Concept Of Literacy Research Articles

EDUCATIONAL GAME FOR LITERACY: WORD MARKET

This paper focuses on the theme of educational technologies in the context of early writing learning. To this end, it delves into the concept of Computational Thinking and its direction for basic school education - Educational Computational Thinking. When approaching Computational Thinking, the strands called plugged (plugged - use of digital resources) and unplugged (without the use of digital resources) emerge. The research proposes its exploration based on the following considerations: What are the elements of Computational Thinking that enable more contextualized teaching and learning? What is the concept of Literacy and Literacy? and What are the key elements of early writing learning? After a theoretical study about computational thinking, unplugged computational thinking, acquisition of the Alphabetic Writing System and national computing policies, the research moves on to a theoretical-practical approach in the materialization of a learning object - a physical game based on the pillars of the PC aimed at literacy and literacy. In this article, the reader will find the printable version of the game and guidelines for practical application.

Love, Islam, and How Literacy Is Conceptualized

In this essay, I share how my own readings and understandings of Islam brought me closer to wider concepts of literacy. I use these views to guide my own research in literacy education to situate what literacy can be for youth in and around schools, knowing that literacy is still taught, assessed, and measured in singular ways.

Language matters: realizing the promise of Complex Instruction for multilingual learners

ABSTRACT Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual learners, demonstrating what they were able to do with language, literacy, and academic content in CI classrooms in one middle school in California. The article illustrates how the curricular and pedagogical structures of CI classrooms facilitated multilingual learners’ academic engagement and opportunities for language development. It also warns that in order to recognise multilingual learners’ successes, teachers’ conceptions of language and literacy may have to change.

Health Promotion and Health Literacy in the Legal Foundations of the Austrian Healthcare System

Health reform sees health promotion (HP) and health literacy (HL) as essential cornerstones for achieving health policy goals. This article examines the extent to which the legal foundation in the Austrian healthcare system provides a basis for orientation towards HP and HL. The focus of the analysis was set on medical professions, the health care and nursing professions, hospitals, and primary health care facilities. In a first step, legal and other relevant documents were reviewed. For this, a literature-based coding grid was created. In a second step, the legal bases were analyzed and interpreted using the coding grid. Recommendations were derived from the analysis of the legal basis and experts' assessments. Health promotion and health literacy are included in the general legal foundations. However, HP/HL is primarily conceived as a supplementary service with separate financing and is thus less understood as an integral part of any patient contact. The primary health care units and the nursing professions have a relatively clear mandate with regard to HP/HL compared to the hospitals and medical professions. Overall, it was recognized that terminology should be used more coherently and operationalized for the respective areas of cure and care. In particular, the legal bases relating to the medical professions do not build on one another in a coherent manner. Having adequate staff is the key to HP/HL. If these are in place, competencies in the field of HP/HL should be required, promoted, evaluated, and rewarded. HP/HL should be an integral part of any care setting. The concepts of health promotion and health literacy should be operationalized in the legal frameworks of health professions and organizations. This is especially true for the Physicians' Act and for hospitals. Furthermore, the role of patients should be strengthened and the involvement of users in the planning of health services should be further developed.

연구사적 관점에서의 발생적 문식성 개념 검토: Marie M. Clay의 이론을 중심으로

Objectives This study aims to examine the concepts and issues related to the stage before early literacy, referred to as emergent literacy. Methods To this end, the concept of emergent literacy was analyzed from a historical perspective, with a focus on the theories of Marie M. Clay. Results The emergent literacy of learners from birth through nursery and kindergarten is of great scholarly interest, because it underpins the development of reading and writing skills and shapes attitudes toward these skills as children progress into elementary school. Conclusions An in-depth understanding of emergent literacy, along with early literacy concepts, is essential as it provides a theoretical foundation for sophisticated diagnoses in primary reading and writing classrooms and research. Moreover, it is closely linked to educational practice and raises numerous research questions that require further exploration. This concept can help inform effective, targeted interventions and policies for schools and communities.

