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The rapid proliferation of Internet of Things (IoT) devices has introduced unprecedented security challenges for critical infrastructure systems. Honeypots and honeynets have emerged as promising deception technologies for detecting, deflecting, and investigating IoT-specific threats. In this paper, we propose an integrated framework for the design, implementation, and evaluation of adaptive honeypots in IoT environments. The framework consists of two key components: (1) an adaptive honeypot architecture that dynamically adjusts its behaviour based on observed attack patterns and (2) an evaluation methodology with quantitative metrics to assess the effectiveness of IoT honeypots. We discuss the current usage and future potential of this integrated framework in the context of critical infrastructure protection, highlighting challenges and opportunities for collaborative defence against evolving cyber threats.

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

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.

This editorial introduces the first issue of the third volume of the Journal of Edge Computing (JEC). It provides an overview of the five articles featured in this issue, which cover diverse applications of edge computing technologies in domains such as cybersecurity, healthcare, and distributed systems. The first article summarizes the 4th Edge Computing Workshop (doors 2024), highlighting research advances in edge computing. The second article proposes an LSTM-based model for detecting cyber attacks in IoT systems using the CIC-IoT2023 dataset. The third article presents a machine-learning model for classifying respiratory system sounds to aid in the early diagnosis of respiratory diseases. The fourth article describes an IoT system that analyzes environmental data using geolocation to generate alerts about potential health risks. The fifth article explores the use of telemetry for dynamic analysis of distributed systems to identify architectural smells and anomalies. The editorial highlights the potential of edge computing technologies in addressing various challenges and expresses gratitude to the authors, reviewers, and editorial team for their contributions.

The editorial board of CTE Workshop Proceedings, announces the formal Retraction of the following article: Artyukhov, A., Volk, I., Artyukhova, N., Halenin, R. and Batsenko, L., 2023. Evaluation of the system "quality of education" and its socio-economic impact: analogies with software testing. CTE Workshop Proceedings, 10, pp.96–106. Available from: https://doi.org/10.55056/cte.548

The editorial board of CTE Workshop Proceedings, announces the formal Retraction of the following article: Artyukhov, A., Volk, I., Artyukhova, N., Ospanov, D., Ospanova, D., Shablystyi, V. and Hordiienko, V., 2023. Quality of education as the modeling object: "black", "white" or "gray" box for national economics development. CTE Workshop Proceedings, 10, pp.85–95. Available from: https://doi.org/10.55056/cte.547

The editorial board of CTE Workshop Proceedings, announces the formal Retraction of the following article: Zagorodnyuk, S.P., Sus, B.B., Bauzha, O.S. and Maliarenko, V.M., 2023. Organizing the synchronous remote labworks in institutions of technical engineering education. CTE Workshop Proceedings, 10, pp.236–250. Available from: https://doi.org/10.55056/cte.559

Cataclysms such as the COVID-19 pandemic or the Russian invasion of Ukraine have had an irreversible impact on all spheres of human life. Therefore, it is crucial to monitor the needs of participants in specific processes to be able to respond to them dynamically. In this regard, a survey was conducted with 331 respondents from 13 institutions of higher education in Ukraine. The questionnaire consisted of four blocks: general questions (age, gender, educational institution, year of study, location, etc.), technical block (availability of technical means, access to the Internet, etc.), psychological block (respondents’ state), and educational block (availability of opportunities to continue educational activities). To answer some questions, a sample was made by regions of Ukraine to understand whether there is a significant difference between regions where active hostilities are taking place and regions that are conditionally safer. The article aims to present the results and analysis of the answers and offer suggestions for teachers on implementing educational activities based on the obtained results. The survey showed that teachers of higher education institutions take into account the peculiarities of the current situation in Ukraine. Most institutions implemented blended/distance learning to ensure all participants' safety in the educational process. Among the recommendations are the introduction of video recording of online classes and increased use of non-formal education opportunities, particularly MOOC courses.

Ukraine’s National Strategy for Education Development aims to align its education system with global standards and sustainable development goals. One of the key objectives is to integrate higher education with European norms, offer diverse educational models, and meet information and communication needs. The European Commission supports this integration process by fostering initiatives such as the Bologna process, mobility, and cooperation with programs like Erasmus+. Mobility, enabled by information and communication technologies, is essential for building the European educational and scientific space. This paper explores the different aspects of mobility, such as geographic, social, professional, academic, learning, software, hardware, and technological mobility. It investigates how they relate to each other within socio-pedagogical and technical systems, highlighting their importance for the information society. Using historical and contemporary perspectives, the paper develops a holistic model of mobility in the information society. Future research directions include the dynamic evolution of mobility within higher education systems, its sociocultural implications, and its intersection with technological innovations and state-political transformations. Furthermore, the phenomenon of mobility in technological and pedagogical systems, driven by the spread of mobile information and communication technologies, deserves more attention.

