Objective: The study seeks to provide a thorough description of the teachers' digital literacy (DL) and digital competence (DC) and shine a light on the variables that influence the development of their digital literacies and competence. Method: Comprehensive data collection and analysis from 274 participants were completed. Descriptive and inferential statistics were conducted to accomplish the objectives of this study. Results: It came to light that teachers with less than ten years of experience have higher levels (...) of digital literacy. Pre-service education, having access to ICT resources, and a favorable attitude about using ICT were all strongly associated with DL and DC. The research's essential contribution is its findings affirming the value of DL and DC, which can be utilized to approach new technologies critically and use them as a part of digital pedagogy. Novelty: The critical contribution of the research is the result claiming the positive status of DL and DC, which can be used to approach new tools from a critical pedagogical perspective and apply them as part of digital pedagogy. (shrink)

This study examines the relationship between technological profile, digital literacy, and self-efficacy among teachers in blended learning. The study utilized the descriptive-correlational design. The participants involved 35 teachers selected via purposive sampling from urban schools in Maasin City implementing printed and online teaching modalities. Standardized tools assessed teachers’ digital technology profile, literacy, and self-efficacy. Significant findings revealed that teachers have easy access to digital technology, are somewhat familiar with technological concepts, often utilize ICT-based technologies, and (...) perceive usage purposes as necessary. Teachers’ digital literacy and self-efficacy are at the average level. Correlation analysis established a significant and strong relationship between the technological profile of teachers and their digital literacy. Digital literacy also significantly and strongly correlated with self-efficacy. This study concluded that the technological profile of teachers influences their digital literacy level. Teachers with high digital literacy skills increase their self-efficacy in technology integration. The blended learning approach constitutes teachers’ digital literacy and self-efficacy as critical players of effectiveness. (shrink)

The article substantiates the urgency of strengthening financial and digital literacy among Polish youth in the context of rapid digitalization, the diffusion of BNPL products, and rising household arrears. It distinguishes between conventional financial literacy and its digital dimension and frames a strategy-oriented inquiry that links competencies to decision points in real interfaces. The aim of the article is to substantiate the necessity of developing a comprehensive strategy for enhancing financial and digital literacy among (...) youth in Poland, to identify the key problem areas that hinder the effective transfer of knowledge into practical behavior, and to outline strategic directions for curriculum design, digital safeguards, and equity-oriented monitoring. A structured desk review integrates Polish empirical evidence with competence descriptors for children and youth. Findings are mapped to four core domains (money and transactions; planning and managing finances; risk and reward; financial landscape) plus a transversal digital axis and are translated into performance tasks and indicators that allow disaggregation by educational track and locality. The article confirms comparatively solid conceptual knowledge alongside weak behavioral transfer, particularly in budgeting under income variability, building an emergency buffer, and interpreting the total cost of credit; in the digital sphere, binding constraints concern phishing resilience, permissions/data-consent management, provider verification, and interface navigation. Persistent gaps by school track and locality justify differentiated curricular carriers. These findings inform a strategy built on curriculum integration, digital-safety training, and “just-in-time” market tools (standardized total-cost calculators, BNPL checklists, aggregate-debt warnings), supported by partnerships with regulators and industry and by an annual Youth FDL Scorecard. Pairing practice-oriented instruction with embedded digital safeguards can translate knowledge into measurable behavior and reduce equity gaps. The article sets out concrete three-year targets and a scorecard architecture aligned with European frameworks to ensure transparent monitoring and continuous improvement. (shrink)

Few recent developments in information technology have been as hyped as blockchain, the first implementation of which was the cryptocurrency Bitcoin. Such hype furnishes ample reason to be skeptical about the promise of blockchain implementations, but I contend that there’s something to the hype. In particular, I think that certain blockchain implementations, in the right material, social, and political conditions, constitute excellent bases for common knowledge. As a case study, I focus on trust in election outcomes, where the ledger records (...) not financial transactions but vote tallies. I argue that blockchain implementations could foster warranted trust in vote tallies and thereby trust in the democratic process. Finally, I argue that if the promise of blockchain implementations as democratic infrastructure is to be realized, then democracies first need to ensure that these material, social, and political conditions obtain. (shrink)

Purpose:The research aims to see the effect of using digital books based on the RANDAI learning model on students' problem-solving skills and information literacy in biology learning. Theoritical Framework: The integration of local wisdom will make the material more contextual so that learning becomes more meaningful. Digital books that are integrated with local wisdom can be concretized through digital books based on the RANDAI learning model. Methodology:The study was conducted at a secondary school in the province (...) of West Sumatra, Indonesia. The learning applied in this study uses the theoretical framework of the RANDAI model (Reciting, Analyzing the problem, Narrating the solution, Doing the solution, Assessing the solution, and Implementing the solution) which is problem-based learning integrated with local wisdom. Data collection was carried out through a test referring to Polya's problem-solving skills while for information literacy using a questionnaire referring to the Association of College and Research Library indicators. Data were analyzed using a parametric t-test and n-gain analysis. Result and discussion: This study found that problem-solving skills and information literacy through learning with the RANDAI learning model assisted by digital books can promote students' problem-solving skills in science learning. Conclusion: the RANDAI learning model with the help of digital books has an effect on the problem-solving abilities and information literacy of high school students. (shrink)

Healthy eating has long been a focus of professionals and researchers, both to evaluate strategies for improvement and to gain a deeper understanding of its dynamics in order to develop effective promotion methods. This study aims to examine the roles of individuals’ information-seeking abilities and e-health literacy in fostering a healthy eating intention among Iranians. Employing Bayesian Mindsponge Framework analytics on a dataset of 9,755 Iranian participants, the study found positive associations between healthy eating information-seeking ability, e-health literacy, (...) and healthy eating intention among Iranian adults. However, the moderating effect of e-health literacy on the relationship between information-seeking ability and healthy eating intention remains ambiguous. We suggest that enhancing individuals' healthy eating information-seeking abilities and e-health literacy, alongside improving the availability, affordability, and accessibility of reliable healthy eating information, is essential for fostering healthy eating intentions. (shrink)

The proliferation of fake news in our time presents a major challenge to public discourse and informed decision-making. As social media platforms expose individuals to vast amounts of information, distinguishing between credible content and misinformation has become increasingly difficult. This paper examines the mechanisms that facilitate the spread of fake news, including clickbait headlines and emotional manipulation, which exploit cognitive biases and contribute to the virality of misleading narratives. Emphasizing the urgent need for enhanced media literacy, the study advocates (...) for educational initiatives that equip individuals with critical thinking skills to assess information sources effectively. By fostering media literacy, societies can strengthen resilience against misinformation, promote trust in reliable sources, and support evidence-based decision-making in an increasingly complex information landscape. (shrink)

Marginalized communities are confronted with issues resulting from their marginalization, such as exclusion, invisibility, misrepresentation, and hate speech, not only offline but – due to digital change – increasingly online. Our research project DigitalDialog21 aims at evaluating the effects of digital change on society and how digital change, and the risks and possibilities that come with it, is perceived by the population. Digital change is understood as a factor of social change in this project. By investigating (...) digital change and its effects on society, we are able to draw more general inferences on how societies change socially and what needs to be done in education to establish digital trust. In 2017 the Digital Evolution Index observed an increasing trust deficit and skepticism towards digitalization in both very industrialized and lesser industrialized countries. We will draw inferences from these observations here and hypothesize the following: It seems that especially in marginalized communities, that is: in communities that are structurally and systemically disadvantaged and that experience societal marginalization, this trust deficit and skepticism towards digitalization is prevalent. This could be so because, as a member of a marginalized community, one might quickly find issues resulting from marginalization to be present in digital spaces just like they are present in non-digital spaces. This paper will examine critically how attitudes in marginalized communities towards digital media are influenced by digital change. Do the risks of digitalization outweigh the advantages for marginalized communities? Are digital media perceived to provide advantages such as increased visibility and representation or are they perceived to fuel discrimination against marginalized people? Our research project brings together secondary analyses of existing studies with the results of our own qualitative interview study on marginalized people's perceptions of digital change. The paper will portray some example interviews, and thereby analyze if and how attitudes in the margins towards digital media change, what this change consists of, and how we can understand the changing attitudes within an ethical and educational framework. Our findings will point at a necessity to increase ethically based digital literacy (PEAT) in the German education system, starting in early education. Marginalized groups in particular must be empowered to become digitally competent through problem-oriented education. Independent self-efficacy can increase digital trust in fragmented societies. The paper concludes by introducing media ethics tools that are being developed as part of the project. (shrink)

