Early childhood education and care (ECEC) services that provide food play a crucial role in the nutritional health of the children they care for. However, the wording of the standards, regulations and guidelines to support nutritious food provision in Australian ECECs are open to interpretation. The menu assessment process is also resource intensive and inconsistently managed across jurisdictions (e.g., free government service in some jurisdictions and fee-for-service through not-for-profit or private business elsewhere). This study explores how Australian nutrition professionals manage the menu assessment process in different jurisdictions and their level of support for developing a nationally consistent, simplified menu assessment process. Australian early childhood nutrition professionals with experience in conducting ECEC menu assessments or developing nutrition guidelines for this setting were eligible for this study. Participants were identified through convenience and snowball sampling. Semi-structured online interviews, each lasting 45 min, were conducted. The interviews were recorded, transcribed, and thematic analysis performed using inductive and deductive coding. Thirteen early childhood nutrition professionals working in Australia participated, with at least one representative from each jurisdiction. The study found significant variation in menu assessment processes despite nutrition professionals following similar guidelines. Respondents highlighted the perceived aspirational nature of the nutrition guidelines, barriers to achieving them, such as cost, literacy and computer literacy, and possible benefits of simplified assessment tools and methods. The study also identified other themes such as the importance of responsive feeding and consideration of the broader food environment. Current processes for conducting ECEC menu assessments vary across Australia. There was consensus among the ECEC nutrition professionals interviewed for developing a nationally consistent, simplified menu assessment process. SO WHAT?: A nationally consistent, simplified menu assessment process could improve the quality of food provision in ECEC services, reduce the current resource-intensive and inconsistent approaches across jurisdictions and strengthen nutrition outcomes for the children in their care. This research will inform future menu assessment processes in Tasmania.

This study evaluates the awareness of Artificial Intelligence (AI) among law students, involving a total of 408 participants from the Center of Excellence (School of Law) at Gujarat University and GLS Law College at GLS University in Gujarat, India. Both institutions provide a comprehensive five-year integrated graduate degree in law. Data collection was conducted using a structured questionnaire that employed a five-point Likert scale. The questionnaire was specifically designed to assess various dimensions, including computer literacy, digital literacy, awareness and utilization of AI tools, the rationale for using such tools, database usage, the significance of AI in the legal field, and the impact of AI on library usage. The data obtained were analyzed using statistical methods, including mean, Kruskal–Wallis test, and the Mann–Whitney U test. The analysis demonstrated that both age and academic year significantly influence students’ awareness of AI and their use of databases. Additionally, the findings indicate that the increasing adoption of AI tools is substantially affecting library usage among law students.

The rise of Web 3.0 in healthcare has made eHealth literacy essential. Patients experiencing prolonged hospital stays encounter unique challenges with digital tools. However, a critical gap remains in understanding their eHealth literacy due to the absence of assessment instruments tailored to contemporary healthcare systems. This study aimed to evaluate eHealth literacy and identify its sociodemographic determinants among adult inpatients. A cross-sectional study was conducted among 532 adult inpatients in Hunan, China, using randomized cluster sampling. Data were collected with the Adult Inpatient eHealth Literacy Scale, an instrument developed to assess multiple literacy domains relevant to digital healthcare use in the Web 3.0 context. Multiple linear stepwise regression was performed to identify factors associated with eHealth literacy. The mean score of eHealth literacy was 141.12 ± 35.03, with a scoring rate of 64.15%. The scoring rates for traditional literacy, information literacy, media literacy, health literacy, computer literacy, and scientific literacy were 68.37%, 63.82%, 60.86%, 67.13%, 61.65%, 65.25%, respectively. Lower eHealth literacy was associated with older age, lower educational level, fewer years of electronic device use, limited experience with eHealth tools, lower perceived usefulness, higher perceived ease of use, and lower willingness to learn (P < 0.05). The final regression model explained 62.20% of the total variability. Adult inpatients demonstrated an overall moderate level of eHealth literacy, with notable deficiencies in media, computer, and information literacy. Tailoring eHealth tools to individuals from diverse backgrounds is essential to mitigate health disparities. Healthcare professionals are well positioned to serve as critical facilitators in supporting inpatients' engagement with emerging digital technologies. Patient-centered training programs aimed at strengthening foundational digital and information-processing skills are warranted to promote the safe, effective, and equitable use of eHealth services and improve health outcomes.