Welfare Service Providers’ Narratives of Digital Literacies Among Vulnerable Youths in Norway

AbstractThe rapid digital transformation of society has intensified the need to develop general digital competence in the population, as it has become an essential requirement for participating in education, civil society, and the workforce. Digital competence has also become vital for benefiting from digitalized welfare services in rapidly digitalized societies such as Norway. Though the majority of citizens benefit from the increased accessibility and effectivity of the public sector as the result of digitalization, some life situations increase vulnerabilities in accessing welfare services. In this paper, we explore how the welfare service providers of youths not in education, employment, or training narrate the digital literacy of this group of youths. Drawing from an ecological and intersectional perspective on socio-digital inequalities, this paper operates under the premise that these service providers bear the responsibility of disrupting the cycle of socio-digital inequalities that youths might experience. This paper presents the results of a qualitative study conducted through seven individual and group interviews and two workshops with 20 welfare service providers. The findings shed light on how welfare service providers navigate the uncertainty surrounding the concept of digital literacy which is further challenged by the absence of guidelines—a lack that may inadvertently lead to new forms of exclusion and invisibility among youths.

LETRAMENTO LITERÁRIO: AS OBRAS MARANHENSES NA FORMAÇÃO DO ALUNO-LEITOR

This article addresses literary literacy in basic education in Brazil, specifically in the 3rd grade of high school and the formation of the literary reader through the teaching of reading from Maranhão works. The conceptions of literary literacy from Cosson (2014) and Candido (1998, 2004) are analyzed, as well as its procedures and its relevance to the teaching of reading and the literary formation of students. The concept of literary reader is addressed, in addition to clarifying how the formation of the student reader takes place, highlighting what distinguishes a reader in training from a literary reader. The use of Maranhão works in the school environment in the state of Maranhão is discussed due to the National Common Curricular Base (BNCC) and in the Maranhão Territorial Curriculum Document - DCTM (2018), in addition to highlighting how these works play a fundamental role in the formation of the reader from the construction of a sense of belonging. It is concluded that the study of the use of Maranhão works for the formation of the student reader serves as an instrument of literary preservation, playing a fundamental role in the conception of national consciousness and in the maintenance of written culture.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

How Do Scholars Conceptualize and Conduct Health and Digital Health Literacy Research? Survey of Federally Funded Scholars.

The concept of health literacy (HL) is constantly evolving, and social determinants of health (SDoH) have been receiving considerable attention in public health scholarship. Since a 1-size-fits-all approach for HL fails to account for multiple contextual factors and as a result poses challenges in improving literacy levels, there is a need to develop a deeper understanding of the current state of HL and digital health literacy (DHL) research. This study examined scholars' conceptualization and scope of work focused on HL and DHL. Using a search string, investigators (N=2042) focusing on HL, DHL, or both were identified from the grantee websites of the National Institutes of Health RePORTER (RePORT Expenditures and Results) and the Canadian Institutes of Health Research. The investigators were emailed a survey via Qualtrics. Survey questions examined the focus of work; whether the investigators studied HL/DHL in combination with other SDoH; the frameworks, definitions, and approaches used; and research settings. We analyzed survey data using SPSS Statistics version 28 and descriptive analysis, including frequencies and percentages, was conducted. Chi-square tests were performed to explore the association between the focus of work, settings, and age groups included in the investigators' research. A total of 193 (9.5%) of 2042 investigators responded to the online survey. Most investigators (76/153, 49.7%) were from public health, 83/193 (43%) reported their research focused on HL alone, 46/193 (23.8%) mentioned DHL, and 64/193 (33.2%) mentioned both. The majority (133/153, 86.9%) studied HL/DHL in combination with other SDoH, 106/135 (78.5%) conducted HL/DHL work in a community setting, and 100/156 (64.1%) reported not using any specific definition to guide their work. Digital tools (89/135, 65.9%), plain-language materials (82/135, 60.7%), and visual guides (56/135, 41.5%) were the top 3 approaches used. Most worked with adults (131/139, 94.2%) and all races and ethnicities (47/121, 38.8%). HL and DHL research largely considered SDoH. Multiple HL tools and approaches were used that support the examination and improvement of literacy and communication surrounding health care issues.

