A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis

The well-known Syria crisis has made it very challenging for thousands of Syrian children to have access to education. In this paper, we propose digital education platform to allow displaced Syrian kids as well as kids in the refugee camps in bordering countries, to have access to education. The proposed platform consists of four pillars: Hardware, Software, Curriculum, and Support services. We start by looking at the efforts performed in the field of education in war situations, and we extract from them the lessons learned and recommendations. We provide four main characteristics of war impacting kids’ education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adults’ supervision. We then use these four characteristics along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are supervised self-directed learning method, context-aware education, and kids-oriented design. Finally, we use these design considerations to provide design recommendations for the four pillars of the platform. We conclude our work by discussing the validity of the platform, its implementation feasibility, and challenges facing the implementation.

Despite advances, infants with single ventricle heart disease continue to have high morbidity and mortality in the first year of life. Home monitoring programs (HMPs) have reduced mortality and have grown to use integrative digital platforms. The objective was to evaluate how implementation of a digital HMP platform affects nutritional outcomes in infants undergoing staged single ventricle palliation. We conducted a retrospective, multicenter, observational study of all infants who required a neonatal operation as part of staged single ventricle palliation between 2013 and 2018. Patients were excluded if less than 35 weeks' gestation or underwent biventricular repair in the first year of life. Implementation of a digital monitoring platform that allows for secure monitoring of nasogastric feed advancement and oxygen saturation occurred in 2016, creating the two groups in a similar surgical era. There were 38 patients who fell under a standard HMP compared to 31 utilizing the digital platform. There was no difference in baseline demographics, anatomy, or preoperative factors between the groups. Use of a digital platform was associated with reduced postoperative length of stay (30.1 vs 33.1 days, P = .04). More children in the digital platform monitoring group were able to achieve oral feeding at one year of age (90% vs 68%, P = .03). A total of 25% of infants went home with a nasogastric tube, all but one transitioning to full oral feeds. Use of a digital, fully electronic medical record (EMR)-integrated, comprehensive HMP was associated with shorter postoperative length of stay in neonates undergoing staged single ventricle palliation and allowed for higher rates of full oral feeding.

BackgroundTraditional primary care is characterized by patient consultations via phone and physical visits. However, the current development in Swedish primary care is to blend digital solutions with traditional solutions. This paper addresses this development by examining the normalization of embedding and integrating a digital health care platform into everyday care routines in a primary care clinic. The digital health care platform enables both synchronous (video calls) and asynchronous (chat) communication, as well as self-registration of patient data using automated questions and forms requiring the patient’s input.ObjectiveThis study aims to explore the work that health care professionals (HCPs) have to undertake to implement and sustain a digital health care platform as part of their everyday work practice.MethodsHCPs were observed and interviewed to assess their individual and collective engagement and the mechanisms involved in the implementation of the digital platform and its effects on everyday work routines. The normalization process theory (NPT) was used to frame the data analysis.ResultsThe analysis identified several themes related to the four NPT constructs: coherence, cognitive participation, collective action, and reflexive monitoring. The use of these constructs enabled the analysis to identify ways of supporting implementation. For example, it showed the benefits of having implementation champions and scheduling work hours for HCPs to use the platform. The analysis also revealed a theme of materiality that deviated from the NPT constructs, as NPT gives ontological priority to human actors and social structures.ConclusionsDigital health care platform implementation is a complex process. Our findings provide insights into how individual and collective actions can be supported to embed and integrate a digital platform into everyday care routines. Primary health care organizations need to involve HCPs throughout the implementation process by reorganizing work and providing frequent feedback loops. HCPs are more likely to engage with and commit to changing practices if they perceive the digital platform to be beneficial compared with the current practice. However, they also need resources (eg, time, training, and continuous support) to put the platform into practice. Patient engagement and appraisal are important elements in implementation. Unless patients are willing to use the platform, there is no motivation for HCPs to embed the digital platform into everyday care practice.