This systematic review explores the role of digital transformation in modern accounting and business practices. Through an analysis of relevant literature, the study examines the prevalence of automated and routine activities in accounting, the progression of digitalization stages across different areas, and the impact on competence requirements for accounting professionals. The findings reveal a landscape marked by significant shifts, challenges, and opportunities. While technologies such as robotic process automation (RPA) and optical character recognition (OCR) have streamlined processes and enhanced (...) efficiency, they also highlight the growing need for digital literacy and technical skills among employees. Furthermore, there is evidence of a progression in digitalization stages, with activities in financial forecasting and managerial accounting showing a higher proportion of digitalization in stages 2 and 3. Overall, the study underscores the importance of integrating technology-related competencies into accounting education and training programs toprepare future professionals for the digital age and emphasizes the need for organizations to navigate challenges and leverage opportunities effectively in their accounting practices. (shrink)

The proposition that digital innovations can put people in charge of their health has been accompanied by prolific talk of empowerment. In this paper we consider ethical challenges and opportunities of trying to achieve justice and empowerment using digital health initiatives. The language of empowerment can misleadingly suggest that by using technology, people can control their health and take responsibility for health outcomes to a greater degree than is realistic or fair. Also, digital health empowerment often primarily (...) reaches people who already have high technological and health literacy, leaving others behind. We critically investigate whether the concept of health empowerment could be re-engineered to mean something different, namely the process of improving the health literacy and access of those who least possess it, in line with recent proposals for conceptual engineering in the service of justice. We settle on the weaker conclusion that underlying ethical values including justice should be used to interpret the existing concept of empowerment. To conclude, we take a high-level view of various strategies for achieving the ethical value associated with digital health empowerment. (shrink)

The goal of the study is to analyse the relation between students' digital learning and transversal skills, as well as between students' digital learning and virtues. In the correlative study, 73 teachers of Class 12 of general education institutions participated, filling out a questionnaire in the Google Docs environment. As a result of the theoretical analysis, the criteria for digital learning have been identified -access to digital technologies, cooperation, teachers’ digital competence and availability of activities (...) in compliance with cognitive engagement levels. The findings of the correlation analysis show that the availability of activities in compliance with cognitive engagement levels is the most important in the development of transversal skills,while in the inculcation of virtues -cooperation. The access to digital technologies has a statistically significant correlation with both transversal skills and virtues. The teachers’ digital competence promotes digital literacy and such virtues as responsibility and wisdom. The recommendations developed as part of the study include compilation and promotion of the positive experiences of digital learning at the state and local government level; continuous monitoring and feedback analysis of purposeful digital learning and educational quality at school and classroom level; the application of digital learning resources based on the offer of activities in compliance with the students' cognitive engagement levels at the personal level. Keywords:Digital technologies, cooperation, digital competence, cognitive engagement. (shrink)

The introduction of digital technologies in agricultural production is one of the most important elements of strategic development in the agricultural sector and rural areas in Ukraine. In agriculture, these new technologies can modernize the industry, promoting innovation in agribusiness and creating new opportunities for rural development. The introduction of digital technologies in agriculture ensures the accuracy of measurements, speed data collection and processing. Digitization in rural areas is an inevitable process that brings a number of economic, social (...) and environmental benefits. The immediate aim of this paper is to assess the state of implementation of digital technologies in agriculture and to examine opportunities for rural development in Ukraine. Research methods: monographic, descriptive, analysis, synthesis, induction. The results indicate that only large agricultural enterprises in Ukraine are able to implement and use digital technologies. Thus, it is proposed to create an integrated digital portal for agricultural needs, combining solutions that optimize activities of agricultural enterprises: land bank management, production, crop monitoring, warehouse, procurement and supply, equipment and repairs, logistics, inventory and finished products. The article identifies technological and human barriers to introduction of digital technologies in rural areas of Ukraine. In addition it proposes strategies for development of digital literacy and skills among rural residents in Ukraine. The results of the research can have a significant impact on the development of agriculture in Ukraine, promoting digital technologies among other agricultural enterprises and ensuring the development in rural areas, attracting additional agricultural market participants and infrastructure that provide relevant information and digital services to rural residents. (shrink)

Kenya’s National Digital Master Plan (NDMP) 2022–2032 presents an ambitious blueprint for national digital transformation, yet its foundational assumptions risk reinforcing epistemic injustice, the systematic exclusion or devaluation of non-dominant ways of knowing. This article critically examines how the NDMP’s reliance on large-scale data systems (“datafication,” or the conversion of life into quantifiable metrics) and dependence on foreign technology partners may perpetuate colonial hierarchies of knowledge in a digital guise. Grounded in Fricker’s (2007) theory of epistemic injustice (...) and Santos’ (2014) call for ecologies of knowledge, the study undertakes a critical discourse analysis of NDMP policy documents, World Bank and ITU reports, and ethnographic literature on Kenyan Indigenous knowledge systems. Three central findings emerge. First, the NDMP privileges quantifiable data as the authoritative basis for governance and innovation, marginalizing oral, tacit, and communal knowledge traditions. AI-driven “smart farming” initiatives, for example, risk displacing long established ecological indicators. Second, partnerships with Western technology corporations such as Microsoft and SAP embed external design logics within Kenya’s digital infrastructure, producing what scholars identify as algorithmic colonialism. These imported epistemologies often conflict with Article 11 of Kenya’s Constitution, which mandates the protection and promotion of Indigenous cultures. Third, surface-level measures, such as “local content” targets or digital literacy programs, do little to redress the Plan’s deeper epistemic asymmetries. The article proposes a framework for epistemically just digitalization anchored in three principles: pluralistic system design that accommodates diverse epistemologies; community-controlled data governance that safeguards epistemic agency; and epistemic humility in technological adoption. By situating Kenya’s digital strategy within broader debates on decolonizing digital governance, the study concludes that uncritical modernization risks entrenching new forms of epistemic dependency. The NDMP thus offers a cautionary lesson for states pursuing digital transformation in postcolonial contexts. (shrink)

Digitalization and the emergence of the Internet have resulted in escalating access to information and communication. Given the circumstances that soaring access to information amounts to the intensification of misinformation and disinformation, a set of critical skills to navigate and critically assess the information is necessary. This paper outlines the significance of these skills, and provides a perspective on metaliteracy as a supplement to media and information literacy, and argues that the ability to conceptualize, access, comprehend, analyze, and use (...) information is crucial in achieving inclusive, pluralistic, and participatory knowledge societies. (shrink)

