The use of digital tools in mathematics teaching: Bibliometric approach

This research aims to analyze the challenges of using digital tools in education for children who tend to spend time playing online games at MI AT-Tarbiyah Banjarsari, Banjarsari District. Sumberasih. In the digital era, the use of digital tools in learning is becoming increasingly important. However, children's tendency to spend time playing online games can be a barrier to the effective use of digital tools in educational settings. This research method uses a qualitative approach with data collection techniques through observation, interviews and documentation studies. The research subjects were teachers, parents and students of MI AT-Tarbiyah Banjarsari District. Sumberasih has a tendency to spend time playing online games. The research results show that there are several challenges in using digital tools in children's education at MI AT-Tarbiyah Banjarsari. Factors such as parents' lack of understanding of the benefits of digital tools in education, limited access to technology, and the strong appeal of online games are the main obstacles. This research recommends the need to increase parents' understanding of the benefits of digital tools in education, the active involvement of teachers in developing interesting educational content, and the development of school policies that support the positive use of digital tools. In this way, it is hoped that we can overcome challenges and increase the effectiveness of the use of digital devices in improving the quality of education for children who tend to spend time playing online games.

Entrepreneurship plays a crucial role in economic development due to its positive impact on employment, innovation, productivity, capital formation and economic growth. In the context of the United Nations Sustainable Development Goals, entrepreneurship education is undergoing digital transformation. Technological advances and the emergence of Generation Z in the education system have led to the use of various digital tools with elements of artificial intelligence in the education process. This paper examines the impact of digital tools in entrepreneurship education on the entrepreneurial intentions of Generation Z as a significant economic driver based on experiments conducted in different countries of the European Union. A systematic literature review has been carried out on digital transformation in entrepreneurship education and its role in increasing entrepreneurial intentions, as well as an insight into generational theories and a description of the behavioural and perceptual characteristics of Generation Z. In the empirical part, a statistical data analysis has been conducted based on the results of an experiment performed in selected countries of the European Union, in which, the digital tool KABADA for teaching entrepreneurship to Generation Z was tested among business and non-business students. The results of the study show a significant influence of the use of digital tools in the teaching process on the entrepreneurial intentions of Generation Z, thereby confirming the findings which support the effectiveness of digitization-based entrepreneurship education in promoting entrepreneurial intentions and thus making an important contribution to economic development.

Reference Architecture for an Integrated and Synergetic Use of Digital Tools in Education 4.0

Over the past decades, the demands placed on education systems have changed. Workers in the labour market need certain competences such as technical, methodological, social and personal competences. The aim of education today is to create a new educational paradigm that prepares the workforce of the future for the new challenges. This change is accompanied by the introduction of new didactic concepts such as blended learning, which combines the advantages of face-to-face and online learning with the use of digital teaching tools that can help develop the desired competences. The pandemic has led to a huge and rapid increase in the use of digital tools in education, which has necessitated the development of guidelines for their use. Therefore, the aim of this work is to present the digital tools that have been introduced into education and that require the development of digital competences by students and teachers, thus enabling teachers and managers of educational institutions to take advantage of the use of digital tools in the post-pandemic renewed situation.

PurposeThe study aims to analyze the different types of risks related to the use of technology and determine their positive or negative influence on teachers' motivation and behavioral intention to use digital tools.Design/methodology/approachThe research is based on survey data from 200 teachers in the Romanian preuniversity education system. The data analysis followed a four-step approach, using a partial least squares structural equation modeling (PLS-SEM) model for hypothesized relationships among research concepts and a PLS prediction-oriented segmentation (POS) procedure.FindingsThis study showed that increased risk awareness influences both motivation and, consequently, the intention to adopt digital tools in the preuniversity education system.Research limitations/implicationsThe scope of research remains constrained with regard to the examined population, considering the substantial number of teachers within the preuniversity education system. Another limit lies in the basic classification of identified risk types.Practical implicationsSchool managers should design a strategy to increase the level of motivation for integrating digital tools in the educational process.Originality/valueLittle scholarly attention has been devoted to investigating the risks associated with digitalization in the preuniversity education system. In addition, no prior research has been conducted to assess the influence of risk perception on people's motivation and intention to use digital tools in preuniversity education.

