<b>Experience of Continuous Education Students with Telegram Application as a Supportive Learning Environment: A Narrative Study </b>

An introduction is presented in which the editors discuss articles in the issue on topics including lifelong learning, informal education and social media in education.

Dental schools need hands-on training and feedback. Augmented reality (AR) and virtual reality (VR) technologies enable remote work and training. Education programs only partially integrated these technologies. For better technology integration, infrastructure readiness, prior-knowledge readiness, expectations, and learner attitudes toward AR and VR technologies must be understood together. Thus, this study creates a structural equation model to understand how these factors affect dental students' technology use. A correlational survey was done. Four questionnaires were sent to 755 dental students from three schools. These participants were convenience-sampled. Surveys were developed using validity tests like explanatory and confirmatory factor analyses, Cronbach's ɑ, and composite reliability. Ten primary research hypotheses are tested with path analysis. A total of 81.22% responded to the survey (755 out of 930). Positive AR attitude, expectancy, and acceptance were endogenous variables. Positive attitudes toward AR were significantly influenced by two exogenous variables: infrastructure readiness (B=0.359, β=0.386, L=0.305, U=0.457, p=0.002) and prior-knowledge readiness (B=-0.056, β=0.306, L=0.305, U=0.457, p=0.002). Expectancy from AR was affected by infrastructure, prior knowledge, and positive and negative AR attitudes. Infrastructure, prior-knowledge readiness, and positive attitude toward AR had positive effects on expectancy from AR (B=0.201, β=0.204, L=0.140, U=0.267, p=0.002). Negative attitude had a negative impact (B=-0.056, β=-0.054, L=0.091, U=0.182, p=0.002). Another exogenous variable was AR acceptance, which was affected by infrastructure, prior-knowledge preparation, positive attitudes, and expectancy. Significant differences were found in infrastructure, prior-knowledge readiness, positive attitude toward AR, and expectancy from AR (B=0.041, β=0.046, L=0.026, U=0.086, p=0.054). Infrastructure and prior-knowledge readiness for AR significantly affect positive AR attitudes. Together, these three criteria boost AR's potential. Infrastructure readiness, prior-knowledge readiness, positive attitudes toward AR, and AR expectations all increase AR adoption. The study provides insights that can help instructional system designers, developers, dental education institutions, and program developers better integrate these technologies into dental education programs. Integration can improve dental students' hands-on experience and program performance by providing training options anywhere and anytime.

Informal learning contributes significantly to language development, and generative artificial intelligence (GenAI) may empower self-directed learning in informal contexts. Yet, agency is at the core of informal learning. As GenAI brings both affordances and constraints for learner agency, understanding how learners assert agency to partner with GenAI for self-directed informal learning is a significant area for exploration. This study adopted an exploratory sequential design to first unravel the dimensions of learner agency through thematic analysis of interview responses from 17 Chinese undergraduate English majors, and then validate the dimensions through confirmatory factor analysis and Rasch analysis on survey responses from 646 undergraduate English language learners. The study yielded a taxonomy of learner agency with GenAI for self-directed informal language learning, comprising five distinct dimensions – learning proxy agency, performance proxy agency, spatial agency, collective agency, and shared agency. These dimensions emerged in learners’ negotiation of subjectivity with socio-educational and sociotechnical structures within and around GenAI. This taxonomy provides a research and pedagogical tool to understand and support learner agency with GenAI for self-directed informal language learning.

