Child linear growth lags behind in rural areas compared to urban areas in least developed countries (LDCs). The extent to which household environments - digital, physical, and socioeconomic - are associated with this urban-rural gap remains unclear. We quantified how these household environments contribute to the urban-rural difference in linear growth among children. We pooled cross-sectional data from the demographic and health surveys conducted between 2015 and 2024 in seven LDCs. The analysis included children aged 0-59 months. Child linear growth was measured using the height-for-age Z-score (HAZ), computed from standard anthropometric measurements using the World Health Organization Child Growth Standards. We estimated the urban-rural difference in HAZ using hierarchical regression models and decomposed the mean gap into contributions from household digital, physical, and socioeconomic environments using Blinder-Oaxaca decomposition. The pooled sample included 59 219 children (28.0% urban and 72.0% rural). The urban-rural difference in HAZ decreased from -0.29 (95% confidence interval (CI) = -0.32, -0.27) to -0.02 (95% CI = -0.05, 0.01) after adjustment for demographic characteristics and household environments. Blinder-Oaxaca decomposition indicated that over 95% of the pooled urban-rural HAZ gap was explained by measured household characteristics. The largest contributions were from household wealth (richest vs. poorest percentage explained = 38.8%), maternal education (secondary or higher vs. none = 19.6%), digital access (17.4%), and daily maternal Internet use (10.2%). Physical-environment indicators were smaller and less consistent across countries, although improved sanitation contributed positively in the pooled analysis (percentage explained = 10.4%). The urban-rural disparity in child linear growth is largely explained by unequal distributions of socioeconomic, digital, and physical household resources.

Children's exposure to digital risks is increasing, highlighting the need for school-based digital safety education that promotes responsible and ethical use of technology. This article describes the development and application of a practical digital safety program for upper elementary students. The program includes structured teaching and learning plans, an educational video, and infographic-style slide materials ("card news") to support engagement. Pilot testing with sixty fifth-grade students indicated that the materials were acceptable and well-received, with moderate to high satisfaction reported. The program offers a feasible model for integrating digital safety education into school curricula, supporting educators in promoting safe digital practices and ethical awareness. The approach may help reduce disparities in access to practical digital literacy resources. These findings suggest that the program is a practical and implementable approach for elementary schools. Future work should examine program effectiveness and long-term outcomes.

The article substantiates the need to purposefully develop bachelor of education students’ (teachers’) skills for managing the e-learning educational process. The relevance of the study is determined by the expansion of teachers’ professional functions caused by the widespread use of digital platforms, synchronous and asynchronous learning formats, learning analytics, and artificial intelligence. A teacher is expected not only to use digital tools but also to design the learning structure, organize interactions, coordinate learners’ activities, monitor their progress, and adjust the educational process in a timely manner. The purpose of the article is to provide a theoretical justification for the development of these skills, clarify the meaning of educational process management in e-learning, and determine their structure. The study is theoretical and employs the analysis of scholarly literature, comparison, generalization, systematization, and abstraction. Educational process management in e-learning is a purposeful teacher activity aimed at designing, organizing, coordinating, monitoring, and adjusting learners’ activities in a digital environment. It is argued that this activity is not limited to the administration of a digital platform. It requires aligning learning objectives, content, digital resources, forms of interaction, assessment, and learner support. The structure of future teachers’ skills has been identified. It includes design and organizational skills, communication and coordination skills, monitoring and analytical skills, assessment and regulation skills, ethical and safety-related skills, and reflective skills. The interrelationship between these groups and their cyclical manifestation in teachers’ professional activity has been substantiated. The findings indicate that digital competence is a necessary but insufficient condition for effective e-learning management. The results may be used to update bachelor-level teacher education programs, develop diagnostic tools, and conduct further empirical research on the formation of the identified skills.