Leading change in adult educational organizations is not frequently described in the leadership literature. The education sector in the Norwegian Armed Forces (NAF) is in the middle of an educational reform that requires major changes. More students, fewer teachers and new organization of the studies as well as requirements for an increasingly updated technological expertise may mean that it will be necessary to increase the use of digital teaching aids. However, this is not systematically communicated as part of the reform in the same way as new topics of study. From a teacher’s perspective, the most important thing is to safeguard the quality of the education and ensure that important topics do not disappear in a reform. Therefore, one can well imagine that the focus on the purpose of change and the need for active participation is overlooked or not prioritized. Our focus in the process was largely the study content and some concern about the increase in the number of cadets. After completing the first courses in the new education, we were therefore quite surprised that the cadets were asked in the course evaluation whether digital aids had been used in the teaching, As a result, we were inspired to look more closely at what requirements were set and whether more exact plans had been prepared for the introduction of digitization of education as part of the reform process. Since the education reform in the NAF results in such a fundamental change, our perspectives may possibly benefit staffs at other colleges who are going to carry out major change processes. The main goal of this study was to investigate if or how the Norwegian Ministry of Education and Research’s intention of digitization and its specific primary goals of learning and teaching trickle down through the hierarchies and into the study programs at the Norwegian Military Academy (NMA). To see if the Ministry’s intentions were actually understood and realized, as our second aim we investigated whether we found the concepts of digitization or digital tools mentioned in any of the Norwegian Defence University College’s (NDUC) study programs and subject plans for teaching. These intentions cannot be implemented unless they are enshrined in the study programs. As a third aim we also tried to find out whether digitization and digital tools actually had been used in the teaching in the new NAF Basic Officer Education, as this would reflect how the Ministry’s intention of digitization and specific primary goals of learning and teaching had been realized. We used a mixed methods approach in the study as we first investigated documents compiled from the government issued for the university and college sector in Norway, the NAF and the NDUC to see if the overall plan for digitization from the Norwegian Ministry of Education and Research could be traced. In addition, we investigated the answers that officer cadets had given to questions in three course evaluations related to the use of digital tools in their education. Our three hypotheses were the following: Hypothesis 1: Several of the requirements for digitization have disappeared in the dissemination of the documents from the Ministry to the NAF Basic Officer Education. Hypothesis 2: No plan has been prepared as part of the educational change process for the introduction and implementation of new digital tools in the NAF Basic Officer Education. Hypothesis 3: It is up to the individuals to introduce and implement the use of new digital tools in the NAF Basic Officer Education. We found support for the two first out of our three hypotheses. The latter proved difficult to investigate with the means available, but we will nevertheless discuss some assumptions we have formed, based on the findings that the survey revealed. Hypothesis 3 only received partial support. Finally, the article discusses some leadership challenges that arise from the results we found. The study thus shows how long it can take from the Ministry issues its intention until it is actually implemented in practice at the NDUC. The final comments may also give an indication of how this process may be better focused and thus become likely to increase the implementation rate of digitization.

This bibliographic review addressed the integration of active methodologies and digital tools in contemporary education. The central problem investigated was the effectiveness of this integration in redefining educational practices. The main objective was to analyze the impact of combining active methodologies and digital tools on the teaching and learning process. Using a literature review methodology, relevant studies were compiled and analyzed for a comprehensive understanding of the topic. The results indicated that the integration of these approaches improves student performance and motivation, promoting more interactive and engaging learning. However, challenges such as the need for teacher training and equitable access to technology were identified. The final considerations suggest that, despite these challenges, the future perspectives for the integration of active methodologies and digital tools in education are promising, indicating a path towards more effective and adaptive teaching.

