Learning Hub Research Articles

AI-Enhanced Learning Hub: Lesson Planning with Student Quizzes

Abstract--The KnowBridge project is a cutting-edge AI- driven educational platform designed to enhance instructor-student connections through technological automation of key aspects of the teaching and learning process. This system also to support syllabus management, test item bank creation and performance tracking during the process it also creates an integrated academic system. The core of the functionality is teachers uploading the syllabus into the image format. Using contemporary Optical Character Recognition (OCR) technology, the system extracts and classifies the text into a hierarchical taxonomy of how topics will be covered for the semester. This organised syllabus ensures synchronisation between teacher and student and between both, on the other, which in turn offers clarity and consistency. The moment a topic is wrapped up, the teacher confirms the topic as "completed" in the interface, and subsequently the AI generates a bespoke quiz on topics discussed. Quizzes assess the knowledge and feedback of students in real time, and the outcome is stored in a common database. Teachers are also furnished with the performant data, which enables them to further monitor the student's performance and to determine where the students need more attention. This automated evaluation system has the potential to accelerate the evaluation process besides supporting the decision-making through data-informed inputs to help develop more successful teaching strategies. Assignments generation for syllabus units in KnowBridge are in order to facilitate teaching with particular goals. Tasks automated via grading of objective questions reduce workload for teachers and offer timely feedback to students. KnowBridge, which by means of automation and analysis, builds an open, efficient, and participatory environment of learning. It allows teachers, who have access, ways to more effectively prepare and supervise the instruction, while also retaining the attention and interest of the students. At last, this site can facilitate teachers and students alike to focus their attention on the achievement of academic success. Keywords- Artificial Intelligence, OCR, MCQ Generation, Test Item Bank Creation

INNV-33. ADVANCING PRECISION TREATMENT FOR DIFFUSE MIDLINE GLIOMA: THE DMG LEARNING HUB INITIATIVE

Abstract Diffuse Midline Glioma (DMG) poses a significant challenge in neuro-oncology due to its heterogeneous presentation and limited therapeutic options. Clinical trials often serve as the primary avenue for treatment, yet families encounter numerous barriers in navigating and selecting appropriate trials. Health disparities, including disparities in medical literacy and access to specialized medical centers, further complicate decision-making processes. Existing registries lack comprehensive data integration, focusing on isolated perspectives of either research or clinical data, neglecting the holistic patient profile. Evaluation of treatment endpoints beyond Progression-Free Survival (PFS) and Overall Survival (OS) remain inconsistent, despite being a priority for families. The DMG Learning Hub emerges as a transformative platform designed to empower families by offering informed options and guidance while fostering a collaborative environment where patient families actively contribute to shaping the landscape of clinical trials. Leveraging AI-assisted matching, the platform assists families in navigating the complex decision-making process surrounding clinical trial participation. The inclusion of a patient-reported outcome journal feature enables families to track vital information such as symptom changes and supplement usage, with autonomy over the timing of shared data. Using real-time data sharing facilitates invaluable insights for researchers, bridging gaps that would otherwise be overlooked and enriching the collective understanding of DMG. Harmonizing molecular, imaging, and clinical data within the platform equips care teams with comprehensive, near-real-time information crucial for personalized treatment strategies. This integrated approach not only supports the inclusion of n-of-1 arms in current trials but also extends therapeutic opportunities to patients previously ineligible for studies due to specific disease markers or progression patterns. The DMG Learning Hub represents a significant stride towards precision oncology by synergizing patient-centric priorities with cutting-edge technology, integrating harmonized data, and fostering collaborative efforts, the initiative heralds a promising era of personalized treatment for DMG and beyond the neuro-oncology community.

The Learning Hub – Empowering Remote Rural Communities across India through Blended Learning

This case study explores The Learning Hub, an initiative of the Aga Khan Foundation (AKF), which hosts, among many other learning assets, a three-strand learning programme to enhance the quality of life in rural India through innovative blended learning strategies. The programme, delivered by the Aga Khan Rural Support Programme India (AKRSPI), addresses critical issues such as water sanitation, sustainable agriculture, and governance by delivering courses through a combination of video-based online content and in-person facilitation. The study provides a brief analysis of AKF's blended learning approach, and its impact on community resilience, economic development, and social equity.