음악교육에서의 AI 리터러시 역량 요소 탐색

This study examines the direction of AI literacy education in music education in the context where the concept of AI literacy is being discussed and the necessity of AI education is being emphasized. To this end, the conceptual meaning and competency elements of AI literacy were reviewed through literature analysis on AI literacy, and the AI literacy competency elements required for music education were derived. The AI literacy competencies in music education were proposed as follows: first, expanding musical perspective and insight through understanding AI, second, expressive and communicative ability through AI, third, creative and convergent media utilization through AI learning experience, and fourth, AI ethics competency that can responsibly and ethically utilize AI tools in various music activities. The AI literacy competency elements suggest directions on what content and level should be focused on when including AI in music classes, and the significance of this study can be found in that it provided basic data for understanding the essential 'AI literacy’ technology and its contents required in music education.

Digital Banking Adoption and Financial Inclusion in Vietnam: A Multi-Dimensional Analysis of User Perceptions and Socioeconomic Factors

This study investigates the factors influencing digital banking adoption intention and its impact on perceived financial inclusion. By integrating the Technology Acceptance Model with trust theories and digital literacy concepts, we develop a comprehensive framework to understand the complex relationships among these variables. The research employs a mixed-method approach, combining structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to analyze survey data from 587 respondents. Results from SEM reveal that perceived usefulness, perceived ease of use, institutional trust, technological trust, and social influence significantly affect digital banking adoption intention, which in turn positively influences perceived financial inclusion. Digital literacy moderates the relationships between perceived ease of use and adoption intention, as well as between technological trust and adoption intention. The fsQCA results complement these findings by identifying multiple configurations leading to high adoption intention and perceived financial inclusion, highlighting the equifinal nature of these relationships. This study contributes to the literature by providing a nuanced understanding of digital banking adoption and its link to financial inclusion, offering valuable insights for policymakers and financial institutions. The findings underscore the importance of enhancing perceived usefulness, ease of use, trust, and digital literacy to promote digital banking adoption and, consequently, financial inclusion.

An update on the concept and importance of health literacy in young people

Abstract The burden of non-communicable diseases is a growing public health crisis that requires immediate action. As health literacy (HL) has been strongly linked with health behaviours and health outcomes, it has many potential implications for health care and health education. Although recent research has emphasised the importance of developing HL early in life, much of the research has focused on understanding and improving HL in adult populations. As young people socialise in different contexts and are exposed to different health-related situations, they require different HL competencies. As part of a wider project, this study aims to gather the perceptions of international academics and community-based practitioners on the concept and importance of HL in and for young people. Specifically, the study aims to (i) explore current understandings of the concept of HL in young people; (ii) examine the importance of HL for young people; (iii) identify those at risk of having low levels of HL; and (iv) determine the specific health behaviours that young people are currently struggling with. A stakeholder mapping exercise was used to recruit academic and community-based practitioners to take part in a one-to-one interview (n = 29). Reflexive thematic analysis was used to analyse the data. The preliminary findings suggest that HL is a very broad yet individualised concept that is critical to develop at an early age given the difficulty young people face in adopting healthy behaviours in their social and physical environment. Furthermore, the participants highlighted that minority groups, such as members of the travelling community and refugees, and those from low socioeconomic populations, are at greatest risk of low HL. Finally, the health issues that appeared to be of most concern in young people were vaping, social media use and poor mental health. These findings can be used to inform appropriate interventions and policies to target the HL of young people. Key messages • Health literacy is a very, yet individualised, concept that is critical to develop given the difficulty young people face in adopting healthy behaviours in their social and physical environment. • Minority groups, such as members of the travelling community, refugees, and those from low socioeconomic populations are at greatest risk of low levels of health literacy.

Validity and reliability of a physical literacy knowledge, attitudes, self-efficacy and behaviors questionnaire for early childhood educators (PLKASB-ECE): An exploratory factor analysis.

