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Journal articles on the topic 'Digital education hubs'
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1
Budko, Hanna, Tetyana Ivakhniuk, Yurii Ivakhniuk, Inna Plakhtiienko, and Yaroslav Tsekhmister. "Digital education hubs in medical higher education: Ukraine and the EU perspectives." Revista Amazonia Investiga 12, no. 63 (2023): 233–42. http://dx.doi.org/10.34069/ai/2023.63.03.22.
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The digital hub for the medical university is the embodiment of a synergetic model of the educational system. It is an educational and me-thodical arsenal forms the content of the digital hubs. It is also an organiza-tional model that focuses on the use of information and communication technologies. The purpose of this scientific research is to examine two fun-damental elements of the digital hub in medical education: logistics and teaching. The methodology of comparative analysis that is used is closely re-lated to the synergetic principles of the modern scientific paradigm. This way we can see different levels of effectiveness of digital educational hubs in Ukraine and Europe in the training of future medical professionals. The reason is significantly higher rates of integrative factors in European educational hubs, compared to Ukrainian counterparts. Thus, filing hubs make up the in-formation and digital space of Ukrainian higher medical education. European counterparts have already integrated the potential of the digital hub not only in the educational space but also in the clinical environment.
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Muliarevych, Oleksandr, Volodymyr Saienko, Antonina Hurbanska, Barbara Nowak, and Oleksandr Marushchak. "Digital Learning Hubs as a Component of the Information and Digital Learning Environment." Journal of Curriculum and Teaching 12, no. 5 (2023): 24. http://dx.doi.org/10.5430/jct.v12n5p24.
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The article aims to analyse digital education in terms of modern information and the digital learning environment. Based on the use of such theoretical pedagogical research methods as system analysis, concretisation comparativistic approach the study is investigated. The results demonstrate the functioning of educational hubs as a sociocultural phenomenon in modern educational policy, the modern experience of using digital hubs in education, particularly, the experience of CISCO and other influential players, the possibility of forming digital learning hubs based on libraries of higher education institutions. It is shown that important directions for further research are the coverage of the development of technologies and the impact of this process on the evolution of educational environments in the future. In conclusion, it was noted that the use of educational digital hubs contributes to the decentralisation of the educational system. The effectiveness of the use of regular test competitions are noted, which contributes to the formation of a competitive environment.
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Hrytsenchuk, O. O., M. P. Leshchenko, O. V. Ovcharuk, S. I. Trubachev, and S. V. Trykoz. "Ensuring sustainable development through the use of digital educational hubs for teaching civic education at school." IOP Conference Series: Earth and Environmental Science 1415, no. 1 (2024): 012014. https://doi.org/10.1088/1755-1315/1415/1/012014.
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Abstract The article highlights the practical experience of implementing digital educational hubs to support civic education (CE) to ensure sustainable development. The role of the digital educational hub as a modern tool of the digital educational environment was determined. The digital educational hub is a multi-functional digital educational environment with electronic resources, tools, technologies and educational materials where organisational and pedagogical conditions are created for the acquisition of knowledge, the development of students’ competencies and the effective accumulation of intellectual potential, which contributes to professional development and the implementation of innovations in practice. The purpose of this article is to investigate how digital educational hubs support civic education at school, how teachers and school leaders can use the resources of the hubs, and how teachers in Ukraine and other countries are supported in using digital tools for teaching civic education subjects, which are important for the professional development of teachers, including the development of their digital skills. The experience of using digital educational hubs supporting CE at schools in Ukraine and European countries (Belgium, Canada, Netherlands) is described. The practical significance of the digital educational hub, as a component of the digital educational environment, is to support and implement innovations in school education that contribute to the development of the personality of a modern citizen, an active member of the digital society. The novelty of the research: online learning and remote forms of communication are the most popular in education today. For teaching civic education, there is a combination of active forms of learning with the use of digital means and resources, which are actively offered by digital educational hubs. Highlighting the best practices of such use is important both for the professional development of teachers and for the diversification and activation of students’ civic education. The practical significance based on the experience of European countries, forms and approaches to the use of digital educational tools for teaching civic education has been identified. Methods of using digital hubs to support civic education at school need further research.
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Ukozor, Conrad Ugochukwu, and Salisu Muhammad. "Digitalization of Basic Education in Nigeria: Problems and Way Forward." European Journal of Artificial Intelligence and Digital Economy 1, no. 2 (2023): 39–48. http://dx.doi.org/10.61796/jaide.v1i2.213.
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This paper examined factors that is militating against digitalization of basic school education in Nigeria. Secondary data were used. The secondary data were gathered from print materials and online publications. The paper identified poor funding, shortage of digital facilities, power problem, poor internet connection, higher cost of digital facilities, poor digital skills and knowledge and shortage of digital experts, poor implementation problem, resistant to change and corruption as major problems that have militated against digitalization of basic education in Nigeria. The government should increase the funding of Basic education in Nigeria and more priorities should be given to the development of digital education. The government should provide adequate digital infrastructure facilities in all the Basic schools to aid accessibility and usability. Innovation Hubs/clusters should be set up in areas where they do not exist to make room for the laps that occurs in some areas in Nigeria, existing hubs should also partner with civil society groups to promote capacity building programs on digital education. The government should address the problem of power generation and distribution across the country. The government should invest more in the information communication technology to improve the connectivity level across the country etc.
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Keshavarz, Mohsen, and Li Yuan. "A Narrative Case History of Distance Education Before, During, and After COVID-19 in China and Iran." Canadian Journal of Learning and Technology 49, no. 1 (2023): 1–15. http://dx.doi.org/10.21432/cjlt28275.
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Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.
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Gkoutsioukosta, Zisoula, and Venetia Apostolidou. "Building Learning Communities through Digital Storytelling." Social Sciences 12, no. 10 (2023): 541. http://dx.doi.org/10.3390/socsci12100541.
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This paper shares the first insights of the Digital Storytelling Hubs research project held by the School of Primary Education, Aristotle University of Thessaloniki, funded by the Hellenic Foundation for Research and Innovation. It is a still in-progress action research study that comprises two action research cycles. The aim of the present paper is to outline the dynamic role that digital storytelling could play in building learning communities. The research program includes the creation of three hubs, one digital and two physical, for transferring higher education research practice to primary and secondary education, and for disseminating digital storytelling as an innovative learning tool. During the pilot cycle, digital storytelling was implemented in two experimental schools in Greece, while during the main cycle, a total of 50 elementary and secondary teachers were involved. Data sources include students’ and teachers’ participation statistics, the digital stories created by students so far, the students’ answers in questionnaires and teachers’ semi-structured interviews after the pilot interventions in class. The findings suggest the dynamics of digital storytelling workshops to create vivid and powerful learning communities that foster both classic and new literacies and enhance a creative and critical attitude towards modern media culture.
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Sarraipa, Joao, Majid Zamiri, Elsa Marcelino-Jesus, Andreia Artifice, Ricardo Jardim-Goncalves, and Néjib Moalla. "A Learning Framework for Supporting Digital Innovation Hubs." Computers 12, no. 6 (2023): 122. http://dx.doi.org/10.3390/computers12060122.
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With the increasing demand for digital transformation and (digital) technology transfer (TT), digital innovation hubs (DIHs) are the new piece of the puzzle of our economy and industries’ landscapes. Evidence shows that DIHs can provide good opportunities to access needed innovations, technologies, and resources at a higher level than other organizations that can normally access them. However, it is critically important to note that DIHs are still evolving, under research, and under development. That is, there are many substantial aspects of DIHs that should be considered. For example, DIHs must cater to a wide spectrum of needs for TT. From this perspective, the contribution of this work is proposing a generic and flexible learning framework, aiming to assist DIHs in providing suitable education, training, and learning services that support the process of (digital) TT to companies. The proposed learning framework was designed, evaluated, and improved with the support of two EU projects, and these processes are discussed in brief. The primary and leading results gained in this way show that the learning framework has immense potential for application to similar cases, and it can facilitate and expedite the process of TT to companies. The study is concluded with some directions for future works.
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Khandu, Gaikwad Manisha. "National Education Policy (NEP) 2020, Higher Education and the Libraries." International Journal of Advance and Applied Research 6, no. 20 (2025): 33–35. https://doi.org/10.5281/zenodo.15347914.
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The National Education Policy 2020 (NEP-2020), introduced by the Ministry of Education, aims to modernize India's education system. Notably, it significantly elevates the role of libraries across all levels, from public to academic institutions. NEP-2020 emphasizes the enhancement of library infrastructure, services, and operational efficiency. Furthermore, it champions the integration of Information Communication Technology (ICT), digital resources, and online platforms to provide diverse and accessible facilities for all readers nationwide. This focus on technology and improved services ensures libraries remain vital hubs for knowledge dissemination and learning in the modern era.
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Board, Editorial. "National Conference on Competitive Strategies in Digital Economy Opportunities & Challenges." Global Journal of Enterprise Information System 8, no. 3 (2017): 81. http://dx.doi.org/10.18311/gjeis/2016/15843.
