The ubiquitous, evolving presence of informatics and health care technologies in nursing practice requires that nurse educator students be equipped to teach this content. Several professional guidelines articulate general informatics and health care technologies competencies, but limited guidance exists regarding how they should be applied to the nurse educator specialty. This article describes how one university identified informatics and health care technologies knowledge and skills essential for nurse educator students and strengthened this content in the program's curriculum. Following a search of 3 databases for relevant peer-reviewed literature, a 11-article sample was analyzed for themes. In addition, competencies from 3 professional guidelines were cross-mapped. Five themes congruent with professional guideline competencies were identified from the reviewed literature: facilitate learner proficiency with electronic health records and standardized terminologies; use existing and emerging health care technologies in practice; use data and technology to inform nursing practice; incorporate informatics and health care technologies standards in curriculum; and promote digital literacy and nurses' influence on informatics and health care technologies. Themes were used to revise objectives in several master's-level nurse educator courses. Findings may help other nurse educator programs strengthen informatics and health care technologies curriculum. They could also be used to inform professional development activities for current nurse educators.

The Article Abstract is not available.

The rapid development of Artificial Intelligence (AI) technology has brought significant changes across various sectors, including education. One of the major challenges faced by educators is how to deliver learning materials in an engaging, creative, and interactive manner so that students can more easily understand the concepts being taught. Islamic boarding schools (pesantren), as faith-based educational institutions, play a strategic role in shaping morally grounded and competitive generations. However, teaching and learning processes in pesantren are generally still dominated by traditional methods that lack variety, which may reduce students’ learning motivation. This community service program aims to improve the quality of learning through the implementation of AI-based instructional media at Pesantren Agrobusiness Tunas Quran. The approach integrates digital technology with storytelling techniques to create learning experiences that are interactive, creative, and contextually relevant. The program activities include training teachers in the use of AI for developing instructional media, mentoring the implementation of AI-supported learning in the classroom, and evaluating the effectiveness of the applied methods. The expected outcomes of the program include enhanced pedagogical and technological competencies of teachers, increased learning motivation among students, and the availability of innovative and sustainable instructional media. Furthermore, this program is expected to serve as a model for digital transformation in pesantren, enabling them to adapt to technological advancements while preserving Islamic values. The results of the training demonstrate that the “Training on the Utilization of Artificial Intelligence in Developing Instructional Media at Pesantren Agrobusiness Tunas Quran, Bandung Regency” was highly effective and well received by the participants.

This article analyzes the future perspectives of teaching in an educational scenario strongly influenced by the expansion of Artificial Intelligence (AI) and emerging digital technologies. Based on a qualitative bibliographic review, it discusses how AI has impacted teachers’ professional identity, teaching methodologies, and interpersonal relationships within virtual learning environments. The study also examines the ethical and pedagogical implications of integrating AI into educational processes, highlighting the need for teachers with critical, technological, and socio-emotional competencies. It argues that AI does not replace the human role of educators but reconfigures the meaning of their practice, demanding new forms of mediation, content curation, and sensitivity to the complexity of digital interactions. The article concludes that the future of teaching depends on the ability of educators to combine technological innovation with ethical commitment, intellectual autonomy, and a humanizing pedagogical purpose.

Background: Guided by the Technological Pedagogical and Content Knowledge (TPACK) framework, this study employed a qualitative case study using semi-structured interviews and thematic analysis to examine smartboard integration in South African classrooms. Although smartboards have been widely deployed in under-resourced township schools to enhance teaching and learning, their effective use remains limited. Persistent barriers such as inadequate teacher preparation, unreliable infrastructure, and insufficient professional development continue to constrain meaningful implementation. Aim: To investigate the integration and pedagogical use of smartboards in Grade 12 classrooms, focusing on challenges and emerging opportunities. Setting: A secondary school in Soshanguve, a township in Gauteng province, South Africa. Methods: An exploratory case study within an interpretivist paradigm was adopted. Qualitative data were collected through semi-structured interviews with teachers, supported by the TPACK framework. Results: Teachers demonstrated foundational technological competence and recognised the pedagogical value of smartboards. However, unreliable infrastructure, limited training, and inadequate professional support restricted instructional innovation, preventing deeper integration into classroom practice. Conclusion: While teachers showed willingness and positive attitudes towards smartboard use, systemic constraints continue to limit pedagogical transformation in township contexts. Contribution: The study advances discourse on educational technology in resource-constrained environments by documenting contextual barriers and proposing targeted teacher development, strengthened infrastructure, and context-responsive implementation strategies.