Nurturing physical literacy in young children offers a unique opportunity to address global physical inactivity trend. Early childhood education and care (ECEC) environments, with their extensive reach into this age group, and early childhood educators, through their daily interactions with children, are strategically positioned to influence children's physical literacy development. However, enhancing educators' ability to foster physical literacy requires valid and reliable assessment tools to measure holistic physical literacy constructs (i.e., cognitive, affective, behavioral) to assess the impact of physical literacy educational interventions. The purpose of this study was to develop a holistic digital tool to measure physical literacy knowledge, attitudes, self-efficacy, and behaviors of early childhood educators (PLKASB-ECE) for both their professional teaching context as well as the educator's own personal physical literacy behaviours. This study was conducted in two phases. Phase 1 involved item generation and content validation. Phase 2 employed a cross-sectional validation study design to assess the psychometric properties of the PLKASB-ECE tool. Based on a literature review an initial 19-item instrument was developed that subsequently underwent three rounds of expert content validation. Six additional items were added, resulting in a final 25-item self-report measure with a readability score equivalent to an 8th grade reading level (Flesch-Kincaid Grade Level: 8.7). This included 1 global rating item, 2 qualitative response items, 7 knowledge items, and 15 items addressing physical literacy attitudes, self-efficacy and behaviors using a 7-point Likert response scale. The PLKASB-ECE tool was administered to 470 educators in Alberta, Canada between 2019 to 2022. The 15 items were subjected to exploratory factor analysis and resulted in a five-factor scale with one item not loading. The five-factor scale held with the final 14 items with loadings ranging from 0.481 to 0.886, Cronbach's alpha ranging from 0.70 to 0.82, with ordinal omega ranging from 0.72 to 0.82. Usability, as assessed by completion time, was 8.15 minutes. These findings demonstrate good indices of reliability and validity for the PLKASB-ECE tool. This tool will be valuable as a research outcome measure for assessing educational interventions aimed at enhancing educators' understanding, confidence, and strategies for fostering holistic concepts of physical literacy in young children within ECECs.

3.D. Round table: Improving equity in health: Understanding and responding to health literacy as a social determinant

Abstract Evidence of a social gradient in health literacy has been found in all reported national population surveys in Europe. This workshop will examine the explanations for this social gradient and explore ways to optimise the contribution that health literacy makes in mediating the causes and effects of established social determinants of health. This will include consideration of practical approaches to improving health literacy in socially disadvantaged populations as a contribution to reducing health inequities within and across European countries. The workshop will explore the concept of critical health literacy and the potential to improve public awareness of and capacity to act on the wider social determinants of health. It will also draw upon existing evidence from interventions that demonstrate the feasibility of improving health literacy among higher-risk and diverse populations. This will include consideration of approaches to improving frontline professional skills and support; approaches to organizational and systems health literacy, working directly with people to develop critical skills in accessing, understanding and applying health information; and ensuring that in public health policy, priority is proportionate to need - reaching and engaging the population groups disproportionately affected by low health literacy. Recognising that research remains underdeveloped and the effects of interventions on health inequity are largely untested, the workshop will also consider where the most important research gaps exist and where future health literacy research should be prioritised. The workshop chair will provide introductory and summary remarks to the workshop. The co-chair will manage the panel discussion and audience participation in the workshop. The individual panel members will make 3-minute introductions to key issues from different perspectives examining the mediating and moderating role of health literacy in addressing the social determinants of health. The panel is made up of individuals from academic and policy roles and at different career stages who can offer complementary perspectives on these issues. Following the presentations, the co-chair will present some follow-up questions to the panel before engaging directly with the workshop participants for an open discussion scheduled to last for 30 minutes of the workshop. Key messages • Improving health literacy is not a panacea for entrenched inequities in health but can help moderate the impact on health of other social determinants and provide an important practical response. • Public health policy and practice intended to improve health literacy should prioritise reaching and engaging the population groups disproportionately affected by low health literacy. Speakers/Panelists Gill Rowlands Newcastle University, Newcastle, UK Stephan Van den Broucke Université Catholique de Louvain, Louvain-la-Neuve, Belgium Ana Rita Pedro NOVA National School of Public Health, Lisbon, Portugal Christina Dietscher Austrian Ministry of Health, Vienna, Austria Susie Sykes London South Bank University, London, UK

5.B. Round table: Improving digital health literacy in the era of generative artificial intelligence