Due to the development of information technology, physics 3D animation multimedia has been introduced to physics teaching process. In order to match the modernization of physics teaching, new digital teaching platform for physics has been developed up by our group. The digital platform contains two individual parts. One is development system platform which can be used to generate physics 3D animation, and the other is presentation system platform which has been designed to present physics 3D animation. The new digital teaching platform is an open and efficient system and it can communicate with 3DMAX and Matlab program. The digital platform enriched college physics teaching resource and it has been employed to 18 university of China since 2009. Statistics showed that it can stir up students' interesting and it is convenient for physics teachers to explain physics concept. Furthermore, digital platform is easy to use and convenient to control teaching process physics teachers.

Objectives/Goals: The study is designed to co-develop a genetics education digital platform with community participants. Diverse populations, especially African American communities, are less likely to participate in genetic testing and clinical trials. To increase participation and community input, we want community participants across Louisiana. Methods/Study Population: A cross-sectional, mixed-methods study will be conducted to assess interest in learning about genetics through a digital education platform and to adapt the platform based on participant feedback. Specific Aim 1 will be achieved by recruiting a diverse cohort and collecting demographic data to identify participants’ characteristics. For Specific Aim 2, 35 community participants will be enrolled as a co-design team to complete 5-week educational modules. Feedback from focus groups will guide iterative platform refinements, ensuring the platform is culturally tailored and user-friendly. Results/Anticipated Results: For Specific Aim 1, we anticipate that the majority of participants will express interest in learning about genetics through the digital platform, with demographic data revealing a diverse participant pool, predominantly from African American and Hispanic communities. For Specific Aim 2, we expect that all 35 co-design team members will complete the 5-week modules. Feedback from the focus groups is anticipated to highlight the need for more user-friendly navigation, culturally tailored content, and enhanced visuals. These insights will guide the refinement of the digital platform for improved engagement and accessibility. Discussion/Significance of Impact: This study addresses a critical translational barrier – underrepresentation of African descended communities in genetic testing. By developing a culturally tailored, digital platform to engage these populations, the project aims to reduce health disparities, enhance genetic literacy, and foster inclusivity in genomic research.

BackgroundThe digital education platform Doctorvice (iKooB Inc.) offers face-to-face physician-patient education during outpatient clinic visits, remote glucose monitoring, and the delivery of educational messages, and is expected to be effective for personalized diabetes care.ObjectiveThis study aims to evaluate the effectiveness of the digital education platform for diabetes care by comparing cases that included both face-to-face education and remote monitoring with those that included only face-to-face education.MethodsThis was a randomized clinical study conducted at the Diabetes Center of Seoul St. Mary’s Hospital. Participants were aged ≥19 years and had glycated hemoglobin (HbA1c) levels between 7.5% and 9.5%. In the intervention group, physicians used the digital education platform to provide face-to-face education at enrollment and at the 3- and 6-month visits, along with remote monitoring during the first 3 months of the 6-month study period. The control group received conventional outpatient education. Both groups completed questionnaires—assessing satisfaction with diabetes treatment, diabetes-related stress, and adherence to diabetes medication—at the beginning and end of the study. The primary endpoint was the change in HbA1c levels.ResultsA total of 66 participants were enrolled between August 1, 2022, and August 31, 2023. Of these, 26 in the intervention group and 30 in the control group were analyzed, excluding 10 participants who dropped out of the study. The mean baseline HbA1c levels were 8.3% (SD 0.6%) in the intervention group and 8.0% (SD 0.5%) in the control group. At the 3-month follow-up, mean HbA1c decreased by 0.5%-7.8% (SD 0.9%; P=.01) in the intervention group and by 0.2%-7.8% (SD 0.7%) in the control group. HbA1c levels substantially improved during the first 3 months with both face-to-face education and remote glucose monitoring. However, HbA1c tended to increase during the 3- to 6-month follow-up in the intervention group without the remote monitoring service. Satisfaction with diabetes treatment significantly improved at the end of the study compared with baseline in the intervention group (mean change +3.6 points; P=.006). Medication adherence improved in both groups, with no significant difference at 6 months (P=.59), although the intervention group showed a greater increase from baseline. Subgroup analysis indicated that the reduction in HbA1c was greater for patients with baseline HbA1c levels ≥8.0%, those aged ≥65 years, smokers, drinkers, and those with obesity in the intervention group.ConclusionsThe digital education platform for personalized diabetes management may be beneficial for glycemic control in type 2 diabetes mellitus. Its effectiveness appears to be enhanced when physicians provide personalized face-to-face education combined with remote feedback.Trial RegistrationClinical Research Information Service (CRiS) of Republic of Korea KCT0007953; https://cris.nih.go.kr/cris/search/detailSearch.do?seq=23507&search_page=L

