‘Menopausando’: a digital health education platform for women in the transition to menopause and postmenopause

Using Digital Media to Promote Kidney Disease Education

This chapter analyzes what happens to media use when everyday life is suddenly disrupted, focusing on how the COVID-19 pandemic transformed work, socializing, communication and everyday living. The empirical case is changing media use in Norway during the pandemic, building on a qualitative questionnaire survey conducted in early lockdown, and follow-up interviews eight months later. Expanding on the ideas of destabilization of media repertoires developed in the former chapter, this analysis discusses transforming media repertoires as more digital, as less mobile (but still smartphone-centric) and as essentially social. The chapter further explains new concepts for pandemic media use practices, such as doomscrolling and Zoom fatigue. Can you remember when you first heard of COVID-19, and did you think it would change your life? 'They started talking about it on the news', said Inger, a Norwegian woman nearing 70, whom we interviewed in late 2020. She continued: 'I still found people were quite relaxed. Who would have thought such a thing could happen to the whole world? It is like science fiction'. 'We talked about it when they speed-built that hospital in China', said Einar, a man in his 40s working in the cultural sector, 'but no one thought it would come here. Former epidemics happened elsewhere'. He added: 'It is like that with a lot of things'. School employee Karla remembered a conversation at work about the need for kids to stay home at the smallest sign of cold symptoms: 'Parents would never get to work! We laughed about it, thinking it was impossible. And then it took three weeks, and the country shut down'.

Incorporating quantitative analysis, qualitative case studies, and game-theoretic modelling, this review article takes a mixed-methods approach to assess the educational and economic effects of digital learning platforms. In this study, we analyse data from a variety of global organizations to determine things like student outcomes, cost-efficiency, internet penetration, and access to digital platforms during the COVID-19 pandemic. The correlations between digital infrastructure and educational outcomes were investigated using statistical analyses, and the operational cost savings and scalability of digital learning were quantified using regression models. Three developing nations, namely, Brazil, India, and Kenya, that used digital learning platforms during the pandemic are examined in detail in the study. Topics covered in these case studies include the digital divide, infrastructure constraints, and the adaptability of digital platforms for disadvantaged populations, as well as the specific difficulties and triumphs encountered by each nation. Case studies in India, Kenya, and Brazil all centre on different aspects of digital platform integration in rural schools, mobile learning solutions’ impact on expanding educational opportunities to underserved areas, and the importance of removing socioeconomic barriers from public schooling in Brazil. The strategic interactions between important stakeholders, including governments, educational institutions, students, and technology providers, were also modelled using a game-theoretic analysis. Using payoff matrices, the research shows the costs and benefits that each stakeholder considers when choosing between expensive but high-quality platforms and cheaper but lower-quality alternatives. Findings highlight the significance of stakeholder alignment and collaboration in achieving educational outcomes that are both cost-efficient in the long run and optimized for individual stakeholders. Digital learning platforms offer considerable scalability benefits and reduce costs per student by 25–30%, as shown in this review. Consequently, they are cost-effective educational solutions. Having said that, these platforms can only succeed if digital infrastructure and institutional funding are readily available. Enrolment, retention, and student outcomes have all improved in regions with strong internet access, while areas with weak infrastructure still struggle greatly with equity in access and academic achievement. Digital infrastructure is crucial to the success of educational models worldwide. The long-term advantages for institutions and students are best achieved through strategic, high-quality investments in digital platforms.

