Προσεγγίσεις B2C Μάρκετινγκ και εφαρμογές επαυξημένης πραγματικότητας στις πολιτιστικές βιομηχανίες: η περίπτωση των ελληνικών μουσείων

The purpose of the article is to study the peculiarities of using innovative marketing technologies in the field of culture, in particular, their role in identifying and satisfying consumer demand for cultural products and services. The research methodology is based on the use of such methods as comparative analysis and synthesis to highlight the peculiarities of using innovative marketing technologies in the field of culture; philosophical and logical to reveal the role of innovative marketing technologies in identifying and satisfying consumer demand for cultural products and services. The scientific novelty of the work is that it analyses and substantiates the feasibility of using innovative marketing technologies in cultural institutions to create and promote cultural products and services and clarifies their role in effective communication with visitors. Conclusions. Today, cultural institutions have begun to use the Internet quite actively to promote their services and products, and online channels help them communicate effectively with consumers in any environment. This has contributed to the use of modern marketing technologies to promote cultural products and services in the virtual space and the use of such types of marketing as SMM, viral marketing, video marketing, mobile marketing, content marketing. That is why Internet communications, including social media, are becoming increasingly important for marketing. Cultural institutions have also begun to use identity, which is a full-fledged marketing tool that creates the desired image of the institution, identifies the cultural product with the brand. Cultural institutions must constantly use innovative approaches and new technologies to effectively operate and promote their cultural products and services, as interest in cultural services is rather slow. Therefore, the use of innovative marketing technologies by cultural institutions contributes to their success in the cultural services market, gives them a competitive advantage and helps to expand their audience. Keywords: cultural marketing, cultural product, service, marketing tools, innovative marketing technologies, brand identity.

In the 21st century, the integration of digital technologies into education has profoundly transformed teaching and learning processes, especially in visual and practice-based disciplines. In this context, virtual reality (VR) and metaverse technologies are adding a new dimension to the pedagogical structure of interior architecture education by offering students innovative opportunities in spatial perception, experiential learning, and creative production. This study aims to examine the effects of these digital technologies on interior architecture education based on the experiences and perceptions of students from the Department of Interior Architecture at Kırıkkale University. Within the scope of the research, a structured 24-item questionnaire was applied online to 156 interior architecture students using a descriptive survey model. The data collected were analyzed using SPSS software through descriptive and relational statistical methods; specifically, Chi-square tests were used to examine the relationships between students’ levels of knowledge, motivation, frequency of VR/metaverse use, and their perceptions of these technologies. The findings revealed a significant positive relationship between students’ level of digital literacy and their willingness to integrate VR and metaverse tools into their learning processes. Moreover, students with prior VR experience demonstrated higher levels of self-efficacy and more positive attitudes toward technology. Those with high motivation levels were found to take a more active role in VR-based projects and exhibited a greater tendency to engage in creative content production. These results suggest that technological tools in interior architecture education function not merely as supportive elements but as transformative learning platforms. In conclusion, the study indicates that digital technologies support students’ creative potential, enhance participation in the design process, and strengthen pedagogical interaction. Accordingly, it is recommended that interior architecture education programs be restructured to include innovative technologies such as VR and the metaverse, supported by digital studio practices, interactive learning environments, and self-regulated learning models. The research findings emphasize that digital transformation in education is not solely a shift in technical infrastructure but a deeper pedagogical paradigm shift, offering a strategic roadmap for the future of interior architecture education.

Purpose of the study: This study examines influence of augmented reality (AR)-based learning media on junior high school students' digital literacy skills, exploring its potential to enhance technology integration in education. Methodology: Conducted in Jambi, the research involved 220 students and employed a mixed-method approach, collecting data through questionnaires that assessed students’ responses to AR use and their digital literacy levels. Data analysis using SPSS 21 included descriptive statistics and regression analysis to evaluate the relationship between AR media and digital literacy development. Main Findings: The findings revealed overwhelmingly positive student perceptions of AR-based learning media, with 58.6% rating it as “Good” and 24.2% as “Very Good.” Additionally, 62.3% of students demonstrated “Good” digital literacy skills, with an average score of 28. Regression analysis indicated a significant relationship between the use of AR learning media and improvements in students' digital literacy, with AR contributing 65.1% to the observed variance. The study further highlighted that AR media fostered interactive and immersive learning experiences, making abstract concepts more accessible and engaging for students. Novelty/Originality of this study: The novelty of this study lies in its focus on the dual impact of AR in promoting both academic learning and essential 21st-century skills like digital literacy. By illustrating the practical benefits of AR in junior high school education, this research offers valuable insights for educators and policymakers aiming to integrate innovative technologies into curricula. These findings underscore AR's potential to transform traditional classrooms, preparing students for a digitally-driven future while enhancing their learning outcomes.