This conceptual research explores the transformative potential of digital learning platforms in the realm of behaviour change communication within the context of public health education. With the rapid advancement of digital technology, the traditional methods of health communication are being reimagined, offering new opportunities and challenges for promoting healthier behaviours and lifestyles. The research seeks to understand the evolving landscape of digital learning platforms and their integration into public health education programs. It investigates how these platforms can be leveraged to design and disseminate behaviour change communication interventions effectively. The study examines the theoretical foundations that underpin behaviour change communication and the ways in which digital learning platforms can enhance these foundations. Furthermore, the research addresses the critical issue of accessibility and inclusivity, as digital platforms have the potential to bridge the gap between diverse populations in terms of health literacy, socio-economic status, and geographical location. By employing a conceptual framework that combines elements of health communication theory, pedagogy, and technology adoption models, this study aims to provide insights into the effective utilization of digital learning platforms for behaviour change communication. Findings indicate that the use of digital learning platforms has led to increase engagement in public health education. This exploration is expected to shed light on the potential of these platforms to drive positive health behaviour change among diverse populations and pave the way for more informed strategies in the field of public health education. Ultimately, this research aims to encourage further exploration and development of digital learning tools for behaviour change communication in public health, with the potential to make a significant impact on global health outcomes.

School closures in Nigeria during the Covid-19 pandemic left millions of students and lecturers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most lecturers and students; consequently, there was then a limited experience with it. This study examined and evaluated the integration of Digital Learning Platforms into the teaching and learning of mathematics during the COVID-19 pandemic. Furthermore, it assesses the perception of both students and lecturers about the use of Digital Learning Platforms and their general rating of the effectiveness of the available digital platforms for mathematics teaching and learning processes. Simple random sampling procedure was used to select twenty (20) lecturers and hundred (100) undergraduate students from a federal government owned university in the Southwestern State of Nigeria. 
 The percentage was used to analyze the respondents’ demographic information while the Chi-Square was adopted to analyze the data. Results of the analysis of the formulated hypothesis indicated that two or more digital platforms were used by the lecturers to teach mathematics in post covid-19 pandemic and both Zoom and Google Meet are considered effective for mathematics teaching in post covid-19 pandemic. Also, lecturer’s digital skills are dependent of the integration of digital learning platforms in mathematics teaching and student’s academic engagement exposure is independent of digital learning in pre-and-post-covid era
 Based on the findings of the study, it was suggested that digital technologies may be included in mathematics curricula at various stages of education and education stakeholders should take advantage of the findings of this study to encourage lecturers to continue using technologies in mathematics teaching.

