I. ABSTRACT Nexora is a smart academic management platform designed to simplify academic activities within educational institutions. The system provides a centralized environment where faculty can manage subjects, assignments, study materials, and attendance through a structured dashboard. It allows teachers to upload learning resources, create assignments, and maintain student records in an organized digital format. Students can access academic information easily, helping them stay updated with their coursework. By integrating these features into one platform, Nexora reduces manual effort and improves the management of academic data.

Working memory training (WMT) is widely used to enhance cognitive task performance, yet traditional delivery poses challenges for sustained implementation; computerised working memory training (CWMT) provides a scalable digital format with standardised delivery and integrated monitoring and feedback. We conducted the first meta-analysis integrating behavioural and neuroimaging evidence to quantify the behavioural effects and neural correlates of CWMT, drawing on 45 neuroimaging studies. Multivariate meta-analysis indicated a moderate benefit of CWMT relative to controls (Hedges' g = 0.503, 95% CI [0.363-0.642]). Seed-based d mapping (SDM) identified training-related decreases in activation in the left angular gyrus (L-AG), bilateral superior frontal gyrus (SFG), right inferior parietal lobule (R-IPL), left cerebellum, and right middle frontal gyrus (R-MFG), a pattern compatible with reduced recruitment following training. Moderator analyses showed significant effects of task type, training compliance, total training dose, and age, but not cognitive status and sex. Moreover, CWMT-induced brain activation changes were associated with behavioural improvements, and significant co-activation was observed among the brain regions identified in the overall analysis. Together, these findings provide convergent evidence that CWMT is associated with improved cognitive task performance and reproducible modulation of task-related activation, supporting its relevance as a scalable digital approach to cognitive health.

To evaluate whether QR (Quick Response) code-linked digital patient information leaflets (PILs) improve documentation of shared decision making (SDM) and patient experience in elective hip and knee replacement clinics. A two-cycle quality improvement project (completed audit loop) comparing preintervention and postintervention outcomes. Elective orthopaedic clinics in a UK district general hospital (secondary care). Patients listed for elective hip or knee replacement during two 6-week periods (25 in cycle 1; 43 in cycle 2). Patients with incomplete records or not assessed face-to-face were excluded. Introduction of QR code-linked digital PILs between audit cycles, provided at clinic appointments. The resource included procedure information, anaesthetic options, recovery expectations and links to translation services. Primary outcomes were documentation rates of PIL provision and key SDM domains in line with NICE NG157 (National Institute for Health and Care Excellence Guidance) and GIRFT (Getting it Right First Time) standards. Secondary outcomes were patient-reported measures of clarity, usability, accessibility and preference, obtained through an anonymous Likert-scale survey. Documentation that a PIL had been offered increased from 7% (hip) and 9% (knee) in cycle 1 to 24% and 36% in cycle 2. Documentation of patient understanding rose from 79% to 90%, and recovery expectations from ≤9% to 36%. Survey results showed 100% of respondents found the digital information clear, 86% preferred it over paper and 71% reported greater engagement with the digital format. QR code-linked digital PILs improved documentation, engagement and accessibility in elective orthopaedic clinics. This low-cost, scalable intervention supports national guidance on SDM, aligns with NHS (National Health Service) Green Plan sustainability goals and has potential for spread to other surgical pathways.

This study investigates the effectiveness of analogue and digital reading interventions in heterogeneous primary school classes, examining how student characteristics influence intervention outcomes. Using data from 15 third-grade classes participating in the «Digital Equity» project, we implemented collaborative, student-centred reading interventions in both analogue and digital formats. The study employed a quasi-experimental pre-post design with multilevel modeling and recursive partitioning to identify differential intervention effects. Results reveal that intervention effectiveness varies significantly across student subgroups. While conventional analyses showed only marginal effects, algorithm-based subgroup analyses identified that highly motivated girls benefited significantly from analogue interventions. Digital interventions showed no positive effects, and surprisingly, frequent digital media users responded negatively to digital reading formats. These findings challenge assumptions about universal classroom interventions and digital learning, suggesting the need for more targeted, differentiated approaches to reading instruction that account for individual student characteristics.