Under transmodern conditions—marked by convergent life sciences and computational paradigms, ubiquitous connectivity, and accelerating AI–IoT infrastructures—the classical Enlightenment architecture of knowledge (institution-centred authority, relatively stable publics, and slower epistemic rhythms) is displaced by infrastructure-mediated conditions of perception, production, and justification. The paper develops a quadrangular conceptual framework—poiesis–technē / aisthēsis–epistēmē—to show how contemporary digital systems externalize and govern aisthēsis (through distributed sensing and datafication), accelerate poiesis (through generative synthesis and automation), and reconfigure epistēmē by reshaping practical norms of evidence, credibility, (...) and closure. Against both technoutopian and fatalistic readings, the argument treats the emancipatory content of Digital Enlightenment as conditional: it depends on whether DIY epistemologies and autodidactic learning ecologies become civic infrastructures of participation, contestability, and repair, rather than being absorbed into platform spectacle or epistemic dependency. The normative core is an infrastructural expansion of epistemic justice, where harms and asymmetries increasingly track unequal access to interpretability, auditing, and intervention rights in AI–IoT environments. The conclusion articulates a transmodern pedagogical program in which digital and AI literacy function as justice-relevant capabilities for autonomy and collective empowerment under hybrid agency. (shrink)

Digital Literacy (DL) is defined as the ability to use information and communication technology to communicate with cognitive and technical skills. One of the Digital Literacy is Mobile-Assisted Language Learning (MALL) or mobile phones-based language learning. Merits of this study are worthy of helping learners easier understand the language learning materials presented by either guided face to face in the classroom or self-learning out of the school. The study used experimental and control classes to compare the (...) results that the significance of Mobile-Assisted Language Learning in learning language could be prescribed. Refer to the initial students’ ability, this study designed pre and post-test for the experiment. Furthermore, participants were 40 students of second-year students at the English Education Department. Same topics were taught for experiment and control class in alter methods. The results claimed that the using post-test of MALL had merits on improving experimental group more than control group performance. The results declared that using MALL would encourage students learning activities such as self-language learning, enriching vocabulary, promoting teacher’s pedagogic, student’s cognitive, writing skill, reading comprehension, speaking, grammar and listening skill. Lastly, this paper implied MALL as a reference for future curriculum and material development. (shrink)

This article examines the theological and ethical implications of human dignity in the digital age, grounded in the magisterial declaration Dignitas Infinita. It explores how the document articulates human dignity through its ontological, moral, social, and existential dimensions, emphasizing the immutable worth of every person as imago Dei. The study employs the See-Judge-Act framework to analyze digital-age challenges such as misinformation, digital violence, and the erosion of interpersonal relationships. Drawing from Catholic social teaching, Bernard Lonergan’s theory of (...) common-sense bias, and insights from patristic and contemporary thought, the paper critiques how digital technologies impact human dignity. The study underscores the role of the Church in fostering ethical digital environments and proposes solutions informed by theological and philosophical traditions, grounded in the method of synodality. Ultimately, it argues that safeguarding human dignity in digital spaces requires an integrative approach that combines moral responsibility, technological literacy, and a return to foundational Christian anthropology. (shrink)

Financial literacy is becoming a pivotal skill in navigating the marketplaces within the predominant rising digital branches of trading domains; however, there remains a concerning gap in the purchasing behavior of adolescents, who are its primary users. With this in mind, the main objective of our research is to determine whether there is a relationship between a student's level of financial literacy and their online purchase decision-making. The researchers employed an explanatory mixed approach and purposive sampling to (...) identify respondents from Immaculate Conception College of Balayan, Inc. A 5-point Likert scale survey was utilized to collect data from 66 respondents, followed by semi-structured interviews with 10 selected participants. The results showed a moderately positive correlation between a student's financial literacy and online purchase decisions, as determined by the Pearson correlation coefficient. Thus, the thematic analysis revealed that respondents generally have good financial literacy, emphasizing factors like pricing, online reviews, and product ratings when making digital marketplace decisions. However, there are notable gaps in their understanding of basic financial concepts and their ability to apply them in real-life situations. To effectively enhance students’ financial literacy and online purchasing decisions, a holistic approach is necessary, including targeted interventions, practical applications, and continuous adaptation to evolving consumer behaviors. Educational institutions, policymakers, and stakeholders should work together to create comprehensive programs that provide students with the knowledge, skills, and attitudes needed to negotiate real-world financial situations and make sound judgments in the digital commerce ecosystem. By emphasizing practical learning, key financial concepts, and trustbuilding approaches, educators may empower students to become responsible consumers capable of managing their resources successfully and ethically. (shrink)

This study examines the role of digital technologies in building resilient communities, focusing on data collected during the pandemic. This research aims to explore the impact of digital technologies on community development, assess their effectiveness in enhancing community resilience, and identify key success factors. The study adopts a mixed-methods approach, including qualitative data collected through interviews and focus groups, a review of existing literature and case studies. Preliminary findings indicate that digital technologies have been crucial in supporting (...) community resilience, enabling virtual communication, remote access to resources, and community engagement. However, disparities in digital access and literacy have influenced their effectiveness. Addressing the digital divide and ensuring equitable access is crucial while providing ongoing support, capacity building, and community engagement. Digital technologies have demonstrated their potential to build resilient communities, particularly in times of crisis. (shrink)

Aim of the Study: This study examined the ICT literacy level of primary education lecturers and its implications for effective teaching and learning. Methodology: Employing a descriptive research design, a survey method was utilized to gather data from tertiary institutions in Anambra State, southeastern Nigeria. The population comprised tertiary institutions offering primary education, early childhood education, and related courses. A self-structured questionnaire was administered via Google survey, comprising demographic data and questions aligned with the research objectives. The instrument's validity (...) was ensured through expert validation, while reliability was tested using the test-retest method, yielding a reliability score of 0.75. Data were collected virtually from knowledgeable respondents via email, WhatsApp, Instagram, and Facebook groups. Eighty (80) appropriately filled questionnaires were received within three weeks. Descriptive statistical analysis, including mean and standard deviation computation, was employed to analyze the data. Findings: The result showed that Primary education lecturers vary in their ICT proficiency, impacting teaching effectiveness. While some confidently employ technology, positively impacting student engagement, others struggle, hindering integration. ICT-savvy and proficient lecturers create interactive lessons, fostering active learning. Moreover, professional development through conferences, workshops, and sandwich courses enhances ICT literacy, improving teaching quality and learning outcomes. Conclusion: The study contribute to understanding the ICT literacy level of primary education lecturers and inform strategies for enhancing teaching effectiveness and student learning outcomes in the digital age. (shrink)

The relevance of the study is due to the need to transform educational methods and technologies that can satisfy the cognitive, social, and emotional needs of people in the digital world. The modern education system is focused on the implementation of educational strategies that meet high ethical and technical standards. The purpose of the article is the study of humanization as the development direction of education in the digital age. The methodological basis of this study is an understanding (...) of the principle of humanization as combining the general cultural, social, moral, and professional development of an individual. It is shown that digital devices are an integral part of the identity of a modern person, which leads to the need to develop media literacy among students using media education. As part of the humanization of education in educational institutions, a direction is being implemented for organizing and implementing project activities. This instructional format involves the transformation of the role of participants in educational processes and the methods and technologies that are used for its implementation. The results prove that the goals of modern education are possible provided if the principles of humanization and individualization are implemented in the educational process. (shrink)

This paper examines the role of digital tools in enhancing feminist and ecological awareness through literature pedagogy in Indonesia. Against the backdrop of ongoing gender-based and environmental crises, we explore how digital learning practices intersect with critical literary studies. Focusing on two key works by Indonesian author Intan Paramaditha, The Wandering: Choose Your Own Red Shoes Adventure (2020) and Apple and Knife (2018), the study investigates how these texts can be integrated into English language and literature classrooms to (...) encourage student engagement with themes of bodily autonomy, ecological justice, and gendered resistance. Utilizing a decolonial ecofeminist lens and qualitative textual analysis, this research observes how students, through activities such as digital storytelling, interactive fiction writing, visual mapping, and role-based performance, recontextualize Paramaditha’s narratives into contemporary digital forms. The findings suggest that embedding these literary texts within participatory digital pedagogy not only nurtures critical reading and multimodal literacy but also supports students in confronting socio-ecological inequalities. By situating feminist literature within digital environments, this paper advocates for an alternative model of language and arts education that fosters critical, situated, and imaginative responses to gender and environmental concerns in the Indonesian digital context. (shrink)

