Digital Collaborative Tools, Strategic Communication, and Social Capital: Unveiling the Impact of Digital Transformation on Organizational Dynamics

The purpose of this assessment is to identify gaps in access and availability of digital tools, as well as to evaluate their effectiveness in improving learning outcomes. A total of 300 students and 100 teachers were randomly selected from different government, private, and NGO higher secondary schools in GB. A questionnaire was created using the LIKERT scale and given to both teachers and students. Afterward, a statistical analysis was conducted. An effort was made to determine the variations in teachers’ gender using the T-test, and to analyze the differences in school types for students using one-way ANOVA. Revealing the average mean usage of digital educational tools by both teachers and students is (3.163272, 3.163272). The analysis indicates that both teachers and students have moderate usage level of digital educational tools. Additionally, both teachers and students lack advanced-level skills in using digital tools for teaching and learning, furthermore The usage level of educational digital tools in private schools is moderate, while in government schools it is low, and in NGO-based schools, it is again at a moderate level skills in learning. The usage level of digital educational tools in schools has significant implications for academic outcomes, teacher quality, and resource allocation. Integrating digital tools effectively can improve learning outcomes, increase accessibility, and personalize instruction.

Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either ‘Multilingualism in Classrooms’ or ‘Professional Communication in Classrooms.’ This study includes a pre-post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined.

Despite their benefits, digital health tools often face adoption barriers because of the digital divide. Identifying the fundamental user skills required to effectively navigate these tools and the usability barriers is essential to addressing disparities in use. This study aimed to identify the skill and usability barriers to using digital health tools. This study included English-, Spanish-, or Cantonese-speaking patients, aged ≥50 years, who received care at an urban safety net health system in the United States. Participants completed a survey examining sociodemographic characteristics and digital health tool use and were observed and video recorded as they navigated four digital health care tasks: (1) launch a video visit, (2) visit a health website through a URL, (3) log in to the patient portal, and (4) sign up for a patient portal account. Participants who could not independently perform the tasks received additional support. Tasks were conducted in English, while instructions and additional assistance were provided in each participant's preferred language. Video recordings were thematically coded to identify the fundamental skills needed for effective digital tool use and usability barriers in the design of digital tools. We examined whether task independence was associated with participant demographics and thematic categories using Kruskal-Wallis, χ2, and Fisher exact tests. In total, 74% (34/46), 52% (31/60), 71% (44/62), and 70% (43/61) of participants (N=64) independently completed digital tasks 1, 2, 3, and 4, respectively. Older age, minoritized races and ethnicities, non-English language preference, lower educational attainment, access to cellular data only or no internet access, and lack of a portal account were associated with a higher likelihood of requiring assistance or being unsuccessful at completing each task (P<.001, except for older age [P=.004]). The qualitative coding of video recordings identified 3, 4, and 6 categories of typing, navigation, and human-computer interaction (HCI) skills, respectively, as fundamental skills required to independently complete digital tasks. χ2 and Fisher exact tests indicated significant associations between most typing, navigation, and HCI categories and independent task completion. We coded usability barriers as one of 6 learnability challenges or 3 operability challenges. This study identified that independent use of digital health tools requires fundamental typing, navigation, or HCI skills as well as high usability of digital tools. The inclusion of 4 different digital tasks added specificity to the type of skills and usability considerations necessary to ensure accessibility of digital health tools to diverse older adults. This study underscores the need for vendors to cocreate digital health tools with historically excluded end users in mind. As health care systems expand digital tool adoption, they must distinguish fundamental skill gaps from usability barriers, as each may require different intervention strategies.

