The rapid growth of digital information resources has transformed academic libraries, making digital literacy a critical factor in developing information literacy competency among users.This study examines the influence of digital literacy on information literacy competency among users of the University of Agricultural Sciences (UAS), Bangalore.A descriptive survey method was employed, and data were collected from 216 respondents, including undergraduate students, postgraduate students, research scholars, and faculty members, using a structured questionnaire.The findings reveal that smartphones and laptops are the most preferred devices for accessing digital information, with a majority of users accessing resources from hostel/home and multiple locations.The study indicates a high level of basic digital literacy and information literacy among respondents; however, deficiencies were observed in advanced skills such as the use of academic databases, reference management tools, and formulation of effective search strategies.The results further demonstrate a strong positive influence of digital literacy on information literacy competency, research productivity, and academic performance.Lack of training, limited awareness of databases, and poor internet connectivity emerged as major challenges.The study concludes that enhancing digital literacy through continuous library-led training programmes and improved infrastructure is essential for strengthening information literacy competency among agricultural university library users.

Systemic immune-inflammation index (SII) and Prognostic nutritional index (PNI) are emerging inflammation-related indicators that have previously been linked to prognosis of cancer patients, but the results have been inconsistent. This meta-analysis aims to review and report the latest data regarding the prognostic value of the SII and PNI in cancer patients treated with immune checkpoint inhibitors (ICIs). We searched the relevant literature in PubMed, Cochrane Library, and Embase databases from inception to February 15, 2026. Meta-analyses were performed for overall survival (OS) and progression-free survival (PFS) to assess the prognostic role of SII and PNI in cancer patients treated with ICIs. The pooled OS and PFS were estimated using hazard ratios (HR) with 95% confidence intervals (95% CI) by the random-effects model. Subgroup analysis was also conducted to investigate the correlation between indicators and study features. A total of 27 studies comprising 4000 patients treated with ICIs were included in this meta-analysis. In terms of the results based on multivariate analysis, the pooled results revealed that high SII level was an unfavorable predictor for OS (HR = 2.42, 95% CI = 1.88-3.10) and PFS (HR = 1.99, 95% CI = 1.36-2.90). In addition, lower level of PNI was correlated with worse OS (HR = 2.28, 95% CI = 1.68-3.08), as well as PFS (HR = 1.84, 95% CI = 1.56-2.17). Furthermore, subgroup analysis was conducted, and we found similar conclusions. Our findings support SII and PNI as promising biomarkers for adequately studied cancer types, but extending them to all malignancies requires prospective validation in less-studied cancers.

Twenty-first-century skills-such as critical thinking, problem solving, leadership, digital literacy, and innovation-are among the core competencies required for future health managers to function effectively within the complex and technology-driven structure of modern healthcare systems. The purpose of this study was to determine the 21st-century skill levels of undergraduate Health Management students in Türkiye and to examine whether these skills significantly differ according to demographic (gender, age, year of study) and academic (academic achievement and accreditation status) variables. This study employed a cross-sectional descriptive design. Data were collected via an online survey from 565 undergraduate Health Management students across Türkiye. The Multidimensional 21st Century Skills Scale, consisting of five subdimensions, was used as the data collection instrument. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), and multiple regression analysis were performed to analyze the data. A significance level of p < .05 was adopted. The overall 21st-century skill levels of the students were found to be above average. The highest mean scores were observed in the Career Consciousness and Information and Technology Literacy dimensions, whereas the lowest means were obtained in the Entrepreneurship and Innovation and Critical Thinking and Problem Solving subdimensions. Regarding gender, a significant difference was found only in the Career Consciousness dimension in favor of female students (p < .05). In general, increases in age and year of study were associated with higher 21st-century skill levels. Academic achievement produced significant differences particularly in Information and Technology Literacy and Critical Thinking skills. While no significant differences were found regarding the official accreditation status of universities, students' perceived accreditation revealed significant differences in certain skill dimensions. Multiple regression analysis indicated that age and perceived accreditation were significant predictors of overall 21st-century skills. Health Management students demonstrated strong profiles in career awareness and digital competencies, yet showed areas for development in critical thinking, innovation, and leadership. The findings suggest the importance of revising Health Management curricula in alignment with 21st-century skills, expanding experiential and project-based learning opportunities, and designing educational strategies that foster students' innovation and entrepreneurship capacities.

