State Archives in the digital environment: the essential reconfiguration of the modus operandi

The aim of the study is to characterize the interrelated changes in the functional components of the professional activity of a university teacher in the context of digitalization and modern challenges to higher education. The article presents the functional components of the university teacher’s activity in digital educational environment, highlights the specificity that manifests itself in each of the components. In accordance with it, a model of the university teacher’s activity in the digital educational environment has been developed, reflecting the role of changes in its individual functional components, and the levels of changes in the teacher’s activity have been determined, correlating with the levels of manifestation of pedagogical creativity, which is necessary in the context of the rapid transformation of the digital educational environment and the society’s demands for education. The scientific originality of the research lies in the fact that the concept of necessary changes in the activity of the university teacher in the digital educational environment is proposed and the role of changes in individual components of the activity is substantiated. As a result, the levels of changes in the teacher’s activity are characterized, which can contribute to the purposeful and conscious construction of a personal path of pedagogical innovation in the digital environment.

The article considers interaction of innovation, cybersecurity, and digital education environment. It has been demonstrated that comprehensive digitalization of society is being accompanied by changes in the innovative potential and educational needs of Ukraine, especially in the development of the human intellectual capital and its protection in the digital environment. Human capital in innovation plays a significant role, especially in the digital age. Young people are considered as a vulnerable group that could be the main goal of cyber cognitive operations and as the weakest link of the System. The analysis of the Global Innovation Report has revealed that the real level of digitalization in Ukraine does not match its actual human potential and creative outputs. Ukraine has faced gaps in the triangle "human capital (potential) - technological support of innovations - creative activity" that should be eliminated to increase the national Global Innovation Index (GII). Human talent and competence (as a capital) are developed in the learning process. It has been noted that a joint project is the weakest link in terms of intellectual capital and the intellectual property right. Personal information about the project competitors is usually not defended. The issues of innovation in the digital learning environment exacerbate the issues of cybersafety of the education process participants.The traditional cybersecurity approach is unable to detect and tackle new sophisticated attacks. The authors have developed a general model of cyber threats in the field of education and mitigation of their impact.The new strategy in cybersecurity is proposed: not only prompt defence, but threat hunting and resilience training of users. Threat hunting can be presented by two approaches: threat detection (reactive) and threat discovery (proactive), as components of the proposed model. The resilience training of users is associated with threat awareness and special cybersafety training. A general model of cyber threats in the field of education and ways to avoid them is presented. Special attention should be paid to the strengthening of the role of media in educational processes in digital environment, as a current area of cyber hazards. The role of media in stimulating horizontal communication in the educational process is growing. Participants in the digital environment are confidently turning from passive consumers to prosumers, and the media are becoming an information intermediary with a double function: a platform for providing access and information exchange in the educational process and technological tools for joint creation of products (creative commons).