Background Inflammatory Bowel Disease (IBD) is chronic condition requiring a multi-disciplinary, patient-centered approach to address its complex physical, emotional and psychosocial impacts. Digital tools integrated into electronic health records can help promote patient engagement in the management and monitoring of their disease by facilitating communication and information sharing between patients and care providers. Aims To explore patient perspectives on the role of digital health tools in the self-management of IBD to guide the development of a more responsive and inclusive bundled digital tool (MyIBDToolkit). Methods This study employed a mixed-method quantitative and qualitative approach to gaining insights to patient experiences with digital tools for self-care. Patients were recruited in IBD clinics and endoscopy units in Alberta, Canada between May 2024 to September 2024 using posters with QR codes linked to a digital consent and survey. The subgroup of patients who indicated interest in further participation were enrolled into the focus group study. Four Patient Research Partners co-developed and led five online 2-hour focus group sessions between August to September 2024. Recorded sessions were transcribed using Rev.com. Data was anonymized and analyzed using a deductive thematic approach with NVivo-14 software. A codebook was developed and validated by two researchers independently. Results Survey data was obtained from 78 participants (Median age 30 years, 60% female). At the time of the survey, 37 out of 78 participants were currently using digital tools in their IBD management and 28 of the 78 participants reported having never used digital tools previously. Twenty-two survey participants took part in the focus group. There were no significant differences in the focus group subset and larger survey population in terms of age, sex, IBD diagnosis and disease duration. Data analysis revealed 29 themes and 51 sub-themes across three main domains: self-management strategies, digital platform features and content, and barriers to use. Key insights included the importance of tracking diet, stress level, and symptoms, maintaining overall physical health, access to peer support, usability of the digital tool, maintaining online privacy, and engaging in meaningful communication with healthcare providers. Conclusions Patient feedback throughout the research process was key in identifying actionable priorities for improving digital health tools to enhance the effectiveness and acceptability of these tools in chronic disease management. These findings will guide development of the MyIBDToolkit. Funding Agencies Alberta Innovates and AbSPORU Patient Engagement Team

Introduction: This research explores the impact of digital system tools on project management efficiency in educational institutions in Jordan and Saudi Arabia, with a particular focus on the role of team communication quality. In the context of educational project management, the study examines how digital tools influence project outcomes and communication practices within teams.Methods: The study is based on an experimental design with three hypotheses, which were tested using questionnaire data collected from 176 respondents. The first hypothesis evaluates the positive effects of digital system tools on project management efficiency. The second hypothesis investigates the effects of digital tools on the quality of team communication. The third hypothesis examines the intervening role that communication quality plays in the relationship between digital tool usage and project efficiency.Results: The research confirms all three hypotheses. It demonstrates that the use of digital systems significantly enhances both project management efficiency and team communication quality. Furthermore, communication quality is found to act as a mediator in the relationship between digital system tools and project efficiency, amplifying the impact of digital tools on project outcomes.Conclusions: The findings suggest that educational institutions in Jordan and Saudi Arabia should prioritize the adoption of digital tools and focus on improving team communication methods. By doing so, they can significantly enhance project management efficiency and achieve better project results. The study underscores the importance of integrating digital tools and fostering strong communication practices to improve educational project management.

BackgroundOlder adults, who are often living with frailty, multimorbidity and cognitive impairment, frequently present to perioperative services. Digital perioperative tools can be used to improve patient experience and outcomes. Little is known about digital literacy, inclusion and attitudes to digital tools, and barriers and facilitators to usage, in the perioperative setting for older surgical patients.MethodsMedline, Embase, CINAHL and Cochrane Library were searched from inception to February 2025. PRISMA guidelines were utilised and the study was registered on PROSPERO. Heterogeneity of study methods and reported outcomes precluded meta-analysis. Gough’s Weight of Evidence Framework was used to assess quality of evidence.ResultsTwenty-four studies were included for narrative synthesis. No studies used a validated measure of digital literacy. Digital access was variably reported. Older adults were less likely than younger people to use the internet, wearable technology and telemedicine. Many studies excluded individuals without access to their own devices, limiting generalisability. Older adults expressed positivity about digital tools but did not universally prefer digital platforms. Barriers to engagement included digital exclusion, poor device usability and patient factors. Support through training or caregivers facilitated engagement.ConclusionDigital perioperative tools are increasingly available but there is a paucity of data on digital literacy, access and usage in the older surgical population. Studies frequently excluded those living with frailty, multimorbidity and cognitive or sensory impairments. Further research is needed to understand the needs, attitudes and digital health literacy of this population, to facilitate codesign of accessible, acceptable and effective perioperative digital health tools.