Mizo society is experiencing a transformation as it transitions from historically rooted communal structures to a digital framework. This evolution has changed the methods of interaction, moving from physical, face-to-face communication to mediated digital environments. Historically, public information was managed by the Tlangau—a village crier whose role served as the primary node for broadcasting public decrees and community warnings. Other established channels for interaction included spontaneous interpersonal interaction, cooperative working, communal labour, voluntary group social work (hnatlang), and the custom of evening courting (nula rim), all of which functioned through physical presence and localized contact. Emergence of information technology has caused a generational gap in accessing information in Mizo society as the older generation often faces digital exclusion in the 21st century. This Grey Digital Divide refers to the gap or differences in ICT skills, hardware or software access, and information literacy among the elderly. This research article examines the technical and psychological barriers encountered by Mizo elders attempting to navigate 21st-century information networks. The paper argues that the evolution of connectivity should not necessitate a total replacement of tradition, but rather an improvement and development that enhance communication in the society. By grounding "digital wings" in the "traditional roots" of the Mizo community, the society can foster an inclusive digital environment that ensures elders remain connected to the information age without losing their cultural anchor.

The article examines the interrelation between ensuring state information sovereignty and information resilience. State information sovereignty reflects the capacity of a state to define independently and implement policies in the field of information relations, to shape the national information space, to ensure the protection of information resources, and to counter external and internal information-related threats. National information resilience has a complex nature and reflects two interrelated components – the state and societal dimensions. State information resilience is primarily characterized by the stability of institutions, their capacity to function effectively under conditions of information pressure, as well as their ability to timely detect and neutralize threats to national security in the information sphere. In contrast, societal information resilience encompasses other equally significant aspects, including the preservation of national identity, the development of critical thinking, the ability to counter emerging challenges and threats, an adequate level of trust in public institutions, as well as active citizen participation in decision-making processes and in addressing socially significant issues. The interaction of these components forms a holistic model of national information resilience, within which the institutional capacity of the state is complemented by social cohesion and the informational literacy of society, collectively ensuring an appropriate level of implementation of state information sovereignty. In particular, ensuring a sufficient level of information resilience is a necessary precondition for the realization of information sovereignty, as without the ability to counter destructive information influences, maintain the integrity of the information space, and guarantee the continuity of information processes, the state loses its capacity to effectively exercise control and autonomous regulation in this domain. At the same time, information sovereignty serves as the institutional and legal foundation for the formation and maintenance of information resilience, defining its boundaries, implementation mechanisms, and instruments for protecting the national information space.

BackgroundThe rapid expansion of generative artificial intelligence (GenAI) systems such as ChatGPT, Google Gemini, and Claude is transforming how individuals access and interpret health information. While these tools enhance accessibility and engagement, they also introduce risks related to misinformation, hallucination, and automation bias, raising concerns about how users evaluate and act on AI-generated advice.ObjectiveThis study examines the psychological and cognitive determinants influencing whether individuals follow or verify AI-generated health advice, focusing on the roles of eHealth literacy, cognitive load, and technology self-efficacy within the context of Saudi Arabia’s digital health transformation.MethodsA cross-sectional online survey was conducted among 487 Saudi adults with prior experience using GenAI for health-related purposes. Validated instruments, including the eHealth Literacy Scale (eHEALS), Cognitive Load Scale, and Computer and Information Technology Self-Efficacy Scale, were employed. Structural Equation Modeling (SEM) was used to test direct, mediating, and moderating relationships.ResultsVerification intention was positively predicted by eHealth literacy (β = 0.36, p <0.001) and technology self-efficacy (β = 0.25, p <0.001), while both reduced reliance on unverified AI advice. Cognitive load increased following behavior (β = 0.29, p <0.001) and reduced verification (β = –0.27, p <0.001). Cognitive load partially mediated the relationship between eHealth literacy and verification, while technology self-efficacy mitigated the negative impact of cognitive load. The model explained 56% of the variance in verification and 44% in following intentions.ConclusioneHealth literacy and technology self-efficacy support critical evaluation of AI-generated health information, whereas cognitive load acts as a barrier to informed decision-making. These findings highlight the need for user-centered AI design strategies—such as simplified outputs and verification prompts—and targeted literacy initiatives to promote safe and effective use of AI in healthcare.