The object of the research: the individual educational trajectory of a teaching professional. Investigated problem: building an individual educational trajectory for teaching staff in the context of continuing education and its reform in Ukraine. The main scientific results: – continuing education is considered as a continuous process of learning and improving the professional competencies of specialists. The goals of continuing education are determined, it is proven that self-education is the leading form of continuing education, which determines the search for, and the implementation of, individual ways of achieving it; – data on the advantages of organizing training and development of a pedagogical worker are summarized and systematized based on the implementation of an individual educational trajectory for both the educational institution and the pedagogical worker himself or herself; – the forms of implementation of an individual educational trajectory in the system of continuous pedagogical education are determined. Possible ways of implementing an individual educational trajectory in the system of continuous pedagogical education are demonstrated. Internal and external factors influencing the choice or the structure of an educational trajectory, the choice of forms and methods of education, the development of educational models, and the tools for measuring results, are presented; – data on determining the directions of an individual trajectory of education and self-education and the expected results of their implementation are summarized. It is emphasized that the process of choosing and building an individual trajectory of education and self-education is continuous. Factors for implementing continuous education and the conditions for their successful implementation are determined. The area of practical use of the research results: education, particularly training and improving the activities of teaching staff. Innovative technological product: summarizing ways to implement continuing education, defining the tasks of scientific and methodological support for the general secondary education system, identifying signs of a general crisis in education and its consequences, and identifying the main directions for the development of continuing education based on an analysis of literary data from Ukrainian researchers. Scope of the innovative technological product: postgraduate education, particularly in matters of improving professional knowledge, skills, and abilities based on already acquired higher or vocational education, deepening knowledge in one's field, or gaining practical experience.

Working life is transforming, including an emerging digitalisation of its products and processes. Due to such transformation, competencies need to be developed in organisations that suit the emerging conditions for performing work. In the growth of these competencies, higher education is a key player. Its role is twofold, including preparing students for working life and being involved in professional development through continuous education and lifelong learning initiatives. This role as a key player has the potential to assist in the development of competencies at both an individual and organisational level. Another movement in society is the dissolution of boundaries between organisations, leading to the emergence of networked and hybrid organisations. Digitalisation is a driving force in this phenomenon. Even within universities, this trend has grown and impacted the relationship between the university and the surrounding society. In a hybrid and networked university, its operations are closely linked to the surrounding society, including the interplay of the needs of both parties; a balance of power; and weak boundaries between the university and organisations in the surrounding society. Another trend in the higher education sector is the emphasis on lifelong learning policies. Such policies link lifelong learning to global competition and social inclusion for all. The project reported in this paper builds on the ideas of lifelong learning from a university that aims to be hybrid and networked. The reported initiative builds on data from an early phase of a development project that aims at developing new forms of lifelong learning and professional development. Thematically analysed Post-it Notes from workshops supported the answering of the following research question: How do higher education staff perceive development of lifelong learning? The following four main categories were generated: (1) the hybrid and networked university, (2) pedagogical models, (3) internal organisation, and (4) quality. The conclusion includes staffs’ positive attitude towards lifelong learning initiatives. They emphasise the university as an open space and as a partner for agents in the surrounding society. Moreover, they stress lifelong learning initiatives for staff; further development of educational models; scientific legitimacy and high-quality deliverance; flexible internal organisation and structures; and finally, the importance of collaboration and networking. Further data collection is needed to validate the results and the potential for developing theoretical insights that could inform lifelong learning initiatives in emerging digitally infused societies.

This research intends to study the continued education of specialized educational service (SES) teachers of deaf students in So Bernardo do Campo city. The investigation problem analyses the continued education and assistance of SES teachers of deaf students in this city. The objective is to discuss the continued education process of SES teachers of deaf students in inclusive education perspective in So Bernardo do Campo. Its a qualitative research that used bibliographical review and empirical research, analyzing questionnaires given to SES teachers of deaf students, to continued educators (technical orientation and manager team) and Secretary of Education team. In order to consider the history and Special Education current context, continued education of teachers and the education of deaf students we approached,on the five chapters of this study, the Special Education historical course in Brazil and in the city studied, an overview of the history of deaf education and the teachers continued education, and specifically the specialized educational service teachers of deaf students.Wefinally consider that the continued education of teacher issue and, specifically the continued education of special education teacher one is complex and challenging for educational systems all over the world. Therefore, it does not seem to be a simple discussion for teachers, continued educators and managers of the city studied. We find out that, there is a continued education proposal in the city, but it presents some fragilities regarding its systematic and constancy. We also observe that its important that on the continued education process, everybody involved is clarified about the proposal, including the concept which will ground the formative action. On a scenery that shows the need of transforming the educators practice on their work with deaf students, considering the inclusive educational paradigm, and presents few researches on the subject, its fundamental that teachers search for the answers to their daily challenges by studying and reflecting their own practice. Thus its important the existence of a continued education and assistance for teachers in a systematic way, so they feel supported on the search for an understanding which fulfill the challenges of inclusive education for deaf.