This article offers a comprehensive analytical exploration of the interrelation and differentiation between the concepts of discourse, text, and hypertext, with a specific focus on their significance in the modern academic and informational landscape. The authors investigate how these concepts shape contemporary communicative practices, particularly in response to the ongoing digital transformation of communication methods. Discourse is conceptualized as a broad communicative structure that extends beyond individual texts to encompass the social, cultural, and cognitive dimensions of communication. In contrast, text is defined as the materialised, linear manifestation of discourse, providing a concrete form through which discourse is realised and made accessible for interpretation. Hypertext, as a relatively new form of textuality emerging from the digital age, is characterised by its non-linear structure, enabling users to interact with information through interactive elements such as hyperlinks, multimedia content, and other digital tools. This allows users to navigate more freely between different segments of text, presenting new possibilities for communication and the dissemination of knowledge. The study reveals how each of these elements interacts with one another across various communicative contexts, particularly within digital media environments that significantly influence contemporary modes of information perception and transmission. The authors analyse the shifts occurring in the communicative space as audiences are increasingly empowered to engage with content actively, rather than passively consuming it. This is particularly relevant in the digital era, where hypertext as a form of textuality challenges the traditional notion of linear text. A key aspect of the article is its examination of the cognitive, structural, and pragmatic dimensions of discourse, text, and hypertext. The research sheds light on how cognitive processes evolve across different media environments and how these changes influence the ways meanings are constructed and information is interpreted. The authors explore how communicative strategies adapt pragmatically depending on the media context in which discourse operates. For example, within digital environments, users not only consume content but also participate in its creation, altering the very nature of communication itself. Furthermore, the article delves into the impact of hypertext on modern audiences. Digital media create new opportunities for interaction between users and texts, leading to the development of new forms of engagement where audiences become active participants in meaning-making. Hypertextual structures allow users to move freely between different sections of the text, challenging traditional conceptions of reading and information processing. In the article’s conclusions, the author emphasise that discourse, text, and hypertext are closely interrelated, yet each plays a distinct role in contemporary communication. Hypertext, as a new form of textuality, offers novel ways of interacting with information, made possible by digital technologies. This research contributes to a deeper understanding of how these elements shape modern communication and what challenges and opportunities arise as they adapt to the digital age. This analysis, therefore, highlights the transformative potential of hypertext in shaping the ways audiences engage with content. In traditional media, text was often seen as a static form of information delivery, while in digital environments, hypertext allows for a more dynamic interaction between the user and the content. As users navigate between various nodes of information, they contribute to the creation of meaning, shifting from passive readers to active participants in the communication process. Hypertext thus plays a crucial role in the evolution of communication practices in digital media, offering new tools for information dissemination and interaction. Finally, the article underscores the importance of understanding these evolving communicative dynamics in the context of digital media’s growing influence. As the volume of digital content expands and becomes increasingly complex, so too does the role of hypertext in structuring how we interact with, process, and interpret information. By exploring these shifts, the research provides valuable insights into the cognitive and pragmatic changes brought about by digital technologies and their implications for communication in the modern era. In sum, this research offers a nuanced perspective on the interplay between discourse, text, and hypertext, underscoring their relevance in shaping the landscape of modern communication. Through a detailed examination of their distinct yet interconnected roles, the study contributes to ongoing discussions in linguistics and communication studies about the evolution of textuality and the profound changes introduced by the digital age. The findings provide a framework for further exploration of how these elements not only facilitate information dissemination but also influence audience engagement in a rapidly digitising world.

The article examines the phenomenon of personal ideology formation in the context of digital hyperreflexion, where the tools of self-knowledge are transformed into factors of identity disintegration. The author analyzes the mechanisms of the influence of obsessive awareness on the value-semantic sphere of youth, manifested in the phenomena of "clip identity", "reflexive autism" and "Sisyphean reflection". Special attention is paid to the concept of "critical awareness" as a mechanism for balancing reflection and activity. The relevance of the research is related to the rapid change in the ways personal ideology is formed in the digital age, where the key trend is hyperreflection, an obsessive, often destructive awareness that is actively disseminated through social media, mass psychology, and individualized spiritual practices. The object of research is personal ideology as a mobile system of values, beliefs and meanings that a person develops under the influence of digital culture. The subject of the study is the impact of hyperreflexion on the stability of personal ideology and identity of the younger generation, in particular, the processes of their distortion under the influence of obsessive reflection. The methodological basis of the research integrates the postmodern paradigm of identity analysis, a socio-cultural approach to the study of digital practices and psychological concepts of reflexive consciousness. This synthesis makes it possible to develop a comprehensive model for analyzing the transformation of personal ideology in the digital age. The goal was achieved by identifying the mechanisms of hyperreflexion transformation in the digital environment. It has been established that information overload and commodification of psychopractors turn awareness into a factor of personality disintegration. The practical significance of the work lies in the development of scientific foundations for the modernization of psychological support of the educational process, the creation of ethical standards for psychological content and the prevention of "reflexive neuroses." The results of the study make it possible to rethink traditional approaches to identity formation in the context of digital culture.

Designing for youth across the Gulf: Fishbowl on how today's methods, theory and findings can support tomorrow's designs

The intensive digitalisation of education has generated the problem of researching the transformation of pedagogues' labour behaviour in both secondary and higher education. The questionnaire of pedagogue labour behaviour transformation in digital information environment is proposed by the author based on the ecopsychological typology of interactions between the subject and the environment (Viktor Panov). In a sample of pedagogues of higher and general education (51 respondents in 5 focus groups and 98, questionnaires) the results on the relationship of the questionnaire scales with orientation, depersonalisation and personality adaptation were obtained. The internal consistency (0.620) suggests that the application of the questionnaire is currently possible in psychological support for educational process digitalisation. At the same time, investigations into the determination of labour behaviour in the digital environment and the recruitment of new data for the verification of the questionnaire are ongoing. The application of the questionnaire is possible in psychological analysis, when both organising investigations and psychologically accompanying the educational process, in assisting pedagogues to more effectively master digital ways of interaction.