Sexual and gender minority (SGM) populations experience significant mental health disparities, yet continue to face persistent barriers to care. Mental Health America (MHA) provides free, web-based screening and self-guided resources to millions of visitors, including tens of thousands of SGM visitors each year. Digital mental health (DMH) can facilitate access to mental health resources; however, engagement remains a central challenge that limits effectiveness. MHA faces similar engagement challenges, with preliminary analyses indicating that most visitors exit the website without accessing substantive mental health content pages. The QT-Digital Mental Health Engagement study uses an iterative approach to develop and test strategies for improving engagement with DMH resources among SGM users. This study provides the rationale and protocol for an iterative series of microrandomized trials testing theory-based engagement strategies embedded within the web infrastructure of a real-world DMH platform. The primary aim is to evaluate whether delivering engagement strategies increases SGM visitors' naturalistic engagement with MHA resources. Eligible participants will be MHA visitors who complete the Patient Health Questionnaire-9 depression screening test in English and indicate on an optional postscreening survey that they live in the United States, are aged ≥14 years, and identify as LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other SGM populations). Participants will be randomized at 2 decision points embedded within the MHA Online Screening Program. At each decision point, participants will be randomized with equal probability (0.2) to receive no engagement strategy or an engagement strategy targeting 1 of 4 Health Action Process Approach behavioral determinants, including outcome expectancy, risk perception, self-efficacy, or SGM-specific barriers to engagement. The primary outcome will be proximal engagement with MHA content, operationalized at decision point 1 as click-through to a targeted Next Steps Content Page and at decision point 2 as click-through to any additional MHA content page. The primary analysis will estimate the marginal causal excursion effect of delivering any engagement strategy compared with the control. This study received funding from the National Institute of Mental Health in June 2023 (K01MH131795). The protocol was approved by the single institutional review board at the University of Washington on December 3, 2025 (STUDY00017726). Data collection began on March 12, 2026, and is projected to end in July 2026. As of April 13, 2026, a total of 3878 participants have been enrolled, with 52% (n=2004) of participants identifying as SGM visitors aged 14 to 17 years. This protocol describes an iterative series of microrandomized trials designed to test theory-based engagement strategies within a real-world DMH platform where disengagement can occur within seconds. Results will identify which strategies show promise for improving naturalistic engagement among MHA's SGM visitors and inform future refinement of engagement strategies and adaptive decision rules for optimizing engagement with DMH resources.

BackgroundThe use of social media platforms like YouTube has surged among patients and their families seeking medical information. Despite the widespread use of video content for health education, no previous study has systematically evaluated the quality of YouTube videos on dynamic spinal stabilization.MethodsA YouTube search using the keyword "dynamic stabilization" was conducted in December 2024. Thirty eligible videos were assessed independently by two neurosurgery specialists using the DISCERN scale. Video characteristics and content quality were analyzed using descriptive statistics, correlation analysis, and regression models.ResultsThe overall quality of the videos was low, with a mean DISCERN score of 39.15. A negative correlation was found between the number of views and DISCERN score (r = -0.28), while positive correlations were observed between DISCERN scores and video duration (r = 0.19), and between DISCERN-1 and DISCERN-2 scores (r = 0.957). Videos including: a medically trained speaker,explanation of dynamic stabilization differences,surgical procedure details, andpre/post-operative information scored significantly higher, with each factor contributing to an average increase of 7.09 points (p < 0.05). ConclusionMost YouTube videos on dynamic stabilization offer low-quality and potentially misleading information. Medically trained contributors consistently produce more reliable and informative content, yet such videos often receive less viewer engagement. Increasing the visibility and clarity of evidence-based content is essential to improve patient education through social media.