Abstract Improved access to generative Artificial Intelligence (AI) platforms and technologies has prompted greater awareness of their potential application in health communication. This workshop will examine this potential alongside the practical challenges and risks of using generative AI in health communication in the broader context of the European Union AI Act. The workshop will explore the implications for the concept of digital health literacy in ways that reduce or mitigate existing digital health inequities across and within Europe. Chatbots and conversational AI platforms such as ChatGPT have opened opportunities for people to find, understand and use health information in significantly different ways. Public health professionals are already using these technologies to simplify health and medical information and to make it available in different languages. AI assisted technologies are also being used to create interactive and engaging learning experiences that provide the public with real-time feedback and insights about their health as well as prompting and reinforcing actions they can take to improve health. These developments have fundamental implications for our understanding of digital health literacy and the methods we use to support people in optimising the potential benefits of AI. Different communities in Europe vary considerably in their - access to digital technology, - skills to discriminate the accuracy and reliability of information, and - trust and responsiveness to what digital technologies have to offer. Building these fundamental digital health literacy skills is a critical priority if we are to ensure that all people benefit equitably from the potential offered by AI. Those of us engaged in improving health literacy have an important role to play in influencing the future direction of AI in health communication, including and especially by engaging in research and development activities that build evidence of effectiveness and support the development of digital health literacy skills in parallel with the expansion of access to AI-assisted digital technologies. The workshop chairs will provide introductory and summary remarks, moderate the panel discussion, and facilitate audience participation in the workshop. The individual panel members will make 3-minute introductions to key issues from different perspectives on the emerging practical applications of generative AI in health communication as well as the implications for strategies to improve digital health literacy in different population groups. The panel is made up of individuals in different roles and at different career stages who can offer complementary perspectives on these issues. Following the presentations, the co-chair will present some follow-up questions to the Panel before engaging directly with the workshop attendees for an open but structured discussion scheduled to last for 30 minutes of the Workshop. Key messages • We will examine how generative artificial intelligence has opened new both new opportunities and risks in the ways people find, understand and use health information. • We will consider how we can optimise the benefits of generative AI in a way that is equitable through the development of digital health literacy within and between communities in Europe. Speakers/panelists Catherine Jenkins London South Bank University, London, UK Diane Levin-Zamir Tel Aviv University, Tel Aviv, Israel Christopher Le Inland Norway University of Applied Sciences, Innlandet, Norway Miguel Telo de Arriaga Direção-Geral da Saúde, Lisbon, Portugal

How to measure the general Environmental Health Literacy

Abstract Background Many environmental factors, both natural or man-made, are associated with health risks. To make informed decisions about these potential risks, certain skills and competencies are necessary. The concept of Environmental Health Literacy (EHL) which integrates aspects of Science Literacy, Health Literacy and Environmental Literacy encompasse these competencies. To assess to what extent individuals or groups are environmental health literate, a general Environmental Health Literacy Scale is necessary. To the best of our knowledge, there is no validated instrument to measure general EHL. Methods Two phases of scale construction were conducted: 1) Item development with deductive methods which includes a literature review and assessment of existing scales resulting in two suitable studies for scale construction. Included items were translated to German language. 2) Scale development with pre-testing of items followed by applying potential items (n = 38) to a sample of of 454 students. Internal consistency (Cronbach’s alpha), Kaiser-Meyer-Olkin Criterion (KMO), Bartlett’s test, Velicer’s minimum average partial (MAP) test for number of underlying factors and Exploratory Factor Analysis using Principal Component Analysis with oblimin rotation and stepwise item reduction were assessed. Results Velicer’s MAP identified 3 factors, Cronbach’s alpha = .92, KMO = .92, Bartlett’s Test revealed significant correlation. Seven items were removed from the scale due to low factor loadings (< .3). Factor 1 (access) explains 18% of variance, factor 2 (knowledge) 12% and factor 3 (reflection) 10%, respectively. Overall, the model explains 40% of variance. Model fit represented by RMSEA index = .05. Conclusions A new general EHL scale has been developed and proven to be suitable for a students sample. This marks the first step towards a validated tool for multiple purposes. Cultural adaptation as well as multiple language validations are in process. Key messages • The process towards a general Environmental Health Scale has started. • The development of a validated EHL scale will improve understanding on whether the general population or subgroups are able to gain, understand and act upon information regarding environmental health.