ABSTRACT This study represents a comprehensive bibliometric analysis of research publications on digital competency in the field of library and information science (LIS) from 2001 to 2024, with specific attention to the transformations posed by the COVID-19 pandemic. Based on 207 documents indexed by Scopus databases, the study applies a clearly defined search strategy and bibliometric tools, including VOSviewer, Excel, and Bibliometrix ® to identify trends, keyword patterns and occurrences, influential publications, active institutions, top journals, and collaborative networks. The findings show a significant publication spike in 2021, accompanying global shifts toward digital education and library services during the pandemic. The final analysis highlights the dominance of wealthy nations in research output, underscoring the need for equitable participation and embedded policy interventions to support digital library progression in lower-income countries. Additionally, the study has mapped the emergence of new research themes, including AI integration, digital equity, and health literacy in library contexts. Despite equity goals, the results show that open access remains underutilized in core LIS journals. Our set of samples shows that OA-published papers receive higher average citations. We translate these trends into actionable strategies for library leaders and funders to prioritize OA mandates, cross-country seed grants, and targeting upskilling in AI-health information literacy to reduce gaps and accelerated inclusion. These conclusions support the formulation of inclusive strategies to improve and enhance digital competency across global library systems and advocate for accelerating open-access dissemination to bridge the digital divide.

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

ABSTRACT This study fills in significant voids in knowledge on how Nigeria’s Library and Information Science (LIS) education can adapt to technological disruptions and systematic inequalities. This adaption will affect sustainable development, digital inclusion, and young employability in Africa’s most populous country. Although current research on African LIS education mainly concentrates on South Africa and Kenya, Nigeria’s situation is understudied. Previous studies lack a strong theoretical basis in innovation diffusion and human capital systems models. The study examines how inclusive pedagogies and ICT are incorporated into Nigerian LIS curricula, analyses faculty preparedness for technology-driven teaching, and suggests ways to match programs with global standards while meeting local needs. Combining quantitative analysis of 15 accredited LIS programs (2018–2023) using a 25-item Digital Competency Index (DCI) and faculty surveys (n = 150) with qualitative case studies of the University of Nigeria, Nsukka, Bayero University, Kano, supplemented by interviews with 30 stakeholders, a sequential mixed-methods approach anchored in Rogers’s Diffusion of Innovations Theory and Becker’s Human Capital Theory, the study exposes a clear digital divide: rural universities scored 47% lower on ICT infrastructure (IIF = 2.1/5) than urban counterparts, while only 32% of programs teach linked data compared to 85% stressing outdated cataloguing. Though 29 million people in Nigeria have disabilities, just 18% of courses cover disability-inclusive methods. With 63% of professors noting perceived complexity (82%) and low trialability (67%), faculty unpreparedness became apparent as a significant challenge for teaching artificial intelligence applications. However, UNN’s 2021 curriculum overhaul, which combined IBM collaborations with Media and Information Literacy competencies, increased graduate employment rates from 58% to 79% (p < .001), proving the transforming power of strategic reforms. These results highlight the need to match LIS education with Nigeria’s digital economy ambitions using curriculum decolonisation, faculty upskilling, and ICT expenditure. The study offers concrete policies for legislators to advance Sustainable Development Goal 4 and Nigeria’s National Digital Economy Policy, emphasising infrastructural improvements, inclusive pedagogy, and industry engagement.