The rapid development of digital technologies has led to the emergence of a platform economy, the functioning of which does not fit into the postulates of the classical theory of the firm. Digital platforms are based on the theory of two-way markets. Digital platforms mediate between different groups of users, simplifying and stimulating their interaction with each other. With the emergence of platforms, transaction costs associated with finding a business partner in the market and assessing the possibility of interacting with him tend to zero. The functioning of digital platforms makes it possible to realize the possibilities of sharing goods and services by users, allowing more optimal use of available resources. Digital platform organizers are constantly evolving the user interface in order to increase the level of interaction between stakeholders. There are a large number of digital platforms operating on the market today. These include: advertising platforms, platforms for the exchange of value (goods, services), social networks, gaming platforms, industrial platforms, etc. The article presents the results provided when studying the dynamics of the Digital Economy based on platforms and Internet technologies. The advantages of using Digital Economy platforms, created to provide sellers and consumers with an interface for high-tech market interaction, are presented. The conditions and factors influencing the creation and development of platforms are analyzed, e.g. the Internet, mobile technologies, mobile devices, social networks that promote rational consumer behaviour in the process of market transactions. The opportunity to provide the parties of market interactions with a high-tech interface for transmitting digital content at zero transaction costs was presented by the authors as a key characteristic of modern platforms, as a basis for the transition from bilateral markets to a shared consumption economy.

The development of ecosystems creates new opportunities for both the economy as a whole and the financial sector. But at the same time, this development also creates new risks associated with the growth of the market power of ecosystems and their deep penetration into the business processes of market participants and the lives of citizens, which confirms the lack of alternative to regulating the activities of digital giants and the digital ecosystems they create. The consumer (user) is the main resource of the ecosystem, providing its competitive advantage. By accumulating market power, digital ecosystems create a profitable business model for suppliers, provide users with new opportunities due to the effect of scale and the introduction of a new customer experience. As a result, the choice of users in the digital space expands, the efficiency and competitiveness of the national economy in the international landscape increases. An important aspect of modern international competition is precisely digital ecosystems and platforms. There are different approaches to reducing the manifestations of digital dominance. The Chinese and American approaches to regulating digital platforms are aimed at reducing the power of digital giants that have already conquered the world markets within the country. In countries where national digital platforms are just being formed, this approach does not promise to be adapted. The traditional market-oriented approach is based on the assumption that the regulation of national ecosystems and digital platforms should not contradict the basic principles of competition and create artificial preferences for individual national players that already occupy a leading position. At the same time, given the conflicts that arise when trying to tax or determine the cost of processed information and/or data as a new generation resource, regulation is a condition for the accelerated implementation of digital technologies in national business models with their subsequent scaling. The development of a new approach to the relationship between regulation and self-regulation of digital ecosystems and platforms will contribute to the aggravation of global inequality. Digital ecosystems formed from several digital platforms and services create additional financial values, and through the use of unified profiles and end-to-end services make the work of users even more convenient. There are different approaches to defining digital platform operators as an information intermediary. The manifestations of digital inequality depend on the models of digital information intermediation: (1) the information intermediation model, which includes all sites that allow third parties to offer and host content (videos, music, photos, documents), services or goods and marketplaces; (2) the information intermediation model, which includes all sites that represent a gateway to access other content (all sites that offer “information content”), such as online search engines, search content aggregators or price comparison services. It has been established that ecosystems that include social networks in their business model usually offer their services to users free of charge, after which the ecosystem itself increases its potential to attract advertisers. The presence of network effects provides an assessment of the impact of a digital ecosystem on the ability of an economic entity to exert a decisive influence on the general conditions of circulation of goods in the relevant goods market.

Media platforms, technological systems, and search engines act as conduits and gatekeepers for all kinds of information. They often influence, reflect, and reinforce gender stereotypes, including those that represent occupations. This study examines the prevalence of gender stereotypes on digital media platforms and considers how human efforts to create and curate messages directly may impact these stereotypes. While gender stereotyping in social media and algorithms has received some examination in the recent literature, its prevalence in different types of platforms (for example, wiki vs. news vs. social network) and under differing conditions (for example, degrees of human‐ and machine‐led content creation and curation) has yet to be studied. This research explores the extent to which stereotypes of certain strongly gendered professions (librarian, nurse, computer programmer, civil engineer) persist and may vary across digital platforms (Twitter, the New York Times online, Wikipedia, and Shutterstock). The results suggest that gender stereotypes are most likely to be challenged when human beings act directly to create and curate content in digital platforms, and that highly algorithmic approaches for curation showed little inclination towards breaking stereotypes. Implications for the more inclusive design and use of digital media platforms, particularly with regard to mediated occupational messaging, are discussed.

Going Dark

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.

