Enhancing Digital Competencies in Education: A Comprehensive Framework for Teacher Training and Leadership

The COVID-19 pandemic significantly accelerated digital transformation in education. Traditional face-to-face learning was rapidly replaced by e-learning, highlighting the urgent need for digital competence among educators and students. The present study examines how the pandemic acted as a catalyst for the development of digital competencies within the educational sectors in post-Yugoslav states. It explores the challenges and opportunities presented by e-learning during the pandemic period and considers its long-term implications. Online surveys with 424 educators and 1,549 students were conducted in Bosnia and Herzegovina, Croatia, North Macedonia, Montenegro and Slovenia to assess their experiences with digital learning tools and platforms. In addition, statistical data on e-learning adoption rates and technological advancements in education were analysed. The findings indicate a notable increase in digital competence among both educators and students, while also revealing persistent gaps in digital readiness. The most significant improvements were observed in digitally less-developed countries, where reliance on free-of-charge software played a crucial role. Looking ahead, it is essential to integrate digital competency training into educational curricula to ensure sustainable and effective use of technology in education. The study underscores the importance of institutional investment in digital training and infrastructure to support long-term digital learning strategies. It also offers insights into how a crisis can accelerate digital transformation in education, highlighting both the benefits and challenges of e-learning adoption.

This study analyses the impact of investing in digital training on competency development within Algerian universities, focusing on digital infrastructure, training programs, and digital educational resources. It examines these dimensions for their role in enhancing the administrative staff’s technical, professional, and personal competencies. The research addresses a clear gap in the existing literature, specifically regarding limited evidence on how digital training influences competency development among administrative staff in Algerian higher education institutions. Digital training has become increasingly significant given rapid technological advancements and growing demands for sustainable institutional performance. A descriptive-analytical methodology was employed, and a questionnaire was distributed to a random sample of 50 administrative employees. Although this limited sample size was selected due to logistical and resource constraints and may affect the generalisability of findings, it provides valuable preliminary insights into digital training effectiveness in the studied context. The findings revealed significant positive relationships between investments in digital training and competency development. Digital educational resources had the most decisive impact, significantly improving technical and personal competencies. They were followed closely by training and development programs, which enhanced technical and professional skills. Although positively related, the digital infrastructure showed limited influence. The study recommends that universities, policymakers, and HR departments collaboratively implement an integrated strategy by investing in reliable digital infrastructure, designing specialised digital training programs tailored to staff needs, and expanding digital educational resources through innovative platforms. This strategic integration effectively promotes competency development, enhances institutional performance, and supports sustainable development.

Youth unemployment is a subject of great concern in the developing world, particularly in developing nations, and among them is Kenya. These countries are characterized by the high population of youths who make up the majority of the unemployed in the nation. Governments and non-profit organizations are partnering to eradicate poverty and unemployment among the youth. To achieve this, novel ways, such as promoting digital skills training programs such as WFP's EMPACT and the Ajira. This research sought to address these shortages by analyzing the management practices and sustainability of training programs on WFP's EMPACT and the Ajira Digital skills training project in Kibera. It used a systematic sampling method of data collection accompanied by questionnaires. The results from this research will give a starting point for understanding the project's potential in Kenya and not just in Kibera. It will also provide insights and recommendations for the project's second phase by the Ministry of Planning in its efforts to use digital skills to end youth unemployment in the country. This study aimed to assess management practices and the sustainability of training programs. It was a case study that involved two training programs i.e. Ajira Digital training program and WFP’s EMPACT. Data was collected in Kibera slums in Nairobi City County. Its main objectives were to investigate how stakeholder participation affects the viability of digital skills development programs in Kibera slums, to ascertain how risk management strategies affect the viability of programs for teaching digital skills in Kibera slums, to establish the impact of evaluation and monitoring on the sustainability of the programs for teaching digital skills in Kibera and to examine how budgeting affects the viability of initiatives for teaching digital skills in Kibera slums. Questionnaires were used for data collection. The questions were close-ended. Data collected was examined systematically and then carefully analysed using EXCEL and SPSS. From the descriptive statistics results it was found out most of the respondents agreed to a great extent that leadership skills, project communications, resource allocation and cost management skills have an influence on the sustainability of the digital training programs a case of digital skills training projects in Kibera slums, Nairobi city county, Kenya. From the regression analysis it was revealed that leadership skills have a positive (B=.283), project communication has a negative (B=-112), resource allocation has a positive (B=0.496) and finally cost management skills have a positive (B=0.449) influence on the sustainability of the digital training programs a case of digital skills training projects in Kibera slums, Nairobi city county, Kenya. The overall model was considered first to explain the sustainability of digital training programs. The study therefore concluded that leadership skills have a significant and positive influence on the sustainability of digital training programs project communication has a negative but insignificant influence on the sustainability of digital training programs resource allocation has a positive and significant influence on the sustainability of the digital training programs that cost management skills positively and significantly influence sustainability of the digital training programs. The study recommends that management skills (leadership skills, project communication, resource and allocation and cost management skills ought to be considered as significantly influencing the sustainability of digital training programs.