The rapid growth of digital technologies has transformed daily activities, health management, and social interaction. Older adults, however, continue to face challenges in adopting and using these tools due to limited previous exposure, age-related sensory or cognitive decline, and low digital confidence. In Brazil, internet access among adults aged 60 years or older has increased, yet digital exclusion persists, worsening health disparities. Mobile health (mHealth) apps offer a potential strategy to promote digital inclusion, strengthen digital competencies, and support healthy aging. Nonetheless, studies show that culturally adapted, multidisciplinary interventions for this group remain scarce and are rarely assessed through both quantitative and qualitative methods. This study aimed to evaluate the impact of a lifestyle mHealth app on improving digital skills, as well as to analyze the level of satisfaction and usability of the app. In this mixed methods study, a 14-week randomized clinical trial was conducted in Ribeirão Preto, São Paulo, Brazil. A total of 40 older adult women were randomized into an intervention group (n=21), who used the mobile app, and a control group (n=19). Digital competencies were measured before and after the intervention using a semistructured questionnaire based on the Modelo de Competências Digitais para M-learning com foco em idosos (MCDMSênior; Digital Competency Model for M-learning with a focus on older adults) framework, covering 6 domains-basic technology use, internet navigation, mobile app use, online research, digital communication, and usage of digital resources. Additionally, satisfaction with the educational content was evaluated using the suitability assessment of materials, and system usability was assessed using the System Usability Scale. Qualitative data were collected through semistructured, in-person interviews conducted immediately after the intervention with all intervention participants. Interviews explored perceptions of the app's usability, satisfaction with its content, barriers, and facilitators to engagement, and perceived changes in digital skills. All interviews were audio-recorded, transcribed, and analyzed thematically by 2 independent researchers using an inductive coding approach. Postintervention analyses revealed significant differences in specific digital competencies. The intervention group demonstrated a moderate improvement in internet navigation skills, while gains in basic technology use and digital communication were minimal. Conversely, the control group exhibited moderate improvement in basic technology skills and lower effects in online research and digital communication. Overall, satisfaction with the educational content was low, and usability was rated as average. Qualitative findings indicated that, although participants valued the clarity of navigation and cultural relevance, persistent age-related fears and insecurities in using digital technologies were reported. Participants highlighted the need for more personalized guidance, ongoing motivational support, and technical adjustments to improve usability and engagement. mHealth apps can effectively enhance certain digital competencies in older women, particularly internet navigation, but improvements in content suitability and usability are needed. Refinements in design and tailored support are essential to overcome age-related barriers and foster digital inclusion.

The flipped classroom model aims to shift foundational learning to pre-class activities and use class time for higher-order application, but its effectiveness depends on how the approach is locally implemented. This study examined the introduction of a new flipped radiology course for all third-year veterinary students at the University of Veterinary Medicine Vienna during the semester of 2024-2025. The course replaced the 15 traditional on-site teaching units with six structured online modules and two small-group workshops to prepare students for case-based application; it represented the first flipped classroom within a traditionally delivered, multidisciplinary curriculum. To evaluate changes in performance, pre- and post-assessment scores for describing and analyzing radiographs were compared using a paired-samples t-test. To evaluate how the format was experienced during its initial implementation, semi-structured interviews captured teachers' perspectives, and focus groups explored students' perceptions of learning, workload, motivation, and feedback. The mean scores of points were significantly different (p < .001), with the mean pre- to post-test score increasing by 2.9 points, from 6.5 to 9.5 out of 12. Overall, two teachers were against, one was neutral, and two were in favor of the new blended learning format. One teacher was undecided, with a viewpoint being somewhere between neutral and supportive. Eighteen students took part in the focus groups. Students appreciated the variety of digital resources but reported early-semester overload, limited feedback, and uncertainty about expectations. Notably, the observed increase in student motivation occurred within the same semester as learners became more familiar with the course structure and received clearer guidance. Although learning progress was measured and the flexible, active approach was valued, both teachers and students struggled with workload, orientation, and inconsistent engagement. Guided by motivation and change management principles, future iterations will streamline processes, reduce forums, add automated feedback, and allocate formal online teaching time.

The digital era has transformed environmental social movements by reshaping how environmental awareness is fostered, collective action is mobilized, and environmental issues are advocated through social media platforms. This study aims to analyze the development of scientific literature on the transformation of environmental social movements in social media using a bibliometric approach. The dataset consists of 298 Scopus-indexed articles published between 2015 and 2025, selected following the PRISMA 2020 guidelines. The data were analyzed using the Bibliometrix package through Biblioshiny in R to identify publication trends, the most relevant sources and authors, and the thematic structure of the field. The findings reveal a growing number of publications, indicating increasing scholarly interest in the relationship between social movements, social media, and environmental issues. Co-occurrence analysis shows that the literature is centered on the interconnected themes of social movement, social media, and climate change, supported by topics such as sustainability, environmental justice, citizenship, environmental policy, and collective action. The study demonstrates that the transformation of environmental social movements is reflected in the shift of issues toward climate change and sustainability, the emergence of digital network-based mobilization mechanisms, and the growing orientation of movements toward policy advocacy and environmental governance. These findings highlight the role of social media as a crucial infrastructure for collective identity formation, digital resource mobilization, and broader public participation in contemporary environmental social movements.