Digital network platforms are built on sociotechnical interaction between actors and actors. The creation and development of new public services based on digital platforms inevitably leads to the transformation of the relationship between the state and citizens. The attractiveness of state digital platforms for citizens increases when resolving the contradiction between the possibilities of new forms of social interaction and the threat of misuse of personal data, the risk of harm or persecution.The article presents the results of the analysis of the boundaries of the public and private in the interaction of the state with citizens on digital network platforms. The research method is a comparative analysis, which is based on the dichotomy of public and private, reflected in the concept of private and public X. Arendt, concepts of the public sphere J. Habermas, regulatory and legal concepts of privacy by R. Gavison. The empirical base was made up of a sociological study conducted to obtain information about the boundaries of privacy and publicity of personal data in the digital network space (n = 1 000 among the population over 18 years old living in metropolitan megacities and median regions by the level of informatization, 2020) and the results of Kaspersky Lab surveys conducted in 2019–2020.The conducted research allows us to assert that almost 2/3 of citizens have faced the misuse of confidential information on the Internet. Most of the respondents are aware that websites, social networks and search engines can collect data for web analytics. At the same time, citizens consider it possible to transfer personal data to the authorities in a generalized form for making managerial decisions. Half of the surveyed population does not object to the implementation of digital control over the actions and movements of citizens. Thus, despite the existing negative experience, it is unlikely that there will be any obvious resistance to organizing the collection of personal information on digital network platforms.

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.

e13503 Background: Digital health platforms are transforming cancer care by offering unprecedented access to treatment options, including clinical trials (CTs). In this study, we analyzed data from the Leal digital health platform to identify demographic and behavioral trends among patients that may have implications for quality care and access to advanced treatments. Methods: Leal is an AI-based platform that matches cancer patients to CTs based on a self-reported medical profile. The profile includes parameters essential for CT matching, including disease status, stage, biomarker/mutational status, treatment history, comorbidities and demographics. The analysis incorporated data from 34,913 Leal Health community members, spanning a range of cancer types and encompassing all disease stages. Results: The digital platform attracted a significantly younger user base, while also reflecting key demographic trends consistent with the broader real-world cancer patient population. Specifically, 45% of the users were under 60 years old, and 20% were under 50, leading to a mean age of 60 years. This is notably younger than the general cancer patient population's mean age at diagnosis of 66 years (p = 0.03). The platform engaged diverse demographics, particularly among younger age groups (p<0.0001). Notably, one-third of users under 40 and over a quarter under 60 belonged to minority groups. African American at younger ages represented about 10% of all signups, bridging a significant disparity for this minority group, even more so within the space of CT search and recruitment where African Americans represent up to 5% of patients. Moreover, younger users exhibited significantly higher disease knowledge (p<0.0001), enhancing their potential for precise matching with advanced treatments. Conclusions: Digital health platforms uniquely attract younger and more diverse demographics, reflecting a broader spectrum of patient needs and experiences while significantly bridging racial disparity in CTs representation. This shift has profound implications for healthcare knowledge and outcomes. Our findings highlight the importance of adopting digital platforms to address the unique needs of the younger patient population.