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Hyderabad, One of the fastest developing educational hubs in India, saw the conception of Aurora's P.G. College in the year 1995. It stands out as an edifice that perfectly justifies the college's tag line “Temple of Learning”. Since its inception, its endeavor has been to impart quality education with adequate practical exposure and shaping its students into perfect managers and responsible citizens.
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Makarova, Mariia. "Digital Projects in the Library Field of Ukraine." Digital Platform: Information Technologies in Sociocultural Sphere 7, no. 1 (2024): 123–38. https://doi.org/10.31866/2617-796X.7.1.2024.307014.
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<strong>The purpose of the article</strong> is to identify their features, effectiveness, and problems of implementation based on a study of digital projects in the library sector of Ukraine in the early 20s of the twenty-first century. <strong>Research methods.</strong> The general scientific methods of analysis, synthesis, generalisation, and information methods were applied, which made it possible to achieve the goal. <strong>The scientific novelty</strong> of the results obtained is a comprehensive study of digital projects in the library sector of Ukraine; clarification of the peculiarities of digitalisation of Ukrainian libraries in times of war; clarification of the main categories, such as digital, electronic and virtual library; introduction of information about projects from online sources into scientific circulation. <strong>Conclusions.</strong> In the current conditions of rapid development of information technologies, the principles of library space organisation, methods of library and information activities, and resource support for library collections are being rethought; libraries are striving to use all the possibilities of digitalisation in their activities. This is facilitated by digital library projects focused primarily on the digitisation of documentary heritage, the digitalisation of user service processes, and the creation of new types of libraries: digital, electronic, virtual, etc. Libraries are becoming new modern information hubs and digital education centres for users. Library projects have become especially important and widespread since the onset of the COVID-19 pandemic and full-scale Russian aggression. The article focuses on the joint projects of the Ministry of Digital Transformation of Ukraine and the Ukrainian Library Association in the development of digital literacy within the framework of the national project “Diia. Digital Education”, the projects “Digitalisation of Libraries” and “Capacity Building of Libraries – Digital Education Hubs”, etc. However, in the process of implementing the projects, there are difficulties and problems related to the digital divide, the lack of computers and special digitisation devices in a number of libraries, and the lack of qualified staff capable of working with virtual users in the new conditions of digitalisation of society, which requires the organisation of training and retraining courses. The problems of digitalisation of Ukrainian libraries of various types in the context of the Russian-Ukrainian war require further research.
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Triques, Maria, Paula Gonçalez, and Ana Albuquerque. "Integration of cultural data from digital repositories: anoverview of the DPLA Hubs." RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação 20, no. 2022 (2022): 1–21. http://dx.doi.org/10.20396/rdbci.v20i00.8666967/28103.
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Introduction: The Digital Public Library of America (DPLA) is an initiative aimed at expanding the reach of its content and the possibilities of improving and using data to generate new knowledge from data integration. The search for integration, however, results in a series of possibilities and challenges for digital repositories, providers and data servers.Objective:To present an overview of the technological solutions underlying data collection and availability from the DPLA partner repositories, named Hubs, to point out aspects of the interoperability opportunities and challenges they face in the search for integrated access. Methodology:This is a bibliographical, qualitative and exploratory research, with analysis based on the discussion found in the literature and the results obtained in the analysis of the platforms. Results: The technological solutions adopted both by the DPLA to collect and aggregate data and by the Hubs, data providers, which use different solutions to aggregate data from the various contributing cultural institutions and provide them to the DPLA, are presented as results. Conclusion:The studyconcluded that despite the technical, semantic and managerial challenges, great efforts have been undertaken to adopt solutions and best practices aimed at the engagement of data providers. Both the Hubs and their contributing institutions present programs to encourage and support digitization and documentation, as well as guidelines to guarantee the quality and legal rights of access to content, which is essential to improve users' experience and multi-dimension the possibilities to transform information into knowledge
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Kucirkova, Natalia, and Karen Littleton. "Digital learning hubs: theoretical and practical ideas for innovating massive open online courses." Learning, Media and Technology 42, no. 3 (2015): 324–30. http://dx.doi.org/10.1080/17439884.2015.1054835.
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Lumibao, Juliet D. "Transforming Education for a Sustainable Future: A Synthesis of Research on Education for Sustainable Development." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 1–10. https://doi.org/10.5281/zenodo.15323865.
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<strong>Abstract</strong> <strong> </strong> This quantitative study investigates how business process outsourcing (BPO) employees in Dumaguete City, Philippines, adapt to technological change amidst the evolving demands of the digital workplace. Despite the sector’s significant role in regional economic development, limited research has explored the lived realities and organizational support systems that shape employees’ digital adaptation in provincial BPO hubs. Guided by a descriptive-comparative research design, the study surveyed 377 respondents from three BPO companies: Sourcescrub Philippines, ECE Contact Centers, and SOPHI Outsourcing. The research examined employees’ perceptions of technological change, levels of acceptance, encountered challenges, and the extent of organizational support received. The findings showed that most employees were aware of and accepted digital transformation, but they still faced ongoing issues like feeling tired of technology, not getting enough recognition, and having limited technical skills. Notably, job designation and years of service were found to significantly influence levels of technology acceptance. These insights served as the basis for the development of a structured intervention plan aimed at promoting digital resilience, improving organizational responsiveness, and supporting sustainable workforce transformation in Dumaguete’s BPO sector. Keywords: BPO sector, digital transformation, organizational support, technological change
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Hariyati, Mutty, Mochamad Nursalim, Ruqoyyah Fitri, Heriyanto, and Mochammad Riski Destrianto. "Applying Constructivism Principles to Enhance Digital Media Literacy in Higher Education." Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan 13, no. 1 (2025): 86–100. https://doi.org/10.24252/v13i1a7.
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This study explores the application of constructivist principles in the development of digital media literacy within higher education. Constructivism and digital media literacy share foundational elements, including active participation, critical thinking, contextual learning environments, and social collaboration. This research employs a qualitative approach through a literature review. Publications from 2014 to 2024 were selected based on their relevance to constructivist learning theory and digital media literacy, resulting in four core sources analyzed. The findings demonstrated that constructivist principles significantly contribute to the enhancement of digital media literacy skills, particularly in the areas of content creation, information management, digital publishing, and critical engagement. These competencies were essential for fostering independent, reflective, and responsible learners. The study concludes that constructivist-based approaches are vital for effectively integrating digital media literacy into higher education. To support this integration, it is recommended that universities embed digital media literacy into curricular frameworks and provide additional resources such as training programs through university libraries. These libraries, as central information hubs, can play a pivotal role in supporting students’ digital literacy development and promoting lifelong learning.
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Makarova, Mariia. "Digital Projects in the Library Field of Ukraine." Digital Platform: Information Technologies in Sociocultural Sphere 7, no. 1 (2024): 123–38. http://dx.doi.org/10.31866/2617-796x.7.1.2024.307014.
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The purpose of the article is to identify their features, effectiveness, and problems of implementation based on a study of digital projects in the library sector of Ukraine in the early 20s of the twenty-first century. Research methods. The general scientific methods of analysis, synthesis, generalisation, and information methods were applied, which made it possible to achieve the goal. The scientific novelty of the results obtained is a comprehensive study of digital projects in the library sector of Ukraine; clarification of the peculiarities of digitalisation of Ukrainian libraries in times of war; clarification of the main categories, such as digital, electronic and virtual library; introduction of information about projects from online sources into scientific circulation. Conclusions. In the current conditions of rapid development of information technologies, the principles of library space organisation, methods of library and information activities, and resource support for library collections are being rethought; libraries are striving to use all the possibilities of digitalisation in their activities. This is facilitated by digital library projects focused primarily on the digitisation of documentary heritage, the digitalisation of user service processes, and the creation of new types of libraries: digital, electronic, virtual, etc. Libraries are becoming new modern information hubs and digital education centres for users. Library projects have become especially important and widespread since the onset of the COVID-19 pandemic and full-scale Russian aggression. The article focuses on the joint projects of the Ministry of Digital Transformation of Ukraine and the Ukrainian Library Association in the development of digital literacy within the framework of the national project “Diia. Digital Education”, the projects “Digitalisation of Libraries” and “Capacity Building of Libraries – Digital Education Hubs”, etc. However, in the process of implementing the projects, there are difficulties and problems related to the digital divide, the lack of computers and special digitisation devices in a number of libraries, and the lack of qualified staff capable of working with virtual users in the new conditions of digitalisation of society, which requires the organisation of training and retraining courses. The problems of digitalisation of Ukrainian libraries of various types in the context of the Russian-Ukrainian war require further research.