Mobile health (mHealth) interventions offer opportunities to improve access to safe, evidence-informed support for people affected by eating disorders (EDs). However, challenges remain around sustained engagement, inclusivity, and integration with care. The co-produced Eating Disorder Support App, developed by the Eating Disorder Health Integration Team (EDHIT) from Bristol Health Partners in the UK, aims to provide trusted, accessible information for individuals with lived experience, supporters, and healthcare professionals. This study examined user engagement, acceptability, and the perceived impact of the app on knowledge, confidence and support-seeking, while identifying opportunities for refinement. A mixed-methods evaluation was conducted using an online survey and follow-up semi-structured interviews. Sixteen participants (people with lived experience, supporters, and healthcare professionals) completed a survey assessing app use, usability, satisfaction, and perceived impact; four took part in qualitative interviews exploring experiences in depth. Quantitative data were analysed descriptively, and qualitative data were analysed using conventional qualitative content analysis. Within this sample, participants reported high satisfaction with the app's accessibility, clarity, and non-judgemental tone, with the majority (93.8%) rating its overall quality as good or excellent. Survey findings indicated perceived improvements in knowledge, confidence, and intentions to seek or support help-seeking. Qualitative content analysis produced four overarching categories, with ten subcategories, providing further insight into how the app functioned as a trusted, accessible adjunct to care, supporting understanding, reassurance, and emotional safety. Participants also highlighted areas for improvement, including the need for greater personalisation, expanded multimedia content, and clearer navigation to manage initial information load. Overall, findings highlighted the app's perceived value, while identifying opportunities to enhance engagement and inclusivity. This evaluation suggests that the Eating Disorder Support App may be an acceptable and useful digital resource that complements clinical care and supports self-management. Future evaluations should include larger and more diverse samples, longitudinal follow-up, and assessment of clinical outcomes to strengthen the understanding of impact. Continued co-production and lived-experience involvement are likely to enhance inclusivity, relevance, and sustained engagement in digital ED support tools.

To explore the characteristics of musicians with current or previous troubling musculoskeletal symptoms associated with musician self-limitation of activity (often referred to as playing-related musculoskeletal disorders (PRMSDs)), barriers and facilitators to PRMSD self-management, health needs and perspectives on digital health interventions (DHIs). The purpose of the study was to understand the unique needs of this population to effectively inform future DHIs to support this community. A mixed-methods study comprising an online survey and four online focus groups (2-3 participants per group). Survey data were analysed statistically, and focus group discussions were analysed thematically. Online survey and focus groups conducted via Zoom. UK-based musicians with current or previous PRMSDs. A total of 100 musicians participated in the survey study, and 10 musicians participated in the focus group study. Over a third (38%, n=38) of participants had experienced musculoskeletal symptoms that interfered with their ability to play at their usual level 0-2 times in the last 5 years, 24% (n=24) reported 3-5 episodes, and 38% (n=38) had experienced them more than five times. The majority of participants (67%, n=67) continued playing music while experiencing these symptoms. Several barriers to self-management were identified, including limited music-specific health education during training, financial and time constraints and insufficient accessible resources. Key facilitators and health needs included healthcare professionals who understood musicians' professional demands and performance pressures, personalised instrument-specific health support, peer support from fellow musicians and accessible digital resources including self-assessment tools, automated reminders, health tracking, motivational features, peer support forums and multimedia resources organised by condition or symptom stage. Addressing these needs could enable musicians to better manage their symptoms, maintain playing activity and make informed decisions about when and how to seek help. This study reveals unmet health needs in musicians and offers recommendations for designing DHIs that promote musicians' health and well-being. Key design recommendations include personalisation by instrument type, health tracking, peer support and consolidated multimedia resources. These findings can inform both intervention design and policy development to better support this population.