Computer and information literacy in the production of education

BackgroundDigital health literacy has become essential for effective clinical practice as healthcare systems increasingly adopt digital technologies. However, many low- and middle-income settings continue to face substantial gaps in digital readiness among the health workforce. Despite growing national initiatives to expand digital health in Ethiopia, evidence on digital health literacy among healthcare professionals in the eastern part remains limited. Therefore, this study aimed to assess the level of digital health literacy and its determinants among healthcare professionals in Eastern Ethiopia.MethodsA cross-sectional study was conducted from May 1–30, 2025, among 401 randomly selected healthcare professionals working in three public and private hospitals. Data were collected using a structured questionnaire based on the European Digital Competence framework and analyzed using STATA (V17.0). Multivariable logistic regression was used to identify independent predictors of digital health literacy with significance set at p < 0.05.ResultsOut of 401 participants, 50.6% (95% CI: 45.62–55.62) of health professionals had adequate digital health literacy. Internet access (AOR = 3.89, 95% CI: 1.21–12.47), digital technology training (AOR = 6.24, 95% CI: 3.46–11.26), higher perceived usefulness (AOR = 2.87, 95% CI: 1.51–5.46), perceived ease of use (AOR = 1.90, 95% CI: 1.02–3.57), and good computer literacy was significant predictors of adequate digital health literacy (AOR = 3.11, 95% CI: 1.71–5.68).ConclusionDigital health literacy among healthcare professionals in the Harari region is relatively low compared to global standards. Strengthening digital infrastructures, expanding structured digital trainings, and creating user-friendly digital environment are essential to improve digital health literacy.

Abstract Integrating computational thinking (CT) and artificial intelligence (AI) to foster interdisciplinary learning has received much-needed attention worldwide in educational research, though less emphasis has been placed on simultaneously developing CT and AI learning outcomes in disciplinary (e.g., mathematics) classroom contexts. CT and AI are closely linked to mathematics, where knowledge of data practices, mathematical modelling, and generic skills such as problem-solving are highly emphasized. This paper reports on a design-based research study with four design cycles, aiming to generate empirically grounded design principles for curricular and instructional innovations in school mathematics contexts that simultaneously support CT and AI learning. Drawing upon the theoretical perspectives of CT as modelling and programming as white-boxing, and taking exemplary tasks developed from our design-based study, we detail four design principles: (1) Encourage tinkering with computational artefacts; (2) Leverage CT as modelling for authentic problem-solving; (3) Consider tool-based developmental trajectories; and (4) Exploit the white-box effect to foster mathematical and AI literacy. From this, we conceive mathematics, CT, and AI as interconnected disciplines, where learning outcomes are not treated separately but rather as translatable across different disciplinary boundaries. We conclude by discussing the opportunities and challenges of implementing the curricular and instructional designs, offering insights to inform how CT and AI concepts and processes can be meaningfully embedded in mathematics education.