Teacher education represents a global strategic priority for improving educational systems and fostering inclusive, high-quality processes. Recent studies highlight the need for systematic and replicable education models capable of addressing the challenges of contemporary complexity and bridging the gap between theory and practice. Teaching professionalism is increasingly recognized as a key driver of change, requiring a balance of pedagogical, relational, and technological competences, along with strong reflective capacity. Within this framework, practicum programs play a crucial role for the development of professional identity and authentic teaching skills. Methods: This contribution adopts a theoretical–argumentative approach grounded in a critical analysis of the international scientific literature on teacher education, with specific focus on the role of practicums. The aim is to present the model implemented by Pegaso University in the context of practicum activities within initial teacher education programs to outline an interpretative framework and provide pedagogical reflections in light of the results arising from critical reflection and systematic monitoring (not covered in this specific contribution) of the effectiveness of the model implemented in the first two training cycles (academic years 23–24 and 24–25), with the involvement of 5 regions and a total of 2834 teachers in the first cycle and 10 regions and a total of 5551 teachers in the second cycle. Convenience sampling based on a non-probabilistic method was adopted, using the entire sample of teachers admitted to the training program who met the requirements of Article 7 of the Decree of the President of the Council of Ministers (DPCM). Results: This paper outlines the theoretical and methodological trajectories of the model, offering interpretative frameworks and pedagogical reflections in light of the outcomes achieved during the initial implementation phase. Conclusions: In accordance with recent national and European regulatory frameworks, the Pegaso teaching model is presented as an example of good practice for initial teacher education. It aims to foster a reflective, situated, and responsible teaching professionalism, moving beyond traditional approaches toward a continuous and transformative learning process.

This article analyzes the prospects and challenges of integrating blockchain technologies into medical data management systems within the context of digital healthcare transformation. The study's relevance stems from the growing need to establish secure, transparent, and patient-centric infrastructures for handling medical information. The paper provides a comparative analysis of public, private, and consortium blockchain platforms, identifying the consortium model as the most promising for creating data exchange ecosystems among various healthcare stakeholders. Technological aspects are examined in detail, including a hybrid storage architecture (combining blockchain with distributed file systems like InterPlanetary File System), models for dynamic and predictive informed patient consent based on smart contracts, and the application of blockchain in telemedicine and next-generation electronic health record (EHR) management. The article also systematizes key implementation challenges: the need to reconcile blockchain immutability with the right to be forgotten, the imperative for a transition to post-quantum cryptography, as well as issues of scalability, energy efficiency, legal regulation, and integration with existing medical information systems. The conclusion emphasizes that the successful implementation of blockchain solutions in Russian healthcare requires coordinated development of technological infrastructure (focusing on domestic platforms like "Masterchain"), adaptation of the regulatory framework, and targeted training of medical professionals with competencies in digital technologies.