This study reflects the concept and components of digital literacy in line with the expansion of the concept of digital literacy, and develops and applies a measurement tool that can diagnose digital literacy required in the process of job performance by analyzing and deriving the tasks performed by elementary school teachers. To this end, a question for self-diagnosing the digital literacy required in the process of performing the job of elementary school teachers was developed, and a preliminary test and the main test were conducted through the validity of the expert group. In addition, using the developed measurement tool, we analyzed whether there is a difference in the level of digital literacy according to the job of elementary school teachers, the level of digital literacy by question, and the respondent's background (gender, educational background, age, career, Edutech work and experience as a leading teacher). As a result of the study, First, digital literacy items were developed for each job, duty, and task, reflecting the components of digital literacy and the job characteristics of primary teachers, and a test instrument was developed to ensure reliability and validity. Second, the results showed that teachers were performing poorly in the areas of teaching and learning guidance and, more specifically, in the use of AI-based digital learning tools and virtual and augmented reality tools. Third, significant differences in the level of digital literacy among primary school teachers according to their background variables were identified, and the ways to improve digital literacy were suggested.

The value of a cultural ecosystem service depends on the perception of different cultural service categories. However, the data sources used in research on the perception of cultural service have limitations that mainly depend on social investigation, leading to slow progress in cultural service evaluation. With the advent of the era of network big data, social media provides a new data source for the study of cultural ecosystem service perception, so that the study of these services is expected to make new breakthroughs. Using search crawler software, this paper reviewed 7257 online comments related to 19 city parks in Xuzhou City, China. With the help of Rost Content mining semantic analysis software, the comment sentences were divided into keywords, and the Delphi expert method was used to classify these keywords. Thus, a cultural service perception database was established. Through statistical analysis, with the help of ArcGIS software, various cultural services were analyzed. The results showed that (1) the cultural services of urban parks could be divided into seven types (i.e., aesthetics, recreation, sports, inspiration, education, cultural heritage, and spiritual satisfaction) using social network comment data. (2) High-frequency keywords of online comment data can serve as the core basis during an analysis of the perception of cultural services by visitors of city parks. However, a large gap exists in the number of high frequency keywords in different parks. For example, Yunlong Lake Park has 2887 keywords, while Kuaizai Ting Park has only 33. (3) Differences exist in the perception of cultural service in urban parks, the park’s scale, and characteristics determine the visitor’s cultural service perception level. The aesthetic and recreation types were the most easily perceived, and 68% and 63% parks have the above two perceptual records, respectively. Therefore, the social media comment data has the ability to document perception of each park’s cultural service type and its differences, which can serve as the cultural ecosystem service perception as well as the valuation data source, to supplement the social investigation.

According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.

According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.

Purpose This study aims to examine how digital parenting practices influence adolescent mental health and family well-being within urban households in Lahore, Pakistan. It explores how factors such as parental availability, digital literacy, family structure, and socio-cultural dynamics shape parenting strategies specifically restrictive mediation, active mediation and co-use. Through seven in-depth case studies, the research seeks to uncover how these strategies affect adolescents’ emotional resilience, digital behavior and family cohesion. The findings intend to inform culturally responsive policies, parenting support systems, and digital literacy programs that promote healthy digital engagement and stronger family relationships in rapidly urbanizing contexts. Design/methodology/approach This qualitative study employed a multiple case study approach to explore digital parenting practices in seven urban households in Lahore, Pakistan. Data were collected through in-depth interviews with parents and adolescents, supplemented by direct household observations. Participants were purposefully selected to represent diverse socio-economic backgrounds, family structures and levels of digital literacy. Interviews focused on parenting strategies, adolescent digital behavior, mental health and family dynamics. Observations captured how digital media was integrated into daily routines. Thematic analysis was used to identify patterns and contextual nuances in digital mediation and its impact on adolescent well-being and family cohesion. Findings The study found that active mediation and co-use of digital media foster adolescent emotional resilience and strengthen family cohesion. In contrast, restrictive mediation without open communication often led to secrecy, anxiety and weakened trust. Parental digital literacy and availability significantly influenced mediation style and effectiveness. Multigenerational households benefited from broader support networks when communication was cohesive, while conflicting rules sometimes created confusion. Low-income families with limited digital knowledge were more vulnerable to unsupervised digital use and associated mental health risks. Overall, balanced, communicative digital parenting proved essential for promoting adolescent well-being and sustaining positive family relationships in urban settings. Originality/value This study offers original insights into digital parenting within the socio-cultural and economic context of urban Pakistan, a setting largely underrepresented in existing literature dominated by Western perspectives. By using a case study approach, it captures the lived experiences of diverse urban families, highlighting how cultural values, digital literacy and household dynamics shape parenting strategies and adolescent outcomes. The research contributes valuable, context-specific knowledge for designing culturally sensitive digital literacy programs and parenting interventions. It also underscores the importance of balancing control with communication in digital parenting, offering practical guidance for educators, policymakers and mental health professionals working with urban families.