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Azib, Nur Azimah, Roziya Abu, Siti Khadijah Rafie, and Nurul Syfa’ Mohd Tokiran. "Evaluating User Satisfaction with Digital Library Services: A Study of Academic Libraries in Higher Education Institutions." International Journal of Research and Innovation in Social Science VIII, no. XII (2024): 4511–17. https://doi.org/10.47772/ijriss.2024.8120379.
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The transformation of libraries from traditional physical spaces to dynamic online knowledge hubs, commonly referred to as digital libraries, has significantly reshaped the landscape of information access and management. This shift is particularly pronounced in higher education institutions, where digi-tal libraries have become essential repositories of scholarly content and ser-vices, offering curated collections that ensure both accessibility and quality. The study investigated student satisfaction with digital library services at higher education institutions in Bukit Cherakah, Selangor, focusing on the relationship among key service attributes—information quality, system quality, and service quality—and overall student satisfaction. Using a survey research methodology, this study collected data from a representative sample of 384 students across various education levels and disciplines, employing a Likert scale to gauge satisfaction levels. The findings are expected to identify critical factors that influence student satisfaction, offering insights for enhancing digital library services to better meet the evolving needs of users. By addressing the gap in understanding user satisfaction and utilization patterns, particularly in higher education institution, this research contributes to the ongoing development of more effective and user-centered digital library platforms in higher education.
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Shishov, Sergey, Valentina Kalney, and E. Ryahimova. "The Main Directions of Professional Education Development in the Context of Digitalization." Scientific Research and Development. Socio-Humanitarian Research and Technology 14, no. 2 (2025): 56–61. https://doi.org/10.12737/2306-1731-2025-14-2-56-61.
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Based on an international analysis, the article examines the key issues of the digital transformation of vocational education. Parallels are drawn in the context of the Russian Federation, aimed at meeting modern labor market requirements. The need to update the content of educational programs through the integration of digital competencies such as programming, working with big data and cybersecurity has been identified. It is shown that modern online platforms, artificial intelligence (AI), virtual reality (VR) technologies contribute to the personalization of educational trajectories and the creation of new learning formats such as virtual laboratories and smart classrooms. Strengthening the practical component of educational programs through interaction with employers is another important area of development. Joint programs, internships, and project-based training can narrow the gap between theory and practice. At the same time, it is noted that insufficient digital literacy of up to 40% of vocational education teachers slows down the introduction of innovative methods. Specific measures have been proposed to realize the potential of digitalization: the development of interdepartmental working groups to update the regulatory framework, the modernization of the technological infrastructure of educational institutions, the creation of regional digital hubs, professional development of teaching staff and the intensification of partnership with business.
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Chiodo, Deb, Jo Henderson, Karleigh Darnay, and Zainab Amure. "An innovative digital integrated youth services platform developed with and for youth." International Journal of Integrated Care 25 (April 9, 2025): 91. https://doi.org/10.5334/ijic.icic24043.
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Integrated youth services (IYS) have developed at a rapid rate in Canada and across the globe as an innovative way to organize and deliver mental health and substance use (MHSU) services to young people, centering youth co-development and engagement as core components of model development. Youth Wellness Hubs Ontario (YWHO) is Ontario’s commitment to improved service access and outcomes for youth aged 12-25 through the implementation of IYS hubs that provide rapid access to walk-in, low-barrier MHSU, physical health, and social services in a convenient, youth-friendly setting. There are 22 funded YWHO networks operating youth hubs in 31 communities (large urban, small urban, rural, Francophone, Indigenous) throughout Ontario. These hubs provide mental health, substance use, primary care, education, employment, housing, and other health and social services. YWHO teams, embedded within existing local services, provide a single point of entry for young people to access a range of services. Aligned with flexible services and approaches to mental health service delivery that empower youth in their own service journey, YWHO has developed a virtual platform (YWHO Virtual) co-designed with youth, families, and service providers that provides for young people, safe, secure and timely access to mental health and substance use services, as well as other primary care, community and social support services. Platform development and features have been co-designed with several provincial and local youth and family groups: YWHO has established a Digital Action Advisory Group (DAAG) made up of youth and family members who have been involved in the development of the platform; a Provincial Youth Advisory Council, a Provincial Indigenous Youth and Family Advisory Circle, and local youth at YWHO sites. The virtual hub offers an accessible solution for youth facing challenges in reaching in-person hubs, whether due to geographical constraints or personal circumstances. This youth-centric platform, co-designed by and for young people, provides a safe and welcoming space for them to receive the care they require. The virtual hub contributes to ensuring youth can access services from any location. This is especially advantageous for those residing in remote or underserved areas, those who are hesitant to access services due to stigma and those who experience physical and mental health challenges that make it challenging to access in-person services away from home. Youth have the independence to request and schedule appointments at their own convenience, eliminating the necessity for travel or support from a family member who may be a barrier to accessing services due to stigma. The virtual hub ensures that youth can maintain uninterrupted access to the support they require. In situations where it is not feasible for youth to attend regular in-person appointments, they can request a virtual appointment to provide them with access to continuity of their care. This presentation will share the web application platform and features, the co-designed elements and innovations, the integration of data collected on the platform with in-person service-level data, and the lessons learned in the pilot launch across five sites of this initiative. Next steps is implementation across all Networks.
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Abu, Roziya, Siti Khadijah Rafie, and Mohd Hafidzrizal Mansor. "Digitizing Sustainability: Exploring the Opportunities and Challenges for Rural Public Libraries Adopting Technology." International Journal of Research and Innovation in Social Science VIII, no. IX (2024): 3250–58. http://dx.doi.org/10.47772/ijriss.2024.8090270.
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This paper explores the infusion of digital technologies in the sustainability of rural public libraries, focusing on the opportunities and threats. In rural settings, libraries serve as essential community hubs, providing access to information, education, and cultural resources. Integrating digital technologies offers numerous opportunities, including expanded access to information through online resources, enhanced community engagement via virtual platforms, and more efficient resource management through digital cataloguing systems. Moreover, digital initiatives enable rural libraries to adopt sustainable practices by reducing paper consumption and optimizing resource utilization. However, alongside these opportunities come significant threats, such as the digital divide, financial constraints, data privacy concerns, technological obsolescence, and the risk of diminishing traditional engagement methods. Navigating these challenges requires careful consideration of rural communities’ unique needs and constraints, as well as strategic planning to ensure equitable access and effective implementation of digital initiatives. Ultimately, rural public libraries must balance leveraging the benefits of digital technologies and preserving their core mission of serving as inclusive centres of knowledge and community empowerment.
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Eliza, Mona, Abdullah A. Afifi, Nor Anisa Arifin, and Evan Azami. "Digital Learning Co-Creation: A Conceptual Study between University and Learning Hub in Underdeveloped Urban Areas." Journal of Regional Development and Technology Initiatives 2, no. 2 (2024): 119–30. https://doi.org/10.58764/j.jrdti.2024.2.11.
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This article presents a conceptual co-creation model of digital learning between universities and learning hubs in organizing online lectures as a strategy to increase literacy access in underdeveloped urban areas. The background of this study comes from initial observations conducted at Darulfunun Payakumbuh, a community-based institution that has facilitated students from various universities to take online lectures with the support of study rooms, connectivity, and mentoring. In the context of limited infrastructure and learning facilities at home, a collaboration between higher education institutions and digital learning centers such as Darulfunun is a potential solution to overcome the gap in access to education. This study uses a conceptual approach by combining the principles of co-creation (co-initiation, co-design, co-delivery, co-reflection) and the Customer Satisfaction framework, especially the expectation-perception-reaction model towards digital learning services. The discussion is directed at the design of shared facilities, adaptive collaboration mechanisms, and measuring student satisfaction with the quality and access to online lecture services. This study produces a conceptual model that can be used as a reference for further research and development of community-based higher education policies, with implications for increasing digital literacy and equality of access to higher education in marginalized areas.
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Khrushch, Svitlana. "Media Library as a Resource Center for Quality Assurance of the Educational Process." Digital Platform: Information Technologies in Sociocultural Sphere 5, no. 2 (2022): 270–76. http://dx.doi.org/10.31866/2617-796x.5.2.2022.270131.
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The purpose of the article is to study the activities of media libraries in the context of the educational process, as well as to highlight modern innovative approaches to the organization of a qualitatively new educational space.
 Research methodology. In the process of the study, general scientific methods such as hypothetical method, method of analysis and synthesis were used, which allowed the author to analyze the activities of media libraries in the educational context in terms of resource provision of the quality of the educational process.
 The scientific novelty of the research is to highlight modern approaches to the organization of innovative educational space with the involvement of information technology to provide quality information services aimed at educational and scientific activities.
 Conclusions. The educational component is a priority in the activities of libraries, so it is important to provide access to quality scientific and educational information. In addition to providing a wide range of information services, the library should be a space for communication between different social groups to promote education and implement the concept of lifelong learning. Thanks to the activities of the Ukrainian Library Association, which signed a Memorandum of Cooperation with the Ministry of Digital Transformation to promote the development of digital literacy, a large number of libraries in Ukraine have become educational hubs for improving the digital skills of the population based on the platform Diia. Digital Education. Most Ukrainian libraries are implementing educational projects aimed at improving knowledge in various fields of science and culture. This article reviews and analyzes the domestic and foreign experience of media libraries as educational hubs aimed at creating and providing access to qualitatively new educational content.