Lived Experiences and Support Needs of Students with Disabilities: A Phenomenological Approach to Achieving SDGs 3,4, 10, and 11

Introduction: This study investigates the experiences, challenges, and needs of students with special needs and disabilities, aiming to create accessible facilities that support their educational requirements. Anchored in the Universal Learning Design and Social Model of Disability frameworks, it explores inclusive practices that promote equitable access. Employing a phenomenological qualitative approach, the research gathered data through semi-structured interviews with 16 students diagnosed with disabilities. The thematic analysis revealed three key areas of concern: infrastructure and facilities, physical education courses, and student support services. The identified needs include accessible infrastructure, assistive technology, and tailored academic accommodations, integrated into the concept of a "HUB." The study’s implications underscore the importance of inclusive learning environments, aligning with Sustainable Development Goals (SDGs) related to quality education, well-being, and reduced inequalities. The originality lies in contextualizing the experiences of these students, with findings that could inform institutional policies and enhance support for diverse student populations. Objective: The objective of this study is to investigate the experiences, challenges, and needs of students with special needs and disabilities to create a learning hub where they can feel supported in all aspects of their educational needs. Theoretical Framework: The study is anchored on the frameworks of Universal Learning Design and the Social Model of Disability. These frameworks focus on creating inclusive educational practices and systems that provide equitable access and opportunities for students with disabilities. Method: This study employs a phenomenological qualitative approach, as outlined by Creswell (2013), to explore the lived experiences of students with special needs and disabilities in higher education. It involved sixteen (16) student participants who were all medically diagnosed as people with a disability. Data was collected through semi-structured interviews, which allowed for flexibility while ensuring that key topics related to the participants' experiences were covered. Each interview lasted for approximately 45-60 minutes and took place in a comfortable setting, both in-person or via a virtual platform. Results and Discussion: The interviews were transcribed and manually coded with three emerging themes under the experiences and challenges, these being: infrastructure and facilities, physical education courses, and student support services. Emerging themes from specific support services they need are accessible facilities and infrastructure, assistive technology and academic accommodations, and dedicated support services & counseling. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of inclusive and equitable quality education. These implications could encompass SDG 4 Quality Education, SDG 3 Good Health and Well-Being, SDG 10 Reduced Inequalities, and SDG 11 Sustainable Cities and Communities. Originality/Value: This study contributes to the literature by highlighting the contextualized experiences, challenges, and needs of students with special needs and disabilities in higher education. The relevance and value of this research are evidenced by its potential to inform institutional policies and practices that address the unique needs of students with special needs and disabilities. By identifying key challenges and support mechanisms, the study contributes to creating a more inclusive academic environment, promoting equity, and ensuring that all students have access to quality education. Additionally, the findings can help guide the development of accessible facilities, tailored support services, and academic accommodations, further enhancing the university’s capacity to meet diverse student needs.

The development and evaluation of the Designing for Dissemination and Implementation Learning Hub.

There is a growing emphasis on reducing the gap between research and routine practice. Dissemination and Implementation (D&I) science offers theories, models, and frameworks to enhance the implementation, impact, and sustainment of new programs and interventions. Few training opportunities are available that help leaders, researchers, clinicians, and staff (implementers) translate original research into practice settings in a more timely and effective manner without requiring significant time away from their primary clinical duties. To address these needs, we designed a virtual Designing for Dissemination and Implementation (D4D&I) Learning Hub that offered foundational D&I knowledge and opportunities for skill building. We developed the D4D&I Learning Hub curricula to train novice participants in the multicomponent D4D&I implementation strategy bundle when implementing new programs or innovations. The components of the D4D&I strategy bundle include (i) Pre-implementation assessment for proactive planning and multilevel contextual assessment, (ii) Multilevel partner engagement to learn what is important to end-users and obtain buy-in, (iii) Implementation and adaptations guided by a pre-implementation assessment while retaining program fidelity, and (iv) Program evaluation. We utilized a virtual e-learning platform, expert trainers, mentorship, and a Virtual Learning Collaborative to deliver the six-module curricula to support participants' growth and success. We used quantitative and qualitative methods informed by the Kirkpatrick Evaluation Model to evaluate the D4D&I Learning Hub. Thirty-one participants completed the D4D&I Learning Hub across four cohorts. Participants found the D4D&I curricula relevant and favorable, indicating they acquired the intended knowledge and skills. In presentations of their key takeaways, participants cited a greater understanding of how to apply various D&I theories, models, and frameworks to their research, engage multilevel partners during all phases of implementation and evaluation, and assess fidelity and adaptations. Participants planned to incorporate the acquired D&I knowledge and skills in future publications, grant applications, and when implementing new programs and projects in clinical settings. The D4D&I Learning Hub provides foundational education for novice participants of D&I science. It promotes designing, disseminating, implementing, and evaluating effective programs in clinical settings. This article discusses the development and implementation of the D4D&I Learning Hub. In addition, we evaluated the first four cohorts using the Kirkpatrick Evaluation Model.