The article provides a comprehensive theoretical and methodological analysis of the correlation between the concepts of “digital (electronic) evidence” and the “digital (electronic) form of evidence” in criminal procedural proof. It is stated that, in the context of the digitalization of criminal proceedings, doctrine and law enforcement practice continue to lack unity in understanding the procedural nature of evidentiary information recorded in the electronic environment, which leads to the identification of evidence with the technical form of its fixation. It is substantiated that so-called digital (electronic) evidence does not constitute an independent ontological category of evidence, and that factual data recorded in digital form, by their procedural nature, remain testimonies, documents, material evidence, or expert opinions, depending on the manner of their obtaining and consolidation. It is proved that the digital (electronic) form of evidence is a technical and legal method of fixation, preservation, and reproduction of evidentiary information, which correlates with traditional written, oral, and material forms and does not alter the legal essence of evidence. The main features of the digital form are identified, in particular the possibility of multiple copying, dependence on technical means, increased risks of modification, and the specifics of ensuring the authenticity and integrity of data, which necessitate special procedural and forensic safeguards. It is shown that a clear delimitation of the concepts of “evidence” and “form of evidence” is of fundamental importance for resolving issues of admissibility and evaluation of evidence, exercising judicial control, ensuring the rights of the defense, and the correct qualification of procedural violations related to the obtaining and fixation of digital information. It is concluded that precisely the delimitation of the relevant concepts, rather than the declarative introduction of new types of evidence, constitutes a necessary methodological prerequisite for the formation of uniform standards of criminal procedural proof in the context of the digital transformation of criminal justice.

Accuracy of digital vs. manual cephalometric tracing: A systematic review.

The evolution of publishing has moved from print to digital formats and now to continuous publication. For the Oncology Nursing Forum (Forum), this means that, except for this print issue to coincide with Oncology Nursing Soc.

Photo-initiated droplet digital recombinase polymerase amplification coupled with invasive reactions enables ultra-fast antimicrobial susceptibility testing.

The move towards digitalisation of education calls for the refinement of traditionally trusted theoretical frameworks like topic-specific pedagogical content knowledge (TSPCK) as digital-TSPCK for teaching and learning digitally. The current paper reports on the development of a rubric for measuring the quality of teachers’ digital-TSPCK in purposefully self-built instructional videos for asynchronous science lessons. Thirty self-created digital instructional videos on Chemical Equilibrium were analysed. The videos were collected from a sample that comprised fourth-year Chemistry pre-service teachers (n = 22) and expert Chemistry education teacher educators (n = 8). An in-depth qualitative analysis of the videos for digital-TSPCK was employed with digital-TSPCK Maps used as a visualisation tool. Sixty-one digital-TSPCK episodes were identified with emerging distinct patterns that informed the criteria of three quality categories (basic, proficient and exemplary), each of which reflected increasing levels of sophistication. The assignment of numerical values to these categories produced ordinal scores that were converted to interval scores for the determination of reliability and validity of the rubric using the Rasch model analysis. The findings revealed complex interactions, within and across the different constructs that constitute the digital-TSPCK framework providing nucleus points for identifying varying depth in teachers’ explanations of content in digital formats. These findings have implications for structuring teacher development programmes and evaluating their impact on teaching and learning of science digitally. The recommendations highlight specific cross-construct interactions of digital-TSPCK framework to be emphasised in initial teacher education for creating learner-centred conceptual explanations in science topics.