Cultural ecosystem services (CES) refer to the intangible benefits provided by ecosystems to enhance the quality of human life. As cultural services are an important part of ecosystem services, how to account for the value of cultural ecosystem services CES has become an important research topic in the sustainable development of ecosystems. The establishment of a system of indicators and methodologies for cultural ecosystem services CES both improves comprehensive ecosystem assessments and facilitates scientific decision-making, and is essential for realizing synergies between ecological protection and economic and social development. Based on the existing accounting framework of cultural service value at home and abroad, this study constructs a more scientific and perfect indicator system of cultural service value, including four indicators: tourism and recuperation, leisure and recreation, landscape value-added and scientific research and education. research and education. Based on the four ecological and economic evaluation methods of travel costs act, time-cost method, market value approach and results-based approach, the cultural service value accounting model is optimized, and a new set of scientific research and education index value accounting model is established. Applying the indicator system and accounting model constructed in this paper study, the quantity of value of cultural services in Tai’an City in 2022 totaled 5.306 billion yuan CNY, which verified the feasibility of the indicator system and accounting model. Based on the accounting results, the study proposes a path to realize the value of cultural services in Tai’an. The results of this paper study can provide research references for the accounting and realization of ecological product value in different cities.

The topic "communication agencies and social media as a communication strategy" arose from the need to understand how digital platforms, namely social media, are used as a communication strategy in the business world. Nowadays, organisations are increasingly aware of the importance of digital platforms and social media in the communication of their products and services, as well as their brand image. The online communication of an organisation has to be coordinated, the different channels and tools have to be in harmony and the message and image have to articulate with each other. Thus, the research question "What is the importance of digital platforms and social media as a communication strategy? The research objectives are: (1) to understand the importance of using digital platforms and social media as a communication strategy for organisations; (2) to analyse the management and production of digital content by a communication agency; (3) to identify what type of company requests a communication strategy; (4) to analyse the change in communication strategies after COVID-19. Methodologically, this case study will describe the communication strategy of a communication agency, using digital platforms and social media, and how it applies it in the communication management of client companies. This analysis will be enriched by an interview with the CEO and Creative Director of the communication agency under study. The results reiterate that companies are increasingly investing in communication through digital platforms, with the aim of reaching the consumer faster and more easily. Through this research it was possible to find out that digital platforms have a great importance in the companies' communication strategy, being fundamental for their dissemination and contact with the potential consumer.

Digital literacy competencies have become essential for university students to thrive in the era of Society 5.0, where technology and human-centered innovation converge. However, evidence from recent studies and institutional reports indicates that students’ levels of digital literacy remain relatively low, highlighting the urgency for effective and engaging learning innovations. This research was designed to develop and evaluate an integrated learning model that combines gamified mobile learning with augmented reality to strengthen students’ digital literacy and identify factors supporting its adoption in higher education. The study applied a research and development approach using the Waterfall model to create a mobile application called AR EduGame. Data were collected from 112 undergraduate students through needs analysis surveys, pre- and post-tests measuring digital literacy, questionnaires on motivation and engagement, and application usage logs. Quantitative data were analyzed using paired-sample t-tests to determine learning effectiveness, while qualitative responses were examined through thematic analysis. The findings revealed a significant improvement in students’ digital literacy, primarily influenced by gamification elements such as points, badges, and leaderboards that enhanced motivation, and by augmented reality features that enabled immersive understanding of complex digital concepts. These results demonstrate the synergistic benefits of integrating gamification and augmented reality, producing stronger learning outcomes than when each is applied separately. In conclusion, AR EduGame serves as a validated pedagogical innovation that unites motivation and cognitive depth, offering higher education institutions a practical model to equip students with essential competencies for success in Society 5.0.