The WHO defines self-care as 'the ability of individuals, families and communities to promote health, prevent disease, maintain health and cope with illness and disability with or without the support of a healthcare provider', while self-care confidence refers to an individual's perceived ability to effectively engage in these activities. The interface between health and care professionals (HCPs) and the public is pivotal in promoting self-care behaviours, yet barriers such as health literacy deficits, professional constraints, misconceptions and disparities in self-care confidence persist. This study aimed to explore how self-care confidence, professional support and health literacy interact to influence self-care behaviours among UK adults. Cross-sectional online survey. Community-based national study of adults across primary care and community care settings in the UK. Community-dwelling UK adults aged 18 years and above, including HCPs, were recruited from June to September 2024 via social media, online research participant recruitment platforms and professional networks. Participants provided demographic information including age, gender, ethnicity, employment, education, disability status and UK region. Data collected from adults aged ≥18 residing in the UK able to complete an online questionnaire in English were included. Incomplete survey responses or duplicate entries were excluded. None (observational study). Primary outcome: self-reported confidence in maintaining a healthy lifestyle and managing common illnesses. accessibility to health information, health literacy (measured using the validated WHO Action Network on Measuring Population and Organizational Health Literacy instrument, HLS19-Q12), self-reported knowledge of National Health Service guidelines and receipt of professional encouragement to self-care. A total of 3255 community-dwelling UK adults (members of the general public) participated in the study. A subset of 227 participants self-identified as HCPs. Most respondents (88.5%) reported confidence in maintaining a healthy lifestyle; 91.9% felt confident managing common illnesses. Locating professional help when ill was perceived as easy (77.4%) but not evaluating treatment options (51.4% difficult/very diffcult) or mental health information accessibility (43.6% difficult/very difficult). Among HCPs, 94.7% endorsed the importance of self-care but cited patient reluctance to engage or take responsibility (64.8%), understanding (59.0%), time constraints (42.7%) and health literacy challenges (45.8%) as key barriers. In the general population, 68.6% found screening information accessible but 28.1% struggled with interpretation. Regression analyses revealed that older adults (65+) were significantly less confident in self-care with professional guidance (adjusted OR (aOR)=0.50 (0.33-0.74), p=0.001), whereas males (aOR=1.41 (1.23-1.62), p<0.001) and black/Asian British individuals (aORs=2.31 (1.66-3.21), 1.98 (1.51-2.61); p<0.001) reported higher confidence levels. This study highlights the complex relationship between professional guidance, self-care confidence and health literacy. While most individuals value and engage in self-care, critical disparities persist, particularly in health literacy and access to digital resources. Targeted interventions and strengthening the public-healthcare professional dialogue and interface will be crucial in advancing self-care as a sustainable pillar of healthcare policy and practice.

Health digital twins, computational models that integrate longitudinal data, simulation, and forecasting, are increasingly proposed as tools for chronic care management. However, most current implementations are expert oriented, prioritizing technical optimization and clinical prediction while offering limited support for patient understanding, engagement, or participation. This orientation is particularly misaligned with chronic care, which unfolds largely outside clinical settings and depends on patients’ daily decisions, social context, and sustained engagement over time. In this viewpoint, we argue for reframing digital twins as participatory systems that support shared sensemaking among patients, caregivers, and clinicians rather than functioning solely as directive, expert-facing tools. We propose a conceptual framework that positions participatory digital twins as boundary objects capable of bridging computational models, clinical reasoning, and lived experience. Within this framework, generative artificial intelligence serves as a translation and interaction layer, enabling plain-language dialogue, exploration of uncertainty, and “what-if” reasoning that allows users to interpret model outputs in relation to their own contexts, goals, and constraints. We outline key design principles for participatory digital twins, including visible uncertainty, negotiated rather than prescriptive care, mechanisms for incorporating patient context and social drivers of health, and governance structures that support accountability and recourse. At the same time, this approach depends on meaningful opportunities for participation; appropriate safeguards around generative interaction; and careful attention to privacy, consent, and uneven access to digital resources. By shifting the focus from optimization alone to understanding, interaction, and trust, participatory digital twins offer a pathway toward more equitable, human-centered, and sustainable models of artificial intelligence–enabled chronic care.