The "World Converts Day" narrative represents more than a simple viral hoax—it embodies the complex interplay between digital disinformation ecosystems, institutional religious authority, and Indonesia's ongoing project of maintaining religious harmony within democratic pluralism. While factually baseless, its persistence demonstrates how digital spaces can amplify marginal voices into seemingly legitimate movements that challenge established frameworks of religious moderation. Countering such narratives requires more than fact-checking; it demands rebuilding institutional credibility, strengthening digital literacy across demographic groups, and (...) consistently modeling inclusive religious engagement through concrete policies and practices. Indonesia's experience suggests that sustainable religious harmony in the digital age requires proactive institutional positioning rather than merely reactive corrections. The true measure of success lies not in eliminating controversial narratives entirely—which may be impossible—but in ensuring they remain marginal to mainstream religious discourse where moderation, dialogue, and mutual respect remain the dominant paradigms. (shrink)

In an age of pervasive digitization, students' limited familiarity with the vast realm of information poses a significant challenge. This study investigates the hurdles faced by university students in terms of internet access and information retrieval. Objectives encompass understanding the impact of internet access challenges on academic performance, exploring factors influencing students' lack of interest in enhancing internet skills, and identifying barriers to effective internet utilization. Methodologically, a survey approach is adopted, involving 160 purposively selected students as respondents. A structured (...) questionnaire is used for data collection, distributed through Google Forms, resulting in a comprehensive 100% response rate. The study's theoretical foundation rests on the Use and Gratification Theory and Digital Divide Theory, highlighting digital literacy's importance in education. Key findings support alternative hypotheses, revealing the influence of internet connectivity challenges on academic performance, citing factors like cost, inertia, intent, and digital literacy. In conclusion, the study underscores students' reliance on smartphones for internet access, proposing specialized instruction, self-driven skill enhancement, and collaborative efforts to enhance internet accessibility and affordability. Recommendations emphasize specialized instruction, self-driven skill improvement, and collaborative efforts to enhance affordable internet access. Ultimately, tackling these challenges empowers students to navigate the digital landscape and leverage its potential effectively. (shrink)

Public Libraries (PLs) continue to contribute a great deal to user education in local communities. This paper analyzes the importance of PLs in driving community literacy through promotion of user education for the progressive improvement of the society. The paper stresses the relevance and value of PLs by reassessing the benefits they accrue by analyzing the impact of PLs on community and social education. As indigenous knowledge repositories, PLs play a significant role as community information service providers by driving (...) community literacy. The goal of this paper is to analyze the role played by PLs in driving community education and promoting information literacy in the society. PLs, being storehouses of knowledge, support user education by undertaking active part in community information services. The model helps in explaining and analyzing the efficiency of information search and retrieval process in PLs and how it affects user education and community literacy. The paper also discusses the relevance and value of PLs in this age of digital technology. The findings reinforce the claim that PLs are relevant even in this digital age, and they indeed support user education for the progressive improvement of the society. (shrink)

Purpose: This article aims to know to what extent the practice of using social media in Indonesia can influence the attitudes of young people, who already have digital technology literacy, towards current global issues, especially environmentally friendly products. -/- Design/Method/Approach: The research design is a quantitative approach using a survey method with a questionnaire to find out the opinions of respondents. Using structural equation modeling (SEM), the research will test a number of hypotheses developed in this article. A (...) sample size for this research is 137 respondents. -/- Findings: According to SEM analysis using AMOS, green product knowledge does not affect attitudes towards green products, but communication through social media marketing and value consciousness of products are proven to affect consumer attitudes. Furthermore, attitude is proven to affect intention to purchase green products positively and significantly. -/- Theoretical Implications: In conclusion, it turns out that product knowledge has no effect on determining consumer attitudes. It shows the need for other relevant variables in the research model as there is an interesting phenomenon of products that are classified as unique among young people in developing countries. -/- Practical Implications: Social media activists and big companies in Indonesia can influence their young followers to care about the environment and promote affordable green products. -/- Originality/Value: It includes awareness of the importance of using green products among young people, as well as a research model to determine buying behavior while purchasing green products. -/- Research Limitations/Future Research: This research has several limitations. Most importantly, the sample in this study was limited by selecting a sample of the younger generation in Indonesia. It would be more useful for future studies to use a wider sample of income levels. In addition, for future empirical research it is more useful to add many independent variables, such as product quality and the country of origin of the product. -/- Paper Type: Empirical -/- The use of social media as part of social interaction activities in society and at the same time as a medium for companies to promote their products is increasing. This condition opens opportunities for companies engaged in environmentally friendly products or often called green products to take advantage of social media in disseminating their products to consumers. This study aims to test whether understanding of green products, communication through electronic social media and value consciusness when buying a product will influence consumer behavior to buy environmentally oriented products. For the purposes of the survey, a questionnaire was designed using Google Form. The questionnaire was socialized to 200 students. The results obtained show that Green Product does not affect Attitude, but Social Media marketing and Value Consiouness are proven to affect consumer Attitude. Attitude is proven to affect Purchase Intention. (shrink)

During the past decade, a fairly extensive literature on the digital divide has emerged. Many reports and studies have provided statistical data (Digital Divide Network, 2002; NTIA, 1995, 1998, 1999, 2000) pertaining to sociological aspects of ‘the divide,’ while some studies have examined policy issues involving universal service (Camp and Tsong, 2001) and universal access (Brewer and Chuter, 2002). Other studies have suggested ways in which the digital divide could be better understood if it were ‘reconceptualized’ in (...) terms of an alternative metaphor, e.g. a ‘divide’ having to do with literacy (Warschauer, 2002), power (Moss, 2002), content (Carvin, 2000), or the (information) environment (Floridi, 2001). However, with the exception of Johnson (2001) and Koehler (2002), authors have tended not to question ‐ at least not directly ‐ whether the digital divide is, at bottom, an ethical issue. Many authors seem to assume that because disparities involving access to computing technology exist, issues underlying the digital divide are necessarily moral in nature. Many further assume that because this particular ‘divide’ has to do with something that is digital or technological in nature, it is best understood as a computer ethical issue. The present study, which examines both assumptions, considers four questions: (1) What exactly is the digital divide? (2) Is this ‘divide’ ultimately an ethical issue? (3) Assuming that the answer to (2) is ‘yes,’ is the digital divide necessarily an issue for computer ethics? (4) If the answer to (3) is ‘yes,’ what can/should computer professionals do bridge the digital divide? (shrink)

This study investigates the relationship between AIdriven writing tools and Impostor Syndrome (IS) among tertiary ESL students, focusing on how AI use influences self-perception and academic confidence. Employing a mixed-methods approach, the study involved 200 students from a Philippine state university, collecting quantitative data through a modified AI-induced Impostor Syndrome Test and qualitative data via semi-structured interviews. Findings reveal that show that 24% of students displayed minimal impostor traits, perceiving AI tools as enhancers of their skills. However, 49% fell within (...) the moderate range, occasionally struggling with self-doubt and attributing their academic success to AI assistance. Notably, 24.5% reported frequent impostor experiences, suggesting a growing reliance on AI tools that may undermine self-efficacy. A critical 2.5% experienced intense impostor feelings, indicating a severe dependence on AI that negatively affected their academic identity. Qualitative data further highlighted concerns about authenticity, over-reliance on AI, and ethical dilemmas in academic writing. The study stresses the importance of balanced pedagogical strategies, digital literacy, and psychological resilience to mitigate AI-induced Impostor Syndrome. It also highlights the role of time management, structured review, and adaptability as key coping mechanisms. These findings support the development of interventions that promote confidence, academic integrity, and responsible AI integration in ESL education. (shrink)