The relevance of this research is driven by new demands on the vocational education system, particularly in the mechanical engineering sector, amid the digital transformation of the economy and the emergence of Industry 4.0. Given the rapid pace of technological advancement, there is an urgent need to integrate digital educational platforms into the training of skilled workers. Digital platforms can provide access to modern educational resources, personalized learning pathways, and simulations of production processes. This enables vocational training to better align with the needs of a high-tech labor market, making it more flexible, interactive, and effective. Objective: To develop and justify methodological principles for creating a digital educational platform for the vocational training of future skilled workers in the mechanical engineering industry, taking into account current trends in digitalization, industry-specific features, and learners’ educational needs. Methods: Theoretical analysis of scientific sources on digital platforms, vocational education, and Industry 4.0 technologies; modeling of the functional structure of the educational platform with consideration of its goal-oriented, content-based, methodological, and communicative components; comparative analysis of existing digital platforms based on criteria such as functionality, user interaction, and adaptability to educational needs; expert evaluation of pedagogical and technical solutions for the platform; design and testing of a website that includes interactive learning modules on CAD, CNC, and robotics, as well as analytical tools for progress monitoring. Results: The study summarizes the classification of digital platforms by functionality and user interaction; formulates methodological principles for the development of educational platforms in the mechanical engineering sector (personalization, accessibility, interactivity, compliance with industry standards); develops a prototype of a digital platform for training future specialists, including adaptive learning, video content, simulations, analytics dashboards, and integration with LMS and social networks; substantiates the feasibility of incorporating digital technologies such as AI, AR/VR, IoT, and blockchain into the platform structure; justifies the need to enhance teachers’ digital competence for the effective implementation of platform-based learning. Conclusions: As a result of the conducted study, it was demonstrated that the digital platform is a key tool for modernizing the vocational education system in the context of digital transformation, particularly for the machine-building industry. It enables the integration of individualized learning with the real demands of the labor market, creating a flexible educational environment that fosters the development of professional competencies in future skilled workers of the machine-building sector. The developed methodological model of the platform, which includes target, content, methodological, and communicative components, ensures the integration of the educational process with modern production technologies and labor market requirements. The implementation of the digital platform concept requires an interdisciplinary approach, technical support, and regulatory legal framework; however, it holds significant potential for the modernization of vocational education. The effectiveness of the digital platform depends on its ability to integrate modern technologies, support educators, provide feedback, and meet professional training standards.

The relevance of the research lies in the fact that teachers often fail to cope with the tasks of digital communication and their own learning via digital platform, and therefore, digital means become a kind of a communication barrier for them, instead of being a unifying bond. The research objective is to summarize the experience of psychological and pedagogical interaction with the participants of the professional development program based on a digital educational platform in order to identify psychological and pedagogical deficiencies of working teachers, who are enrolled in the professional development program, and the challenges faced by the experts of the training program. The study hypothesizes that the teacher-training professional development program, organized on the basis of a digital educational platform, will allow us to identify specific challenges to the expert community caused by the practice of exclusively distant interaction, on the one hand, and on the other hand, it will help to identify professional deficiencies of working teachers and to overcome them. Participants: 53 teachers working in different regions of the Russian Federation aged from 21 to 70 years old with work experience from 1 to 40 years. Methods (tools): the questionnaire for fixing the psychological and pedagogical problems of the interviewees and the significance of the professional activity (by I. V. Egorov, D. V. Naumova, T. V. Sklyarova, L. B. Schneider), the expert method (included observation and expert assessments) to determine the manifestation of professional competencies of teachers. Results. The research results helped to find out that under the conditions of online learning, teachers demonstrate commitment to the position of a passive participant/listener, rather than an active co-author of the process. It is shown that adult education (of teachers, in particular) becomes a challenge to the expert community: the established mental patterns, individual and habitual models of obtaining knowledge determine the internal resistance and distrust to digital learning tools. It is revealed that the key shortage of the students is insufficient digital communication. Conclusions: to overcome teacher deficiencies the authors propose the construction of an individual educational route for professional development and the use of gamification techniques in digital learning. Practical significance: the results obtained will allow to adjust the professional development programs that are conducted via the digital platform.