This paper highlights the crucial need to establish clear criteria and indicators for assessing the effectiveness of the scientific activity of research and academic staff. By carefully examining different dimensions of research activity, this study identifies and describes a comprehensive set of criteria and relevant indicators. These include involvement in project competitions (preparation, participation, and student engagement), scholarly publication outputs (journals, conferences, monographs, and student mentoring), scientometric measures (indexing and citations), altmetric considerations (digital repositories, online presence, and social media impact), expert contributions (peer review, committee participation, editorial roles, and conference organization), and representative scholarly achievements (dissertation defense, academic and honorary titles, awards, supervision, international engagement, and language skills). It is emphasized that these identified criteria can be categorized into publication and dissemination, exploitation, and impact on the academic community. By using this comprehensive framework, educational institutions can effectively assess the quality, impact, and contribution of the activities of research and academic staff, thereby promoting research excellence and educational progress.

This study delves into the theoretical examination, creation, and experimental testing of diverse instructional approaches aimed at introducing lyceum students to the fundamental principles of quantum informatics. Our research encompasses the following accomplishments: 1) A comprehensive analysis of relevant literature on the teaching of quantum informatics, both within Ukraine and internationally; 2) Theoretical grounding and development of the structure and content of competencies in the fundamentals of quantum informatics for lyceum students, incorporating insights from expert surveys and the European competence framework in quantum technologies; 3) Development of a robust structural and functional model for cultivating competencies in the fundamentals of quantum informatics; 4) Proposal of a methodological framework for teaching the fundamentals of quantum informatics to lyceum students through an optional course; and 5) Experimental validation of the efficacy of the developed methodology in enhancing students' competency in the fundamentals of quantum informatics. Furthermore, we outline future scientific investigations pertaining to the quantum transformation of informatics education in schools.

This article serves as an introduction to a collection of selected papers presented at the ACNS Conference on Cloud and Immersive Technologies in Education (CITEd 2022), which took place in Kyiv, Ukraine, on December 21-22, 2022. The collection provides valuable insights into the latest advancements in cloud and immersive technologies in the field of education. The introductory text offers an overview of the conference events and provides concise summaries of the selected papers, offering a glimpse into the diverse topics and research areas covered. These selected papers reflect the cutting-edge research and innovative approaches showcased at CITEd 2022, making them a valuable resource for educators, researchers, and practitioners interested in exploring the potential of cloud and immersive technologies in education.

The organization of high school students' research and learning activities in chemistry requires a significant amount of experimental work. The performance of experimental work in chemistry at school faces a number of problems, both purely material and organizational, to which the need for distance learning has recently been added. This article describes the state of use of augmented reality technologies in modern chemistry education and the possibilities of using augmented reality technologies to support students' learning and research activities in chemistry. To solve the research tasks, cloud-based augmented reality development tools (A-Frame and AR.js) were used. The developed tool is a virtual chemistry laboratory using augmented reality technologies: individual markers correspond to reagents, and a pairwise combination of markers triggers a video recording of chemical interaction between the corresponding pair of reagents. The article describes the development of augmented reality software to support eleventh graders' learning and research activities in chemistry in the form of an augmented reality-based virtual chemistry laboratory and its implementation in the teaching process.

Chemistry educational and research activities must be planned in a way that makes extensive use of experimentation. The implementation of chemistry experiments in the classroom is fraught with organizational and logistical challenges, and more recently, the necessity for online learning has been added. The article explains the current state of augmented reality (AR) technology use in contemporary chemical education and the potential for using augmented reality technology to enhance students' chemistry research projects. To complete the research tasks, augmented reality cloud technologies (A-Frame and AR.js) were used. The developed tool is a virtual chemical laboratory that incorporates augmented reality technologies (AR-based virtual chemical laboratory): individual markers correspond to reagents, and a pair of marker combinations activates the playback of a video showing the chemical interaction between the associated pair of reagents. The article describes the development of augmented reality software to support the research activities of 11th grade chemistry students in the form of an AR-based virtual chemical laboratory, as well as its implementation in the teaching and learning process.