The purpose of this study is to analyze the influence of competency and utilization of information technology on the quality of financial reports, with education as a moderator (a case study at the Finance Office of the XIV/Hasanuddin Regional Military Command (UAPPA-W). The population of this study is the finance department, which has duties and responsibilities in financial management that directly and indirectly influence the quality of financial reports at the XIV/Hasanuddin Regional Military Command (UAPPA-W). Data collection was carried out by distributing 150 questionnaires to the Finance Unit of the XIV/Hasanuddin Regional Military Command (UAPPA-W). However, the minimum sample size required is 15 to 20 times the number of variables used (4 variables), resulting in a total sample size of 80. The sampling technique used an accidental method. Researchers at the Finance Office of the XIV/Hasanuddin Regional Military Command (KODAM XIV/HASANUDDIN) voluntarily completed a research questionnaire over a one-month period. Data analysis was performed using PLS SEM with the assistance of the SmartPLS 4 program. The results of this study indicate that the variables of competence and utilization of information technology have a significant positive effect on the quality of financial reports. The variable of Competence on Financial Report Quality, with Education as a Moderator, has a significant positive effect on the quality of financial reports. However, the variable of utilization of information technology has a significant negative effect on the quality of financial reports at the Finance Office of the XIV/Hasanuddin Regional Military Command (UAPPA-W).

The Relationship between Student Learning Readiness to Use AI on Technological Competence for Employability Skills Development in Chinese Universities

ABSTRACT This study investigates the moderating role of Artificial Intelligence – Technological Pedagogical Content Knowledge (AI-TPACK) in the relationship between teacher candidates’ intercultural sensitivity and multicultural teaching competencies. Using a relational screening model, data were collected from 399 teacher candidates across various departments in Turkish education faculties. Instruments included the Intercultural Sensitivity Scale, the AI-TPACK Scale, and the Multicultural Teaching Competencies Scale. Findings revealed that while intercultural sensitivity positively predicted multicultural teaching competencies, AI-TPACK exerted a negative moderating effect, decreasing the strength of this relationship at higher levels. This negative effect suggests a threshold-like phenomenon in which moderate AI-TPACK supports culturally responsive teaching, but higher AI dependence may weaken culturally grounded decision-making. The results underscore the importance of integrating critical, ethical, and culturally aware AI training in teacher education programmes. Within the Turkish context, the study offers timely implications for enhancing both technological and intercultural competencies in future teachers navigating increasingly diverse classrooms.

The present study examines gaps in training and the use of digital technologies in university teaching practice, with the aim of identifying the level of mastery of essential technological competencies for academic performance. A quantitative approach was adopted, using a non-experimental, descriptive, cross-sectional design, through the administration of a questionnaire to a sample of faculty members from the Pontificia Universidad Católica Madre y Maestra (PUCMM). The sample was predominantly female and showed a diverse disciplinary distribution, with a predominance of faculty from the fields of Law and Education. The analysis included dimensions related to computer use, basic computer literacy, operating system management, learning of specific software, educational use of social networks, device protection, and digital information management.

Why health services research projects may fail in practice - Insights from experts using the example of RECUR, a German registry for recurrent urolithiasis

This study examined the relationship between teachers’ information and communications technology (ICT) skills, their engagement in professional development, and teaching performance in the Schools Division of Antique during the School Year 2024–2025. The respondents consisted of 365 teachers selected through stratified random sampling to ensure fair representation across school levels and subject areas. Data were gathered using a structured survey questionnaire that measured teachers’ ICT competencies and professional development participation, while teaching performance was assessed through self-reported instructional practices. Descriptive statistics, Pearson correlation, and multiple regression analyses were used to analyze the data. The results indicated that teachers demonstrated a high level of ICT skills and actively participated in professional development activities . Teaching performance was likewise rated high, particularly in lesson delivery and instructional strategies. Correlation analysis revealed significant positive relationships between ICT skills and teaching performance, as well as between professional development and teaching performance. Regression analysis further showed that ICT skills and professional development significantly predict teaching performance, with ICT skills emerging as the stronger predictor. The findings suggest that teachers’ technological competence and continuous engagement in professional development play a vital role in enhancing instructional effectiveness. Strengthening ICT training programs and providing sustained professional development opportunities are therefore essential to improving teaching performance and learner outcomes.