Rural teachers face persistent professional development challenges stemming from geographic isolation, limited training resources, and scarce peer collaboration opportunities. This paper presents an intelligent diagnostic system that integrates vision-language model (VLM) capabilities with adaptive learning path optimization to deliver personalized, context-aware development support for rural educators. We first construct a four-dimensional competency model encompassing pedagogical content knowledge, practical teaching skills, information and digital literacy, and rural contextual adaptability, with weights determined via the Analytic Hierarchy Process. A multimodal feature fusion diagnostic model employing cross-modal attention mechanisms jointly reasons over classroom video, teaching design texts, artifacts, and supplementary data streams, while a gated fusion strategy ensures robustness under missing-modality conditions common in rural settings. An Actor-Critic reinforcement learning algorithm generates adaptive learning paths by optimizing a composite reward function that balances competency improvement, resource accessibility, and temporal feasibility constraints. Experiments on a dataset of 386 rural teachers from 47 schools across five provinces, with competency ground truth established through structured expert panel ratings, suggest that the proposed VLM-Fusion model attains an F1-score of 84.9% (mean ± 0.6% across five runs) and a Spearman rank correlation of 0.918 in competency diagnosis, comparing favorably against unimodal and conventional fusion baselines. A 12-week quasi-experimental field study (rather than a long-term randomized controlled design) with 96 teachers further indicates that the adaptive path recommendation is associated with a mean competency improvement of 23.7%, exceeding expert-curated (14.2%) and self-directed (8.9%) conditions, while narrowing within-group competency variance over time. We wish to flag upfront that these improvement figures were derived using the same multimodal diagnostic pipeline that generated the personalized recommendations, not an entirely independent assessment procedure; readers should therefore treat the numerical magnitude with appropriate caution, as we discuss at length in the Limitations.

This study investigated the relationship between health information-seeking behavior (HISB), digital health literacy, and fear of COVID-19 among Greek nursing staff during the pandemic. Utilizing a cross-sectional design grounded in Wilson's Model of Information-Seeking Behavior, a structured questionnaire was administered to 120 licensed professionals at a regional general hospital. The primary objective was to examine how informational needs and literacy levels correlated with psychological responses, specifically the fear of the virus. Results indicated that nursing staff were highly motivated to seek information regarding COVID-19 treatments and patient protocols. Younger and less experienced staff favored official sources, such as journals and formal training. While overall levels of fear of COVID-19 were generally low, significant variations emerged based on demographics; male staff and those aged over 51 reported higher anxiety. Furthermore, fear of COVID-19 was found to be negatively correlated with satisfaction with available information. These findings emphasized the necessity of empowering digital health literacy and tailoring informational resources to mitigate fear and enhance professional preparedness during public health crises.

Computer and information literacy in the production of education

ABSTRACT Systematic reviews are among the most methodologically demanding research processes graduate students undertake. Academic librarians are not always positioned with the training, resources, or faculty partnerships needed to support this work effectively at the point of need. This article describes the creation of an ordered sequence of thirteen instructional units designed to provide STEM graduate students with structured, foundational guidance throughout the systematic review process. Library support is frequently perceived as supplementary rather than essential, resulting in students engaging with research guidance too late in the process. Drawing on existing competencies in research instruction and information literacy, these units offer students meaningful, accessible support while enabling science faculty to integrate research guidance without increasing their workload. A secondary goal was to create a structure allowing for iterative development, enabling a librarian new to systematic review support to provide meaningful guidance while continuing to build expertise, expand capacity, and grow alongside an evolving instructional series.

Educators would benefit from developing course material that increases understanding of generative artificial intelligence (AI). General-purpose large language models (LLMs) popular among students often handle citations incorrectly. These LLMs produce fabricated references referred to as hallucinations and often cite even real citations erroneously. These citation hallucinations and errors offer an opportunity to correct mistakes, understand reference interpretation, and learn appropriate source type usage. Here we repurpose generative AI errors as examples for teaching the rigorous citation of primary and secondary sources in scientific writing. The designed exercise simultaneously achieves learning objectives with regard to AI and information literacy. Seeing the factual errors in writing and citation usage firsthand demonstrates a key weakness in generative AI. Also, our exercise gives students a structure in which to practice appropriate source type usage. The errors produced by generative AI provide opportunities to practice and improve scientific writing skills. Our article proposes a conceptual framework within which to implement this approach in the classroom.