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Khrushch, Svitlana. "Media Library as a Resource Center for Quality Assurance of the Educational Process." Digital Platform: Information Technologies in Sociocultural Sphere 5, no. 2 (2022): 270–76. https://doi.org/10.31866/2617-796X.5.2.2022.270131.
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The purpose of the article is to study the activities of media libraries in the context of the educational process, as well as to highlight modern innovative approaches to the organization of a qualitatively new educational space. Research methodology. In the process of the study, general scientific methods such as hypothetical method, method of analysis and synthesis were used, which allowed the author to analyze the activities of media libraries in the educational context in terms of resource provision of the quality of the educational process. The scientific novelty of the research is to highlight modern approaches to the organization of innovative educational space with the involvement of information technology to provide quality information services aimed at educational and scientific activities. Conclusions. The educational component is a priority in the activities of libraries, so it is important to provide access to quality scientific and educational information. In addition to providing a wide range of information services, the library should be a space for communication between different social groups to promote education and implement the concept of lifelong learning. Thanks to the activities of the Ukrainian Library Association, which signed a Memorandum of Cooperation with the Ministry of Digital Transformation to promote the development of digital literacy, a large number of libraries in Ukraine have become educational hubs for improving the digital skills of the population based on the platform Diia. Digital Education. Most Ukrainian libraries are implementing educational projects aimed at improving knowledge in various fields of science and culture. This article reviews and analyzes the domestic and foreign experience of media libraries as educational hubs aimed at creating and providing access to qualitatively new educational content.
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Hashim, Mohamed Ashmel Mohamed, Issam Tlemsani, Robin Matthews, Rachel Mason-Jones, and Vera Ndrecaj. "Emergent Strategy in Higher Education: Postmodern Digital and the Future?" Administrative Sciences 12, no. 4 (2022): 196. http://dx.doi.org/10.3390/admsci12040196.
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Mintzberg’s version of emergent strategy is based on the idea that strategies are contingent on circumstances that change from time to time often very rapidly and therefore papers focused on strategy and detailed planning are limited in their practical application. The word strategy as far as Mintzberg is concerned is anathema, therefore, introducing a concept that has a misconception embedded in it. This paper claims that education for sustainable development and higher education institutions’ survival depends on adopting postmodern thinking, in other words, digital transformation. This conceptual paper proposes a blueprint of a process for developing a series of agile potentially short-term conceptual solutions thereby embracing the expectation that the rate of change in societies is accelerating. This paper scrutinizes (a) the applicability of emergent strategy/strategic approach to higher education institutions, (b) how postmodernism influences higher education institutions to become digital hubs of commoditization of knowledge and (c) how the integrated capabilities of digital transformation build sustainability in education delivery. Structural Equation Methodology is proposed to examine the impact of postmodernism on the sustainable delivery of education in higher education institutions, and the need to foster relevant emergent strategies is also justified. The paper also develops new research propositions and managerial implications for driving optimistic digital education. Ultimately, it offers a framework for spear-leading effective and leading post-modernistic digital transformation. Emerging education technology, sustainable digital transformation and advanced use of robotic-human cognitive collaboration are experiencing a significant transformation. Universities play a vital role in enhancing engagement within higher education. One of the managerial implications of the results and discussion is the need for higher education institutions to provide taught leadership and planning in emergent strategy formulation and implementation. The findings confirm the significant importance of linking the Structural Equation Method and the postmodern strategic context in which we argue that higher education institutions require emerging rethinking.
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Frytsiuk, Vasyl, Iurii Kshyvak, Iryna Baranovska, Olena Teplova, Anna Novosadova, and Anna Khilya. "DIGITAL ECOSYSTEMS FOR MUSIC TEACHER TRAINING: ICT, SOCIAL MEDIA, AND ONLINE LEARNING ENVIRONMENTS." ENVIRONMENT. TECHNOLOGY. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 8, 2025): 137–44. https://doi.org/10.17770/etr2025vol2.8598.
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The increasing digitalisation of education has significantly impacted music teacher training, integrating information and communication technologies (ICT) and online platforms into pedagogical practice. This study explores the role of digital ecosystems, particularly social media platforms like YouTube and TikTok, in shaping new approaches to music education. These platforms function not only as entertainment hubs but also as powerful educational tools that foster interactive learning, expand access to high-quality musical instruction, and engage students in dynamic ways. We analyse both the theoretical and practical aspects of ICT integration in music teacher education, highlighting how digital tools transform teaching methodologies. Special attention is given to social media as an educational resource, evaluating its benefits—such as accessibility, engagement, and diverse content—while also addressing challenges like quality control and information overload. Through expert analysis and case studies, we assess the effectiveness of blended learning models that combine traditional and digital education. As a result, we propose a structured model for integrating social media and online tools into music teacher training, aiming to enhance interactive engagement and professional development. This study contributes to the ongoing discussion on the modernisation of music education, offering practical recommendations for embedding ICT and social media into curricula. By leveraging the potential of digital learning environments, future music teachers can not only adapt to contemporary pedagogical challenges but also develop innovative teaching methodologies tailored to the needs of digital-native students.
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Baraka, Kelly. "Digital Divide and Social Inequality." International Journal of Humanity and Social Sciences 3, no. 3 (2024): 30–45. http://dx.doi.org/10.47941/ijhss.2083.
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Purpose: The general objective of this study was to examine digital divide and social inequality. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to digital divide and social inequality. Preliminary empirical review revealed that the digital divide exacerbated social inequalities in education, employment, and healthcare, primarily due to disparities in digital access and literacy. Despite technological advancements, marginalized groups continued to face significant barriers in using digital technologies effectively. The COVID-19 pandemic further highlighted these issues, underscoring the necessity for comprehensive strategies that included both digital literacy programs and improved access. The study emphasized the importance of targeted interventions and collaborative efforts to bridge the digital divide and promote social equity. Unique Contribution to Theory, Practice and Policy: The study made significant contributions to theory, practice, and policy. It advanced theoretical frameworks by integrating Knowledge Gap Theory, Social Capital Theory, and Structuration Theory to better understand digital disparities. Practically, it highlighted the need for targeted digital literacy programs and community-based digital hubs. Policy recommendations included prioritizing investments in digital infrastructure, subsidizing digital access for low-income households, and integrating digital literacy into education curricula. The study also emphasized bridging the urban-rural digital divide, enhancing digital equity in education, and developing inclusive digital policies with stakeholder engagement and continuous monitoring.
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Dr. Zahid Hussain Sahito, Dr. Farzna Jabeen Khoso, and Uzma Alishba. "Digital Transformation in the Education System of Sindh: Challenges, Opportunities, and Policy Implications." Voyage Journal of Educational Studies 5, no. 2 (2025): 14–26. https://doi.org/10.58622/q2qc5j31.
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This study explores the complexities and prospects of digital transformation in the education system of Sindh, Pakistan—a region characterized by socio-economic inequalities, underdeveloped infrastructure, and cultural diversity. Employing a qualitative methodology framed within the interpretivist paradigm, the research draws on semi-structured interviews, focus group discussions, and document analysis to evaluate the current landscape of Information and Communication Technology (ICT) integration in Sindh’s public schools. The study focuses on four underrepresented districts—Hyderabad, Larkana, Badin, and Tharparkar—deliberately excluding Karachi to foreground rural and semi-urban perspectives. Key themes emerging from the analysis include infrastructural inequity, low teacher digital readiness, a lack of localized digital content, limited policy awareness, and a pronounced urban rural and gender digital divide. Teachers and administrators revealed limited access to internet, electricity, and training, especially in rural schools, leading to underutilization of digital tools. Many parents and students, while open to digital education, expressed concerns about language barriers and equitable access, particularly for girls. Despite these challenges, the study highlights promising practices such as tablet-based learning programs and the potential of community driven digital learning hubs. The findings expose critical gaps in the implementation of government and donor-led digital education policies, often hindered by poor communication, lack of monitoring, and cultural resistance. The study calls for targeted policy reforms, including infrastructure investment in rural areas, continuous teacher training, localized and culturally relevant digital content, and gender sensitive strategies. This research contributes to localized educational discourse by offering empirical insights from Sindh’s unique socio-cultural landscape and aims to guide inclusive, sustainable, and equity focused digital education policies. The findings are especially significant in the context of Pakistan’s efforts to meet Sustainable Development Goal 4 (SDG 4)—ensuring inclusive and equitable quality education for all by 2030
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Jayamma, K. V., G. T. Mahesh, and Mrutyunjaya Kotur. "Role of Libraries in Implementing the New Education Policy 2020 in Higher Education in India." Asian Journal of Information Science and Technology 13, no. 2 (2023): 66–71. http://dx.doi.org/10.51983/ajist-2023.13.2.3748.