21st century learning requires students to be equipped with learning skills, knowledge, media literacy and also life skills. In order to achieve these skills, the school curriculum embeds the use of technological tools and strategies to provide teaching and learning strategies for learners, including students with special needs or Special Needs Students (SNS). Studies found that students struggle to cope with their studies in the digital learning environment due to their limited digital literacy skills. Digital Literacy skills are essential to develop as independent learners in the digital age. Previous studies have shown that digital literacy skills have demonstrated a positive influence on student performance. However, limited studies have been conducted on the issue. This paper aims to discuss the concept of digital literacy skills to support teaching and learning strategies for SNS in Malaysia from teachers’ perspectives. The digital literacy skills model consists of cognitive skills, technology and ethics as basic guidelines to explore digital literacy teaching and learning strategies for SNS. This concept has been tested as a preliminary study in a course by interview with five teachers who taught a Desktop Publishing among SNS. From the findings, it was shown that the digital literacy skills model is able to improve the teaching and learning strategies needed for SNS in the digital environment.

As an evolving successor to the mobile Internet, the extended reality (XR) devices can generate a fully digital immersive environment similar to the real world, integrating integrating virtual and real-world elements. However, in addition to the difficulties encountered in traditional communications, there emerge a range of new challenges such as ultra-massive access, real-time synchronization as well as unprecedented amount of multi-modal data transmission and processing. To address these challenges, semantic communications might be harnessed in support of XR applications, whereas it lacks a practical and effective performance metric. For broadening a new path for evaluating semantic communications, in this paper, we construct a multi-user uplink non-orthogonal multiple access (NOMA) system to analyze its transmission performance by harnessing a novel metric called age of incorrect information (AoII). First, we derive the average semantic similarity of all the users based on DeepSC and obtain the closed-form expressions for the packets' age of information (AoI) relying on queue theory. Besides, we formulate a non-convex optimization problem for the proposed AoII which combines both error-and AoI-based performance under the constraints of semantic rate, transmit power and status update rate. Finally, in order to solve the problem, we apply an exact linear search based algorithm for finding the optimal policy. Simulation results show that the AoII metric can beneficially evaluate both the error- and AoI-based transmission performance simultaneously.

The article addresses the issue of the appropriateness of revising the content of the theory of educa- tion and learning, analyses key didactic categories, and outlines the opportunities presented by education- al systems in the era of digitalisation. The purpose of this study is to defi ne the main challenges, opportuniti es, and prospects for the devel- of this study is to define the main challenges, opportunities, and prospects for the devel- opment of didactics in the digital age. The research tasks include analysing the laws, patterns, principles, rules, strategies, and content of learning in the context of digitalised educational systems, identifying the features of teaching methods and organisational forms of learning, and clarifying the place and role of dig- ital didactics in pedagogy and practice. The study employs methods of comparative, content, and categorical analysis, generalisation and systematisation, analogy, classification, and modelling. Based on an analysis of primary sources, the study identifies the specific features of human cognitive development in a digital environment. It is established that the digital environment serves as a tool with ex- tensive functional capabilities rather than as a generative factor determining the development of the psy- che, the learning process, or the education and socialisation of individuals. The study emphasises the con- stancy of human nature and activity, as well as the fundamental principles of didactics. The study reveals the specific ways in which laws and patterns of learning are interpreted. Conceptual changes in the system of didactic principles are examined, focusing primarily on the strategies for their im- plementation in a digital educational environment. The need to update the list of learning principles is high- lighted, including principles of flexibility, adaptability, integration, personalisation of learning, digital inclu- sion, gamification, optimal cognitive load, digital ethics, and safety. Changes in the structure of learning activities are investigated, with an emphasis on the need to revise learning rules and strategies. Approaches to transforming educational content in light of the possibilities offered by digital technologies are outlined. The structure and components of teaching methods are clari- fied, involving an analysis of their ideological and operational dimensions. The potential of digital technol- ogies, artificial intelligence, and automated systems for the qualitative renewal of classifications of teach- ing methods is demonstrated. The specific features of forms of learning organisation are characterised. The findings generalise the idea that the nature of changes does not undermine the classroom-lesson system in schools or the lecture-seminar system in higher education institutions. Instead, it adapts these formats to the demands of the digital age, with the educational process increasingly focused on the prin- ciples of constructivism, adaptability, and inclusivity, emphasising the active role of learners in knowledge creation while taking into account their individual needs and experiences. It is concluded that digitalisation in education represents not only a technological but also a pro- foundly conceptual pedagogical phenomenon. The pedagogical design of educational environments under these conditions proceeds through the adaptation of the fundamental principles of the theory of education and learning to the new realities of the digital educational environment. The article argues that considering digital didactics as a separate scientific discipline is fraught with risks, including the excessive fragmentation of didactics as an integrated scientific field, the potential tech- nocratisation of education, and an imbalance between traditional and new methods of knowledge acquisi- tion. Such risks could exacerbate cognitive overload, reduce critical thinking and social skills among learn- ers, and lead to educational losses. In light of these risks, the authors propose that digital didactics should not be viewed as a separate field of knowledge but rather as a distinct subject of research and a thematic strand within the broad- er framework of didactics. This app