This article analyzes the epistemological challenges that the digital era imposes on the development of critical thinking and, at the same time, proposes a framework of conceptual and methodological tools for its implementation. In an information ecosystem characterized by overabundance, affective polarization, algorithmic systems, and the proliferation of disinformation, traditional conceptions of critical thinking prove insufficient. It is argued that critical competence in the 21st century must transcend mere logical analysis to incorporate algorithmic literacy, robust metacognition of one's (...) own cognitive biases, and a practical epistemology of digital sources. Based on a review of literature from philosophy and the cognitive sciences, a set of five interconnected tools is postulated: digital methodological skepticism, algorithmic literacy, metacognition and intellectual humility, epistemology of sources, and a hermeneutics of intention. The article concludes that the implementation of this framework is not only a pedagogical necessity but also a civic imperative for the preservation of a democratic and rational public sphere. (shrink)

In contemporary informational ecosystems, the phenomena of misinformation and disinformation have become a growing and multifaceted challenge that necessitates philosophical and scientific scrutiny. With the aim of understanding the nature and impact of these phenomena, this paper examines their dimension across three main axes: First, the historical evolution of strategic falsehoods is reconstructed, from Roman propaganda to Deepfakes in the digital era. Next, by presenting a taxonomy based on intent, content, and medium, key distinctions between misinformation, disinformation, and malinformation (...) are clarified, addressing the dimensions of the content authenticity spectrum. Third, based on social epistemology and cognitive psychology, the mechanisms through which false beliefs are formed and become resistant to correction (such as motivated reasoning, culpable ignorance, and epistemic injustice) are analyzed to explain the persistence of false beliefs and the enduring impact effect. Finally, the article addresses the societal consequences of this informational disorder on democratic deliberation, consensus reality, and trust in expertise. It offers multipronged suggestions for safeguarding epistemic integrity by combining cognitive virtues, psychological inoculation, and problem-solving based on information literacy. This analysis identifies the epistemic crisis caused by disinformation as a threat to the health and sustainability of society. (shrink)

This essay redefines Microsoft Power BI as not merely a business intelligence tool, but as a cognitive prosthesis and an epistemic infrastructure that influences management cognition, attention, and the generation of organisational knowledge. Although traditional literature regards Power BI mainly as a visualisation or decision-support instrument, this study employs a critical conceptual and metascientific perspective to analyse how the platform pre-defines legitimate evidence, influences organisational reasoning, and reallocates interpretive labour within knowledge-driven organisations. The analysis puts up three connected arguments. To (...) begin with, Power BI acts like a cognitive prosthesis by automating basic operations like trend identification, forecasting, and comparison measurements. This frees managers from low-level duties while also making them dependent on its dashboards and algorithmic logic. Second, it works as a micro-technology of cognitive capitalism by capturing, directing, and turning management attention into a resource of economic and organisational value. Third, the platform incorporates epistemic authority into its visualisations and metrics, gently regulating the generation of organisational knowledge and influencing the ethical and political aspects of managerial decision-making. By integrating perspectives from cognitive science, critical theory, science and technology studies, philosophy of technology, and political economy, the article illustrates that the automation of cognition is inherently biased, resulting in epistemic constriction, ethical challenges, and technocratic validation masquerading as “data-driven” objectivity. The research enhances metascientific discourse by elucidating the infrastructure of knowledge production within organisations and advocating for reflexive literacy in the utilisation of data analytics platforms. It emphasises the ethical, epistemological, and organisational implications of cognitive prostheses such as Power BI and promotes a more critical approach to the technologies that increasingly shape managerial cognition and decision making. (shrink)

In the educational context, the necessity of recognizing the structure of relations among social and educational institutions by examining how individuals’ different social and cultural experiences affect the educational learning outcomes towards global digital communication. The current study examined the interplay of Social and Cultural Capital orientation, cognitive learning ability, and family background. The descriptive correlational research design was employed. It adopted two research instruments, namely the Social and Cultural Capital Questionnaire (SCCQ) and the Otis-Lennon Scholastic Ability tests (OLSAT), (...) to a total of 377 undergraduate college students of select universities in Indonesia. The results of the study showed that the respondents manifest a high level of social and cultural capital orientation, with literacy having the highest factor. Likewise, the respondents have an average cognitive level of ability. Test of difference showed that respondents whose parents with high educational achievement exhibit high social competence, social solidarity, cultural competence, and extraversion, social solidity, and extraversion. Similarly, fathers’ education is the single variable which spelled difference on the student’s cognitive ability implying students whose fathers have high academic qualification exhibit high cognitive ability. Test of relationship showed that literacy practices and global-cultural competence are correlated to students’ cognitive ability. Finally, family income is a predictor of students’ high level of cognitive ability and social and cultural capital orientation. The implications of the results were discussed within, and suggestions were made for future research. (shrink)

Artificial intelligence (AI) is now firmly embedded in radiology practice. From automated abnormality detection on chest radiographs to workflow optimization in triage, AI is increasingly shaping diagnostic processes. Its promise is substantial: improved efficiency, faster reporting, and better diagnostic accuracy. Yet these benefits come with risks that extend beyond technical performance. For radiologists, the critical challenge is to ensure that integration of AI into clinical practice does not compromise patients’ fundamental rights. This is not only a professional duty, but also (...) a legal obligation. Under the recently adopted EU Artificial Intelligence Act (AI Act), hospitals and clinicians deploying “high-risk” AI systems, including most radiology applications, are required to demonstrate adequate AI literacy. Radiologists must be equipped not only to understand technical aspects but also to assess risks for patients. -/- . (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their language (...) classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

This article argues that in the 21st century, social media has emerged as a subtle yet profound threat to human individuality. While acknowledging its constructive role in spreading knowledge, connecting communities, and democratizing information, the paper examines the psychological and structural mechanisms through which social media platforms shape perception, behavior, and identity. By prioritizing attention capture, algorithmic personalization, and digital validation, these platforms gradually replace reflection with reaction and authenticity with performance. The result is not an overt suppression of (...) freedom, but a silent conditioning of consciousness in which individuals unknowingly outsource their thinking and self-concept to digital systems. The article contends that the central issue is not the existence of social media itself, but its unconscious use, and calls for greater psychological awareness and critical digital literacy to preserve individuality in an age of invisible influence. (shrink)

Abstract Telemedicine, often referred to as e-health or telehealth, has evolved from early communication technologies to a key component of modern healthcare delivery. Recent advances, accelerated by the COVID-19 pandemic, have transformed patient-physician interactions, introducing opportunities for remote care while challenging established clinical and ethical norms. This article examines the ethical implications of telemedicine within five key domains: reconstruction of the patient-physician relationship, privacy and confidentiality, patient autonomy, beneficence and non-maleficence, and justice in access to care. While telemedicine can improve (...) accessibility and continuity of care, it raises concerns about reduced physical interaction, data security, and maintaining trust. Moreover, issues related to informed consent, digital literacy, and technological dependency highlight risks to autonomy and equity. The paper argues that these changes necessitate revisiting traditional ethical principles and adapting normative frameworks to ensure patient-centered care in an increasingly digital health ecosystem. (shrink)