The purpose of this study is to analyze the Leadership of Principals Based on Asah, Asih, Fostering in Increasing Teacher Digital Literacy, to analyze the obstacles encountered in the Strategy of Principals Based on Asah, Asih, Fostering in Increasing Teacher Digital Literacy, and to analyze the effectiveness of the Strategy of Asah-Based Principals, Love, Foster in Improving Teacher Digital Literacy. While this research uses a descriptive qualitative approach that serves as a way to understand and discover central phenomena, qualitative research can be used to understand and interpret people's experiences. The research subject is the party that the researcher wants to examine, namely the party that is the main target in a study. The subjects in this study were supervisors, school principals, all teachers, at Kusuma Mekar I Kindergarten, ABA Bugel Kindergarten, ABA Dukuh Kindergarten, Panjatan District. Data was collected using interview, observation, and documentation techniques. Data were analyzed using qualitative analysis. The results of the study show that leadership efforts based on the principles of compassion, care, and care in improving teacher digital literacy are planning digital literacy training for teachers, planning how teachers feel safe and comfortable to take part in digital literacy training, and planning to make an official order from the head of PAUD to participate. training that can be used as a sign that digital literacy training activities that teachers participate in are official and legal activities. Organizing is done by organizing digital literacy training so that it is carried out alternately by PAUD teachers so they don't have to close schools, organizing teachers so they can take part in training without teaching, organizing physical support for teachers who take part in training in the form of physical support in order to free teachers from teaching while they are participating. training. Supervision is carried out by supervising that the teacher concerned actually takes part in the training, supervising the teacher assigned to replace teaching actually replaces teaching, supervising that the physical and psychological needs of the teacher conducting the training are actually fulfilled. Evaluation is carried out by comparing the results of digital literacy training, examining the obstacles that occur in teachers replacing other teachers who are participating in digital literacy training, and examining the obstacles that occur when meeting the physical needs of teachers participating in digital literacy training activities. Internal obstacles to leadership based on the principles of compassion, care, and fostering in increasing teacher digital literacy are teachers who are still uncomfortable leaving their classes, and teachers who are reluctant to apply the knowledge they gain from training. External obstacles experienced by leadership based on the principles of compassion, care and fostering in digital literacy of teachers in the PAUD Panjatan cluster were protests from parents because classes had to start in the afternoon and also sudden service. The results of the study show that the effectiveness of leadership based on the principles of compassion, care, fostering digital literacy of teachers in the Panjatan PAUD cluster is seen and assessed from the indicators of the success of the principal in improving teacher literacy skills which is very good. Teaching based on the principles of teaching, caring, fostering digital literacy for teachers in the early childhood education group has been considered effective because teachers have mastered digital literacy skills after implementing leadership based on the principles of teaching, caring, fostering digital literacy for teachers in the early childhood education group. Ability to use digital learning media, ability to create technology and information-based learning media products, ability to create new ideas in carrying out learning, ability to use digital space-based learning media, ability to interpret other people's ideas, ability to communicate using digital technology, ability to understand and understand students , the ability to search for information using digital media, the ability to analyze information obtained from the digital world, the ability to interpret according to the context of socio-cultural understanding, the ability to guarantee the security of personal data when using information and communication technology.