Background By 2009, 99% of U.S. classrooms had access to computers, with an average ratio of 1.7 students per computer, and 40% of teachers report using computers often in their classrooms. However, while K–12 schools are investing more heavily in digital technologies, only a small fraction of this investment is going to instructional software (7%) and digital content (5%). Education policy leaders have called for increased investment in and use of digital learning technologies in K–12 education, which has significant professional implications for the 40% of teachers who use computers often and, perhaps more importantly, for the 60% who do not. Objective This article explores for a broad audience the changing landscape of education in the digital age, the changing roles of teachers in a technology-rich education system, and the skills, knowledge, values, and ways of thinking that teachers will need to have to support students’ social, emotional, and intellectual development in a digital learning environment. Research Design This analytic essay reviews and synthesizes research on learning in a digital environment, providing theoretical framework for understanding the changing landscape of learning in technology-rich environments and the consequent changes in teacher preparation that this may entail. Conclusion We explore the influence of educational technologies on teaching and teacher preparation by looking at three kinds of learning technology: digital workbooks that help students learn basic skills through routine practice; digital texts, such as ebooks, virtual museums, and learning games, that provide students with mediated experiences; and digital internships that simulate real-world practices, helping students learn how to solve problems in the ways that workers, scholars, and artists in the real world do. We examine the extent to which these technologies can assume different aspects of teachers’ traditional functions of assessment, tutoring, and explication. We argue that increased use of these and other digital learning technologies could allow teachers to provide more nuanced curricula based on their students’ individual needs. In particular, teachers will likely assume a new role, that of a coordinator who provides guidance through and facilitation of the learning process in individual students’ social, intellectual, and emotional contexts. We suggest this may require changes to teacher preparation and in-service professional development to help both new and experienced teachers succeed in an ever-changing digital learning environment, as well as new methods of evaluating teacher performance that account for more than student achievement on standardized tests. Interesting things happen along borders—transitions—not in the middle where everything is the same. —Neal Stephenson, Snow Crash

Until recently, research on information behavior and practices has focused on a series of actions, including having information needs, seeking information to satisfy those needs, and using the acquired information to varying degrees. However, in digital environments with an enormous distribution of information, it is necessary to consider information practices by focusing on their relationship with negative behaviors, such as information avoidance. Based on the discourses by Japanese Canadian seniors on information behavior during the COVID‐19 pandemic, this study attempted to construct an expanded model of everyday information practices (EIP) that incorporates the concept of information avoidance into the EIP model proposed by Savolainen. Findings suggest that information avoidance is likely related to an individual's social context and that, as a result of information avoidance, different means of information acquisition are chosen from a person's stock of knowledge, resulting in different aspects of the individual's information practices.