Dietitians frequently use nutrition education tools to facilitate dietary counselling sessions. Nevertheless, these tools may require adaptation to keep pace with technological advancements. This study had a 2-fold purpose: first, to identify the types of nutrition education tools currently in use, identify their limitations, and explore dietitians' perspectives on the importance of these tools; second, to investigate the features that dietitians prefer in digital nutrition education tools. A semi-structured face-to-face interview was conducted among 15 dietitians from selected public hospitals, primary care clinics, and teaching hospitals in Malaysia. Inductive thematic analysis of the responses was conducted using NVivo version 12 software. Most dietitians used physical education tools including the healthy plate model, pamphlets, food models, and flip charts. These tools were perceived as important as they facilitate the nutrition assessment process, deliver nutrition intervention, and are time efficient. However, dietitians described the current educational tools as impersonal, outdated, limited in availability due to financial constraints, unhandy, and difficult to visualise. Alternatively, they strongly favoured digital education tools that provided instant feedback, utilised an automated system, included a local food database, were user-friendly, developed by experts in the field, and seamlessly integrated into the healthcare system. Presently, although dietitians have a preference for digital educational tools, they heavily rely on physical nutrition education tools due to their availability despite the perception that these tools are outdated, impersonal, and inconvenient. Transitioning to digital dietary education tools could potentially address these issues.

This study aims to develop a comprehensive scale for assessing the competence of digital tools in fostering quality education, aligning with Sustainable Development Goal 4. The research addresses the need for a robust evaluation framework to measure the effectiveness of digital tools used in educational settings. The scale development process involves three key stages: item generation, validation, and data collection. Item Generation: Initial items for the scale are derived from an extensive review of literature, expert consultations, and user feedback. This process ensures the scale encompasses a wide range of relevant factors impacting digital tool effectiveness. The study employed a 7- & 5-point Likert scale & Binary scale encompassing 27 items along with 6 demographic items, with a sample size of 202 participants. Validation Process: The scale undergoes pilot testing with educators/instructors & Learners. Reliability is assessed using Cronbach’s Alpha, while Confirmatory Factor Analysis (CFA) is employed to establish construct validity. Participants and Data Collection: Data is collected through structured surveys administered to a diverse group of stakeholders including educators, instructors, students, professionals and academicians. Findings: Preliminary results from pilot testing indicate strong reliability and validity of the scale, with Cronbach’s Alpha demonstrating internal consistency and CFA confirming the scale’s factor structure. Key findings suggest that the scale effectively measures various dimensions of digital tool competence, providing actionable insights for educators, policymakers, and technology developers to enhance the integration of digital tools in education. The evaluation study revealed valid results in terms of scale fit criteria, internal validity, and reliability. Implications: The developed scale offers a valuable tool for evaluating digital open resources, guiding improvements in educational technology, and supporting the achievement of SDG 4 by ensuring that digital tools contribute effectively to quality education.

Over the past few decades, technological advancements have established digital tools as an indispensable pedagogical resource in the realm of modern education. In the field of medical education, there is growing interest inhow these digital tools can be effectively integrated to enhanceundergraduate surgical education. However, despite their well-documented potential benefits, research specifically investigating the current use of digital technology inundergraduate surgical education remains limited,highlighting a critical gap in the existing literature. To address this research gap, this scoping review aims to elucidate the current utilisation of digital technologies in undergraduate surgical education by addressing the research question: 'How are digital technologies currently being utilised in undergraduate surgical education to meet surgical learning outcomes'. A scoping review was performed, adopting the Joanna Briggs Institute (JBI) framework. A comprehensive search strategy was conducted using the search terms 'technology' OR 'simulation' OR 'virtual reality' OR 'augmented reality' OR 'digital' OR 'online' AND 'undergraduate' AND 'surgical' on multiple electronic bibliographic databases including PubMed, Medline, ERIC, Embase, Scopus and Web of Science. These search terms were executed using both free-text and MeSH terms, with search terms combined using Boolean operators to ensure all relevant citations were captured. All search results were screened against the eligibility criteria using Covidence, a web-based software platform, using a two-stage process. Subsequently, all included studies were reviewed, and the extracted data was systematically sorted and organised, with the findings presented graphically accompanied by descriptive narratives. A thematic analysis was also performed to identify themes within the data to synthesise key findings. This scoping review revealed three key findings. First, the use of digital tools in surgical education has been steadily increasing over the past few decades, with the COVID-19 pandemic accelerating the integration of technology into surgical education. Second, this review also highlighted the key role of anatomy within surgical education, with most included studies reporting the use of digital technologies to enhance anatomy teaching. Finally, this review provided an overview of various digital tools used in surgical education and their associated user experiences. Overall, most studies indicated that digital technologies are well-received by students, with many advocating for their continued use insupplementing surgical education even beyond the pandemic. This review provides a crucial foundation for understanding the evolving role of digital innovations in shaping undergraduate surgical education. To enhance undergraduate surgical education, integrating appropriate digital learning tools can provide more learner-centred and personalised learning experiences. Educators must recognise that there is no 'one-size-fits-all' approach, and a flexible multimodal strategy is necessary to meet diverse learning needs. As technology continues to evolve and its role in education grows, this review offers valuable insights into the current use of digital tools in surgical education, highlighting opportunities for improvement and innovation to further enhance undergraduate surgical experience.