Grammar Express Unleashed: A Microlearning Hub Approach to Least Learned English 7 Competencies

The study employed a mixed-method developmental approach to design a learning hub imbued with microlearning to address the least learned competencies in English 7. The least learned competencies were identified by considering existing test results in the locale of the researcher, which were supported by the findings of existing studies in the literature through a systematic review. The researcher assumed the roles of content creator and curator and identified relevant microlearning materials available for access. Experts validated the quality of the identified learning content through an adopted questionnaire. Afterwards, the researcher designed the Grammar Express. ICT experts were asked to validate the platform using an adapted rubric to determine whether it is suitable as a learning website. An adapted questionnaire was used to measure the level of acceptance of Grammar Express by language teachers. Meanwhile, an adapted questionnaire was used to evaluate the level of usability of the platform as perceived by the students. Based on the findings, the respondents believe that Grammar Express is useful since it offers tangible benefits and can enhance instruction. Similarly, in terms of perceived ease of use, Grammar Express requires less effort to learn and utilize. In addition, there is a strong positive attitude to incorporate Grammar Express in language teaching. Furthermore, there is a strong intention to use Grammar Express, which indicates a high level of acceptance and enthusiasm for the platform. In terms of usability, there is a strong inclination toward frequent use and displayed confidence in navigating the platform independently.

Complex artificial intelligence models for energy sustainability in educational buildings

Energy consumption of constructed educational facilities significantly impacts economic, social and environment sustainable development. It contributes to approximately 37% of the carbon dioxide emissions associated with energy use and procedures. This paper aims to introduce a study that investigates several artificial intelligence-based models to predict the energy consumption of the most important educational buildings; schools. These models include decision trees, K-nearest neighbors, gradient boosting, and long-term memory networks. The research also investigates the relationship between the input parameters and the yearly energy usage of educational buildings. It has been discovered that the school sizes and AC capacities are the most impact variable associated with higher energy consumption. While 'Type of School' is less direct or weaker correlation with 'Annual Consumption'. The four developed models were evaluated and compared in training and testing stages. The Decision Tree model demonstrates strong performance on the training data with an average prediction error of about 3.58%. The K-Nearest Neighbors model has significantly higher errors, with RMSE on training data as high as 38,429.4, which may be indicative of overfitting. In contrast, Gradient Boosting can almost perfectly predict the variations within the training dataset. The performance metrics suggest that some models manage this variability better than others, with Gradient Boosting and LSTM standing out in terms of their ability to handle diverse data ranges, from the minimum consumption of approximately 99,274.95 to the maximum of 683,191.8. This research underscores the importance of sustainable educational buildings not only as physical learning spaces but also as dynamic environments that contribute to informal educational processes. Sustainable buildings serve as real-world examples of environmental stewardship, teaching students about energy efficiency and sustainability through their design and operation. By incorporating advanced AI-driven tools to optimize energy consumption, educational facilities can become interactive learning hubs that encourage students to engage with concepts of sustainability in their everyday surroundings.

Evaluation of flipped classroom teaching quality for civil engineering courses

The impact of civil engineering course education on civil engineers is profound and crucial. Due to the hierarchical and ambiguous nature of quality assessment for flipped classroom teaching, there is an urgent demand for a rational and effective approach to conduct such assessments. This would enable the targeted formulation of instructional improvement methods based on assessment outcomes, ultimately elevating the quality of pedagogy. This study combines the analytic hierarchy process and fuzzy evaluation method. The fuzzy evaluation method is utilized to identify four primary evaluation factor sets, fourteen secondary judgment factor sets, and five evaluation outcome sets, with subsequent quantification of the assessment results. The analytic hierarchy process is employed to ascertain the weight coefficients of the evaluation factors. The comprehensive assessment model for flipped classroom teaching quality is established. The assessment results indicate that the overall quality of flipped classroom teaching in the civil engineering major at Anhui University of Science and Technology, conducted through the platform of Superstar Learning Hub, falls within the ‘Good’ category. The fuzzy comprehensive evaluation score for extracurricular learning quality is the lowest, and the weight proportion attributed to flipped classroom infrastructure is the highest. Consequently, several targeted improvement measures are proposed to enhance the quality of flipped classroom teaching.