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean commercial banks. To control the common method biases, the predictor and criterion variables were measured at different points in time with two separate sets of questionnaires. The results from using structural equation modeling showed that the proposed model indicated a better fit to the data than alternative models. It was found that formal learning and personal learning orientation have significant and positive impacts on informal learning. Although a supportive learning environment did not have a direct effect on informal learning, it had a modest but significant indirect effect on informal learning through formal learning. Implications for future research and practices are also discussed.

Today, the request for continuous education is primarily related to the processes of globalization and socio-economic, socio-cultural and geopolitical transformations that are caused by it. They affect all spheres of life, leaving the question of change of man himself open, demand new approaches to assessingits role in the modern world. The article reveals the main approaches, principles to understanding the essence of the phenomenon of continuous education. The transformations of the concept «Continuous Education» convinces us that we are talking primarily about the education of adults, which is now seen as a subsystem of continuous education, starting from childhood and finishing with adulthood, because in the period of the scientific and technological revolution it is clear that general education and professional preparation, obtained in adolescence, is not enough. Continuous education must last a lifetime. The current stage of continuous education allows us to identify features of unity in the process of its formation, which is due to: the transformation of continuous education into an object of scientific research; creation of a scientific base of continuous education, complex interaction of the sciences of society and man; humanization of education, at the center of which is the studying and education of individuality. The process of continuous education is based on such principles as succession and consistency, taking into account social, economic and political requirements, territorial features, cultural needs of the population. Each of these principles operates in all the structures of continuous education, uniting the subjects of learning with the goals that are formulated in the course of the evolution of education itself and the changes that occur in society. In continuous education, the category of succession is especially important. It becomes the basic basis of continuity. And this raises the problem of choosing special research methods. It was found out that the technology of succession is the implementation of a systematic approach in the construction of the educational process, the use of the set of methods and techniques that ensure the progressive transition of children and students from one level of education to the next, creating conditions for comprehensive development of the child's personality. This technology determines the unity and interconnection both vertically and horizontally of all the blocks of the educational process.

This study examined the impact of university students’ demographic characteristics, creative mind-sets, AI anxiety and attitudes on their acceptance of Generative Artificial Intelligence (GAI) technologies. The participants of this study consisted of 183 university students, 77 (42%) females and 106 (58%) males. According to the results of Hierarchical Multiple Linear Regression Analyses, all models examined significantly predicted the acceptance of GAI. The results showed that acceptance toward GAI technologies was significantly predicted by a fixed creative mind-set (β = 0.111, p = .032), growth creative mind-set (β = 0.413, p = .000), and positive general attitude toward AI (β = 0.456, p = .000). A positive attitude toward AI and a growth creative mind-set played an important role in GAI acceptance. In line with the information obtained from this study, ways to utilize the transformative power of GAI to foster innovation and creativity were discussed, and valuable insights were revealed.