Convergence of Virtual Reality and Digital Twin technologies to enhance digital operators’ training in industry 4.0

BackgroundMany health education institutions in African countries such as Nigeria face increasing enrolment of students but lack an adequate number of instructors to train them. If digital learning can be demonstrated effective in augmenting knowledge and skills, this approach could help fill this gap and improve education efficiency. A needs assessment in two Nigerian midwifery schools confirmed that digital learning would be feasible and welcomed. In this study, the Midwifery Active Digitization Empowerment Initiative (MADE-I) program was tested to determine if digital delivery of the Fundamental Interventions, Referral and Safe Transfer (FIRST) course is at least equally effective for training midwifery students compared to conventional small-group delivery.MethodsA non-inferiority randomized controlled trial design was used, enrolling 130 s-year students from 2 midwifery schools in Benue State, Nigeria. Students were randomly assigned into six cohorts. Each cohort received half of the course on a Learning Management Platform on their mobile phones, the other half through standard small-group teaching. Students’ knowledge, thinking, and technical skills were assessed using a pre-test, post-test, Objective Structured Clinical Exam (OSCE), and daily modular quizzes. The data was analyzed using the difference-in-difference method.ResultsThe study revealed that post-intervention student knowledge and thinking skills did not significantly differ between digital learning (75.26%) and small-group learning arms of the trial (75.02%, p = 0.404). Student knowledge improved significantly compared to the pre-test in both groups (by 25.03 points in the digital arm, 26.39, in small-group). Some differences were observed between digital and small-group learning in disaggregated analysis by specific module and midwifery school. Although there was a trend toward small-group learning of technical skills being more effective than digital learning, no significant differences between groups were observed in the post-intervention OSCE. Students in both groups learned equally well regardless of age, gender, and midwifery school entrance exam score.ConclusionDigital learning is as effective as small-group learning, for midwifery trainees, in augmenting knowledge, thinking, and technical skills addressed in the FIRST course, and have lighter human resource requirements, an important consideration especially in LMIC. However, similar assessments would be needed to assess effectiveness for other digitally delivered clinical education programs.

IntroductionMath anxiety severely impacts individuals’ learning and future success. However, limited is understood about the profile in East Asian cultures where students genuinely show high‐level math anxiety, despite that they outperform their Western counterparts. Here, we investigate the relation between math anxiety and math achievement in children as young as first and second graders in Taiwan. Further, we evaluate whether intensive exposure to digital game‐based learning in mathematics could ameliorate math anxiety.MethodsThe study first evaluated a group of 159 first and second graders’ math anxiety and its correlation with math performance. Subsequently, a quasi‐experimental design was adopted: 77 of the children continued and participated in multi‐component digital game training targeting enumeration, speeded calculation, and working memory. Post‐assessment was administered afterward for further evaluation of training‐associated effects.ResultsResults confirmed that math anxiety was negatively associated with school math achievement, which assessed numerical knowledge and arithmetic calculation. Furthermore, children's math anxiety was remarkably reduced via digital training in mathematics after 6‐week intensive remediation. Crucially, this math anxiety relief was more prominent in those with high‐level math anxiety. Although the children who underwent the training showed training‐induced math achievement and working memory enhancement, this cognitive improvement appeared to be independent of the math anxiety relief.ConclusionOur findings demonstrate that students can show highly negative emotions and perceptions toward learning even in high‐achieving countries. Auspiciously, the feeling of distress toward learning has the feasibility to be relieved from short‐term intensive training. Our study suggests a new approach of early treatments to emotional disturbance that can lead to permanent consequences in individuals.