Parent Institutions and Innovations in School Library Management in Nigeria: A Conceptual Review

School libraries have become vital resources of information that assist pupils, students, and staff in primary, secondary, and other non-tertiary institutions to appropriately respond to their varied information needs. They can be seen as indispensable facilities established with the objective of providing learning resources to enrich curriculum, supplement textbooks and classroom instruction and give users unlimited opportunities for learning. For any school library to remain relevant in this digital age and current climate, it has to be innovative. It has to the concern of parent institutions, “owners” to adopt cutting-age strategies to instill innovation into the management of school libraries. It is obvious that when school libraries receive proper attention from parent institutions, the school library resources, services, facilities, and physical environment, etc will be adequately innovated for desired patronage. This paper presents the conceptual description of school library and its imperatives. Innovation elements and roles of parent institutions in the school library management are highlighted. Implications, tools, and skills for innovation in school library management are extensively examined. The paper reveals factors affecting parent institutions and innovations in school library management. In conclusion, the paper establishes that for school libraries take their pride of place as learning hub, innovation must be embrace with all seriousness and sincerity by all stakeholders, especially the parent institutions. This study recommends among others, adequate funding of public school libraries in Nigeria and retooling of school librarians for effective implementation of innovative strategies.

INNOVATIONS IN THE ENGLISH EDUCATIONAL LANDSCAPE OF KAMPUNG INGGRIS PARE AS AN ENGLISH VILLAGE-BASED IMMERSION PROGRAM

In recent years, immersion programs have become increasingly recognized as a powerful asset in second language education, proving their effectiveness in bolstering students' linguistic skills and proficiency. It is a literature study that integrates various sources, including scholarly articles, books, conference papers, theses, and relevant publications. The review examines the evolution of English Village-based immersion programs, particularly emphasizing Kampung Inggris Pare in Indonesia, and delves into the role of immersion programs in language education. The gathered literature is extensively analyzed, involving thorough reading, data coding, theory integration, and argument summarization from previous researchers. The study revealed that Kampung Inggris Pare, as an English Village-based immersion program, has evolved into a thriving hub for language learning in Indonesia, offering diverse and immersive experiences for participants. The findings are presented to educational practitioners to offer insights into the implementation and effectiveness of English Village-based immersion programs, particularly in Indonesia. This study contributes to the field of TEFL by offering insights into the development and effectiveness of English Village-based immersion programs, with a focus on Kampung Inggris Pare in Indonesia. Keywords: Education, English Village, Immersion Program, Literature Study, TEFL.

LEVERAGING INTERNET OF THINGS IN 21ST CENTURY EDUCATION IN NIGERIA: GAINS, CHALLENGES, AND FUTURE DIRECTION

This paper examined the need to integrate Internet of Things (IoT) technologies into Nigeria's education system to help close digital divides between Nigeria and her advanced counterpart countries. The benefits, opportunities and challenges for integration of IoT were explored through the lenses of constructionism, connectivism and activity models. Possible technical, pedagogical, financial and social barriers that would face large-scale IoT adoption in schools were examined. To overcome these obstacles, the paper also examined the blended strategies including specialized learning hubs, cloud-sourcing models, mentorship networks, and crowd-computing. Collectively, these approaches could empower leveraging IoT for transformative, project-based connected learning through participatory knowledge-building. Potential navigational tactics were reviewed like contextualized training, activity groups for continual connections, and public-private partnerships to share infrastructure costs. The paper concluded that by guiding implementation with established theoretical models while pursuing innovative technical, economic and social strategies tailored to the local context, noting that Nigeria can successfully overcome barriers to leveraging Internet of Things for advancing 21st century teaching and learning outcomes. However, the paper also acknowledged the need for further research. Areas suggested for future exploration included longitudinal case studies evaluating impact of different infrastructure deployment and financing options. Large-scale surveys were proposed to understand evolving teacher perception and ongoing support needs. Finally, comparative analyses with other developing economies’ IoT integration pathways and best practices could provide valuable insights for optimizing Nigeria’s approach.