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Libraries play a crucial and multi-faceted role in the implementation of the New Education Policy (NEP) of 2020 in higher education in India. They function as hubs of knowledge and are instrumental in supporting the educational goals outlined in the NEP. This article examines the intricate and significant part that libraries play in the effective execution of the NEP, specifically within the context of NEP 2020. It discusses how libraries can promote access to diverse knowledge resources, encourage research, and foster critical thinking skills among students. By utilizing the potential of libraries as centers of learning, higher education institutions can establish a more inclusive and just learning environment according to the NEP’s vision. The primary focus of this study is to comprehensively elaborate on the multi-faceted involvement of libraries, including the active promotion of digital literacy, cultivation of research efforts and innovative initiatives, and facilitation of an all-encompassing and impartial approach to acquiring information for all segments of society. The article notes that libraries can contribute to the promotion of digital literacy, which is a critical aspect of the NEP. As the use of digital technologies in education increases, libraries play a vital role in providing access to a wide range of digital resources, such as e-books, online databases, and various digital learning materials. They can provide instructional guidance and assistance to both students and faculty members on the effective use of digital tools and platforms, leading to a significant improvement in their digital literacy skills. Libraries also offer access to a vast array of scholarly resources, including academic journals, research papers, and books. This accessibility empowers students and faculty members to engage in significant research endeavors. They also provide guidance and direction for conducting literature reviews, accessing relevant research databases, and keeping up with the latest developments in various disciplines. Therefore, libraries serve as collaborative spaces for interdisciplinary research and innovation, facilitating knowledge sharing and networking among students and faculty members, which is essential for NEP 2020. This research emphasizes the expected academic roles of libraries in enhancing all educational programs and proposes specific strategies to improve their functions. Previous literature is combined with qualitative research data from semi-structured interviews with 125 faculties, including Professors, Associate Professors, and working librarians from four universities associated with higher education institutions. Questionnaires and interview tools were used to explore the relevant data collection instruments.
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Tolmach, Maryna. "Digital Competence of Librarians as a Factor of Library Activity in the Context of Digital Transformation." Ukrainian Journal on Library and Information Science, no. 9 (June 17, 2022): 57–69. https://doi.org/10.31866/2616-7654.9.2022.259152.
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The aim of the research is to prove the role of digital competence as a factor of library activity in the context of digital transformation and the need to ensure the development of digital competence in the improvement of the content of educational programmes. The research methodology is based on general scientific principles of unity of theory and practice, consistency, complexity, and comprehensiveness of knowledge. The study applies system and content analysis methods, descriptive methods, methods of comparison and generalisation on topical issues of improving the training of library specialists and studying the level of digital competence. The scientific novelty of the study aims to identify new functions and activities of library professionals emerging in response to the challenges of digital transformation. The increasing importance of the virtual library space and the transformation of libraries into digital hubs lead to the emergence of new “digital” professions focused on supporting digital transformation processes, web content management and web communities that require a high level of digital competence. There are approaches to analyse the content of educational programmes using the digital competence framework for DigCompUA citizens and the national digital literacy test of digital programmes in the article, which will improve the content of educational programmes and further develop a specialised digital competence framework for librarians. Conclusions. In the context of digital transformation, significant changes are taking place in the activities of libraries, traditional functions are being enriched, and new ones are emerging, initiatives are being introduced to turn libraries into digital hubs, and the list of ways to interact with users is expanding. Strengthening the role of virtual space as a component of libraries implies the availability of both technical and human resources. One of the challenges for formal library education is the formation of digital competence, which should be considered in educational and advanced training programmes. The author has outlined the possible roles of librarians who require digital competence to perform certain tasks using the example of new types of professional activity. There is an analogy with the research on the digital skills of librarians in the European Union countries. The author has noted the need to study the level of digital competence of library specialists in Ukraine to assess the current state and further modernise the content of training programmes. To diagnose and determine the directions of development, it is proposed to use the digital competence framework for Ukrainian citizens based on European standards of digital literacy and digital literacy testing. It is advisable to develop a specialised framework for librarians.
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Canbulut, Tuğba, and Hümanur Dede. "Redefining Spaces for Youth: Libraries as the New Social Hubs." Current Research in Social Sciences 11, no. 1 (2025): 225–45. https://doi.org/10.30613/curesosc.1601076.
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Libraries are increasingly being recognized not only as academic spaces but also as "third places" that support socialization, personal development, and well-being—particularly for young people. This study examines the multifaceted role of libraries in the lives of young people, emphasizing their function beyond education to include spaces for relaxation, cultural participation, and interpersonal interaction. The research specifically focuses on how libraries are experienced and perceived by young individuals aged 18 to 30 who are active library users in Istanbul. Designed as a qualitative study, data were collected through in-depth interviews with participants, whose narratives were audio-recorded, transcribed, and thematically analyzed using MAXQDA (2024 version). The findings highlight the crucial role of libraries in supporting both educational achievement and social connectivity among youth. Based on these insights, the study argues for the redesign of library spaces to better meet the evolving needs of young people—particularly in terms of digital infrastructure, social interaction areas, and cultural programming. The study underscores the importance of public policies that promote the transformation of libraries into multifunctional, inclusive environments that contribute to youth development. In doing so, libraries can enhance social cohesion, support personal growth, and improve quality of life within communities.
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Dr., Chandramani Kailash Gajbhiye. "Green Libraries and Sustainability Initiative." International Journal of Innovative Science and Research Technology (IJISRT) 9, no. 12 (2024): 284–89. https://doi.org/10.5281/zenodo.14512537.
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Green libraries and sustainability initiatives aim to integrate environmentally responsible practices into library operations, infrastructure, and community engagement. By adopting eco-friendly building designs, energy-efficient systems, waste reduction strategies, and water conservation measures, libraries significantly reduce their environmental impact. These efforts often extend to the promotion of digital resources, recycling programs, and the creation of community hubs for sustainable living activities such as gardening and repair workshops. Additionally, libraries contribute to sustainability education by hosting programs and providing resources focused on climate action and ecological stewardship. This dual focus on operational efficiency and community education positions libraries as leaders in the global movement toward sustainability, fostering environmental consciousness and social equity within their communities.
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Kuzmenko, Anastasiia, Tatiana Chernova, Oksana Kravchuk, Maryna Kabysh, and Tetyana Holubenko. "Innovative Educational Technologies: European Experience and its Implementation in the Training of Specialists in the Context of War and Global Challenges of the 21st Century." Journal of Curriculum and Teaching 12, no. 5 (2023): 68. http://dx.doi.org/10.5430/jct.v12n5p68.
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The objective of this article is to dissect the European encounter with pioneering educational technologies in the face of the 21st century's global challenges. The methodologies employed encompass theoretical content analysis and empirical survey techniques. The outcomes underscore the core of the innovation concept in education, along with the theoretical underpinnings guiding the integration of innovations within European pedagogical frameworks. Drawing from empirical measurements, several assertions are substantiated. Notably, the significance of the learning environment emerges, alongside educators' general inclination toward embracing innovative educational approaches in contrast to traditional teaching methods. Worth highlighting is the European Union's provision of specialized programs aimed at honing proficiency in working with groundbreaking technologies via internships. In Germany, the "Promotion an Hochschulen in Deutschland" initiative is exclusively tailored to train research and instructional personnel for the country's higher education establishments. France's Sorbonne University offers dedicated courses to augment digital prowess. Correspondingly, in England, the Centre of Excellence for Teaching and Learning is dedicated to fostering the professional advancement of aspiring educators, guaranteeing their possession of pertinent proficiencies. These mobile internships for European educators have evolved into a standard practice for nurturing digital literacy. Participation in such endeavors is characteristic of contemporary European educational hubs, further propelling educators' preparedness and growth within the digital epoch. The conclusions underscore the assorted array of innovations employed by instructors, encompassing platforms, interactive whiteboards, mobile applications, and cloud services.
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Prof., Dipti A. Mirkute. "Future Trends in Sustainable Education Practices: Shaping a Resilient Tomorrow: A Review." International Journal of Advance and Applied Research S6, no. 2 (2025): 108–13. https://doi.org/10.5281/zenodo.15559699.
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Sustainability in education is essential for advancing environmentally consciousindividuals and shaping a spirited tomorrow. This paper explores the future trends in sustainableeducation practices, emphasizing their potential to transform educational institutions into hubs ofsustainability and innovation. Key areas of focus include the integration of green technologies,curriculum development for sustainability, and the role of digital transformation in reducingcarbon footprints. The study also highlights the importance of community engagement,sustainable resource management, and ensuring equity and inclusion in implementingsustainable practices. Challenges such as funding constraints, policy gaps, and resistance tochange are discussed alongside global case studies that provide replicable models for success.By examining these critical aspects, this research offers insights and recommendations forpolicymakers, educators, and institutions to adopt and advance sustainable practices ineducation. The paper underscores the imperative of aligning educational frameworks with globalsustainability goals to empower future generations for a better tomorrow.