This research aims to explore and analyze learning strategy innovations in shaping students as reliable educator candidates who are able to face educational challenges in the digital era. The main focus of the research is the application of technology-based learning approaches, collaboration, and creative strategies that place students not only as recipients of knowledge, but also as active subjects who construct understanding through learning experiences. This study was carried out in the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) of the Syarifuddin Lumajang Islamic Religious Institute by involving 30 students who took the learning strategy course. The research method used is a descriptive qualitative approach with data collection techniques through in-depth interviews, classroom observations, and documentation. The findings of the study show that the application of flipped classroom is able to increase student learning independence, while project-based learning strategies encourage creativity and problem-solving skills. In addition, the use of interactive technology such as online quiz applications, discussion platforms, and collaborative media strengthens learning motivation while expanding students' digital skills. Although the results showed a positive impact, there were significant obstacles, namely the limitations of technology infrastructure in the campus environment and the low digital literacy of some students. These factors hinder the optimization of innovative learning strategies. Therefore, institutional support is needed in providing technology-based infrastructure, digital literacy training, and continuous mentoring so that students can develop pedagogical competence, professionalism, and adaptive abilities in accordance with the demands of 21st century education. Overall, this study emphasizes that learning strategy innovation supported by technology, collaboration, and support of educational institutions is able to strengthen the process of forming prospective educators who are competent, competitive, and ready to face the dynamics of the world of education in the digital era.

This study aims to analyze cooperative management innovations as a strategy to increase the competitiveness of MSMEs in facing the digital era, with a case study at KSP Nasari Medan. The method used in this study is a descriptive case study, which describes and analyzes the implementation of management innovations at KSP Nasari as well as the challenges and opportunities faced by its member MSMEs in transforming to the digital world. Data collection was carried out through in-depth interviews with cooperative administrators and members, as well as observation of programs implemented by cooperatives. The results of the study show that KSP Nasari has identified various challenges faced by its member MSMEs, such as limited digital knowledge, inadequate infrastructure, and difficulties in accessing the digital market. To address this, cooperatives are implementing various management innovations, including digital skills training and increased access to technology. KSP Nasari also leverages collaboration with the government, the private sector, and educational institutions to support the development of MSMEs. However, obstacles in digital transformation still exist, especially related to infrastructure limitations and costs. The conclusion of this study is that cooperative management innovations, such as digital training and external collaboration, play an important role in strengthening the competitiveness of MSMEs. A more integrated and sustainable follow-up strategy is needed to support the development of MSMEs in the digital era. The suggestion of this research is to strengthen digital training programs, improve infrastructure, and expand cooperation with various related parties.

This study aims to examine the effectiveness of digital based Islamic Religious Education learning in the Society 5.0 era through a case study at MTs Al Falah Jatirokeh. Digital learning is implemented using platforms such as Google Classroom, Zoom, YouTube, and other interactive media to deliver Islamic material visually and contextually. The study used a qualitative approach with a case study method. Data collection techniques included observation, in depth interviews, and documentation. The results show that the effectiveness of digital learning is greatly influenced by teacher and student readiness, the use of appropriate technological media, and active student participation. Teachers who master digital pedagogy have been shown to improve students' understanding of abstract materials such as monotheism and morals through visual media. Generation Z students have shown a positive response to flexible and interactive learning. However, challenges remain, such as limited devices and stable internet access. Therefore, support from madrasah and government policies is needed to equitably distribute facilities and provide digital literacy training. Digital based Islamic Education learning has been proven to make a positive contribution to the quality of Islamic education which is more adaptive, innovative, and relevant in the digital era.