Collecting reliable sexual behaviour data remains a major challenge in conservative, low-literacy contexts such as The Gambia, where stigma, privacy concerns, and social desirability bias influence responses. The Prevalence of Human Papillomavirus, Antimicrobial resistance, and Sexually transmitted infection Estimation (PHASE) survey sought to address this challenge by introducing Audio Computer-Assisted Self-Interviewing (ACASI) for the first time in The Gambia. This paper documents the design, development, and piloting of the ACASI tool, highlighting key lessons for similar settings in sub-Saharan Africa.A Community Advisory Board (CAB) was central to the tool's development, ensuring cultural sensitivity, acceptability, and linguistic accuracy. CAB members guided the drafting and adaptation of sexual behaviour questions, advised on culturally relevant response categories, and reviewed translations into four local languages (Mandinka, Serahule, Fula, Wolof). They also oversaw the design of non-threatening, familiar images to accompany response options and ensured accurate, context-appropriate audio recordings. Technical implementation was achieved using the SurveyCTO platform, allowing offline use, encryption, and integration of multilingual audio and images. Privacy safeguards were embedded, including screen codes replacing text to prevent disclosure in shared settings and restricted staff access to individual responses.Pilot testing revealed critical operational considerations. Many women lacked prior experience with digital tools and required extra support during the introductory phase. Adjustments included re-recording unclear questions, reordering items to reduce priming effects, and randomising response lists to enhance validity. Additional measures, such as repeating select questions at different points, improved internal consistency checks. Despite these challenges, participants demonstrated increasing confidence with the tool, and CAB feedback confirmed that ACASI was more acceptable for sensitive questions than face-to-face interviewing.Our experience demonstrates that ACASI is a feasible and culturally appropriate method to collect sexual behaviour data in The Gambia, even within low-literacy, conservative populations. The use of familiar images, validated translations, and community engagement enhanced usability, while technical refinements addressed privacy and confidentiality concerns. Key challenges related to computer literacy and dialect variation were addressed through training, piloting, and iterative refinement. This process illustrates that by prioritizing community involvement, technical adaptation, and cultural sensitivity, ACASI offers a promising framework to enhance the acceptability and potentially the accuracy of sexual behaviour reporting in large-scale epidemiological surveys. These lessons can be applied to similar sub-Saharan African contexts seeking to generate high-quality data to inform HPV (human papillomavirus), STI (sexually transmitted infection), and sexual health research.

Motivation and Objectives. Computational Thinking (CT) has become a central theme in K–12 Computer Science education. Over the past twenty years, multiple conceptualizations of CT have emerged, many forming the basis for assessment instruments. One such conceptualization was developed for the large-scale International Computer and Information Literacy Study (ICILS), which assessed CT across 24 countries using representative sampling. The size and sampling quality of the ICILS data set allow for robust statistical analyses which in turn will be of interest to researchers and policy-makers alike. This study situates the ICILS 2023 conceptualization of CT within other established frameworks and conducts a secondary analysis of the ICILS 2023 CT data on non-cognitive antecedents and processes. Methods . Structured deductive content analyses compare the ICILS 2023 items with those from the Bebras Challenge on Informatics and Computational Thinking [13] ( Bebras ) and the Computational Thinking Test [55]) ( CTt ), mapped across three CT frameworks—ICILS [28], Shute et al. [65] and Weintrop et al. [71]—and aligned with Bloom's revised taxonomy [2]. Linear regression analyses on the data of the 20 educational contexts that provided not only CT performance data but also a complete coverage of student data relative to the predictors of CT performance studied in prior work examine the predictive effect of non-cognitive factors on CT performance. Results . The qualitative analyses showed that the ICILS 2023 CT items can be mapped to existing frameworks. Conversely, items from both Bebras and CTt can be mapped to the ICILS framework. The distinct, partially overlapping profiles of the instruments across the frameworks as well as Bloom's taxonomy indicate that they are complementary in assessing CT, confirming and expanding prior comparisons of Bebras and CTt . The regression analyses indicate no single dominant predictor of CT performance. The association of socio-economic status, gender, or the home language was consistent with prior findings, predictors related to learning processes, however, vary across educational contexts. Discussion . Our results demonstrate that ICILS 2023 items can be mapped onto multiple established CT frameworks, supporting their broader validity and utility for comparative research. The findings of the regression analysis underscore the complex interplay of non-cognitive factors affecting CT and illustrate the significance of contextual interpretation within educational systems.