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OKunlola, John Olayemi, and Suraiya Rathankoomar Naicker. "Digital Leadership in Education: A Bibliometric Analysis of Research Trends from 2010 to 2024." F1000Research 14 (July 11, 2025): 687. https://doi.org/10.12688/f1000research.166667.1.
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The Fourth Industrial Revolution (4IR), the COVID-19 pandemic, and the rapidly digitising educational system due to advances in artificial intelligence (AI) have made a change in leadership imperative. A key framework for improving organisational effectiveness in handling these changes is digital leadership. It combines technological competencies with traditional leadership. Even with increased scholarly interest, there remains a gap in the thorough analysis of the field’s intellectual framework, thematic evolution, and collaborative dynamics. This study addresses this gap by conducting a bibliometric analysis of digital leadership research in education from 2010 to 2024, employing RStudio to map publication trends, influential sources, author productivity, conceptual themes, and social structures. Data from 338 Scopus-indexed documents reveal a significant rise in publications post-2010, peaking in 2023, with core journals such as Education and Information Technologies and Cogent Education dominating the field. Prolific authors like Karakose T., Altinay F., and Z. underscore the centrality of collaborative research, while thematic mapping identifies key clusters: digital competence, virtual leadership, and institutional innovation. Thematic evolution highlights a post-pandemic pivot toward digital transformation and AI integration, though niche areas like K-12 digital leadership remain underdeveloped. Social network analysis reveals fragmented yet growing global collaborations, with the United States, Turkey, and the United Kingdom as dominant hubs, while disparities persist in Global South participation. The study’s implications emphasize the need for interdisciplinary research, equitable global partnerships, and policy frameworks that prioritize digital leadership training for educators. Practitioners are encouraged to implement adaptive strategies to leverage emerging technologies, ensuring sustainable learning outcomes. This analysis provides a foundation for future research and practice in digital leadership by delineating the field’s conceptual and social networks, thereby bridging the divides between theory, policy, and institutional practice.
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Wang, Xiaoxiao, Haiping Zhang, Zitong Li, et al. "Revealing the City Influence and Its Pattern Using Web Search Data: A New Perspective Through Attention Flow." ISPRS International Journal of Geo-Information 14, no. 1 (2025): 24. https://doi.org/10.3390/ijgi14010024.
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City influence is a critical topic in regional studies, reflecting how cities draw attention and exert impact in various domains. Understanding city influence is essential for fostering sustainable urban growth. However, existing studies have failed to fully explore the characteristics of city influence reflected by collective behaviors from a bottom-up perspective. This study investigates how individual search behaviors mirror the attention cities attract, providing insights into their perceived influence. An “attention flow” model is developed to differentiate between cities that draw significant interest and those that show a strong preference for these influential hubs. This research focuses on cities in China, analyzing the spatial patterns and factors that affect city influence using spatial statistical methods. The results show that 69% of the cities that exhibit a strong preference are geographically closer to the more influential cities, emphasizing the role of geographical proximity in shaping urban influence in the digital age. Additionally, the study reveals patterns of power dislocation, partnership, and siphoning between cities. A consistent relationship is identified between influential cities and their more connected cities, particularly where administrative hubs tend to attract nearby cities focused on science and education. This research deepens our understanding of how city influence is shaped by digital behaviors and spatial relationships, providing insights for policymakers to foster balanced regional development and enhance inter-city cooperation.
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Dervishaj, Adriana, and Olivera Presi. "Digital Creative Methods Contribute to Teaching Through Collaborative Schemes." Journal of Education Culture and Society 15, no. 1 (2024): 453–71. http://dx.doi.org/10.15503/jecs2024.1.453.471.
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Aim. This article aims to explore the impact of shared virtual classrooms and landscape linguistics on English as a foreign language (EFL) students' learning. The study also intends to contribute to the understanding of the effects of transnational partnerships and innovative teaching models on higher education. Methods. The methodology involves case studies, co-teaching activities, and debate topics to provide practical illustrations of innovative teaching methods. The research explores the possibilities of micro-collaborations between universities and analyses the role of established platforms like the teaching innovation lab, multilingualism, interculturality and language lab, and community of practice for early career researchers. Results. The research unfolds within four established platforms, each playing a key role in progressing activities developed by knowledge hubs and extending their impact across institutional boundaries. Virtual platforms, staff training, and co-teaching approaches have been explored and implemented in universities, contributing to the improvement of education and the access of researchers, academics, and students. The collaboration between students from Albania and Poland is presented as a practical illustration of the innovative methods discussed. Conclusion. The paper recommends creating online learning environments, increasing capacities, and collaborative approaches. It suggests training programmes to open doors to educational ecosystems, ultimately improving education and accessibility for researchers, academics, and students. The integration of technology is emphasized to enhance the academic experience and to stimulate creative techniques of cooperative international teaching. The study concludes with a call for increased collaboration, networking opportunities, and the development of a common perspective educational ecosystem.
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Triques, Maria Lígia, Paula Regina Ventura Amorim Gonçalez, and Ana Cristina de Albuquerque. "A integração de dados culturais de repositórios digitais." RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação 20 (March 6, 2022): e022007. http://dx.doi.org/10.20396/rdbci.v20i00.8666967.
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Introdução: A Digital Public Library of America (DPLA) é uma iniciativa que visa ampliar o alcance de seu conteúdo e as possibilidades de aprimoramento e utilização dos dados para a geração de novos conhecimentos a partir da a integração de dados. A busca pela integração, contudo, resulta em uma série de possibilidades e desafios para os quais os repositórios digitais, provedores e servidores de dados, precisam se adaptar. Objetivo: Apresentar um panorama das soluções tecnológicas subjacentes à coleta e disponibilização de dados dos repositórios parceiros da DPLA, denominados Hubs, de modo a pontuar aspectos das oportunidades e dos desafios de interoperabilidade que eles enfrentam na busca pelo acesso integrado. Metodologia: A pesquisa qualitativa e teórica, descritiva-exploratória, utilizando como método a Análise de Conteúdo. Resultados: Apresenta-se como resultados as soluções tecnológicas adotadas tanto pela DPLA, para coletar e agregar dados, como dos Hubs, provedores de dados, que utilizam diferentes soluções para agregar dados das diversas instituições culturais contribuintes e fornecê-los à DPLA. Conclusão: Conclui-se que apesar dos desafios técnicos, semânticos e gerenciais, existem grandes esforços para adotar soluções e melhores práticas visando principalmente o engajamento dos provedores de dados. Tanto os Hubs quanto suas instituições contribuintes apresentam programas de incentivo e auxílio à digitalização e à documentação, bem com diretrizes para garantir a qualidade e os direitos legais de acesso do conteúdo, o que é fundamental para melhorar a experiência dos usuários e multidimensionar as possibilidades de transformar informação em conhecimento.
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Olabisi Oluwakemi Adeleye, Chima Abimbola Eden, and Idowu Sulaimon Adeniyi. "Educational technology and the digital divide: A conceptual framework for technical literacy inclusion." International Journal of Science and Research Archive 12, no. 1 (2024): 150–56. http://dx.doi.org/10.30574/ijsra.2024.12.1.0405.
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This paper seeks to bridge the gap between digital haves and have-nots, fostering equitable access to educational opportunities in the digital age. To expand on the proposed framework for addressing the digital divide through technical literacy inclusion in educational settings, it's essential to delve deeper into the key components and strategies inherent in such an initiative. The framework aims to tackle the multifaceted challenges posed by the digital divide by promoting not only access to digital resources but also the development of essential digital literacy skills among all learners. It recognizes that equitable access to technology alone is insufficient without the ability to effectively navigate and utilize digital tools and resources. One crucial aspect of the framework involves ensuring universal access to digital infrastructure and resources. This includes initiatives to provide students from underserved communities with access to digital devices such as laptops, tablets, or smartphones, as well as reliable internet connectivity both at school and at home. Additionally, efforts may be made to establish community centers or digital hubs where individuals can access technology and receive support for their digital literacy needs. Moreover, the framework emphasizes the importance of integrating digital literacy education into the curriculum at all levels of education. This entails designing and implementing instructional programs that equip students with the skills and knowledge necessary to navigate digital platforms, critically evaluate online information, and leverage technology for learning and productivity. Teachers play a crucial role in delivering effective digital literacy instruction, and professional development opportunities should be provided to support educators in this endeavor. Furthermore, the framework recognizes the need for targeted interventions to address specific barriers to digital inclusion faced by marginalized populations.
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Wang, Shan, Rainal Hidayat Wardi, Jieqiong Jiao, and Rusmawati Ghazali. "Research on the route of aesthetic education practice to encourage excellent traditional culture in college libraries." Journal of Infrastructure, Policy and Development 8, no. 14 (2024): 10456. https://doi.org/10.24294/jipd10456.