Cultivating Reading Comprehension Habits to Promote Autonomous English Language Learning among Students at Tuyen Quang School for Excellence (TSE)

In the ever-evolving landscape of English language education, fostering autonomous learning has emerged as a crucial imperative. At Tuyen Quang School for Excellence (TSE), where students aspire to excel in their English proficiency, the cultivation of effective reading comprehension habits holds the key to unlocking their full potential as self-directed learners. This study explores the current state of reading comprehension practices at TSE and proposes a multifaceted approach to cultivate sustainable reading habits that can propel students towards greater autonomy in their English language learning. The research methodology employed a mixed-methods approach, encompassing both quantitative and qualitative data collection. A comprehensive survey of TSE students and in-depth interviews with their English language teachers provided invaluable insights into the challenges, perceptions, and needs surrounding reading comprehension development. The analysis of these findings revealed a clear disconnect between the importance placed on reading comprehension and the students' actual engagement and proficiency levels. To address this gap, the study presents a strategic intervention plan that combines targeted instructional strategies, technology-enhanced learning resources, and a collaborative community-building initiative. By equipping teachers with evidence-based pedagogical techniques, empowering students to take ownership of their reading practices, and fostering a school-wide culture of reading, the proposed framework aims to transform TSE into a vibrant hub of autonomous English language learning. The implementation of this holistic approach is expected to yield tangible improvements in students' reading comprehension skills, foster their intrinsic motivation to engage with English texts, and cultivate a lifelong habit of independent language exploration. The findings of this study hold significant implications for English language education programs in Vietnam and beyond, offering a replicable model for developing self-directed, adaptable, and proficient English language learners.

Kitambaa: A Convivial Future-Oriented Framework for Kinangop’s Learning Hub

The aim of this paper, and more generally, our project “Impact from the ground” (a multi-stage ongoing project), is to reimagine education so that it transcends the walls and harsh constraints of a “universal one size fits all” education. To achieve this, we propose a framework that will inform the design of a participatory approach to co-create a learning hub (an informal lifelong learning opportunity) with and within the community. To weave this framework, we explore the current landscape of education, looking at the challenges that youth from rural settings face to complete their studies in urban universities, and the difficulties they experience when looking for jobs after having done so. We briefly explain our research project and contextualize it in Kinangop, a small region in the Nyandarua County in Kenya, where we explored the enablers and constraints people face to engage in social innovation. We proceed to imagine an alternative education that is local and organic, with different principles and theories weaved into a, kitambaa in Swahili that serves as the ground for an education intervention that is meaningful, binding, and bonding for the community members. In so doing, we aim to center matters of knowledge production as multi-epistemic conversations, situating those at the margins of epistemic divisions at the center of productive and creative debates.

Evaluations of Virtual and Augmented Reality Technology-Enhanced Learning for Higher Education

Virtual reality (VR) has good potential to promote technology-enhanced learning. Students can benefit from immersive visualization and intuitive interaction in their learning of abstract concepts, complex structures, and dynamic processes. This paper is interested in evaluating the effects of VR learning games in a Virtual and Augmented Reality Technology-Enhanced Learning (VARTeL) environment within an engineering education setting. A VARTeL flipped classroom is established in the HIVE learning hub at Nanyang Technological University (NTU) Singapore for the immersive and interactive learning. Experiments are designed for the university students conducting the learning, with three interactive and immersive VR games related to science, technology, engineering and mathematics (STEM), i.e., virtual cells, a virtual F1 racing car, and vector geometry. These VR games are a part of the VARTeL apps designed in-house at NTU for STEM education. Quantitative and qualitative analyses are performed. A total of 156 students from Mechanical Engineering participated in the experiment. There are 15 participants selected for an interview after the experiment. Pre-tests and post-tests are performed using two different models, the developed VARTeL and the modified Technology-Rich Outcome-Focused Learning Environment Inventory (TROFLEI), in order to measure the efficiency of the VARTeL environment in Higher Education. Significant improvements of about 24.8% are observed for the post-tests over the pre-tests, which illustrate the effectiveness of the VARTeL for Engineering education. Details of the VR simulation games, methods of data collection, data analyses, as well as the experiment results are discussed. It is observed from the results that all the underlying scales of the modified TROFLEI are above the threshold for the ‘Good’ category, indicating that a very reliable questionnaire is designed in this research. The mean ‘Ideal’ values are about 0.7–2.6% higher than the mean ‘Actual’ values. The limitations of the experiment and future works with recommendations are also presented in this paper.