ABSTRACT This study investigates (1) European teachers’ engagement with ICT-related in-service learning activities, (2) practices related to teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS) and their computational thinking skills (TEDCTS), and (3) the explanatory power of two professional learning models for these teaching practices. The first model considers only variables related to the in-service learning activity domain, whereas the proposed model incorporates this domain alongside factors related to the teacher and school domains. Frequency tables and multiple regression analysis were used to analyse the teacher data (N = 32,654) from the International Computer and Information Literacy Study 2023. The results showed that a comprehensive model involving three domains was better at explaining TEDDICS and TEDCTS. Meanwhile, factors within the teacher and in-service learning activity domains yielded higher practical significance than in the school domain. Finally, ICT self-efficacy, collaboration among teachers, and participation in learning activities were essential for TEDDICS and TEDCTS. Building on previous research that underscores professional learning is not a singular event but rather a complex system, we argue that all three domains should be considered when examining how teachers’ professional learning translates into teaching practices.

An informatics competency model for undergraduate nursing students: A quasi-experimental study.

This study examines how digital transformation can enhance operational efficiency within the Gambia Postal Services, with a particular focus on the Gambia Postal Service Corporation (GAMPOST). Against the backdrop of rapid technological advancements and the global shift toward digital communication and e-commerce, traditional postal systems are under increasing pressure to modernize or risk obsolescence. The study is anchored on the premise that digital technologies—such as automation, electronic postal services, and integrated information systems—serve as critical drivers of institutional performance, service delivery, and competitiveness. Drawing on existing literature and empirical evidence, the research highlights how digital transformation improves process efficiency, reduces operational costs, enhances customer satisfaction, and enables service diversification within the postal sector. Using survey data and descriptive analysis, the findings reveal that GAMPOST has been slow in adopting digital solutions, resulting in significant inefficiencies in service delivery. A substantial majority of respondents (75%) indicated that electronic postal services are not adequately provided, while over 80% reported low levels of computer literacy among staff, posing a major barrier to digital adoption. Furthermore, more than 70% of respondents expressed dissatisfaction with existing ICT policies, and over 90% agreed that technological advancements and the rise of the internet have negatively impacted traditional postal services due to the corporation’s failure to adapt. The study concludes that digital transformation is essential for improving efficiency, ensuring financial sustainability, and enhancing competitiveness in the Gambian postal sector. It recommends increased investment in ICT infrastructure, staff capacity building, and supportive policy reforms to facilitate full digital integration, align with global trends, and contribute to the achievement of Sustainable Development Goal 9 on industry, innovation, and infrastructure.

Today, museums are increasingly regarded not only as sites for the preservation and representation of cultural objects and values but also as agents of social inclusion, guided in their work by principles of justice and human dignity. In the Russian context, particular attention is paid to working with people with various forms of disabilities, based on the principle of “nothing about us without us”. It encourages museums to engage individuals with diverse experiences not only as visitors but also as co-authors and initiators of projects. Such engagement, on the one hand, enables the development of projects that are relevant and meaningful to the audience and address specific practical needs; on the other hand, it raises a number of questions for museums regarding the optimal format of participation, evaluation of effectiveness, alignment of these programs with the proclaimed principles of inclusion, among others. All these issues form the basis of this article. The material for analysis comprises the results of implementing three practice-oriented courses for blind and visually impaired young people at the Moscow Cryptography Museum: “May I Have Your Autograph?”, “Route Planned!”, and a Basic Computer Literacy Course. All projects were conducted between autumn 2024 and autumn 2025, involving nearly 50 blind and visually impaired participants in total. More than 20 mentors and volunteers took part, with approximately equal representation of sighted and blind individuals. Despite differences in the content and structure of these three courses, several common features can be identified. These key principles underly the implementation of practice-oriented programs for blind people in a science and technology museum setting. These include a focus on the practical needs of the target audience; integration of activities within exhibitions to facilitate activity shifts and emotional enrichment; flexibility and creativity in the tools and approaches employed; participation and involvement of experience holders as mentors, educators, tutors, and guest lecturers; prolonged engagement in small groups; and, finally, orientation toward external audiences. Taken together, the experience of these projects demonstrates how museums can serve not only as venues for leisure but also as platforms for developing life skills among people with disabilities. Although these projects are not positioned as inclusive in the classical sense and target a single audience group, namely blind and visually impaired individuals, they make a direct systemic contribution to creating opportunities for full participation in all aspects of life based on respect for individual rights and dignity. Thus, they fully correspond to contemporary understandings of inclusion as a process of building a society in which people with diverse experiences can live on an equal footing.