The majority of strokes are preventable through effective risk factor management. Existing primary prevention strategies have insufficient reach and effectiveness. Digital health technologies offer the potential to overcome some of these barriers. The aim of this study was to co-design the 'Love Your Brain' digital platform, including an online education program (Massive Open Online Course, MOOC) and text messaging system, for community stroke prevention education and management. Using snowballing methods, expressions of interest were sought from community members and health knowledge experts (e.g., health professionals and researchers) from across Australia. Participants were purposively selected for diversity in age, sex, location, education (community) and profession (health knowledge experts). A series of eight focus groups were planned. From May 2023 to August 2023, seven online focus groups were undertaken separately with each cohort, to explore perceptions related to the core functions, content and design features. Their insights were used to develop the digital platform. Following a testing period, a final focus group was held with each cohort (March 2024) to evaluate the digital platform further. Focus groups were recorded with participant consent. Recordings and transcripts, live chats and interactive polls from the focus groups were analysed using inductive and deductive thematic approaches, with themes mapped to the Framework for the Design and Evaluation of MOOCs. Twelve community members and ten health knowledge experts participated in at least one of the eight focus groups, with overall 86% attending five or more. Although some diversity existed in group opinions about the delivery and content, all participants emphasised the importance of using simple, easy-to-understand language and layout throughout, with the inclusion of a variety of statistics, personal stories and expert information. Focusing on emotional motivation was perceived as essential for engagement with the digital platform. Furthermore, being able to personalise the content and provide options for people to explore more advanced information (via external resources and a project-specific website with trusted links) was considered advantageous. Co-design with community and knowledge expert cohorts informed and enriched the development of the Love Your Brain digital platform. The co-designed platform is currently being piloted in a feasibility trial. People with lived experience of stroke, along with family/caregivers and members of the public, actively participated in the co-design focus groups. The Love Your Brain Management Committee comprises lived experience stroke survivors and carers who worked in partnership with researchers and clinicians to provide oversight and guidance to the development and implementation of all stages of the study, including the preparation of this manuscript.

Learning media are required to use digital platforms to maintain online learning. The Covid-19 pandemic stimulates technological developments in the era of the industrial revolution 4.0, especially in the education sector. Utilization of various digital platforms is carried out to support the learning process. Various digital media platforms are used in the online learning process. This study aims to analyze the effects of digital platforms on the impact of learning. The digital platforms used are Zoom Meeting, WhatsApp, Google Classroom, Schoology, and Edmodo. This type of research is meta-analysis. The steps in determining this research according to Borenstein: (1) formulating a dilemma, (2) searching the literature, (3) collecting issues and findings from individual studies, (4) evaluating the quality of the study, (5) analyzing and interpreting the results of the study, and (6) interpreting what will happen or evidence. The data collection technique is done by browsing the journals using Publish or Perish. Thirteen journal articles met the appropriate inclusion criteria and concluded that the digital platform had an effect on student learning outcomes.

This study examines the impact of digital learning platforms on student engagement and performance in Saudi Arabian higher education post-COVID-19. It explores how demographic factors, platform preferences, usage frequency, and satisfaction influence academic outcomes. Data were collected from 132 participants, considering factors such as age, gender, field of study, and education level through a structured survey. The analysis included descriptive statistics, Chi-Square tests to evaluate platform usage patterns, and correlation analysis to examine the relationships between demographic variables, platform usage, engagement, and satisfaction. Age distribution showed 40% of respondents in the 25-34 age group, with 35% in both the 35-44 and 45-54 groups, while gender representation was nearly balanced, with females at 55% and males at 45%. The Education field had the highest representation (35%), followed by Science (18.5%) and Business (8.5%). Among platforms, Zoom dominated usage, with 65 users engaging several times weekly and 12 daily. Microsoft Teams followed, with 41 frequent weekly users and 9 daily. Blackboard and Google Classrooms exhibited lower usage, with only 19 using Blackboard weekly, while Google Classrooms was least used. Engagement levels were comparable to traditional classes, with 63.6% indicating the same level, though technical issues affected performance for 30%, with 13 experiencing a notable decline. The Chi-Square test revealed a significant relationship (p < 0.05) between platform type and frequency, indicating that Zoom and Microsoft Teams were favored for frequent use. The results indicate that while digital platforms retain engagement similar to traditional methods, platform selection significantly influences frequency of use, with Zoom and Microsoft Teams preferred for regular interactions. Technical issues remain a barrier for a subset of students, affecting motivation and performance. Digital learning platforms can sustain student engagement effectively; however, improving technical support and platform features is crucial. This study uniquely highlights how digital platform preferences and demographic factors impact learning engagement and academic outcomes in a post-pandemic educational landscape.