The purpose of this study is to investigate the leadership strategies and curriculum management practices of the Program Chair responsible for the Bachelor of Secondary Education (BSED) and Bachelor of Physical Education (BPED) programs at a higher education institution. It focuses on the Program Chair's methods for fostering professional development, supporting faculty growth, and conducting program evaluations. For the methodology, a qualitative case study approach was used, incorporating semi-structured email interviews to collect information about the Program Chair's strategies for curriculum (...) management, faculty development initiatives, and evaluation processes. The research findings indicate that effective leadership, which is rooted in ongoing professional development, collaborative decision-making, and faculty growth, is crucial for successful curriculum management. The study also emphasizes the need to incorporate 21st-century skills, digital literacy, and critical thinking into the curriculum. Furthermore, it shows that strong faculty development programs, including mentorship and professional development opportunities, enhance teaching practices and better equip graduates to meet the challenges of the 21st-century workforce. In conclusion, the study suggests that higher education institutions can greatly benefit from updated curricula, improved faculty development programs, data-driven evaluation systems, and modern learning environments to maintain the success and relevance of their teacher education programs. These recommendations offer practical insights for institutions aiming to enhance their teacher education offerings. (shrink)

International schools increasingly admit marginalized and indigenous students through scholarship or charity programs intended to promote educational equity. However, access to international education does not automatically translate into successful learning outcomes. Many students entering such environments possess profound gaps in foundational literacy, numeracy, and language skills, which may be compounded by behavioral, environmental, and technological factors. This conceptual paper examines the barriers faced by indigenous charity-sponsored students enrolled in English-medium international schools, focusing on four interacting domains: educational poverty, foundational (...) literacy deficits, attention and behavioral regulation difficulties, and digital overexposure. Drawing from classroom observations and scholarship on experiential learning, contextualized instruction, and learner readiness, the paper proposes a conceptual framework explaining how these interacting conditions impede English language acquisition and broader academic success. The study argues that international schools must move beyond mere access and develop structured bridging programs, glocalized learning materials, and controlled digital environments to address extreme learning gaps among marginalized learners. (shrink)

Chronic illnesses such as diabetes, cardiovascular diseases, cancer, and mental health disorders are increasingly contributing to the global health burden, requiring consistent monitoring, timely intervention, and patient-centric care. Traditional healthcare systems often fall short in addressing these needs due to challenges such as limited access, delayed appointments, and minimal patient engagement between visits. Chronic Connect is a smart healthcare application designed to bridge these gaps through the integration of artificial intelligence (AI) and mobile technology. The app facilitates early detection and (...) management of chronic diseases by analyzing user-input health parameters to predict potential health risks. Its intuitive design ensures accessibility for a wide demographic, including the elderly and users with limited digital literacy. The AI-powered engine continuously learns and adapts to individual health trends, offering personalized insights and encouraging timely medical consultations. Additionally, the platform supports patient education, remote monitoring, and real-time data sharing with healthcare providers, thus fostering a collaborative healthcare ecosystem. By empowering users to take control of their health and enabling providers to deliver proactive care, Chronic Connect aligns with the modern principles of preventive, participatory, and personalized medicine. Its scalability and adaptability make it a valuable tool in both urban and rural healthcare settings. Overall, Chronic Connect exemplifies how digital innovation can transform chronic disease management, reduce healthcare disparities, and improve health outcomes. (shrink)

This paper presents a review and propose framework for training older financial services employees (age 45+) in Generative AI applications. As banks rapidly adopt AI tools, our research identifies specific barriers facing older workers including technological anxiety, interface complexity, and knowledge retention challenges. We conclude that older workers require approximately 30-40% more training time than younger colleagues but achieve comparable proficiency with appropriate support. Key success factors include: (1) peer mentoring systems pairing tech-savvy junior employees with senior staff, (2) simplified (...) interfaces removing unnecessary technical options, and (3) job-specific practice scenarios rather than abstract exercises. This paper further explores the critical need for training older adults in Generative AI (GenAI). While GenAI offers transformative potential across various sectors, ensuring equitable access and its adoption requires addressing the specific challenges faced by older populations. These challenges include digital literacy gaps, concerns about data privacy and security, and the need for user-friendly interfaces especially for older population who might be largely non-technical. The paper examines recent literature and key considerations for developing effective GenAI training programs for older adults, emphasizing the importance of foundational digital skills, accessible language, personalized learning, and ongoing support. Additionally, this study highlights the digital divide faced by older adults, emphasizing the need for structured AI training programs. Furthermore, it analyzes future projections of GenAI's impact, highlighting the necessity of upskilling and reskilling the workforce, including older individuals, to bridge the emerging GenAI skills gap. The paper categorizes and quantifies the types of sources used to support its claims, providing a comprehensive overview of the current state of research and expert opinion on this topic with tables, graphics and charts. By addressing the unique needs of older learners and preparing for the future of GenAI, we can foster digital inclusion and empower all members of society to benefit from this transformative technology. This paper also examines the impact of Generative AI (GenAI) and Agentic AI on the financial services sector, with a specific focus on workforce training and upskilling. Key findings from litreature indicate that by 2027, 80\% of the engineering workforce will require AI-related upskilling (Gartner) and AI-driven automation can reduce manual data tasks by up to 80% (West Monroe). For example, in banking, AI adoption has led to tangible productivity gains, such as Capitec Bank employees saving over one hour per week using AI tools (as suggested by recent reports). The paper categorizes and quantifies recent AI adoption trends, workforce transformation data, and financial efficiency metrics to provide a comprehensive condensed overview of the evolving AI landscape in financial services based on recent reports. (shrink)

This paper presents a review and proposes framework for training older financial services employees (age 45+) in Generative AI applications. As banks rapidly adopt AI tools, our research identifies specific barriers facing older workers including technological anxiety, interface complexity, and knowledge retention challenges. We conclude that older workers require approximately 30-40% more training time than younger colleagues but achieve comparable proficiency with appropriate support. Key success factors include: (1) peer mentoring systems pairing tech-savvy junior employees with senior staff, (2) simplified (...) interfaces removing unnecessary technical options, and (3) job-specific practice scenarios rather than abstract exercises. This paper further explores the critical need for training older adults in Generative AI (GenAI). While GenAI offers transformative potential across various sectors, ensuring equitable access and its adoption requires addressing the specific challenges faced by older populations. These challenges include digital literacy gaps, concerns about data privacy and security, and the need for user-friendly interfaces especially for older population who might be largely non-technical. The paper examines recent literature and key considerations for developing effective GenAI training programs for older adults, emphasizing the importance of foundational digital skills, accessible language, personalized learning, and ongoing support. Additionally, this study highlights the digital divide faced by older adults, emphasizing the need for structured AI training programs. Furthermore, it analyzes future projections of GenAI’s impact, highlighting the necessity of upskilling and reskilling the workforce, including older individuals, to bridge the emerging GenAI skills gap. The paper categorizes and quantifies the types of sources used to support its claims, providing a comprehensive overview of the current state of research and expert opinion on this topic with tables, graphics and charts. By addressing the unique needs of older learners and preparing for the future of GenAI, we can foster digital inclusion and empower all members of society to benefit from this transformative technology. This paper also examines the impact of Generative AI (GenAI) and Agentic AI on the financial services sector, with a specific focus on workforce training and upskilling. Key findings from literature indicate that by 2027, 80% of the engineering workforce will require AI-related upskilling (Gartner) and AI-driven automation can reduce manual data tasks by up to 80% (West Monroe). For example, in banking, AI adoption has led to tangible productivity gains, such as Capitec Bank employees saving over one hour per week using AI tools (as suggested by recent reports). The paper categorizes and quantifies recent AI adoption trends, workforce transformation data, and financial efficiency metrics to provide a comprehensive condensed overview of the evolving AI landscape in financial services based on recent reports. (shrink)