The article presents a comprehensive analysis of the historical development and current state of science communication in Japan. It examines key stages in the evolution of this type of communication – from the postwar “Public Understanding of Science and Technology” model, which focused on fostering citizen understanding and support for science and technology, to more modern dialogic and interactive approaches that involve active public participation in the discussion of scientific and technological issues, known as the “Public Engagement in Science and Technology Model”. Particular attention is paid to the influence of government policy, cultural traditions, and major social crises, particularly the 2011 Fukushima Daiichi nuclear power plant accident, which marked a turning point in rethinking the role of science in society and sparked a surge in bottom-up initiatives. Key institutional initiatives are examined, such as the creation of the Japan Science Foundation, the launch of Science and Technology Week, the opening of the Miraikan Museum, the Science Agora forum, and the development of science café. It shows how Japan, while maintaining respect for scientific expertise and traditional values, is gradually integrating elements of open dialogue, digital formats, and civic participation into its scientific communication system. The Japanese experience is viewed as the unique example of a harmonious combination of high technology, government regulation, and cultural specificity, making it relevant for other countries, including Russia, striving for sustainable and trusting interactions between science and society in the face of modern challenges.

The article examines the pedagogical potential of the “flipped classroom” technology in developing the professional competence of future biology teachers. The relevance of the study is determined by the transition of modern education toward digital formats, the expansion of blended learning, and the growing requirements for the quality of teacher training. Under conditions of digitalization, the need to develop a comprehensive set of competencies among future biology teachers increases significantly, including subject knowledge, methodological skills, digital literacy, and research abilities. The flipped classroom approach is considered as an innovative tool enabling an effective combination of independent study of theoretical materials with active practical work in the classroom. The purpose of the research is to substantiate the effectiveness of the flipped classroom technology in forming professional competencies of future biology teachers and to analyze the dynamics of changes in students’ learning activities. The methodological framework includes an experimental study involving biology students, as well as methods of pedagogical observation, diagnostic testing, questionnaires, and comparative analysis. The findings indicate a significant increase in all types of professional competencies among students in the experimental group compared to the control group. A marked improvement was observed in students’ independence, research activity, ability to formulate questions, participation in discussions, and the use of digital tools. The data demonstrate that the flipped classroom model transforms the nature of learning activities, stimulating the development of critical thinking, reflection, and practice-oriented skills. The practical significance of the study lies in the development of a competence model for future biology teachers adapted to the flipped classroom environment, as well as methodological recommendations for its implementation in higher pedagogical education. The results can be applied in teacher training programs, academic courses, digital platforms, and professional development institutions.

This study examined how preferences for face-to-face, video, written, AI-chatbot, and AI-avatar consultations in the context of primary care vary between routine and emotionally sensitive contexts, how attachment orientations and trust in the diagnosis contribute to these preferences, and whether distinct user preference profiles can be identified.In an online survey of 934 German adults, participants rated the appropriateness of five formats across routine and emotionally sensitive contexts. Predictors included trust in the diagnosis, attachment anxiety and attachment avoidance, perceived efficiency, gender, and technical resources. Multilevel models and cluster analysis were applied.Face-to-face was preferred for sensitive consultations, while video and written formats were acceptable for routine tasks. AI formats were less accepted overall but judged more appropriate when trust in the diagnosis was high. Trust in the diagnosis strongly supported acceptance of AI formats, while perceived efficiency was positively associated with higher acceptance of video and AI formats . Other predictors had minor effects. Three user preference profiles emerged: face-to-face-oriented, digital without AI-oriented, and broadly digital & AI-oriented.Format-dependent trust in the diagnosis outweighed efficiency in predicting acceptance (especially for AI), and attachment orientations offer an interpersonal perspective on these patterns. Digital formats can support routine care, but sensitive consultations require face-to-face contact. Trust in the diagnosis is important for AI acceptance, while attachment orientation helps to interpret interpersonal differences. Patient needs are heterogeneous; services should provide transparent, efficient, and flexible options without replacing face-to-face care.

This study aims to develop ethnophotography-based Natural and Social Sciences (IPAS) teaching materials that are valid, practical, and effective in enhancing the cultural literacy of elementary school students. The development process employed a modified Borg & Gall R&D model through stages of needs analysis, data collection, product design, expert validation, revision, limited trials, and effectiveness testing. The research was conducted with teachers and fifth-grade students at Tegal Besar Public Elementary School, East Ogan Komering Ulu Regency. Data were obtained through observations, interviews, questionnaires, and documentation, and analyzed using descriptive quantitative and qualitative methods. The results show that the developed teaching materials achieved a high level of validity with an average expert score of 94.3%. They were also found to be highly practical based on positive responses from teachers and students. Effectiveness testing demonstrated improvement in students’ cultural literacy with an N-gain score of 0.82 (high category). The interactive digital format supports student engagement and strengthens understanding of the sociocultural context of their local environment. Therefore, the ethnophotography-based teaching materials are feasible for instructional use and contribute to contextual learning aligned with the Independent Curriculum.