This study aims to propose gamification as an active methodology to strengthen digital competencies in teachers at the Babahoyo Educational Unit. Using a quantitative-descriptive approach, a survey was conducted with 15 purposefully selected teachers to diagnose the current use of playful techniques, knowledge about gamification, level of digital competencies, and the prevalence of traditional methodologies in their pedagogical practices. Results showed that most teachers still use traditional methodology (lectures, blackboard, posters), are unaware of gamification as a pedagogical strategy, and have significant limitations in mastering digital tools and educational platforms. In response to this diagnosis, a teacher training program is proposed, structured in four training units: institutional diagnosis, pedagogical foundation of gamification, gamified instructional design with digital tools (Kahoot, Genially, Quizizz, Wordwall, Educaplay), and implementation and evaluation of gamified strategies. Each unit includes pedagogical phases, participatory activities, digital resources, and formative assessment criteria. The proposal seeks to transform teaching practice through active methodologies that increase student motivation and develop digital competencies in both teachers and students. It is concluded that gamification, applied with a pedagogical approach and comprehensive training, represents a strategic tool to overcome the limitations of the traditional approach and innovate educational practice in technical contexts.

Psychotherapy is a crucial treatment for various mental health conditions, with its effectiveness supported by substantial evidence. This study aimed to evaluate the attitudes of psychiatrists and psychiatric trainees in Thailand toward psychotherapy, including its utilization, training preferences, barriers to access, and views on digital resources, to help guide future psychiatric training and practice in the country. The 190-item ATPsySEA questionnaire evaluated attitudes toward psychotherapy across four domains: general attitudes, evidence-based utilization, barriers to access, and future training or digital perspectives. Participants were recruited through convenience sampling strategy via email and official chat channels. A total of 74 mental health professionals in Thailand completed the survey, comprising 67 psychiatrists and 7 psychiatric trainees. Data was analyzed using descriptive statistics. Respondents generally held positive attitudes toward psychotherapy. No prominent differences in attitudes were observed across demographic or clinical practice characteristics. A majority (63.5%) viewed being a psychotherapist as integral to their professional identity. While time constraints were acknowledged, most (75.6%) incorporated psychotherapy into their practice, often combined with pharmacotherapy (72.9%). Cognitive Behavioral Therapy (CBT), supportive psychotherapy, and mindfulness-based psychotherapy were the most frequently utilized. Barriers to access included time constraints (45.9%), systemic limitations (24.3%), and perceived lack of skill (9.5%). Respondents expressed a strong interest in further training, particularly in CBT and basic therapeutic skills. Thai psychiatrists and trainees hold positive attitudes towards psychotherapy, but face barriers to its implementation such as limited clinical time. Despite these insights, the results are subject to selection and social desirability biases inherent in the recruitment method and self-reporting format, necessitating a cautious interpretation of the data. NA.

Reading is considered a cognitive process that goes beyond decoding; it also involves analysis and critical thinking. In this sense, a progressive decline in reading interest has been observed, which may be associated with pedagogical traditions that prioritize memorization and activities lacking meaningful content. This non-experimental, descriptive research employs a qualitative methodology and focuses on directly observing the characteristics of the subject of study. It unfolds in specific settings where strategies involving challenges, game dynamics, and digital resources are implemented using gamification. The results demonstrate the development of a cheerful outlook and a higher level of both participation and cognitive engagement. The process also revealed improvements in identifying main ideas, making inferences, and enhancing comprehension. The research concludes that gamification does not trivialize learning but rather enhances cognitive processes.