Yucong Lao’s doctoral dissertation in the field of Information Studies, “Youth Meeting GenAI: Young people's media and information literacy practices in the information ecosystem shaped by generative artificial intelligence”, was examined on December 19, 2025, at the University of Oulu’s Faculty of Humanities. Professor Denise Agosto (Rutgers University, USA) served as the opponent, with Professor Noora Hirvonen (University of Oulu) as the custodian. The dissertation is published in University of Oulu’s publication archive OuluREPO at https://urn.fi/URN:NBN:fi:oulu-202511196795.

Despite the increasing pedagogical value of graphic novel adaptations of classic literary works, there is limited research investigating their availability in university libraries, especially in non-English-speaking countries. This study explores the presence of graphic novel adaptations of canonical literature in university libraries across Istanbul, Turkey. Using a qualitative document analysis method, library catalogs from 13 major public and private universities were systematically examined. Data were collected through keyword searches (e.g., graphic novel, graphic novel adaptation) and analyzed based on physical and electronic availability, format diversity, and author/title frequency. The findings reveal a significant scarcity of such adaptations in academic collections. While some institutions, such as Boğaziçi University, hold a modest range of adaptations (e.g., Macbeth, A Midsummer Night’s Dream), most university libraries lack even the most widely adapted classics (e.g., Jane Eyre, Frankenstein, Crime and Punishment). The findings indicate that graphic novel adaptations are limited in academic library collections. Only three of the thirteen universities surveyed held canonical graphic novel adaptations: Boğaziçi University (13 titles), Galatasaray University (3 titles), and İstanbul University (2 titles). This limited availability can restrict students’ access to multimodal reading experiences and potentially hinders the development of visual literacy and critical reading skills. Moreover, the high price of imported graphic novels makes access even more difficult. The study highlights the need for inclusive collection development policies that reflect contemporary literacy practices. It contributes to the growing discourse on equitable access to alternative literary formats and offers implications for educators, librarians, and policymakers aiming to enhance multimodal literacy through academic resources.

ObjectiveThis study aimed to investigate the influence of physical activity on reading literacy in children aged 9–10 years and to examine the mediating role of executive function.MethodsA cross-sectional study design was adopted, involving 293 children aged 9–10 years (Valid sample size: 282). Physical activity levels were assessed using the Physical Activity Questionnaire for Children (PAQ-C). Reading literacy (literary and informational texts) was evaluated using the PIRLS 2021 assessment. Core components of executive function—inhibitory control (Flanker task), working memory (1-back task), and cognitive flexibility (Trail Making Test, TMT)—were measured using experimental paradigms. The mediation effect was tested using the Bootstrap method with 5,000 resamples.ResultsThe gender distribution of the sample was balanced. For parental education, the highest proportion of parents held high school or vocational college degrees, and the majority of household incomes were concentrated in the middle-income bracket. The mean physical activity score for children was 2.97 ± 0.76, indicating a moderate-to-low level. Girls significantly outperformed boys in both literary (17.26 ± 4.84 vs. 16.27 ± 4.55) and informational (15.37 ± 4.63 vs. 14.13 ± 5.51) reading literacy. No significant gender differences were observed in any executive function subcomponents: inhibitory control (142.74 ± 81.53), working memory (1040.43 ± 86.10), or cognitive flexibility (93.99 ± 30.73). Additionally, parental education level and household income had significant effects on children’s physical activity, reading literacy, and executive function. Pearson correlation analysis revealed that physical activity was positively correlated with both literary (r = 0.341) and informational (r = 0.319) reading literacy, indicating weak positive correlations. Physical activity showed significant negatively correlated with all executive function subcomponents (inhibitory control: r =-0.457; working memory: r = -0.431; cognitive flexibility: r = -0.393), suggesting weak-to-moderate negative correlations. Both types of reading literacy were negatively correlated with all executive function subcomponents. (∣r∣= ranging from 0.293 to 0.457), also representing weak-to-moderate associations. The structural equation model indicated that the total effect of physical activity on reading literacy was 0.160, the direct effect was 0.093, and the indirect effect mediated by executive function was 0.070, accounting for 43% of the total effect.Conclusions(1) Children’s physical activity level is positively correlated with reading literacy and can serve as a significant predictor of reading proficiency; (2) Executive function partially mediates the association between physical activity and reading literacy.