The contemporary media landscape is marked by a tendency to accept the market-driven practices of planned obsolescence, where questions of sufficiency and excess permeate the realms of media industry practices. While this is entering the broader discussion on media sustainability, inadequate attention has been given to these phenomena in the film heritage field.As content libraries expand, the need for larger and more efficient data centres challenges the limits of storage, archiving, and accessibility. Many countries throughout Europe have witnessed the construction of cutting-edge film storage vaults and preservation centres, but the rising volume of digital content and the induced built-in redundancy of digital formats gradually replacing carrier-based collections have necessitated a heightened focus on digitization, such as digital preservation standards and access for both analog and digital-born film materials.Our proposal aims to take a critical approach to the digital preservation infrastructure of film heritage. Is digital preservation a reliable answer, ‘enough’ sustainable in environmental and moral terms, closely linked to economic growth and resource exploitation principles? How can a democratic, inclusive approach to moving image preservation be reconciled with the current audio-visual production hypertrophy? Will economic dynamics face the risk of exposing the most fragile assets and heritage to disappearance?

Postpartum hemorrhage (PPH) remains the leading cause of maternal mortality globally, including in Indonesia, where it accounts for 30.3% of maternal deaths. While PPH often occurs suddenly, its risk can be predicted at the time of hospital admission through systematic screening. However, the effectiveness of such screening depends on healthcare worker compliance, which can be hindered by administrative burdens. This study aims to evaluate the effectiveness of implementing a digital-based PPH admission screening tool in improving staff compliance and reducing PPH incidence at Muhammadiyah Gresik Hospital. Using an action research methodology under the Plan-Do-Study-Act (PDSA) framework, the study was conducted in two cycles. Cycle 1 employed a manual (paper-based) screening form, while Cycle 2 introduced a fully digital format. The study population included all maternity patients admitted during the intervention periods, with total sampling applied. Data were collected through direct observation, medical record audits, and hospital quality reports, and analyzed descriptively by comparing compliance and PPH rates across cycles. The findings indicate that the transition to a digital format significantly increased staff compliance from 89% in Cycle 1 to 100% in Cycle 2. Importantly, this improvement in compliance was directly associated with a reduction in PPH incidence from 3% at baseline to 1% post-digital intervention. The study concludes that digital-based admission screening serves as a crucial cognitive aid for strengthening risk management and advancing toward the zero-preventable-harm patient safety target.

Digital ecotourism campaigns increasingly influence how tourists and local communities perceive and respond to environmental concerns in fragile destinations. The present study examined the economic cost-effectiveness of digital ecotourism campaigns in promoting environmental awareness across Kerala’s backwater destinations. A quantitative cross-sectional design was adopted, and primary data were collected from 200 respondents selected from four major backwater locations in Kerala. The questionnaire measured campaign exposure, social media engagement, and environmental awareness using 5-point Likert-type items. The data were coded and analysed using EDUSTAT. Descriptive statistics summarised the study variables. An independent samples t-test assessed differences in awareness between high-exposure and low/no exposure groups. Pearson correlation and simple linear regression examined the relationship between engagement and awareness. Campaign-wise awareness uplift and unit cost indicators were used to interpret cost-effectiveness across digital formats. The results indicated significantly higher environmental awareness among respondents with high campaign exposure and a strong positive association between engagement and awareness. Cost-effectiveness patterns suggested that low-cost, high-engagement digital formats yielded better awareness returns per rupee spent than higher-cost, low-engagement placements. The study highlighted the value of engagement-centred digital strategies for environmentally responsible backwater tourism

The role of the teacher is currently being transformed from the traditional model as a carrier and translator of knowledge to a new digital format. This happens under the influence of algorithmization of the educational environment and artificial intelligence technologies. New professional competencies are required. The purpose of the study was to identify the imperative of humanistic teacher competencies that would be able to harmonize AI technologies and the anthropological essence of human education. The gap between the development of AI and the conservativeness of professional standards of pedagogical activity is revealed. The risk of dehumanization of the educational process and loss of subjectivity of participants in the educational process is growing. It is proved that the teacher’s competencies are a sociocultural imperative, but not an optional task. This is a space of human development that prevents the school from degenerating into a technical pipeline devoid of meaning, dialogue and humanism.