Introduction: the widespread use of cross-cutting digital technologies, as well as the recognition of their importance by the state, led in 2024 to the inclusion of the federal project Artificial Intelligence in the National Project for the Formation of the Data Economy for the period until 2030. Earlier, Russian legislation established the concept of cross-cutting technologies as cross-sectoral technological areas that ensure the creation of innovative products and services and have a significant impact on the development of the economy, radically changing existing markets and/or contributing to the formation of new markets. Among the most popular for application in various sectors of the economy today are such cross-cutting technologies as generative artificial intelligence, the Internet of Things (IoT), augmented and virtual reality. For example, artificial intelligence is increasingly being used to create content, control devices, and virtualize reality. In the context of existing practice, a discussion is developing on the need to balance the interests of the owners of artificial intelligence systems and other such technologies, the users of these systems, and third parties in the process of such interpretation and creation of multimodal data at the output. Purpose: basing on the analysis of Russian and foreign scientific concepts and using the example of generative artifi-cial intelligence, IoT, augmented and virtual reality, to form an idea of the directions of legal regulation of the appli-cation of advanced cross-sectoral technologies from the point of view of law. Methods: empirical methods of com-parison, description, interpretation; theoretical methods of formal and dialectical logic; special scientific methods: legal-dogmatic method and the method of interpretation of legal norms. Results: studying the problems that have arisen or may arise in law in connection with the use of cross-cutting technologies of cross-sectoral purposes (gener-ative artificial intelligence, IoT, virtual and augmented reality), the authors provide a general vision of the state and prospects of legal regulation of the relevant relations. The article considers possible legal approaches to granting protection to objects created with the help of artificial intelligence: copyright protection of a derivative work, legal protection of creative and non-creative photographic works, of original topologies of integrated circuits, of related rights for objects created with the help of artificial intelligence, legal regime of a non-creative database, phonogram, public domain, as well as sui generis legal regime within the framework of the institute of related rights for non-creative objects produced with the help of artificial intelligence. As the generation of content is often closely related to the work with data obtained and processed by means of the IoT technology, the authors put forward ideas regard-ing the harmonization of legislation in these areas. In addition, the use of augmented and virtual reality technologies also involves the creation of content in a certain sense. Conclusions: there is a need for the development of legal regulation addressing the issues of security, protection of personal data and other confidential information. It seems that there is being formed a special sphere of legal regulation related to the exercise of various types of human rights in information and telecommunication networks, when using the IoT as well as virtual and augmented reality tech-nologies. The approach that appears to be promising is defining the legal regime of objects created with the help of artificial intelligence as sui generis or, in the context of the Russian legal system, as rights related to non-creative objects. A positive consequence of the adoption of the regime of related rights for objects created with the help of AI technologies may be seen in that that such recognition will make it possible to protect objects that are currently not covered by any protection regime, which leads to abuse by various claimants to ownership of the rights.

A proposta da Política Nacional de Educação Permanente em Saúde (PNEPS) é a formação e o desenvolvimento dos trabalhadores para o Sistema Único de Saúde (SUS). A partir desse pressuposto, o objetivo deste estudo foi analisar a percepção dos auxiliares de enfermagem sobre o processo de Educação Permanente (EP) que vem sendo realizado pela Escola de Formação em Saúde da Família Visconde de Sabóia (EFSFVS) em Sobral, Ceará, Brasil. Desenvolveu-se um estudo exploratório-descritivo de natureza qualitativa com dez auxiliares de enfermagem que participaram pelo menos uma vez das atividades de EP desenvolvidas pela Coordenação de EP de Sobral. Os dados foram coletados por meio da técnica de grupo focal, e os resultados, analisados a partir do discurso do sujeito coletivo. Os resultados evidenciaram que houve mudanças na prática dos auxiliares de enfermagem após a inserção destes nas atividades de EP através do apoderamento e aperfeiçoamento de competências (habilidades, atitudes e conhecimentos). Destarte, faz-se necessária a permanência desses trabalhadores no processo de EP, assim como de avaliação sistemática nesse processo, para que se alcance uma prática profissional eficiente e transformadora, pelo aprender constante, qualificando a atenção à saúde.

The digital mapping applications underlying augmented reality have strong public benefits but can also have unappreciated effects on real property. In recent litigation on Pokémon Go, an enhanced digital mapping application in which players participate in a digital scavenger hunt by visiting real world locations, homeowners alleged that the augmented reality application harmed their residential properties by increasing the number of people in their residential areas. However, neither the existing laws on intellectual property nor those for real property are designed to address these types of harms. On the one hand, real property torts, such as nuisance and trespass, on which the homeowners relied, are ill-suited to address harms from a digital application as they are based on a right to exclude and consent. On the other hand, intellectual property laws have not focused on harms that could result from the intersection of intellectual property rights and real property. If it were to be framed anew, the basis of the homeowners’ claims would be most analogous to asserting “a right not to be mapped.” However, there is not yet a “right not to be mapped” in law, and there are compelling reasons for the law not to create one. We recommend three alternative mechanisms to regulate the relationship between augmented reality and real property. We recommend the application of zoning principles as a legal mechanism designed for location-sensitive regulation, which can balance the concerns of individual real property owners, as well as the larger context of community and city interests, and be adapted to innovative technologies such as augmented reality. Additionally, we suggest that catalogues of augmented reality applications be created to support zoning decisions and to provide public notice. We also consider the possibility of licensing schemes with micropayments for real properties affected by augmented reality.