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As social growth and educational concepts continue to evolve, college libraries, as hubs of cultural innovation and inheritance, are crucial in advancing the practice of great traditional culture aesthetic teaching. Based on the special status and resource advantages of college libraries, this paper explores the paths and approaches colleges libraries take in advancing the practice of aesthetic education of excellent traditional culture by combining the connotation and characteristics of excellent traditional culture. With a study of the research and case studies that concentrate on the planning of cultural events, the development of collection resources, and the use of digital innovation, it suggests a workable path. The goal is to give university libraries theoretical direction and useful references so they can carry out the aesthetic education of superior traditional culture.
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David, R. Squires. "The convergence of AI, design-based research, and the learning sciences: A potential journey marking AI's integration into the academy." i-manager's Journal of Educational Technology 20, no. 3 (2023): 1. http://dx.doi.org/10.26634/jet.20.3.20131.
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Educational research has witnessed profound changes in recent decades as society becomes increasingly digital and interconnected. This paper delves into the intersections between AI, design-based research, and the learning sciences. As classrooms, whether physical or virtual, have evolved into hubs of diverse interactions, there is a pressing need for research methods that resonate with modern challenges. AI has emerged as a transformative force in education. This convergence of AI with design-based methodologies promises a reimagined educational landscape, where tools once deemed futuristic become integral to teaching and learning. The study further explores the implications of this integration and charts a potential roadmap for AI's deeper assimilation into academic realms.
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Nurhayati, Sri, Cindia Irama, Alda Permata Putri, et al. "Museum-Based Cultural Education as a Vehicle for Community Empowerment and Cultural Literacy in Indonesia." IJTIMAIYA: Journal of Social Science and Teaching 9, no. 1 (2025): 95. https://doi.org/10.21043/ji.v9i1.32069.
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<p><span>This study explores how museum-based cultural education serves as a vehicle for community empowerment and cultural literacy by analyzing the case of Museum Galeri Bahari Banuraja (Mugaba) in West Bandung, Indonesia. Using a qualitative case study approach, data were collected through direct observation, semi-structured interviews, and document analysis. Findings reveal that while Mugaba possesses rich maritime and Sundanese heritage collections, its educational program remains passive, with minimal interactive or participatory learning strategies. Limited use of local language, absence of storytelling practices, and weak digital outreach constrain its impact on youth engagement and cultural literacy development. However, the museum has stimulated local tourism and economic interest, suggesting latent potential for community revitalization. To address these challenges, the study recommends incorporating participatory storytelling, training guides in experiential pedagogy, curating intergenerational workshops, enhancing digital platforms, and establishing partnerships with local schools and artists. These strategies aim to reposition rural museums as inclusive, culturally grounded learning hubs. The study contributes to rethinking rural cultural institutions as dynamic platforms for education, identity formation, and sustainable development.</span></p>
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Tolmach, Maryna. "Digital Competence of Librarians as a Factor of Library Activity in the Context of Digital Transformation." Ukrainian Journal on Library and Information Science, no. 9 (June 17, 2022): 57–69. http://dx.doi.org/10.31866/2616-7654.9.2022.259152.
Full textAbstract:
The aim of the research is to prove the role of digital competence as a factor of library activity in the context of digital transformation and the need to ensure the development of digital competence in the improvement of the content of educational programmes. The research methodology is based on general scientific principles of unity of theory and practice, consistency, complexity, and comprehensiveness of knowledge. The study applies system and content analysis methods, descriptive methods, methods of comparison and generalisation on topical issues of improving the training of library specialists and studying the level of digital competence. The scientific novelty of the study aims to identify new functions and activities of library professionals emerging in response to the challenges of digital transformation. The increasing importance of the virtual library space and the transformation of libraries into digital hubs lead to the emergence of new “digital” professions focused on supporting digital transformation processes, web content management and web communities that require a high level of digital competence. There are approaches to analyse the content of educational programmes using the digital competence framework for DigCompUA citizens and the national digital literacy test of digital programmes in the article, which will improve the content of educational programmes and further develop a specialised digital competence framework for librarians. Conclusions. In the context of digital transformation, significant changes are taking place in the activities of libraries, traditional functions are being enriched, and new ones are emerging, initiatives are being introduced to turn libraries into digital hubs, and the list of ways to interact with users is expanding. Strengthening the role of virtual space as a component of libraries implies the availability of both technical and human resources. One of the challenges for formal library education is the formation of digital competence, which should be considered in educational and advanced training programmes. The author has outlined the possible roles of librarians who require digital competence to perform certain tasks using the example of new types of professional activity. There is an analogy with the research on the digital skills of librarians in the European Union countries. The author has noted the need to study the level of digital competence of library specialists in Ukraine to assess the current state and further modernise the content of training programmes. To diagnose and determine the directions of development, it is proposed to use the digital competence framework for Ukrainian citizens based on European standards of digital literacy and digital literacy testing. It is advisable to develop a specialised framework for librarians.
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Ashmarina, Svetlana, and Ekaterina Nikulina. "Assessment of global trends impact on development of higher education system." Problems and Perspectives in Management 15, no. 3 (2017): 365–76. http://dx.doi.org/10.21511/ppm.15(3-2).2017.06.
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The article deals with research of global regularities in the global system of higher education. The interrelation of information, Internet and educational environments, branding and marketing are investigated as a qualitative basis for sustainable development of universities. The government strategies stimulating development of international experience for students are explored and analyzed. This experience resulted in mass opening of international branch campuses and popularity of educational centers (“education hubs”). World tendencies in the field of human capital development in the sphere of higher education are revealed. Special attention is given to development of international institutional and industrial partnership. At present, the challenges facing the modern system of higher education in Russia are related to the need to ensure its competitiveness in the international arena and create centers for the innovative development within the Russian Federation. In the sphere of higher education of Russia, a number of priority projects of the higher education system can be identified, which were approved at the end of 2016: “Universities as Centers of Innovation Development”; the project of “Modern Digital Educational Environment” and the model of the export potential development of the “Russian education system”, which increases the attractiveness and competitiveness of the international educational services market in order to increase the volume of revenues from the export of educational services.
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Risqi setiorini, Siti Aimah, and Fatiyah Mohd Fakhruddin. "TRANSFORMATION OF PESANTREN ORGANIZATIONAL CULTURE: STRATEGIES FOR PESANTREN TO BECOME CENTERS OF INNOVATION IN THE DIGITAL ERA." Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam 6, no. 1 (2024): 1–11. https://doi.org/10.32478/leadership.v6i1.2879.
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This study examines the transformation of organizational culture in pesantren (Islamic boarding schools) in response to the challenges and opportunities of the digital era. It explores how pesantren can become centers of innovation while preserving traditional values. Using a qualitative case study approach, the research gathered data through interviews, observations, and documentation from pesantren leaders, administrators, teaching staff, and students. The data were analyzed using an interactive model, including data reduction, presentation, and conclusion drawing. The findings reveal that visionary and inclusive leadership plays a crucial role in driving innovation within pesantren, despite facing internal resistance to change. Pesantren that manage the process of change effectively demonstrate the potential to become hubs of innovation by integrating digital technology with traditional Islamic education. These pesantren preserve their core values while adopting new tools and approaches to enhance learning and administration. The study concludes that pesantren can thrive in the digital era by strategically managing cultural transformation, fostering innovation, and staying true to their educational mission. The results suggest that pesantren leaders must prioritize flexibility, collaboration, and adaptability to create an environment conducive to innovation and digital transformation. Keywords: Organizational Culture Transformation; Innovation Strategy; Pesantren; Digital Era.
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Awanish, Rajput, and Praveen Kumar Pandey Dr. "Mapping Research Collaboration Networks in Knowledge Management: Enhancing Academic Library Services and Innovation." International Journal of Contemporary Research in Multidisciplinary 4, S1 (2025): 05–11. https://doi.org/10.5281/zenodo.14918608.
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Research collaboration networks play a crucial role in enhancing knowledge management practices within higher education libraries. This study explores the impact of research collaboration mapping on knowledge dissemination, academic productivity, and institutional innovation. By employing bibliometric techniques such as co-citation and co-occurrence analysis, this research identifies key trends, collaborative structures, and thematic clusters in academic library networks. The findings highlight the benefits of integrating digital tools and artificial intelligence for fostering interdisciplinary collaboration and optimizing resource sharing. However, challenges such as communication barriers, technological gaps, and diversity management must be addressed to maximize the potential of these networks. The study underscores the significance of strategic planning in academic libraries to adapt to evolving technological landscapes and enhance research support services. By leveraging research collaboration networks, libraries can strengthen their role as knowledge hubs, contributing to the broader goals of sustainability and digital transformation in academia.
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Fraizer, L. "Well-care in Tondo’s Slums: Women-Driven Vocational Learning Knowledge Hubs Toward 2030’s Sustainable Development Goals." Innovation of Vocational Technology Education 14, no. 2 (2018): 91. http://dx.doi.org/10.17509/invotec.v14i2.14361.