This issue of Libellarium includes papers from the invited speakers who gave lectures at the Summer School in User Studies (SSUS) organized by the Department of Information Sciences and held at the University of Zadar, 11. - 14. April, 2012. The SSUS is associated with the Knowledge Society and Information Transfer PhD programme at the Department of Information Sciences at the University of Zadar. This programme is designed for Croatian and international doctoral students in the field of theories and studies of information needs and use, as well as the field of reading and learning concepts and strategies in digital environment. The main goal of the Summer School 2012 was to introduce the participants to the most recent research, the latest developments and the newly emerged concepts in the fields of users’ information behaviour, learning and education in the digital age, information literacy theories and concepts, as well as the reading paradigms. In the recent times the information society changes rapidly which influences processing and the approaches to information while it changes the existing paradigms of learning and education. New literacies emerge and reading, as the key competency necessary to access the information, changes its forms and practices. The SUSS organized the above mentioned issues in three segments: Users’ information behaviour, Literacy and reading in the digital environment, and Learning and education in the digital age. In the Users’ information behaviour segment this issue of Libellarium contains articles from two invited speakers and two doctoral students who discuss the subject from different viewpoints. Paul Sturges starts with the assumption that people are much more dependent than they realise on information and ideas that are acquired and processed by areas of the brain, not always immediately accessible to the conscious mind. Polona Vilar discusses information behaviour of scholars and scholarly practice influenced by increased accessibility of digital resources and tools. Doctoral students Dora Rubinic and Darko Lacovic base their literature reviews on the specific context of university students’ information behaviour. The former review deals with information behavior of university students in general, while the latter one deals with university students’ information behaviour in relation to the role of academic libraries. Four invited speakers discuss literacy and reading in the digital environment. Livija Knaflic presents literacy as a complex phenomenon and focuses her work toward psychological aspects of literacy. Sonja Spiranec investigates information literacy in the context of Web 2.0 which transformed information environments into complex and unstructured places so the contexts of information literacy are being re-examined and reshaped respectively. Ivanka Kuic writes about the postmodern theoretical approaches to the reader and the validity of these approaches in the digital environment while emphasizing that existing concepts of the reader and reading adapt to electronic environment, because the electronic text deconstructs the printed one and it changes the way of reading. Vita Mozuraite discusses these rapid changes in the reading paradigm in the age of e-book to which the young readers are especially susceptible considering their frequent use of the internet. The changes in information environment influence learning. This fact demands careful consideration from education experts in order to achieve the maximal degree of the rich media environment contribution to the quality of education. Hence, Milan Matijevic writes about the influence the e-environment has on the new curriculum paradigms. These papers are the starting point for the new directions of thought about the changes in the digital environment that reflect on information behaviour, learning and the related practices. The papers were received in 2012/2013 and were peer reviewed in 2013/2014. * Department of Information Sciences, University of Zadar, Croatia e-mail: istricev@unizd.hr

The digitally empowered world has introduced new branding rules that must be acknowledged if managers are to build and manage brands in the digital age (Erdem et al. 2016). Brands are being consolidated into fewer stronger power or mega brands, distant brand extensions are being introduced, and there is a proliferation of multi-category brands (Hill et al. 2005; Keller 2016; Parker et al. 2018). The transformation of brands in the context of the digital environment presents an opportunity to understand how to manage complex brand structures as broad brands. This study investigates the architecture of broad brands as perceived and implemented by managers in the context of digital transformations. The problem centres on discussions in the literature that focus on traditional “static” models of brand architecture. A case study of media brands, specifically broadcast television brands, provides a dynamic context in which to study how changes to the digital media environment are shaping brand management perspectives and practices. The case study investigates a brand in transition that struggles with digital disruption to be established as a broad brand. The brand is a critical case—a leading operator in an industry undergoing transformation. In addition to archival data, field notes and company documents, informants in charge of strategic planning or implementing branding policies from disparate departments in an organisation were interviewed. Forty-three face-to-face and phone interviews of approximately 40–60 min were conducted. Observations from the data include challenges of the broad brand architecture in terms of changing boundaries of the brand and the complexity of relationships between brands. This study develops three insights into managing brand architecture in the digital age and in the context of broad brands. First, it investigates complex brand architecture, which is an unexplored research topic. Second, it identifies brand architecture as a flexible framework. Finally, it identifies a brand platform as a strategy to manage brand architecture complexity and leverage opportunities in the digital environment.

The purpose of the research is to show the changes in the digital environment of higher education that have taken place during the last 10 years. Analysis of e-learning practice showed that the digital environment has significantly transformed due to the emergence of new digital technologies and opportunities. Great changes are being observed in the creation and distribution of educational content, in interactions between students and lectures, and in the digital environment itself. The digital environment from the controlled object in the educational process acquires noticeable features of subjectivity, such as: it influences the choice of users and making of decisions during consuming content or performing actions. And lecturers and students are becoming a constant source of data for the digital environment which is collecting and processing their digital traces, thus feeding the spread of artificial intelligence in education with important resources - data.

У статті проаналізовано сутність цифрової дидактики як феномена сучасної освіти та можливості реалізації її засобів в умовах післядипломної педагогічної освіти. Надано характеристику ключових понять. Представлено порівняльний аналіз деяких категорій традиційної, “оцифрованої” та цифрової дидактики (за В. Бліновим). Звернуто увагу на те, що застосування в освітньому процесі тих чи тих засобів цифрової дидактики залежить від поставленої мети. Наведено перелік найбільш популярних серед педагогів сервісів й платформ, які можна опанувати в умовах післядипломної освіти.