The integration of Artificial Intelligence (AI) in education holds transformative potential, particularly in advancing Education for Sustainable Development (ESD) and green energy literacy. However, empirical evidence is lacking on how teacher involvement in ESD material development influences their capacity to integrate AI into pedagogical contexts. This study aims to examine the relationships among AI knowledge, attitudes toward AI, involvement in material development, and teachers' ability to apply AI in green energy education. Employing a quantitative correlational design, data were collected from 122 in-service teachers engaged in professional development programs. A structured questionnaire measured five constructs, which were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicated that teachers' practical use of AI in science and green energy learning (β = 0.391, p < 0.01, f2 = 0.180) and their involvement in developing ESD-based teaching materials (β = 0.236, p < 0.05, f2 = 0.127) significantly influenced their AI integration capabilities. In contrast, AI knowledge and attitudes toward AI did not show statistically significant effects. These findings suggest that experiential engagement with AI and active participation in sustainability-focused content development are stronger predictors of AI pedagogical readiness than cognitive or affective factors alone. This study underscores the importance of shifting teacher training toward context-based, practice-oriented models to enhance technological competence in sustainability education.

Purpose The absence of cryptocurrency (CC) tax regulations in many countries raises concerns about compliance and potential revenue losses. Understanding the factors that drive CC holders’ tax propensity is crucial for developing effective tax policies. Therefore, this research aims to explore the influence of contextual factors, e.g. CC legitimacy, CC investment risks, and social responsibility, and individual factors, e.g. attitude towards CC tax payment, technological competence and CC financial literacy, on CC tax payment propensity. Additionally, the study delves into the moderating role of financial literacy in the proposed model. Design/methodology/approach An integrated model of TPB-STC (theory of planned behaviour and social cognitive theory) was grounded in this study. Data were collected using a cross-sectional research approach through an online survey responded by CC investors. Findings The study found that attitude towards CC tax payment, social responsibility, legitimacy and CC financial literacy exerted a positive effect on the propensity to pay tax on CC. However, CC investment risks demonstrated a negative effect on propensity. Interestingly, the CC financial literacy-moderated interactions of crypto assets' legitimacy, technological competence and investment risks on CC tax payment propensity were significant. Practical implications The discoveries that emerged from this study contain practical and actionable insights for stakeholders, including regulators, tax authorities and investors. Educational programs focused on enhancing CC financial literacy should be integrated into public finance initiatives to improve taxpayers’ understanding of crypto taxation. Additionally, regulatory bodies can collaborate with crypto exchanges to implement transparent reporting mechanisms, making tax compliance more accessible and straightforward for investors. These actionable steps can help foster a proactive tax-paying culture, even in the absence of formal tax regulations. Originality/value This study provides a theoretical foundation of tax practices behaviour related to crypto in decentralized financial markets, paving the way for future research on self-regulating mechanisms within the present-day fast-moving crypto market.

The public introduction of ChatGPT in 2022 marked a turning point in mainstream awareness of artificial intelligence (AI), catalyzing widespread debates on what it was, what it could be used for and how this would alter our world. In the domain of higher education, AI was framed as a transformative tool for knowledge production and pedagogical innovation, contingent on users’ critical technological awareness and competence. This study explores how AI was introduced, interpreted, and acted upon within a teacher education context in the aftermath of the ChatGPT release. It takes the authors’ own university faculty and an interdisciplinary digitalization network as its case and employs a methodology that combines a reflexive and autoethnographic approach with document and survey data analysis. By way of using discourse, domestication and social mechanisms as analytical concepts we identify central events, arguments and controversies in the larger context and discuss local ‘taming’ processes and dynamics. Our findings highlight both opportunities and challenges in integrating AI into teacher education. While the introduction of AI did set in motion transformations of established practices, it varied how these transformations were understood and reacted upon. When AI increasingly became ingrained and automated in teacher educators work technology, lack of institutional strategies to guide AI use in teacher educator practices individualized responsibilities and diversified orientations to and applications of AI in pedagogical processes. In this situation bottom-up organized discussion networks among colleagues from different teacher educator departments and subject fields scaffolded reflexive and transformative discussions and engagements with AI, as a context where taken-for granted knowledge and perspectives about these emergent technologies could be opened, vocalized, experimented with and challenged.