The swift introduction of the digital learning tools into the school and higher education have changed the way the students receive information, collaborate, solve problems and build knowledge. The paper will look at the role of digital learning tools in modifying the creativity and critical thinking skills in students. The research uses constructivist research on learning theory, social learning viewpoints, and 21st -century skills models to discuss how platforms like learning management systems, collaborative applications, simulation tools, multimedia authoring software, gamified space, and the application of artificial intelligence influence the development of higher-order thinking. The paper claims that the use of digital tools does not necessarily enhance the level of thinking; it is a question of instructional design, teacher mediation, authenticity of tasks and student interaction. As it is stated in the literature, in case of employing digital tools in inquiry, problem solving, collaboration, reflection, and content creation, originality, flexibility, evaluation, reasoning, and decision making could be encouraged. Nonetheless, it can be detrimental when passively or over directed because it can inhibit deep thought and result in shallow learning. The paper defines five research objectives and comes up with three hypotheses that relate the use of digital learning tools with creativity and critical thinking improvements. An examination of pre-existing literature indicates that digital environments provide an environment where ideas are generated, expressed through a wide array of modalities, interaction with peers, and a variety of opinions, all of which contribute towards creative and critical thinking. Meanwhile, the problem of digital distraction, disparate access, under-prepared teacher training, and dependency on algorithms is worth paying attention to. The conclusion of the paper is that digital learning tools are best applied in pedagogies that focus on inquiry, metacognitive, collaborative, and student agency. The adoption of technology, however, should not be emphasized in educational institutions but purposeful integration.

Background Increasing physical activity is a public health priority. The unique and critical role of healthcare professionals (HCPs) in primary care to help address physical inactivity is explicitly identified by various national physical activity (PA) frameworks. Yet, there may be various obstacles to the delivery of PA advice, such as lack of time, lack of confidence and lack of knowledge of where to refer people for further support. Digital technology provides new opportunities and has the potential to facilitate PA advice. However, it is unknown if and how digital tools are used within the context of primary care. The aim of the study was to understand the use of digital tools to support primary care consultations. Methods Twenty-five semi-structured interviews were conducted with HCPs in primary care. Data were analysed using thematic analysis to identify influences on the use of digital tools. Next, the themes were categorised using the COM-B model of behaviour to identify barriers and/or enablers to using digital tools to support the delivery of PA advice. Results The most prominent barriers and enablers related to included having the digital skills to use the systems, understanding of the PA assessment and advice, and the ability to tailor the tool to the HCPs needs. The opportunity factors included the limited digital resources available, organisational culture, and environmental stressors. The motivational influences included the level of familiarity with the tool, the confidence to use it, beliefs about a tool's usefulness, and professional identity. Conclusions A variety of influences were identified on the use of digital tools to support primary care consultations to deliver PA advice. These findings provide a foundation to design a system that addresses the barriers and leverages the facilitators to the efficient use of digital tools that support PA advice provision within the primary care context. Key messages There are various influences on the use of digital tools to support the provision of PA advice within primary care consultations, including skills, environmental and social factors, and motivation. The use of behaviour change theory allows us to systematically identify what barriers need to be addressed to assist HCPs in providing PA advice using efficient and flexible digital support tools.

PurposeThe purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation.Design/methodology/approachA qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation.FindingsThe findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings.Originality/valueThe rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