1576 Background: Cancer patients experience complex symptoms and treatment-related side effects that impair quality of life (QoL) and increase healthcare utilization. Digital health tools have the potential to improve symptom management and patient outcomes by facilitating real-time communication and support, especially for patients with limited access to immediate care. This study aimed to assess the usability and impact of a digital cancer care platform (Alivius) among Indian cancer patients, their primary caregivers, and care teams. Methods: We conducted a prospective, interventional, real-world study at a single tertiary cancer center in India from Jan 30, 2024, to Jun 11, 2024. We enrolled 100 cancer patients aged 18–80 years who had access to a smart phone, can read English, had a confirmed cancer diagnosis and had undergone at least one cycle of chemotherapy or radiotherapy. Patients were asked to communicate their symptoms and concerns to the care team and got health education materials for their disease. Primary endpoints included the Monthly Active Users (MAU) and Net Promoter Score (NPS) a metric used to measure customer loyalty and satisfaction by asking customers how likely they are to recommend a company or product. Secondary endpoints included the number of chat interactions, patient-logged symptoms, and use of educational content. Data were collected through in-app user activity and user feedback surveys. Descriptive statistics summarized the data with chi-square test for categorical variables and t-tests or non-parametric tests for continuous variables. Results: Out of 100 registered patients (mean age 58.7 ± 12.5 years; 61% male), the majority had gastrointestinal (55%) and genitourinary (18%) cancers. 66 caregivers participated in survey, with 84.8% being immediate family members. Average MAU during the study period was 58. The NPS for recommending the hospital and the digital application was 30.9 and 32.4 respectively, indicating positive user perception. User engagement was high during the study period: 85% accessed educational content, 82% updated health status, and 78% tracked mood. A total of 2,825 app activities were recorded, including 888 health status updates and 436 chat interactions. 507 side effects alerts generated, 29.5% were high severity, primarily related to tiredness and fatigue (29.2%), gastrointestinal issues (27.2%), and pain (17.5%). Customer Satisfaction Score (CSAT) was 50 and 48.5 among care teams (Doctors & Nurses) and patients, respectively. The app facilitated real-time communication between patients, caregivers, and care teams. Conclusions: Digital platform demonstrated high user engagement and positive perceptions among both the patients and their caregivers. The app effectively facilitated communication, symptom tracking, and management of treatment side effects. Patient centered digital platforms hold promise for improving cancer care support.

Learning analytics is identified as one of the essential preconditions for ensuring the quality of learning for each student and is associated with the wider possibilities of organizing individualized learning. One of the priorities of Lithuanian education is the individualization and personalization of science and mathematics teaching, which is related to one of the priorities of Lithuanian education, that is recognizing the need to develop students' mathematics, science, and technology competencies as well as to foster a culture of innovation in schools. The importance of integrated teaching (learning) for the sustainable development of a student's science and mathematics competence is recognized. However, problems arise in addressing the issues of integrated science and mathematics organization in the classroom, in finding the most appropriate didactic solutions at the level of a student and a classroom. The benefits of learning analytics in modern education are not in doubt, but in educational practice the approach to it is ambiguous: the search for learning analytics tools, the system of its use, the definitions of benefits for the learner. It is acknowledged that in the discourse of the use of learning analytics in science education, there is little research, examples of pedagogical practice that contain analysis of the possibilities of digital platforms with artificial intelligence and learning analytics tools, and the analysis of teachers' experiences. In the conducted qualitative study (focus group discussion) with mathematics and science teachers, who have accumulated experience in working with digital platforms and applying artificial intelligence-based learning analytics, the possibilities of using learning analytics in the lesson have been disclosed. Focus groups participants are teachers who in 2021. September - December participated in a project with the aim to test learning analytics tools in science education and math lessons. The results of the study revealed that teachers do not question the benefits of integrating digital platforms with artificial intelligence-based learning analytics in identifying student (classroom) learning gaps, learning characteristics, and making evidence-based decisions about learning differentiation and individualization. The results of the focus group discussion with science education and mathematics teachers regarding the use of digital teaching and learning platforms integrating learning analytics in lessons revealed that the priority of learning analytics in lessons is to identify and capture gaps in students' learning achievements and knowledge in a timely manner. The analysis of a student (students) learning data that is provided by digital platforms, which integrate artificial intelligence and learning analytics, allows teachers to make the most appropriate decisions about the organization of teaching: to differentiate and individualize teaching, to consistently develop pupils' general competencies. The results of the discussion highlighted the benefits of learning analytics tools for the learner (students): learning analytics tools allow students to see personal progress; receive the tasks assigned to them individually; implement collaborative learning; engage (intellectually and emotionally) in learning activities; learn not only during lessons. An important criterion for the integration of mathematics and science lessons is the use of the learning analytics tools, the joint work of teachers in analyzing students' learning strengths and weaknesses, finding the best learning opportunities, and making similar or different lesson organization decisions. Participants of the study emphasized the importance of learning analytics data in planning and organizing integrated mathematics and science lessons, i.e. synergistic opportunities for learning analytics in the organization of integrated mathematics and science education. The results of the research do not allow making generalized conclusions that would be suitable for the whole Lithuania, however the results of the research revealed that the development of models for the application of learning analytics and the analysis of their effectiveness are important directions for further research. Keywords: focus group interviews, learning analytics, science education, math lessons