Empirical and theoretical studies suggest that access to Information and Communication Technologies (ICTs) goes beyond supporting development objectives and plays a significant role in enhancing subjective well-being. However, the existing literature has largely concentrated on developed economies or specific population groups, leaving limited evidence on how ICTs affect men’s well-being in fragile and low-income settings. This study seeks to fill this gap by examining the relationship between ICT access and subjective well-being among men in the Democratic Republic of Congo, a context characterized by structural constraints, socio-economic vulnerability, and persistent inequalities. Using a representative sample of 6,161 men drawn from the Multiple Indicator Cluster Survey (MICS-Palu 2018), logistic regression models are employed to assess the associations between ICT access and self-reported life satisfaction and happiness. The results indicate that ICT access positively influences men’s subjective well-being, with heterogeneous effects across technologies: computer use consistently improves life satisfaction, while Internet access alone shows weaker and occasionally ambiguous effects. Moreover, health status, social integration, and protection against ethnic discrimination emerge as critical determinants of well-being, suggesting that the impact of ICTs is shaped by broader socio-economic and psychosocial conditions. These findings highlight the importance of policies promoting digital inclusion, computer literacy, and productive ICT use, alongside efforts to strengthen health systems and social cohesion. By providing gender-disaggregated evidence from the Congolese context, this study contributes to the literature on ICTs and subjective well-being and offers policy-relevant insights for improving men’s quality of life through technology.

This study examines transformative paradigms as catalysts for advancing problem-solving methodologies in the Social Sciences and Humanities. The primary purpose is to assess existing exploratory and confirmatory methods, evaluate their practical effectiveness, and determine how digital technologies, particularly Amazon Web Services (AWS), enhance methodological innovation. A systematic literature review approach was adopted, synthesising 36 peer-reviewed studies published between 2019 and 2024 through thematic analysis using NVivo software. The methodology enabled the identification of emerging trends in methodological pluralism, interdisciplinarity, and digital integration. The findings reveal that transformative research methods grounded in reflexivity, inclusivity, and technological adaptability significantly improve analytical precision and real-world applicability. Interdisciplinary frameworks combining qualitative and quantitative logic were found to foster robust theoretical development and empirical insight. Furthermore, the integration of digital infrastructures, such as cloud-based analytics, has expanded the capacity for large-scale data processing and global collaboration. The study recommends institutionalising methodological pluralism, ethical digital governance, and researcher training in computational literacy to sustain transformative research ecosystems. Overall, the study contributes to scholarly discourse by conceptualising transformation as a multidimensional process encompassing methodological innovation, digital ethics, and interdisciplinary synthesis. The research offers a framework through which social scientists and humanists can respond more effectively to complex societal challenges by embedding technology, ethics, and inclusivity into the core of research practice.

Voice-based interfaces integrated into content management systems (CMSs) represent a feasible way to achieve more accessible digital publishing; however, while voice-enabled technologies are gaining widespread adoption, there is a lack of evidence on the effectiveness of voice interfaces for users who encounter difficulties using the traditional keyboard-and-mouse interaction paradigm. This study proposes and evaluates a voice-controlled WordPress interface for users with different accessibility needs, focusing on users with motor impairments, visual impairments (low vision), and limited computer literacy, and a pilot study with five participants (N= 5) compared the proposed voice interface to a standard input method in a within-subjects experimental design. The system was developed using the Google Voice Assistant, Dialogflow, and the WordPress REST API to enable end-to-end voice-driven content creation and management, and the results show that, although the voice interface led to a 22% increase in the average task completion time (M= 185.8 s vs. 152.4 s), it significantly reduced text entry errors by 77% (M= 2.6 vs. 11.2 errors). Participants also reported higher satisfaction with the voice-based system (M= 6.2/7 vs. 3.4/7 on the SEQ scale), and the results suggest that voice-controlled CMS interfaces may enhance accessibility and overall user experience while providing a validated and replicable framework for inclusive digital publishing.