Problem-based learning (PBL) has emerged as an innovative educational approach, and it is increasingly gaining its prominence in the higher education in Malaysia. Past research shows that digital literacy competence has strong and positive influence on academics’ motivation and academic productivity. However, there is little research carried out to examine the impact of digital literacy skills on the improvement of learning performance of university students in PBL environment. This study aims to examine the influence of digital literacy skills training on the learning performance of university students in the Physics course conducted in PBL approach. This study utilises Solomon four-group design by setting up two experimental groups and two control groups for the experiment. Seventy eight students in the School of Liberal Arts and Science of Taylor’s University in Malaysia participated in this study. The study investigated whether digital literacy skills training would improve the learning performance of the university students and if a cause and effect relationship existed between digital literacy skills training and learning performance. The independent variable of this study was the digital literacy skills training. The dependent variables were the learning performance scores which constitute two subjective measures, namely, learning satisfaction and learning attitude, and one objective measure, the learning score. A between-group factorial ANOVA showed that the treatment of digital literacy did have an impact on learning performance. The findings inferred that there was a cause and effect relationship (causation) between digital literacy skills training and improvement in learning performance of university students in PBL environment. The philosophy of learning through problem-solving process in PBL is conceptually parallel to digital literacy competency standards for higher education. This study confirmed that digital literacy skills training may help raise the learning performance of university students learning under PBL environment.

Nowadays, with technology penetrating into every aspect of our life, the ways to acquire knowledge has been greatly revolutionized. The outbreak of the Coronavirus (COVID-19) has accelerated digital informatization in education and the educational model has been transformed substantially. The demand for digital competence is at record high. The purpose of this study is to systematically explore digital competence in different national educational contexts during the COVID-19 pandemic (2019–2021), to provide academics with the current state of digital competence in education and main research trends in digital competence in education during this period, elucidate the impact of pandemic on digital competence, and explore the limitations in the implementation of digital competence in educational research. The results indicate that most research on digital competence in educational contexts related to COVID-19 focused on the current state of the digital competence of teachers and students, especially those in higher education and formal learning context. Still, with the situation compounded, the researchers furthered their study by investigating the factors that influenced digital competence in order to address educational challenges in a pandemic context. In addition, teachers and students were still not well equipped as for digital competence though their digital awareness and digital readiness in the teaching and learning process increased. It is recommended to promote and enhance digital competence training in order to improve students’ achievement and the quality of education.

Blended learning-based digital mindset training models at the managerial level of banking institutions are integral to economic development. In the economic field, digital transformation has become a business model phenomenon in conducting business renewal. Thus, the business world is encouraged to carry out digital transformation as an economic demand in the digital era. One of the business fields that continues to transform is the banking industry. In Indonesia, ASK Learning is one of the training centers for banking institutions. Therefore, to encourage the connectivity of digital transformation with the banking world, a digital mindset is needed. This study aims to analyze the blended learning-based digital mindset training model at the managerial level of banking institutions. This research collaborates with 10 participants who have a work background in the banking sector. Data collection techniques in this study were carried out through observation, in-depth interviews, and documentation. The interviews were conducted for 120 minutes for each participant. In-depth interviews were structured and conducted three times over four consecutive months. Data analysis was conducted by researchers through three stages: reduction, data presentation, and conclusion drawing. The results of this study show that a digital mindset is an approach that can be used by the banking industry to understand and utilize existing data. Thus, with the blended learning-based digital mindset training, the banking industry can conduct market and audience analysis through various social media platforms. In addition, this research has implications for technological innovation in banking services by improving banking services and operations through technology. Furthermore, this research concludes that digital mindset training is the basis for the banking industry to build digital collaboration and networks in banking leadership.

This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.

This paper deals with Digital Learning and Training Methodology (DLTM) or Pedagogy (DLTP) in Study of Health Monitoring in RESCO. In a closed room teaching learning process its practically difficult to establish set up for grid connected power system and setup for condition monitoring in all academic institute which can be accessed for all time even from remote end. To overcome this limitation, RESCO model of solar power system connected with grid has been considered. Various health parameters of the system have been captured and stored in cloud from data capturing and transmission unit. Data are made accessible for study by remote end learners as well as data may be accessed from research laboratory. All information is made available for use at all time and can be accessed by computers and smart phone. If needed, researcher can interact with the system. This type of digital learning and training methodology is helpful to provide information, skill and knowledge to big number of learners of any age group as required.