Study question Can the integration of a digital patient management platform and a four-day workweek improve operational efficiency, nursing job satisfaction, and patient experience in ART clinics? Summary answer The combination of digitalised clinic management and a four-day workweek reduced administrative burden, improved job satisfaction and enhanced patient experience without compromising care quality. What is known already Fertility nursing is highly demanding, requiring extensive administrative tasks, cycle monitoring, patient education, and procedural support. Nurses dedicate 9–16 hours per IVF cycle, leading to workload strain, potential burnout, and operational inefficiencies. While digital patient management platforms have been introduced to streamline workflows, their impact on both nursing efficiency and well-being remains underexplored. Additionally, alternative work structures such as a four-day workweek have shown benefits in other healthcare fields but are not widely adopted in fertility. This study evaluates the combined effects of digitalisation and work schedule restructuring to enhance nursing operations, job satisfaction, and patient experience in ART clinics. Study design, size, duration This prospective, mixed-methods study was conducted over eight months at a single UK-based fertility centre. A digital clinic and patient management platform (Wawa) was implemented to automate administrative tasks, reduce manual workload, and improve patient communication. Simultaneously, a four-day workweek with 10-hour shifts was introduced. Nursing efficiency, job satisfaction, and patient experience were assessed through time-tracking analysis, structured interviews, and patient feedback, comparing pre- and post-implementation metrics to evaluate the combined impact of both interventions. Participants/materials, setting, methods Five fertility nurses participated. Key administrative tasks such as appointment scheduling, consent management, and patient communications were compared before and after the implementation of the digital platform. A four-day workweek structure was adopted to assess its effect on work-life balance. Qualitative and quantitative data were collected through structured interviews, real-time workload tracking, and patient-reported experience measures. The study aimed to identify efficiency gains, job satisfaction improvements, and potential impacts on patient care quality. Main results and the role of chance Results showed a 40% reduction in administrative workload (from 6.5h to 3.9h) following the digital platform’s integration, allowing nurses to allocate more time to direct patient care. The most significant improvement was a decrease in emails and phone calls, as patients gained real-time access to their records, medication schedules, and consent forms through the platform. This streamlined workflow improved operational consistency, reducing errors associated with manual data entry and communication breakdowns. The four-day workweek contributed to enhanced job satisfaction, with all participating nurses reporting improved work-life balance and higher engagement at work. The combination of digitalisation and structured time off resulted in lower fatigue, greater focus during patient interactions, and increased professional fulfilment. From a patient perspective, the ability to instantly access blood test results and scan reports via the digital platform significantly improved their experience, with many reporting feeling “well-informed” and “more in control of their treatment journey.” The reduction in interruptions also allowed nurses to provide longer, more meaningful consultations, further strengthening patient-nurse relationships. These findings suggest that combining technological advancements with work structure changes in ART clinics can transform fertility nursing, improving both operational efficiency and job satisfaction while maintaining high standards of patient care. Limitations, reasons for caution This study was conducted at a single fertility clinic with a small sample size. Further research with a larger cohort across multiple centres is needed to validate findings. The long-term impact of these interventions on patient outcomes and nurse retention also requires further investigation. Wider implications of the findings Integrating digital patient management platforms and alternative work structures in ART clinics has the potential to revolutionise fertility nursing. These findings support the adoption of technology-driven, nurse-centric models that enhance efficiency, reduce burnout, and improve patient engagement, paving the way for a more sustainable and effective fertility care system. Trial registration number No

This study explores students' views on how digital learning platforms support their learning process. Data were collected through a Likert-scale survey consisting of 10 items, using a 5-point scale ranging from Strongly Disagree to Strongly Agree. The survey was administered to 50 seventh-semester students at Universitas Negeri Makassar, selected purposively due to their extensive experience with online and blended learning. Descriptive analysis was used to calculate mean scores and frequency distributions. Over 80% of respondents reported that digital platforms were particularly helpful in accessing learning materials and communicating with lecturers. Perception scores ranged from 3.8 to 4.4, with ease of accessing resources scoring the highest. In contrast, motivation received the lowest score, suggesting that technology alone may not sufficiently drive student engagement. These findings emphasize the need to optimize both digital platforms and pedagogical strategies to sustain motivation and foster deeper learning. The results imply that higher education institutions should integrate more student-centered and interactive approaches within digital environments.