In this research, the students' level of awareness about the use of digital tools in education, their perspectives on digital education tools, their feelings and thoughts about the course processes carried out with interactive course applications were examined. According to the results of the study, it is seen that the student profile, which meets the digital world at the time of birth, e-mails, chats, uses social media, and access to research resources in new media where information is used freely, is also prone to the use of digital tools in education. It has been observed that students prefer online, online and interactive applications instead of traditional education models.

This study explores the effectiveness of GeoGebra in enhancing students' understanding of vectors in mathematics education. The research compares traditional teaching methods with the application of GeoGebra to determine its impact on conceptual and procedural knowledge acquisition. Vectors are often challenging for students to grasp due to their abstract nature and frequent use in physics rather than mathematics itself. This study investigates how visualization and interactivity through GeoGebra can facilitate comprehension. The research was conducted in two primary schools, where one group of ninth-grade students was taught vectors using the classical approach, while another group utilized GeoGebra. Findings indicate that students who learned with GeoGebra demonstrated a better conceptual and procedural understanding of vectors, improved problem-solving abilities, and higher engagement levels compared to those taught with conventional methods. The study also highlights challenges such as the availability of technology, teacher training, and implementation scalability, which can impact the effectiveness of digital tools in education. The results suggest that integrating GeoGebra into mathematics instruction can significantly enhance students' learning experiences. However, broader accessibility and teacher training are essential for its successful implementation. Future research should explore the long-term impact of digital learning tools in mathematics education and their application across different educational contexts.

The article reveals ways to use digital technologies to develop inclusive competence in future teachers. This will contribute to the practice-oriented teaching of students with special educational needs. A review of modern digital technologies in education is revealed, and digital tools in inclusive higher education are revealed. The main methodological approaches that ensure the effective implementation of digital tools in the educational process of higher education are shown. The conceptual idea of the study is that the formation of inclusive competence in a future specialist through the use of digital technologies will contribute to practice-oriented teaching of students with special educational needs through the use of digital technologies, which is possible by forming a sufficient level of personal, cognitive and activity components. A pedagogical technology was developed, which was aimed at ensuring a sufficient level of inclusive competence of a future teacher for working with children with special needs. An experimental test of the effectiveness of the author's technology for training students was carried out within the framework of the implementation of the special course "Implementation of inclusive higher education through the use of digital technologies". As a result, we observe an increase in the overall coefficient of inclusive competence of students in the experimental groups, which indicates the effectiveness of the developed author's technology.

The increasing role of digital technologies in the modern education system has led to the transformation of teaching and learning processes. This article provides a comprehensive analysis of the significance, advantages, and potential challenges of applying digital tools in education. The integration of digital technologies into education not only enriches students’ learning experiences but also offers teachers broad opportunities to implement innovative pedagogical methods. Research shows that interactive platforms, artificial intelligence-based learning programs, and mobile applications significantly contribute to the personalization, accessibility, and quality enhancement of the educational process. However, the integration of digital tools into education also presents challenges such as technological inequality, security issues, and the professional development of teachers. The article systematically explores the role of digital technologies in the education system in a modern context, identifying their potential benefits and development directions. The proper use of digital tools ensures a personalized approach for students by considering their learning pace and style. Teachers, on the other hand, utilize analytical platforms to monitor students’ academic progress and create opportunities for them to unlock their full potential. Strengthening technological infrastructure and improving digital literacy are highlighted as critical factors for the sustainable development of education. Digital technologies possess vast potential to enhance the quality of education.

Pushed Across the Digital Divide: COVID-19 Accelerated Pathology Training onto a New Digital Learning Curve