The article conducts a thorough study of modern digitalization tools that affect the formation and strengthening of competitive advantages of enterprises in various sectors of the national economy. Digitalization is considered a key vector of business development in the context of digital transformation, which encompasses global technological trends, changing consumer preferences and the growing role of digital communication channels. It is noted that the use of digital solutions is no longer a competitive advantage in itself - it has become a necessary condition for maintaining market positions. At the same time, the competent implementation of digital tools allows you to form a new quality of the business model, reduce costs, improve interaction with customers and optimize management decision-making processes. The work systematizes and analyzes the main digital tools that are currently being actively implemented in the practice of enterprise management. These include such tools as CRM systems, which allow for precise management of customer bases and personalization of communication; cloud technologies (cloud computing), which provide mobility, scalability and cost-effective access to digital resources; digital marketing tools, in particular SEO, SMM, content marketing and email newsletters, which contribute to the formation of a sustainable competitive position in the market; analytical platforms for processing large data sets (Big Data), which allow obtaining strategic information about the market, competitors and consumer behavior; ERP systems for integrated enterprise resource management; digital logistics solutions that optimize supply chains, warehouse operations and product delivery. Particular attention is paid to the impact of the COVID-19 pandemic on the digitalization of business processes. The study emphasizes that it was during the global crisis that digitalization turned out to be a decisive factor in survival for many enterprises, especially in small and medium-sized businesses. Examples of business model transformation in the restaurant sector, retail, education, medical services and HoReCa are considered. Digital platforms, online ordering, mobile applications, contactless payments, virtual workspaces and digital management tools have become everyday means of adaptation to new conditions. The study substantiates that the effective implementation of digitalization tools requires not only financial investments, but also changes in organizational culture, increasing the digital literacy of personnel, and a strategic vision of digital transformations at the company management level. It is also important to take into account the dynamics of technological changes, adapt digital solutions to the specifics of each specific business and build partnerships with technology providers.

Digital transformation tools have become a fundamental pillar upon which companies rely to enhance their performance and increase their competitiveness. This study aims to explore the impact of these tools on corporate productivity and efficiency, asking how digital technology applications impact overall organizational performance. The results showed that the use of digital transformation tools significantly contributes to improving productivity within companies. For example, cloud systems have improved access to data and facilitated collaboration between teams, while data analytics and artificial intelligence tools have enhanced decision-making by providing accurate and reliable insights. Improvements in operational efficiency were also observed, as digital tools have helped reduce human errors and expedite procedures. Several challenges that companies may face when implementing digital transformation were also identified. These challenges include resistance to change among some employees, high costs of technology investment and maintenance, and difficulties in integrating digital tools with legacy systems. These challenges require special attention to ensure the successful implementation of digital strategies. The study provides practical recommendations for companies, including developing clear strategies for adopting digital transformation tools, investing in employee training, and fostering a technology-supportive organizational culture. It also calls on researchers to conduct further studies to explore the impact of digital tools across different industrial sectors and at different levels of companies. The study highlights the importance of integrating digital transformation tools into corporate strategies to improve overall performance and increase productivity and efficiency. Its findings contribute to a deeper understanding of the actual impact of digital technology on companies, helping them refine their strategies and increase their competitiveness in the market.

The article is devoted to the study of digital personnel management tools as another method of increasing labor productivity in the context of global remote work. The article analyzes the latest research and publications on the theory and practice of personnel management, highlighting the growing scientific interest in modern technologies of personnel management and the role of digital tools in this process. The directions of integration of digital tools in personnel management were analyzed and methods of implementation were determined. The work presents the main directions and possibilities of using digital technologies to increase the efficiency of personnel management, in particular through computerization, the Internet as a business environment, the use of information technologies for full technical and information support of management processes. Special attention is paid to distance learning and staff development using various digital tools, such as e-learning, m-learning, u-learning, f-learning and blended-learning, which allow to improve the quality of education and training of employees. Issues of typology of digital learning tools, involvement of employees in the digitalization process and improvement of their qualifications are also covered. According to the results of the study, specific methods of integrating innovative digital tools are given in order to optimize the working time of management personnel, which in turn leads to an increase in the provision of information and prompt response to challenges that do not allow the enterprise to work as a single whole organism with the most optimized internal mechanisms. For each of the methods of integration of digital personnel management tools, possible ways of their implementation in the conditions of accelerated digital transformation and implementation of innovations in this direction are determined. The article calls for further research in the field of implementation of innovative digital technologies in personnel management, which opens up new perspectives for increasing labor productivity and the efficiency of the enterprise as a whole.