Background: Artificial intelligence (AI) is increasingly integrated into healthcare systems, with important implications for nursing practice and clinical workflows. However, evidence regarding nurses' digital skills, perceptions, and readiness to adopt AI-enabled technologies remains limited, particularly in national healthcare contexts such as Greece. Objectives: This study examined nurses' digital skills, perceptions of AI, and readiness for AI adoption in clinical practice, and explored demographic and professional factors associated with these outcomes. Methods: A cross-sectional survey was conducted among 166 nurses working in two public hospitals in Greece. Results: Nurses reported moderate digital skills, with 59.1% indicating competence in email/video communication and 27.2% reporting adequate use of digital security tools, while exposure to AI remained limited (18.0% reported using AI products/services in daily life). Perceived professional impact of AI was moderate, whereas readiness for AI adoption was comparatively lower, with only 7.8% considering health professionals adequately prepared and 7.2% reporting adequate AI training. Statistical analyses indicated that educational level and computer literacy certification were positively associated with digital skills, whereas longer professional experience was negatively associated with readiness for AI adoption. Conclusions: These findings highlight a gap between general digital competence and preparedness for AI-driven healthcare applications and underline the need for targeted education and implementation strategies to support effective and ethical integration of AI in nursing practice. From a nursing workforce perspective, the results underscore the importance of integrating AI literacy into continuing professional education and aligning digital health implementation strategies with clinical nursing practice.

Do school-based ChatGPT policies Bridge or widen gaps in students’ computer and information literacy across gender, socioeconomic status, and immigration backgrounds

The article considers the questions of IT integration into educational process to stimulate and motivate continuous professional and personal development. The authors stress that all participants—educators and students alike—must master computer literacy as a primary tool for used for educational purpose depends largely on the methodology and teachers skills to implement the IT into learning The article underlines that only when students learn to manage their own pace, IT can help transform the learner from a passive recipient into a self-regulated participant.

The article critically examines the sociocultural origins of gamification as a modern educational trend. The au-thor centers on gamification as a form of modern social practice, identifying key factors contributing to its emergence. These factors include the proliferation of digitalization, the widespread adoption of social net-works, and the advent of virtual communication in the Internet ecosystem. Furthermore, the article highlights the increasing digital and computer literacy of contemporary learners, which prompts educators to replicate famil-iar, outwardly entertaining environments with augmented reality within classroom settings. The core of the arti-cle is dedicated to elaborating on the characteristics of gamification as an educational trend. A defining attrib-ute of this trend is immersiveness, which is manifested in learners’ engagement with the scenarios of gamified practices. This approach offers opportunities for learners, through their active involvement and multisensory experiences, to compete with one another and, consequently, to receive rewards based on their performance in gaming activities, completing rounds, or advancing through levels.

BackgroundElectronic medical records (EMRs) are increasingly adopted globally to improve health care delivery, yet challenges remain in their acceptance, defined here as favorable attitudes toward their use among health professionals. Understanding factors influencing acceptance is critical for successful implementation.ObjectiveThis study aimed to identify predictors (or factors) associated with favorable attitudes toward EMRs among health professionals in 3 Ethiopian hospitals.MethodsA cross-sectional study was conducted from January to March 2025 in 3 Ethiopian hospitals implementing EMRs. A systematic random sampling method was used to initially select 397 health professionals, and data were collected using a structured questionnaire. Multivariate logistic regression was employed to identify predictors of favorable attitudes toward EMRs.ResultsOf the final 382 professionals, 198 (51.8%, 95% CI 0.43-0.53) showed favorable attitudes. Predictors of positive attitude included computer literacy (adjusted odds ratio [AOR] 2.66, 95% CI 1.16-6.09; P=.02), EMR training (AOR 2.87, 95% CI 1.80-4.56; P<.001), and age of 29 years or younger (AOR 3.05, 95% CI 1.58-5.9; P=.001)ConclusionsImproving computer literacy, providing refresher training, and strengthening management support are key strategies for enhancing health professionals’ attitudes toward EMRs. Future research should explore qualitative insights into barriers and facilitators of EMR adoption.