Creating a High-Quality Young Generation: A Holistic and Systematic Solution -/- The future of any society depends on the quality of its young generation. However, many nations struggle to develop young people who are intellectually competent, morally grounded, and socially responsible. The root causes of this failure lie in fragmented education systems, economic instability, broken family structures, technological distractions, and weak leadership. To solve this problem, a holistic, systematic approach is needed—one that integrates education, governance, economic policies, family values, and (...) ethical decision-making under a unified framework based on the universal law of balance in nature. -/- Understanding the Root Causes -/- Before formulating a solution, we must analyze the interconnected challenges preventing the development of a high-quality young generation: -/- 1. Deficient Education Systems – Traditional education prioritizes rote memorization over critical thinking, creativity, and problem-solving. It also fails to teach free will, ethical decision-making, and the balance between knowledge and wisdom. -/- 2. Lack of Role Models – Corrupt leaders, unethical business figures, and poor parenting lead to misguided ambitions and values. -/- 3. Technological Distractions – Social media and digital entertainment promote instant gratification over deep thinking, reducing intellectual curiosity. -/- 4. Economic Pressures – A lack of high-quality jobs and economic instability force young people into survival mode, focusing on short-term gains rather than long-term progress. -/- 5. Weak Moral and Ethical Foundations – Consumerism, materialism, and moral relativism erode universal ethical principles, leading to selfish, shortsighted behavior. -/- 6. Broken Family Structures – Many children grow up in unstable environments due to absentee parents, divorce, or dysfunctional households. -/- 7. Political and Leadership Failures – Governments prioritize short-term political interests over long-term youth development, failing to create policies that empower the young generation. -/- 8. Health and Well-being Neglect – Mental health issues, poor nutrition, and unhealthy lifestyles affect young people’s cognitive and emotional development. -/- A Holistic, Systematic Solution -/- A successful solution must address these root causes through a comprehensive, multi-layered approach. The following framework provides a structured pathway toward developing a high-quality young generation: -/- 1. Transforming Education: The Foundation of Intellectual and Moral Growth -/- A holistic educational system should integrate four core pillars: -/- A. Critical Thinking and Free Will Education -/- Move beyond rote learning and instill problem-solving, analytical reasoning, and independent thinking. -/- Teach the universal law of balance in nature to help students understand how their decisions shape personal and societal well-being. -/- Promote scientific inquiry while allowing open discussion of philosophical and ethical perspectives. -/- B. Ethical Decision-Making and Moral Responsibility -/- Integrate ethics and morality into the curriculum, teaching the consequences of actions on both personal and societal levels. -/- Encourage community service and social responsibility projects. -/- Teach cause-and-effect systems thinking (i.e., how all decisions create ripple effects). -/- C. Practical Life Skills and Economic Awareness -/- Teach financial literacy, entrepreneurship, and career planning to prepare students for real-world challenges. -/- Encourage hands-on learning through apprenticeships, vocational training, and STEM (science, technology, engineering, and mathematics) programs. -/- D. Digital Literacy and Responsible Technology Use -/- Educate young people on the impact of social media, misinformation, and digital distractions. -/- Promote constructive technology use for education, innovation, and personal growth. -/- 2. Strengthening Family Structures and Parental Guidance -/- A child’s first learning environment is the home. Thus, parental education programs should be implemented to: -/- Teach parents how to instill discipline, emotional intelligence, and ethical values. -/- Provide financial support or incentives for families that actively engage in child development programs. -/- Promote work-life balance policies so parents can spend more time with their children. -/- 3. Economic Policies That Empower Youth -/- Governments must create long-term economic strategies that: -/- Establish youth employment programs that provide internships, mentorship, and job training. -/- Promote sustainable entrepreneurship by funding youth-driven startups. -/- Ensure fair wages and stable career opportunities, reducing the pressure to seek unethical shortcuts to success. -/- 4. Leadership and Governance Reform -/- Political and business leaders must be held to higher ethical standards. This can be achieved through: -/- Ethical leadership training for government officials, CEOs, and policymakers. -/- Anti-corruption measures that enforce transparency and accountability. -/- Holistic governance policies that prioritize long-term youth development over short-term political gains. -/- 5. Health, Well-Being, and Mental Resilience -/- A strong young generation must be physically and mentally healthy. Societies must: -/- Promote mental health awareness in schools and workplaces. -/- Implement balanced nutrition and wellness programs in schools. -/- Encourage sports, physical fitness, and outdoor activities to counteract the sedentary lifestyle caused by excessive screen time. -/- 6. Harnessing Technology for Positive Development -/- Rather than being a distraction, technology should be a tool for empowerment: -/- Develop AI-driven personalized education to support individualized learning. -/- Promote tech-based problem-solving competitions to cultivate innovation. -/- Encourage online mentorship programs connecting young people with experts and successful professionals. -/- 7. Establishing a Global Ethical and Knowledge-Based Culture -/- To create a high-quality young generation worldwide, societies must collaborate in promoting: -/- International youth exchange programs to expose young minds to diverse ideas and experiences. -/- A universal ethical framework based on the balance of nature, ensuring that cultural and religious teachings align with scientific and moral principles. -/- Global scientific collaboration to address challenges such as climate change, poverty, and technological inequality. -/- Conclusion: The Future Depends on Systematic Change -/- The failure to produce a high-quality young generation is not due to lack of intelligence or potential but rather the absence of a holistic, systematic approach that integrates education, family, economy, leadership, technology, and well-being. By adopting a structured, science-based framework rooted in the universal law of balance, societies can cultivate young people who are intellectually capable, morally responsible, and prepared to lead humanity into a better future. -/- The key to success lies In balance—ensuring that knowledge is paired with wisdom, ambition with ethical responsibility, and personal success with social well-being. By implementing this systematic solution, we can create a generation that not only excels individually but also uplifts society as a whole. -/- . (shrink)