This paper provides a comparative review of digital and human (face-to-face) innovation platforms and their roles in promoting innovation and sustainability. These platforms are particularly significant in advancing sustainability objectives as outlined in Sustainable Development Goal 17, (SDG17) which emphasizes the importance of knowledge and technology partnerships to address sustainability challenges, foster innovation, and enhance scientific collaboration. Through a systematic literature review of organizational and management research over the past decade, the study identifies key features, benefits, and limitations of each platform type. Digital platforms offer scalability, asynchronous collaboration, and data-driven innovation, yet face challenges such as trust deficits, cybersecurity risks, and digital inequality. In contrast, human (face-to-face) platforms facilitate trust, emotional communication, and spontaneous idea generation, but are limited in scalability and resource efficiency. By categorizing insights into thematic tables and evaluating implications for organizations, the paper highlights how the integration of both platform types can optimize innovation outcomes. The authors argue that hybrid models—combining the scalability and efficiency of digital platforms with the relational depth of human (face-to-face) platforms—offer a promising path toward sustainable innovation ecosystems. The paper concludes with a call for future empirical research on platform integration strategies and sector-specific applications.

The scientific hypothesis of the article assumes that inequality in access to digital infrastructure, inequality in digital skills and digital literacy, inequality in the use of digital technologies are new forms of social stratification and forms of manifestation of various digital divides. We argue that digital inequality objectively acquires new forms of manifestation. Digital and spatial inequality coexist in at least two forms of manifestation – digital periphery and digital gentrification. Digital periphery is the result of the formation of territories with limited access to digital infrastructure, which in the context of digitalization of economic processes inevitably leads to economic marginalization. An analysis of the literature has shown that digital gentrification is considered as a consequence of the increase in the cost of housing in areas with developed digital infrastructure due to the internal migration of digital workers. We believe that this approach to defining digital gentrification requires further study, because in the era of digitalization, digital technologies not only change the physical space of cities, but also create new forms of spaces – digital environments, digital platforms, digital communities. This allows us to develop the concept of "digital gentrification" as a phenomenon that describes the processes of displacement, exclusion and transformation in digital space. The purpose of the study is to determine the essence of digital gentrification and its typology, which will allow us to characterize the positive and negative consequences of gentrification processes for inequality from the perspective of socio-spatial transformation. We define the digital environment as the communication environment of digital devices and the environment of digital inequality. By considering the digital environment as the basis of a complex network of digital interactions, we can better understand the differences that arise in access to technologies, their use, and technology-related skills. In the context of spatial inequality, the household is a key entity, since its socio-economic situation directly depends on spatial opportunities: access to infrastructure, jobs, social services, environmental conditions, etc. The spatial localization of the household determines its inclusion in socio-economic processes and opportunities for development. In the context of digitalization, the concept of "household" is significantly modified. Under the conditions of digital transformation, traditional households are being modified into “digital communities” (groups of individuals united by common interests or goals in the digital space, who carry out economic activities) or “virtual collectives” (temporary associations of individuals for the implementation of short-term projects such as crowdsourcing initiatives) or into decentralized autonomous organizations (forms of collective economic activity based on blockchain technologies and smart contracts). Hybrid households are being formed – distributed households. We propose to consider digital gentrification as a process of transformation of digital interaction spaces and digital platforms, which is characterized by a change in the nature and intermediary functions of the digital environment, accompanied by a revaluation of digital assets in the interests of new user groups or data-driven companies, marginalization or displacement of initial users, forced simplification of digital specialization due to the development of ICT, which allowed us to distinguish platform gentrification, spatial digital gentrification, infrastructure digital gentrification, algorithmic gentrification, cultural digital gentrification, informational gentrification, economic digital gentrification, professional digital gentrification, virtual-spatial gentrification.