BackgroundDigital health technologies present a promising avenue for improving healthcare access in low-resource settings. In both rural and urban communities in Nigeria, challenges such as workforce shortages, limited infrastructure, and socioeconomic barriers continue to restrict healthcare delivery. This study aimed to evaluate knowledge and usage of digital health tools among healthcare professionals and residents in rural communities of Oyo State, Nigeria.MethodsA cross-sectional survey was conducted from July to August 2024 in eight primary healthcare centres across two rural local government areas. A total of 393 participants, comprising 158 healthcare professionals and 235 residents, completed structured questionnaires assessing digital competency, tool usage, and willingness to adopt digital health solutions. Data were analysed using SPSS version 28. Chi-square and Kruskal–Wallis tests (non-parametric test) were used to assess group differences, while logistic regression identified predictors of digital health readiness.ResultsHealthcare professionals demonstrated high levels of digital tool usage, with 91.8% reporting daily use of these tools. Significant differences in digital knowledge were found across professional roles [p < 0.001], with nurses and doctors exhibiting greater competency than other allied healthcare workers. Among residents in the community, daily use was low [14.7%], though 78.3% reported prior experience with digital tools. Education level was significantly associated with both usage [p = 0.025] and willingness to adopt digital health tools [p < 0.001]. Logistic regression confirmed education as the strongest predictor of readiness, with residents possessing general education being significantly more likely to express willingness [OR = 8.178, p = 0.025] compared to those with postgraduate education.ConclusionsHealthcare professionals demonstrate high engagement with digital health tools, while residents face accessibility and literacy barriers. Interestingly, readiness among residents appears driven by necessity rather than digital confidence. Addressing infrastructural gaps and expanding inclusive training and outreach efforts are essential to foster equitable digital health adoption in rural Nigeria.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12889-025-25600-0.

We examine the technological aspects of political collaborative practices in one of the first studies of participatory constitution writing in the course of its progression. In particular, we examine how digital collaborative and communicative tools can facilitate (or inhibit) the permeation of boundaries, which manifest through the differences in political ideologies and partisan beliefs. Our study is grounded in interviews with 15 members of the Constituent Assembly in the canton of Valais, Switzerland, and its primary contribution is in constructing a fine-grained contextualized understanding of political collaborations, their evolution, and their relationship with collaborative tools. Our findings demonstrate the centrality of versatile and widely available digital tools (such as WhatsApp and Google Docs) in political work. In addition, elected lawmakers prefer tools that allow them to organize their collaborative and communicative actions based on dynamic social boundaries, and their need for asynchronous work practices. We observed a tendency of simultaneously using multiple digital tools to accomplish specific political objectives, and leveraging them in plenary sessions for strategic advantages. On the one hand, collaborative tools enabled strategic advantages byselective permeationof boundaries across political ideologies. On the other hand, lack of awareness about boundaries between ‘private’ and ‘public’ on social networks were considered as privacy blind spots. By focusing on boundaries of different kinds, our paper elucidates how the introduction of digital technologies into political process transforms the long-established categories, distinctions and divisions that are often taken for granted.

Electronic research (e-Research) collaboration tools have created new opportunities for research and communication among individuals. These digital tools facilitate communication and collaboration and allow people across many geographical locations to coordinate tasks and research output. At times, given the extensive use of these tools, teams may have an over-reliance on digital tools to the exclusions of others. Other means to facilitate communication, coordination and collaboration exist and play an important part in effective research. This chapter explores the role of both digital and in-person collaboration tools and considers the need for balance between these within the context of Digital Humanities research teams, a case study population. First the uses, benefits and trade-offs of various communication channels are outlined, particularly within the context of interdisciplinary and geographically disperse research teams. From there, the role of inperson interactions, digital tools and social software within the case study community and their impact on collaboration will be explored. The primary implication from the research is that there must be balance between digital tools and social software and in-person interactions. Technology can supplement, but not replace face-to-face interaction in collaboration totally. Best practices and recommendations for academic research teams will conclude the chapter.