This paper analyzes the essential requirements for university lecturers in Vietnam amid the ongoing digital transformation of higher education. Using a document-based synthesis and comparative analysis of international and national studies, the research identifies three core competency domains: (1) professional expertise and digitally adaptive pedagogy; (2) technological and personal digital transformation competence; and (3) professional ethics and integrity in digital environments. The findings affirm that lecturers play a central role in the digital education ecosystem, as knowledge creators, learning designers, and key connectors between policy, research, and teaching practice. The study contributes to both theory and practice by providing a comprehensive framework for developing lecturers’ digital competence and offering scientific evidence to inform policymaking, professional training programs, and the implementation of smart university models in Vietnam.

The rapid advancement of Artificial Intelligence (AI) is fundamentally transforming the educational landscape, requiring future computer science teachers to possess high levels of digital literacy and technological competence. This paper explores the technology and methodology of utilizing AI-powered digital platforms in the professional preparation of informatics educators. The research focuses on how these platforms—ranging from adaptive learning systems and automated grading tools to AI-driven content generators—can be effectively integrated into the teaching process. The study analyzes the current state of digital platform implementation in higher pedagogical education and identifies the specific skills future teachers need to master to facilitate AI-driven instruction. The proposed technology emphasizes a transition from traditional teaching methods to a more personalized, data-driven approach where AI acts as a co-facilitator. Key components of this technology include the selection of appropriate AI tools, the development of pedagogical scenarios for their use, and the ethical considerations surrounding AI in the classroom. The findings suggest that the structured use of digital platforms not only enhances the technical proficiency of future computer science teachers but also prepares them to create innovative, interactive, and efficient learning environments for the next generation of students.

It has long been observed that pupils who speak Spanish feel more at ease expressing their thoughts and emotions in a language other than their native tongue. Following their completion of a project in which slogans were created for t-shirts, 142 students from a Peruvian higher education institution provided their opinions for the current study. To achieve this, the students completed a survey that employed a structural equation model to quantify the impact of the latent variables Autonomous Learning (AL), Self-Efficacy (SE), Technology (T), and English Competencies (EC) on Psychological Aspects (PA). One of the most noteworthy results was that students' PA may be favorably and considerably influenced by SE and EC (0.60 and 0.73, respectively). In contrast, the other two variables have either a positive but insignificant impact (T: 0.16) or an inverse influence (AL: -0.45). In terms of the qualitative component, it emphasizes the possibility of conveying sentiments and emotions in the finished production, as well as the favorable perceptions of improved productive English language proficiency. Learning the grammar and syntax of a language that is entirely different from Spanish, as well as the potential time required to become proficient in it, presents one of the challenges faced by the pupils.

This systematic literature review identifies and analyzes the technological barriers impeding church ministry, with a specific focus on worship practices and leadership efficacy within the context of the Fourth Industrial Revolution. While existing scholarship has acknowledged generic technological challenges, a significant gap remains in the explicit identification of the core components that hinder digital mastery among church leaders. To address this, the present study employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, systematically selecting and analyzing 10 relevant articles. The findings crystallize five principal barrier factors: (1) a critical Lack of Technological Competence among leaders and volunteers; (2) a theological belief that Ritual Ministry is inherently dependent on Physical Presence, rendering virtual means insufficient; (3) perceived Conflict with established Christian Values and Norms; (4) concerns about the Loss of the Church's core Nature and Calling; and (5) Insufficient Information Technology Infrastructure. By synthesizing these findings, this study provides a structured framework for understanding resistance to technological adoption in ecclesial settings. It concludes by discussing the implications for theological education, leadership development, and strategic planning, proposing that addressing these multifaceted barriers is essential for churches to navigate the digital age effectively without compromising their doctrinal identity or communal essence.