The digital mapping applications underlying augmented reality have strong public benefits but can also have unappreciated effects on real property. In recent litigation on Pokemon Go, an enhanced digital mapping application in which players participate in a digital scavenger hunt by visiting real world locations, homeowners alleged that the augmented reality application harmed their residential properties by increasing the number of people in their residential areas. However, neither the existing laws on intellectual property nor those for real property are designed to address these types of harms. On the one hand, real property torts, such as nuisance and trespass, on which the homeowners relied, are ill-suited to address harms from a digital application as they are based on a right to exclude and consent. On the other hand, intellectual property laws have not focused on harms that could result from the intersection of intellectual property rights and real property. If it were to be framed anew, the basis of the homeowners’ claims would be most analogous to asserting “a right not to be mapped.” However, there is not yet a “right not to be mapped” in law, and there are compelling reasons for the law not to create one. We recommend three alternative mechanisms to regulate the relationship between augmented reality and real property. We recommend the application of zoning principles as a legal mechanism designed for location-sensitive regulation, which can balance the concerns of individual real property owners, as well as the larger context of community and city interests, and be adapted to innovative technologies such as augmented reality. Additionally, we suggest that catalogues of augmented reality applications be created to support zoning decisions and to provide public notice. We also consider the possibility of licensing schemes with micropayments for real properties affected by augmented reality.

Due to the rapid changing requirements within the information society and increasing technological progress, individuals and organizations need to adapt continuously. Lifelong learning and especially informal learning are considered to be crucial to keep pace. Technologies are used in almost all areas of life resulting in an increasing amount of available data; thus, in more and more contexts, this information is used for real-time analyses or even forecasts. The major aim of this article is to describe how these analytics approaches can be applied to the context of informal workplace learning. Therefore, the concept of informal learning with its conceptual difficulties is introduced, and the four forms of informal learning are distinguished. With the emerging need for higher skilled and qualified people within the evolving era of the knowledge society, forms of informal and non-formal learning were taken into account in sociopolitical discussions. For that reason, a brief outline of individual and sociopolitical perspectives on informal learning is given. The context of this contribution is informal learning in the workplace which is mostly related to collaborative forms of learning. Accordingly, current research on informal workplace learning with technologies is usually associated with Web 2.0 applications such as social networking services. To demonstrate how educational technologies and especially analytics could support informal workplace learning, a future scenario of informal workplace learning is illustrated concluding with the idea of workplace learning analytics.

Background The use of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) foregrounds the need to understand the conditions under which learners adopt and continue using these tools. Objectives This study integrated GenAI literacy into Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) to explain behavioral intention and actual use of GenAI for IDLE. It further examined both net effects and configurational pathways for high GenAI usage. Methods We recruited 475 Chinese university students with prior IDLE experience. We used partial least squares structural equation modelling (PLS‐SEM) to test the extended UTAUT2 model and applied fuzzy‐set qualitative comparative analysis (fsQCA) to identify configurations. Results and Conclusions Effort expectancy, social influence, and habit significantly predicted behavioral intention, whereas performance expectancy, price value, hedonic motivation, and facilitating conditions were not significant. Habit, facilitating conditions, and behavioral intention predicted actual usage of GenAI for IDLE. GenAI literacy also showed direct positive effects on behavioral intention and actual usage. It negatively moderated the relationship between social influence and behavioral intention, but strengthened the effects of habit and behavioral intention on actual usage. Incorporating GenAI literacy improved the explanatory capacity of the UTAUT2 model in GenAI‐IDLE contexts. fsQCA analysis indicated that high levels of GenAI use can emerge from four configurations. Across them, GenAI literacy, hedonic motivation, and habit appeared as core contributors. These findings provide directions for future research and educational design to support effective informal language learning with GenAI.