The present integrative umbrella review aims to provide a comprehensive overview of the evidence and practices related to mental health and career transitions in elite sport toward the implementation of service provision through digital interventions. Following PRIO guidelines, an extensive search across five databases (2015-2025) identified 52 eligible manuscripts (e.g., conceptual, review, and position studies). Data extraction focused on mental health, dual-career pathways, career transition challenges and needs, and identity-related issues among high-performance athletes. The findings revealed a strong consensus that athlete well-being is shaped by the dynamic interaction of mental health symptoms, sport-specific stressors, identity processes, and structural conditions across the athletic lifespan. Mental health vulnerabilities (e.g., anxiety, depression, disordered eating, and distress) were consistently reported, particularly during injury, deselection, and retirement. Dual-career engagement, diversified identities, and proactive career planning emerged as key protective factors, while stigma, limited literacy, and uneven access to psychological services remained persistent barriers. Five main thematic areas (Matrix 1) operationalized in ten higher-order intervention domains (e.g., Matrix 2, screening, monitoring, literacy, and others) and 14 potential online implementation strategies (Matrix 3) were identified. However, the evidence highlights fragmented implementation and a lack of scalable, cross-national tools to support athletes during and beyond their competitive careers. Therefore, a harmonized, evidence-based, multidimensional framework for the development and implementation of digital support resources has been proposed. This integrative review underscores the need for integrated, culturally sensitive, and digitally enabled support systems to promote sustainable transitions and long-term athlete well-being.

Digital teaching in midwifery education since 2021: A literature review of trends, technological advancements and challenges.

ABSTRACT This article examines Virtual Exchange (VE) as a pedagogical approach for fostering intercultural learning and plurilingual practices in higher education. Drawing on translingual practices and transnational pedagogy, it analyses four VE initiatives that demonstrate how multimodal and multilingual collaboration can support intercultural dialogue and interdisciplinary knowledge construction. The discussion highlights how task design can foster the mobilisation of diverse linguistic repertoires and digital resources for meaning-making across contexts. By situating VE within a critical framework of internationalisation at home, the article argues that well-designed virtual exchanges can create inclusive and transformative learning spaces and contribute to a plurilingual curriculum.

This study aims to systematically examine global research on digital human resource management (HRM) in healthcare using bibliometric analysis of 61 documents published between 1988 and 2024. This number reflects the emerging and highly specialized nature of digital HRM in healthcare research. VOSviewer software was utilized to map co-authorship networks and keyword co-occurrences and to generate overlay and density visualizations. A threshold-based approach was applied to identify key themes and research patterns across the literature. There has been significant publication growth, especially after 2018, with the United States, United Kingdom, and India emerging as the leading contributors. Results reveal four thematic clusters representing technological, organizational, demographic, and governance perspectives. These insights illuminate underexplored areas, such as leadership integration and equity, which are essential for guiding digital transformation in healthcare workforce management. Healthcare managers and policymakers should prioritize the strategic integration of digital HRM tools into system-level planning. Emphasis should be placed on aligning digital solutions with organizational leadership, workforce development, and public health goals, particularly in resource-constrained settings.

Purpose of the study: This study investigated the effects of integrating digital visual learning resources within an aestheticized educational environment on the development of aesthetic consciousness among undergraduate design and art students. The study also examined changes in cognitive, value-semantic, and activity-related dimensions of aesthetic development. Methodology: A quasi-experimental design was employed involving 63 undergraduate students enrolled in art and design programs. Data were collected using questionnaires, essays, and practical creative tasks. The intervention combined Ukrainian decorative art, project-based workshops, exhibition activities, reflective learning tasks, and technology-supported visual learning materials. Data were analyzed using Fisher’s angular transformation (φ*), Cohen’s h effect size, independent-samples t-tests, and exploratory ANCOVA. Main Findings: Students in the experimental group demonstrated significantly higher post-test outcomes than those in the control group across all assessed dimensions. High-level achievement increased in knowledge of Ukrainian culture (59.37%), knowledge of traditional wall painting (62.50%), value-semantic development (60.20%), and activity-related performance (40.60%). Exploratory ANCOVA confirmed significant group effects across all criteria (p &lt; 0.001). The findings indicate that integrating digital visual learning resources into an aestheticized educational environment was associated with enhanced aesthetic consciousness and creative engagement. Novelty/Originality of this study: This study proposes and empirically validates a culturally grounded educational model integrating aestheticized learning environments, Ukrainian decorative art, reflective practice, project-based learning, exhibition activities, and technology-supported visual resources. Unlike research focusing exclusively on digital technologies or aesthetic education, the study demonstrates that combining cultural heritage, creative practice, and structured learning experiences effectively enhances students’ aesthetic consciousness and creative engagement.