Objectives The purpose of this study is to examine the impact of tinkering activities as digital literacy practices in general education courses on the digital literacy competencies of university students. Methods To achieve the research objective, 197 students enrolled in a maker general education course at D University in Gyeongsangbuk-do were selected. Among them, 168 students were assigned to the experimental group, and 29 students were assigned to the control group. The experimental group engaged in tinkering activities online for 12 weeks while taking the maker general education course, after completing a pre-test for digital literacy. The control group only participated in the maker general education course and underwent a post-test for digital literacy. Results The post-test digital literacy scores of the experimental group were significantly higher than those of the control group (t=2.280, p=.012), and they were also significantly higher than the pre-test scores of the ex-perimental group (t=2.837, p=.003). Furthermore, an analysis of the differences in digital literacy scores based on students' major, grade, and gender revealed significant differences in gender in the pre-test results of the ex-perimental group (F=4.026, p=.047), as well as a significant interaction effect between major and gender (F=3.101, p=.048). In the post-test results of the experimental group, significant differences were found in digital literacy scores based on gender (F=5.278, p=.023). Conclusions Based on the analysis results, it can be concluded that the incorporation of tinkering activities in uni-versity maker general education courses can contribute to enhancing students' digital literacy levels. The im-provement effects were observed among students with various characteristics, particularly among male students in engineering and fine arts colleges. Therefore, it is necessary to consider the characteristics of participating stu-dents when implementing tinkering activities in each course.

The rapid development of digital technology has fundamentally changed family education in the digital age. This study aims to explore the current status of digital product use and influencing factors among children aged 0-6 years. This study examined the prevalence of digital devices, average screen time, and parents' attitudes toward digital technology in early childhood education by conducting a questionnaire survey of 1,477 families in Sichuan Province , China, and in-depth interviews with four families. The results show that digital products are widely present in families and parents recognize their educational value, but also face challenges in content, time, and online safety management. Differences in parents' digital literacy levels further affect their ability to support children's digital activities. This study recommends the development of a comprehensive parent education program, the establishment of a high-quality digital resource platform, and the strengthening of family guidance to optimize the use of digital technology in early childhood education. The findings contribute to the global discussion on digital literacy, early childhood development, and family education.

Lake related greenspace provides many benefits to residents and visitors, which often get unnoticed. The Millennium Ecosystem Assessment Project (2005) proposed the valuation of ecosystem services, defined as regulatory, provisional, ecosystem support, providing cultural services from natural resources, free of charge. The challenge here is: How can we use cultural ecosystem services derived from scenic landscapes for Greenspace management and assessment? Cultural ecosystem services received international recognition as part of the Millennium Ecosystem Assessment Project (2005). Also, ecosystems services encompass regulatory, provisional and ecosystem support. For this article, we are particularly concerned with cultural services, which include recreation, science and education, spiritual/historical as well as aesthetic functions. De Groot (2002) and Farber (2006) provided descriptions of cultural Ecosystem services. De Groot (2002) describes Information functions as comprising of; aesthetic information, recreation, cultural-artistic information and spiritual/historical information. Farber (2005) description of cultural services includes; aesthetic, recreation, science/education, and spiritual/historical functions. This article examines the existing literature with the objective of assessing ecosystem cultural services related to water-based scenic landscape resources and applies it to an Upstate New York lake landscape. Careful accounting of greenspace ecosystem services is presented as applied to lakeshore residents, village residents and town/watershed residents and other lake greenspace users utilizing the US Environmental Protection Agency’s user benefit calculations to yield over 10.6 million dollars of benefits per year (Smardon 2018).

Lake related greenspace provides many benefits to residents and visitors, which often get unnoticed. The Millennium Ecosystem Assessment Project (2005) proposed the valuation of ecosystem services, defined as regulatory, provisional, ecosystem support, providing cultural services from natural resources, free of charge. The challenge here is: How can we use cultural ecosystem services derived from scenic landscapes for Greenspace management and assessment? Cultural ecosystem services received international recognition as part of the Millennium Ecosystem Assessment Project (2005). Also, ecosystems services encompass regulatory, provisional and ecosystem support. For this article, we are particularly concerned with cultural services, which include recreation, science and education, spiritual/historical as well as aesthetic functions. De Groot (2002) and Farber (2006) provided descriptions of cultural Ecosystem services. De Groot (2002) describes Information functions as comprising of; aesthetic information, recreation, cultural-artistic information and spiritual/historical information. Farber (2005) description of cultural services includes; aesthetic, recreation, science/education, and spiritual/historical functions. This article examines the existing literature with the objective of assessing ecosystem cultural services related to water-based scenic landscape resources and applies it to an Upstate New York lake landscape. Careful accounting of greenspace ecosystem services is presented as applied to lakeshore residents, village residents and town/watershed residents and other lake greenspace users utilizing the US Environmental Protection Agency’s user benefit calculations to yield over 10.6 million dollars of benefits per year (Smardon 2018).