CMIT) at the lower secondary stage and Information Technology (IT) at the upper secondary stage of education in Bulgaria. To achieve this, the expected levels of digital competences according to the DigComp 2.2. Digital Competence Framework were first identified by comparing them with the proficiency levels according to the National Qualifications Framework. Through a comparative analysis between the National Educational Standards and curricula on the one hand, and DigComp 2.2. on the other, key recommendations for updating the curricula and learning content for compulsory training in CMIT and IT in secondary school are derived. The conclusions indicate that, in general, the curriculum documentation allows flexibility and updating in the process of its use in practice. The main directions for updating include the integration of competences integration of competences related to the role of AI, collaborative working, inclusion and safety. [ABSTRACT FROM AUTHOR]

Purpose. Theoretical and methodical foundations deepening and projecting concerning business structures collective intelligence recommendations improvement based on human capital digital literacy in enterprises’ digital transformation. Methodology. The presented scientific research results were obtained using general and special cognition methods: morphological analysis, generalization and scientific abstraction; dialectical cognition, deduction and induction; system and cluster data analysis by Data Mining means; grouping and systematization; graphical and tabular presentation; abstract-logical method; econometric trend formation method. Findings. We deployed a science position regarding the progress of the enterprises collective intellect based on one of the main components – human capital computer knowledge. Emphasis is placed on anthropocentricity, which plays a decisive role in the business structures’ innovative activity. Our study argued the demand for joint intellect technologies in the enterprises’ cyber conversion. We highlighted the mass cooperation fundamental principles, which are based on a new management paradigm and proposed a new understanding of the categories essence: “digital competence”, “digital competency” and “knowledge culture”. Our research revealed computer knowledge concept subject status as an imperative for the joint intellect improvement. We analyzed the “EU digital competencе frameworks”; proposed the computer literacy framework for the enterprises’ staff capital; determined the primary role of education in the context of the society digital proficiency formation. Originality. We improved the science and methodical approach to determining company’s staff capital computer literacy level based on the analysis of “EU digital competencе frameworks”. The proposed method makes it possible to determine the cyber maturity potential and readiness for computer technologies implementation into business practice in order to ensure its development. Practical value. The results of authors’ science projects and practical recommendations contribute to the effective use and development of the business organizations’ collective intelligence and their network associations in the conditions of cybernated conversion. [ABSTRACT FROM AUTHOR]

The main purpose of this article is to describe the importance and the challenges of digital health literacy as recognized during the COVID-19 pandemic. First, basic definitions of health literacy and digital health literacy are provided, followed by, and matched against digital competence frameworks, and health literacy skills content and scales. Based on that, a compatibility analysis is provided, against the expectations for satisfactory levels definition for the respective competences and skills. For the approbation of the approach, results received from the participation of computing students at the Sofia University St. Kliment Ohridski in the COVID-19 Health Literacy Survey are used.

Die Entstehung des DigComp 2.2-Modells wird in in diesem Beitrag berichtet. Anschließend wird das Konzept mit Hilfe des Medienkompetenzbegriffs mit dem Lehrplan >Digitale Grundbildung< verglichen. Im Vergleich wird gezeigt, dass das DigComp 2.2-Modell eher die Berufliche als die Allgemeine Bildung betont. Es wird empfohlen, die Balance zwischen beiden Aspekten zu verbessern.

The main purpose of this article is to describe the importance and the challenges of digital health literacy as recognized during the COVID-19 pandemic. First, basic definitions of health literacy and digital health literacy are provided, followed by, and matched against digital competence frameworks, and health literacy skills content and scales. Based on that, a compatibility analysis is provided, against the expectations for satisfactory levels definition for the respective competences and skills. For the approbation of the approach, results received from the participation of computing students at the Sofia University St. Kliment Ohridski in the COVID-19 Health Literacy Survey are used., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Kaloyanova, Leventi and Kaloyanova.)