Health Literacy Levels of Vocational School of Health Services Students and Related Factors

Introduction: The concept of health literacy requires individuals to have basic health knowledge in order to use health services correctly and effectively, and this is very important. Considering that research in the field of health literacy in our country is not yet at a sufficient level, it was aimed to determine the level of the concept of health literacy, which is gaining importance, among students of vocational schools of health services and related factors. Methods: The research is a descriptive cross-sectional type, and the population of the research consists of students studying at vocational schools of health services at Izmir Tinaztepe University, Ege University, Pamukkale University and Bolu Abant Izzet Baysal University. Individual Introduction Form and Health Literacy Scale were used as data collection forms. Results: 1370 students participated in the research. The average age of the students is 20.29±2.86 years, 78.5% are female and 21.5% are male. It was determined that 24.6% of the students smoked and 22.4% consumed alcohol. The proportion of students participating in the research who read books frequently is only 31.4%. It was determined that 46.7% of the students in the research group knew the concept of health literacy. It was determined that the average score of the students in the research group on the health literacy scale was 110.24±12.22. In addition, it was determined that the average of the subscales, the access to information dimension, was 21.93±2.96, the average of the information understanding dimension was 31.17±3.58, the average of the evaluation/evaluation dimension was 35.40±4.57, and the average of the application/use dimension was 21.74±3.13. According to the findings of the research, it was determined that there was a statistically significant difference between the health literacy scale scores of the students according to their gender, family structure and literacy level, income level, smoking status, book reading frequency and general health status (p

Teachers' perceptions of critical thinking and mathematical literacy in main school PISA 2022 regional survey Yogyakarta, Indonesia

To form critical citizens, integrating critical thinking into the school curriculum is a must. Critical thinking is considered a vital skill that can help students tackle problems effectively, improve academic achievement and develop rational thinking. However, there is no agreement among teachers on the definition of this concept or the best way to train students to apply it, especially at the basic education level. Therefore, through a qualitative research approach, this study aims to uncover the views of junior secondary school teachers in the PISA 2022 Main Survey in Yogyakarta, Indonesia, regarding the concept of critical thinking and Mathematical Literacy. Six teachers working in the three schools that were the subject of this survey were interviewed using a semi-structured interview method. Through thematic analysis, this study sought to identify, analyze and report the main findings from the interviews. The results showed that the teachers recognized the importance of reasoning mapping, group discussions and active learning as practices that promote critical thinking and mathematical literacy among students. Although they had previously been exposed to these concepts through project-based learning and 'Philosophy for Kids', they indicated the need for further support through peer learning and the implementation of the 'Philosophy for Kids'.

Meta AI literacy scale: Further validation and development of a short version

The concept of AI literacy, its promotion, and measurement are important topics as they prepare society for the steadily advancing spread of AI technology. The first purpose of the current study is to advance the measurement of AI literacy by collecting evidence regarding the validity of the Meta AI Literacy Scale (MAILS) by Carolus and colleagues published in 2023: a self-assessment instrument for AI literacy and additional psychological competencies conducive for the use of AI. For this purpose, we first formulated the intended measurement purposes of the MAILS. In a second step, we derived empirically testable axioms and subaxioms from the purposes. We tested them in several already published and newly collected data sets. The results are presented in the form of three different empirical studies. We found overall evidence for the validity of the MAILS with some unexpected findings that require further research. We discuss the results for each study individually and also together. Also, avenues for future research are discussed. The study's second purpose is to develop a short version (10 items) of the original instrument (34 items). It was possible to find a selection of ten items that represent the factors of the MAILS and show a good model fit when tested with confirmatory factor analysis. Further research will be needed to validate the short scale. This paper advances the knowledge about the validity and provides a short measure for AI literacy. However, more research will be necessary to further our understanding of the relationships between AI literacy and other constructs.

An Integrative and Interdisciplinary Assessment of Environmental, Ecological and Eco-Literacy

This study, aiming to address environmental, ecological, and eco-literacy within the paradigms of multiple intelligences or multiple literacies on a relational-contextual level and with a comprehensive interdisciplinary approach, reveals a problematic situation concerning the insufficient adoption of these literacies in educational environments. The aim of this research is to contribute to the development of the above mentioned literacies, create social awareness for their widespread implementation in educational environments, and facilitate sustainable development and pedagogical well being. The study deals with a critical discourse analysis concerning the historical background of these concepts in the literature, relying on a plethora of data obtained from the literature. The methodology of the study conducted in line with this purpose includes a combination of mixed, theoretical, conceptual, documentary, phenomenological, and qualitative methods based on complementary and interdisciplinary assessments. These methodological postulates envision an integrated approach to addressing the concepts of environmental literacy, ecological literacy, and eco-literacy.