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Worldwide efforts—such as Sustainable Development Goals and its predecessor Millennium Development Goals—historically offers country policy makers, industry leaders, and proactive citizens an aspirational guiding charter for actions needed to address complex issues that our planet and its inhabitants are facing such as adversities related to poverty, employability, quality education and holistic health. Households who are fighting for mere subsistence often depend on its youngest to work and contribute to the family’s economic livelihood and survival. It is not uncommon, for instance, for some children from residential-industrial parts of Tondo to forego free compulsory primary school education in order to scour landfill for valuables that can be traded or sold for basic necessities such as food and water. Millions of impoverished others experience similar hardships around the world. As nationwide achievement is highly dependent upon the well-being of a thriving population—educational opportunities can be pragmatic for those who pursue it if basic needs can be met—holistic well-care for human and economic survival. Entrepreneurship cases are explored, specifically vocational life skills investments by female entrepreneurs which include digital literacy and basic well-being practices.
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Joon, Sangeeta, Anuja Bhadauria, and S. K. Singh. "Digital Payments in Haryana: Evaluating the Impact on Economic Growth, Consumer Satisfaction, and Poverty Reduction." Journal of Advanced Management Studies 2, no. 3 (2025): 12–36. https://doi.org/10.36676/jams.v2.i3.39.
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Digital payments have emerged as a fundamental pillar of contemporary economic systems, significantly transforming financial landscapes across the globe. In Haryana, this shift towards a cashless economy presents transformative implications for economic growth, consumer satisfaction, and poverty alleviation. This comprehensive study evaluates regional adoption trends, associated challenges, and the socio-economic impacts of digital payment systems, drawing insights from an extensive review of literature and empirical observations.The adoption of cashless technologies has led to substantial efficiency gains in urban centers such as Gurgaon and Faridabad, characterized by robust infrastructure and high levels of digital literacy. Conversely, semi-urban and rural areas, including Jhajjar and Rohtak, face considerable barriers such as limited internet access and inadequate digital literacy, which impede equitable participation in this financial transformation.This study underscores the multifaceted dynamics of consumer satisfaction with digital payment systems, examining critical determinants such as ease of use, transactional transparency, trust, and security. Government initiatives—including the Digital India campaign, demonetization efforts, and Direct Benefit Transfers (DBT)—have played pivotal roles in accelerating the adoption of digital payments. However, disparities in infrastructural support and user education remain significant obstacles to achieving universal financial inclusion.Furthermore, the role of digital payments in poverty alleviation is analyzed, emphasizing their capacity to provide marginalized communities with improved access to financial resources and government welfare schemes. The accessibility of digital platforms has allowed underserved populations to engage more fully in the digital economy, enhancing their resource management capabilities.A critical discussion on regional disparities highlights the uneven progress in digital adoption across Haryana's urban and semi-urban landscapes. While urban hubs thrive due to advanced infrastructure and high digital awareness, regions like Jhajjar and Rohtak continue to lag behind due to limited access to technology and education.
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Biala, Musa Ilias, Taofeekat Temitope Nofiu, Ololade Mistura Aromasodun, et al. "Promoting Sustainable Development through Digital Literacy: The Transformative Role of Youth Mentorship in Igbaja, Nigeria." African Journal of Humanities and Contemporary Education Research 19, no. 1 (2025): 114–33. https://doi.org/10.62154/ajhcer.2025.019.01017.
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Despite the critical role of digital literacy in education, employment, and socio-economic development, rural areas like Igbaja face significant barriers, including limited access to technology, poor internet connectivity, and a lack of trained mentors. Therefore, through a structured mentorship programme, this action research evaluated and enhanced digital literacy among youth in Igbaja, a rural community in Kwara State, Nigeria. The study employed a mixed-methods approach, combining survey and a quasi-experimental mentorship intervention to assess digital literacy levels, identify challenges, and measure the impact of mentorship. Findings reveal that while the participants exhibited proficiency in using smartphones and social media, they lacked foundational digital skills such as Microsoft Office applications, email management, and online safety. The mentorship programme significantly improved the participants' digital literacy, with 97.1% reporting enhanced knowledge and 92.6% acquiring new skills. Key barriers identified include limited device access (60.3%), insufficient skills (14.7%), and poor internet connectivity (13.2%). The study concludes that mentorship is an effective strategy for bridging the digital divide in rural communities and thus enhancing inclusive and sustainable development. Recommendations include integrating practical digital skills into school curricula, and establishing community digital hubs to sustain literacy gains. This research contributes to policy and practice by offering a scalable model for digital empowerment aligned with Sustainable Development Goals (SDGs) 4, 8, 9, 10, and 11.
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Jeon, Young chang, Seong eon Choi, and Da eun Kang. "The Relationship between Socioeconomic Status and Life Satisfaction among Older Adults: Focusing on the Moderating Effect of Digital Literacy." Center for Social Welfare Research Yonsei University 84 (March 31, 2025): 35–65. https://doi.org/10.17997/swry.84.1.2.
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This study analyzed the relationship between socioeconomic status (SES) and life satisfaction among older adults, examining the moderating effects of two components of digital literacy: digital adaptability and digital device competency. The analysis was conducted using data from the 2023 Surveys on Current Status of Senior Citizens, a nationally representative dataset that captures various aspects of older adults’lives in South Korea. Results indicated that SES significantly influenced the life satisfaction of older adults, and digital adaptability acted as a protective factor moderating this relationship. Specifically, older adults with greater confidence in adapting to digital environments experienced a reduced negative impact of socioeconomic inequalities on their life satisfaction. Conversely, although digital device competency positively influenced life satisfaction, it did not moderate the impact of SES. These findings suggest that merely enhancing skills in digital device usage has limited efficacy in addressing socioeconomic disparities, while strengthening older adults' perceptions of digital adaptability could be a more effective strategy. Consequently, the study proposes the following policy implications: First, it is necessary to develop programs beyond technology-centric digital education to enhance older adults' digital adaptability and promote social participation. Second, integrated educational programs that simultaneously enhance digital device competency and digital adaptability perceptions should be established to improve information accessibility and support social network expansion. Third, establishing community-based 'Digital Community Hubs' is critical for providing continuous community-supported access to digital environments for older adults.
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Hamidi, Foad, Patrick Mbullo Owuor, Michaela Hynie, and Melanie Baljko. ""Knowledge Comes Through Participation": Understanding Disability through the Lens of DIY Assistive Technology in Western Kenya." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (2022): 1–25. http://dx.doi.org/10.1145/3512919.
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People with disabilities in Low- and Middle-Income Countries (LMICs) have limited access to digital assistive technologies (ATs). Most ATs in LMICs are manufactured elsewhere and are expensive and difficult to maintain. Do-It-Yourself Assistive Technologies (DIY-ATs) designed, customized, and repaired by non-technical users offer exciting directions in these contexts. We have been exploring the possibilities and challenges of DIY-ATs in Western Kenya, using community-engaged workshops in rural and urban special education schools for the past three years. We present findings from a concluding-stage research activity: a multiple stakeholder focus group where teachers, disability advocates, and representatives from the local government and technology innovation hubs, discussed the possibilities and challenges of addressing disability issues through DIY-ATs in this context. Participants identified opportunities for DIY-ATs for social inclusion, disability assessment, and inclusive education, and shared concerns about their sustainability, safety, and contextual relevance.
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Lekena-Bayaga, Liile Lerato, and Anass Bayaga. "Harnessing institutional research for strategic integration: a network analysis of digital technology adoption in human-centric teaching and learning models." EUREKA: Social and Humanities, no. 2 (March 31, 2025): 40–55. https://doi.org/10.21303/2504-5571.2025.003689.
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This study examines the integration of Institutional Research (IR) and digital technology adoption in higher education, with a focus on fostering human-centric teaching and learning models. The research adopts an epistemological stance, emphasizing collaboration between researchers and decision-makers, reflection on knowledge production, and the promotion of equitable and evidence-based decision-making in higher education institutions (HEIs). To map collaborative networks, network visualization software, such as Networkx, was used, leveraging centrality metrics like degree, betweenness, and closeness centrality to identify key contributors and partnerships. Trend and cluster analysis were conducted using keyword co-occurrence techniques and clustering algorithms to detect emerging themes and group related topics. Emerging thematic trends underscored the growing importance of ethical AI, inclusivity, and hybrid models that combine traditional pedagogy with advanced technologies. The study also revealed gaps in interdisciplinary knowledge diffusion, emphasizing the need for stronger connections between technical fields and behavioral sciences. Proposed pathways include strengthening mentorship from central hubs to peripheral nodes → fostering diverse collaborations, aligning AI tools → human-centric frameworks, and integrating technical disciplines ↔ behavioral sciences to ensure holistic innovation. These insights highlight the transformative potential of IR and AI-driven technologies to advance governance, collaboration, and equity in higher education.