BackgroundChronic disease management increasingly relies on digital health information. Traditional adoption models conceptualize adoption as an individual decision determined by cognitive evaluations. However, in contemporary platform environments, health information exposure and interaction are shaped by algorithmic curation and platform governance. Understanding how patients with chronic disease engage with these platform-mediated spaces requires examining adoption as an ongoing process rather than a discrete outcome. Such process-oriented understanding remains limited.ObjectiveThis study aims to construct a theoretical model that captures the dynamic, processual nature of health information adoption among patients with chronic disease in platform-mediated environments, with particular attention to the reciprocal interactions between patient practices and platform structures.MethodsThis study used grounded theory methodology and conducted in-depth semistructured interviews with 32 patients with chronic disease in Chengdu, Sichuan, China, from December 2023 to July 2025. Participants included individuals with various chronic conditions such as hypertension, rhinitis, lumbar disc herniation, urticaria, and other persistent health conditions requiring sustained self-management. The sample was diverse in age, gender, and educational background. Theoretical sampling was used across 3 stages to ensure diversity and category saturation. Data were systematically analyzed through 3 levels of coding: open coding generated 22 categories, axial coding organized these into 7 major categories, and selective coding integrated these into 3 core categories. Particular attention was paid to how patients interpreted, evaluated, and integrated digital health information through continuous interaction with platform technologies and governance structures.ResultsAnalysis identified 3 core categories of health information adoption—adoption propensity, platform context, and intervening conditions—which were integrated into a process model. Adoption Propensity comprises 3 interconnected layers, including motivational (disease learning, information verification, and comfort seeking), behavioral (information seeking, analysis, keeping, and adoption), and attitudinal (cognitive, emotional, and contextual resonance). Platform Context includes both information context (information content, information format, and information source) and institutional context (platform technology, platform characteristics, and platform governance). Intervening Conditions consist of individual circumstances (foundational characteristics, information literacy, and illness experience) and environmental conditions (emergency situations, policy changes, and social relationships). The analysis further revealed a cyclical co-construction process, in which patient behaviors and platform environments continuously shape each other through reciprocal interactions.ConclusionsThis study proposes a theoretical model that explores how the interaction between digital platforms and patients influences health information adoption. By adopting an interpretive approach and introducing the patient-platform coconstruction perspective, this research extends existing health information behavior theories to account for platform-era dynamics. The model highlights the crucial role of platforms in structuring patients’ ongoing health information practices, providing insights for the design, governance, and optimization of digital health platforms to better support chronic disease self-management.

Mapping Library and Information Science Literature on Google Books: Insights from a Text Mining Analysis

ABSTRACT This study investigated whether ICT-focused professional development workshops delivered through professional learning communities (PLCs) improved Ghanaian K–12 teachers’ digital competencies and intention to use technology. Sixty-seven in-service teachers completed surveys covering five domains: device and software operations, information and data literacy, communication and collaboration, digital content creation and safety. Results showed statistically significant gains across all domains, except for one item in information and data literacy. Effect sizes ranged from small to moderately large, suggesting meaningful practical improvement. Teachers reported stronger skills in using digital tools, evaluating information, creating digital resources, collaborating online and practising safe, responsible technology use. The workshops also increased teachers’ willingness to integrate digital tools into classroom practice. No significant gender differences were found, but the less experienced reported higher post-training scores in communication and collaboration and safety. The findings support PLC-based ICT training as an effective, context-sensitive approach to strengthening teachers’ digital readiness.