The study examines the evolution of classification approaches to other documents as evidence in Russian criminal procedural doctrine. The aim of the study is to analyze the historical development of classification cri-teria for documentary evidence. Three historical stages in the development of classification criteria are identi-fied: the classical period (formal-legal criterion of officiality), the functional period (criteria of subject composi-tion and functional purpose), and the technological period (criteria of information recording methods with em-phasis on digital documents). It is emphasized that each new stage in the evolution of classification approach-es is determined by qualitative changes in the methods of creating and using documentary information in evi-dence. Particular attention is paid to the fact that the digitalization of criminal proceedings creates fundamental challenges for all existing classification approaches: it problematizes the criterion of officiality under conditions of automatic document generation by information systems, blurs the boundaries of functional categories when using hybrid digital documents, and calls into question the possibility of classification by fixation method in the context of digital format convergence. A concept of multi-level classification of other documents is proposed, combining traditional criteria with technological parameters of digital documents through a system of matrix description of documentary evidence. The necessity of introducing an additional classification criterion of tech-nological complexity in obtaining and verifying documents is substantiated, determining differentiated proce-dural requirements for ensuring their admissibility in the digital era.

The development of mobile-based Islamic learning applications has become a solution to support independent study at Dayah Aqil Al-Farisi, especially for santri and community members who are often unable to attend in-person study sessions due to daily activities. This application, built using the Flutter framework and Laravel as the backend, provides digital access to classical Islamic texts (kitab), prayers, Islamic jurisprudence (Fiqh), and the biography of the Prophet Muhammad SAW. The system utilizes an API architecture to enable seamless communication between the mobile app and the server, allowing users to access study materials anytime and anywhere via smartphones. The design and implementation process include requirement analysis, system modeling with Data Flow Diagrams (DFD), UI/UX design, and integration with a MySQL database. The application also features an admin panel for managing content such as kitab, news, prayers, and Fiqh materials. The result is a user-friendly platform that facilitates self-paced learning and helps preserve traditional Islamic education in a modern digital format. This study concludes that the mobile application effectively addresses attendance issues and enhances accessibility to Islamic teachings.

To systematically review the literature on the implementation and effectiveness of story-based interventions for youth with chronic conditions to improve health-related outcomes. The protocol for this review was registered with PROSPERO: CRD42024550328. A comprehensive search was conducted across PubMed, CINHAL, EMBASE, and Web of Science. Databases were searched from inception to June 2024. Studies were included if the intervention was story-based, the sample had a mean or median age between 11 and 25, and participants had a chronic condition. Studies were limited to quantitative and mixed methods. Three reviewers independently screened abstracts and full text for eligibility. Risk of bias was assessed using the Mixed Methods Appraisal Tool. Effect sizes were extracted or calculated. Reported qualitative findings were narratively synthesized. Of the 3,797 articles screened, 7 articles met the inclusion criteria. Considerable variation existed across studies in intervention goals, components, and outcomes assessed. Notable impacts were related to improvement in distress and depressive symptoms. Intervention strategies ranged from autobiographical writing to digital formats such as video narratives and online participatory community sites. Interventions demonstrated mixed impact in improving health-related outcomes with effect sizes ranging from -0.54 to 5.50. Story-based interventions focused on youth with chronic illness provide promising means to elicit relevant experiences and impact health outcomes. The knowledge base is in a formative stage and characterized by multicomponent interventions with research designs that do not support strong causal inference. Further research is warranted to replicate outcomes and understand active intervention components.