Case Study: Engaging Learners Through Curiosity, Community, and a Sense of Exploration

This case study explores the collaboration between Smithsonian Affiliations and Desklight to develop a digital learning hub for Smithsonian’s Affiliates Program. Anchored in humancentered design, the design process relied heavily on ongoing insights from current Affiliates to identify the most useful information to share in this online resource. These insights guided the development of unique Learning Excursions within the learning hub that offered curated worksheets, real-world impact scenarios, and helped prospective Affiliates envision what it would look like to join forces with Smithsonian. The success of this learning hub is attributed to stakeholder involvement, personalized learning, real-world examples, flexible accessibility, community building opportunities, and a design thinking approach. This work serves as a blueprint for organizations aiming to enhance programs, foster meaningful engagement, and drive transformative outcomes by using learning as a benefit.

Human-Centric and Integrative Lighting Asset Management in Public Libraries: Insights and Innovations on Its Strategy and Sustainable Development

In an era of rapidly advancing lighting technology and evolving public library roles, this study introduces a groundbreaking strategy for human-centric and integrative lighting asset management. Embracing both visual and non-visual effects, “integrative lighting” aims to enhance users’ physiological and psychological well-being. Despite technological progress, notably with LEDs, current asset management often lags, relying on reactionary measures rather than proactive strategies. As public libraries transform into dynamic learning hubs, the significance of indoor lighting, impacting both physical health and holistic well-being, cannot be understated. Yet, many existing solutions are based on controlled lab tests, bypassing the diverse real-world needs of public libraries. Aiming to explore and develop human-centric and integrative lighting asset management strategies to optimize lighting environments in public libraries, this research offers a cohesive approach encompassing context identification, a management framework, and a maturity assessment model. Additionally, this study highlights the synergy between the role of the lighting asset manager, ISO 55000 principles, and these foundational strategies. This holistic approach not only reinvents lighting in public libraries but also aligns it with the broader Sustainable Development Goals (SDGs), advocating for light as a conduit of comprehensive human betterment. The current study is primarily qualitative in nature. While this study is based on public libraries in Nordic countries, the implications and findings can be of interest and value to a broader international audience.

Turkiye as a Popular Hub for Higher Education Learning Among Muslim Countries: Challenges and Opportunities for International Students

Turkiye as a Popular Hub for Higher Education Learning Among Muslim Countries: Challenges and Opportunities for International Students

A framework for improved collaboration on HTA in the Asia-Pacific region: a role for HTAsiaLink.

Countries frequently use health technology assessment (HTA) to set priorities for introducing new interventions or evaluating existing interventions; however, applying the tool effectively is heavily dependent on a country's resources and capacity. Infrastructure and data, technical expertise, broad stakeholder involvement, and financial support are required to improve HTA processes. In the Asia-Pacific, HTAsiaLink was established to facilitate this practice, but strengthening and legitimizing this organization are needed to maximize its potential to support HTA institutionalization in the region. To realize this objective, HTAsiaLink can serve as a center of excellence while providing experiential learning and sharing information. As a learning hub, HTAsiaLink can share resources-particularly data-that can contribute to joint HTAs as done in the European Union and strengthen capacity in countries needing to develop their HTA expertise.

Digital Learning Hubs as a Component of the Information and Digital Learning Environment

The article aims to analyse digital education in terms of modern information and the digital learning environment. Based on the use of such theoretical pedagogical research methods as system analysis, concretisation comparativistic approach the study is investigated. The results demonstrate the functioning of educational hubs as a sociocultural phenomenon in modern educational policy, the modern experience of using digital hubs in education, particularly, the experience of CISCO and other influential players, the possibility of forming digital learning hubs based on libraries of higher education institutions. It is shown that important directions for further research are the coverage of the development of technologies and the impact of this process on the evolution of educational environments in the future. In conclusion, it was noted that the use of educational digital hubs contributes to the decentralisation of the educational system. The effectiveness of the use of regular test competitions are noted, which contributes to the formation of a competitive environment.

Development of online cancer resources to support pre-registration nurses and allied health professionals.

Cancer rates are increasing, and more people are living with cancer and its consequences. Healthcare students will be caring for people affected by cancer in all clinical contexts. However, pre-registration programmes can include limited cancer education and not all students will have the opportunity for a clinical placement in a cancer setting. This can result in healthcare students feeling unprepared to care for people affected by cancer. To address this need, nine e-learning modules, collectively called The Foundations of Cancer Care, have been developed to support students' knowledge, understanding and confidence about cancer. This article outlines the development and peer review of The Foundations of Cancer Care. The resultant modules are freely available to all those with an Open Athens account or NHS or UK university email address via the NHS Learning Hub (https://learninghub.nhs.uk).