The Importance of Standardizing a Holistic Educational System in All Private and Public Schools -/- Education is the foundation of every society, shaping the future of individuals and nations alike. However, for it to be truly effective, it must be based on fundamental universal principles that guide human decision-making and societal development. To ensure fairness and comprehensive development, it is crucial to standardize a holistic educational system across all schools, both private and public. A holistic education goes beyond traditional academics, (...) focusing on intellectual, emotional, ethical, social, and practical life skills. -/- A key element of this standardization should be the integration of Angelito Malicse’s three universal laws of nature, which provide an exact and scientific foundation for understanding decision-making, social systems, and natural balance. By implementing this system uniformly, societies can create well-rounded individuals who are not only knowledgeable but also responsible, innovative, and compassionate. -/- Bridging the Gap Between Private and Public Schools -/- One of the biggest challenges in education is the gap between private and public schools. Private schools generally have better resources, experienced teachers, and a more advanced curriculum, while public schools often struggle with outdated teaching methods and insufficient funding. As a result, students in private schools receive better education and opportunities compared to their counterparts in public schools. -/- By standardizing a holistic educational system, this gap can be significantly reduced. Every student, regardless of their economic background, will have access to the same quality of education. This ensures equal opportunities for personal growth, career development, and social mobility, helping to create a fairer society. -/- Furthermore, integrating the universal law of balance into the curriculum will ensure that economic and educational inequalities are minimized. This law teaches that all systems, including society and governance, must be balanced to function properly. If every student learns this principle, they will understand the importance of equity in education and policymaking, leading to a more just society. -/- Developing Critical Thinking and Problem-Solving Skills -/- A traditional educational system often emphasizes memorization and test-based learning, leaving little room for critical thinking and creativity. In contrast, a holistic approach encourages students to question, analyze, and solve real-world problems. If this system is standardized across all schools, students will develop essential skills in logical reasoning, innovation, and adaptability, which are crucial for success in a rapidly changing world. -/- A key principle that supports critical thinking is the law of karma, which is not just about morality but also about systems and the law of cause and effect. This law states that any system—whether natural or human-made—must be free of defects or errors to function properly. Applying this law in education will help students develop systemic thinking, allowing them to: -/- Analyze problems in science, economics, and governance with a logical and structured approach. -/- Understand that flawed decisions lead to failure, whether in personal choices, leadership, or technological development. -/- Develop a mindset that prioritizes precision, accountability, and problem-solving, ensuring that they become future leaders and innovators. -/- Ensuring Moral and Ethical Education -/- In today’s world, corruption, misinformation, and moral dilemmas are widespread. Many education systems focus on academics while neglecting moral and ethical reasoning. A holistic educational system integrates values-based education, teaching students about honesty, integrity, social responsibility, and ethical decision-making. -/- The feedback mechanism of conscious minds, the third universal law, explains that individual decision-making is influenced by interactions with others. This law is essential in teaching students about ethical leadership and governance. When students understand how leaders’ decisions influence society and how public perception shapes governance, they will develop a strong sense of responsibility and accountability in leadership roles. -/- By integrating this law into education, students will become better decision-makers, capable of understanding how information spreads, how social structures evolve, and how leadership should be approached with responsibility. -/- Promoting Emotional Intelligence and Social Skills -/- Success in life is not just about academic intelligence (IQ) but also about emotional intelligence (EQ)—the ability to understand, manage, and express emotions effectively. Standardizing a holistic education ensures that all students develop essential life skills such as self-awareness, empathy, conflict resolution, and teamwork. -/- Since the law of balance applies not just to external systems but also to personal well-being, students will be trained to balance mental, emotional, and social aspects of their lives. This will reduce issues like stress, anxiety, and social alienation, creating emotionally stable and compassionate individuals. -/- Preparing Students for Real-World Challenges -/- Most traditional education systems focus only on academic subjects, neglecting practical life skills such as financial literacy, entrepreneurship, environmental awareness, and digital literacy. A standardized holistic educational system would ensure that all students, regardless of the school they attend, gain these essential skills. -/- For example, students would learn how to manage personal finances, understand investments, and navigate digital technology responsibly. This practical knowledge is crucial for helping individuals become independent and responsible adults who can contribute meaningfully to society. -/- The law of karma can be particularly useful in helping students understand how economic and business systems function. If students are taught that defects in economic policies, financial decisions, or business models lead to collapse, they will be better prepared to create sustainable and efficient economic systems. -/- Encouraging Creativity and Innovation -/- A well-balanced education must nurture creativity and innovation, which are key drivers of economic and technological progress. Many traditional schools focus mainly on mathematics, science, and language while neglecting arts, music, sports, and hands-on learning experiences. A standardized holistic system would ensure that all students have the opportunity to explore various forms of creative expression. -/- The feedback mechanism of conscious minds teaches that innovation and creativity evolve through continuous interaction and shared ideas. By integrating this principle, students will be encouraged to collaborate, adapt, and develop groundbreaking ideas, leading to scientific and technological advancements. -/- Creating a More Balanced and Just Society -/- When all students receive a standardized holistic education that includes the three universal laws, it reduces social inequality and fosters a more balanced society. Education should be a tool for empowerment, not a privilege for the few. By ensuring that every child, regardless of background, receives a well-rounded education, societies can create a fairer, more inclusive world where opportunities are based on merit rather than social class. -/- By understanding the law of balance, future policymakers will make rational and sustainable decisions, ensuring that economic, environmental, and social systems remain in harmony. This will prevent economic instability, environmental destruction, and social conflicts. -/- Conclusion -/- Standardizing a holistic educational system across all private and public schools is essential for ensuring equal opportunities, developing critical thinking, promoting ethical values, and preparing students for real-life challenges. However, for education to be truly effective, it must be rooted in universal laws that govern decision-making and social balance. -/- By integrating Angelito Malicse’s three universal laws—the Law of Karma, the Universal Law of Balance, and the Feedback Mechanism of Conscious Minds—education can provide students with a scientific, ethical, and systemic approach to understanding life, society, and governance. -/- If all schools adopt a holistic approach to education based on these universal laws, future generations will be more prepared to solve complex problems, uphold ethical values, embrace cultural diversity, and contribute to a more just and progressive society. Standardizing holistic education is not just a necessity—it is the key to a brighter, more balanced future for all. -/- . (shrink)

Preventing Election Manipulation: Safeguards Against Propaganda and Hidden Motives -/- Elections are the foundation of democratic governance, ensuring that leadership reflects the will of the people. However, history has repeatedly shown that candidates can win by manipulating public perception through propaganda, misinformation, and by hiding their true motives. While such elections may be technically valid, they often lack ethical legitimacy, leading to governance that does not truly serve the public interest. To prevent election manipulation, societies must implement strong safeguards, including (...) media literacy education, independent journalism, strict election laws, social media regulation, political funding transparency, civic engagement, and whistleblower protections. By examining real-world examples from different countries, we can better understand how these measures strengthen democracy and protect the integrity of elections. -/- The Role of Media Literacy and Critical Thinking -/- One of the most effective ways to counter propaganda and manipulation is through media literacy education. When voters are equipped with the ability to critically analyze information, they are less likely to fall for deceptive political messaging. -/- Finland has integrated media literacy into its school curriculum, teaching students how to recognize misinformation, propaganda, and biased narratives. As a result, Finland ranks among the most resistant countries to fake news, demonstrating that an informed population is less susceptible to manipulation. -/- In Sweden, government agencies actively work with media organizations to educate citizens about misinformation, especially during election periods. -/- Estonia has taken a technological approach by incorporating digital literacy programs to help citizens distinguish between real and fake online content. -/- By investing in education that enhances critical thinking, societies can create an electorate that makes decisions based on truth rather than deception. -/- The Importance of Independent and Transparent Media -/- A free and independent press is crucial in exposing political deception and ensuring that voters have access to accurate information. Without independent journalism, political leaders can control narratives, suppress inconvenient truths, and mislead the public. -/- In the United States, investigative journalism has played a key role in exposing political corruption. The Watergate scandal, uncovered by journalists Bob Woodward and Carl Bernstein, led to the resignation of President Richard Nixon, demonstrating how the media can hold leaders accountable. -/- In South Korea, independent journalism was instrumental in exposing the corruption scandal involving former President Park Geun-hye, leading to mass protests and her eventual impeachment in 2017. -/- In India, independent news outlets like The Wire and Scroll continue to challenge misinformation and expose political propaganda, despite facing government pressure. -/- A strong and fearless media ensures that no political leader can manipulate elections without public scrutiny. -/- Strict Election Laws and Fact-Checking Institutions -/- Election laws must regulate campaign messaging, penalize misinformation, and promote transparency. Without strict regulations, candidates can use false narratives to mislead voters. -/- France bans political advertising on TV and radio in the months leading up to elections to prevent mass media manipulation. -/- Germany has strict laws against spreading false information that could influence election outcomes, including heavy fines for politicians or parties caught disseminating fake news. -/- South Africa has established the Electoral Commission, which monitors campaign activities and ensures fair political competition. -/- Additionally, independent fact-checking institutions play a vital role in verifying politicians’ claims. Organizations like PolitiFact in the U.S., Full Fact in the UK, and Africa Check in South Africa actively investigate political statements, providing voters with verified information. -/- Regulating Social Media to Prevent Manipulation -/- Social media has become a powerful tool for both legitimate political campaigns and misinformation. Without regulation, candidates can spread propaganda unchecked, influencing voter perceptions. -/- During Brazil’s elections, misinformation was widely spread through WhatsApp, influencing voter opinions. In response, WhatsApp limited the ability to forward mass messages to curb the spread of fake news. -/- The European Union has implemented strict digital regulations, requiring social media platforms like Facebook and Twitter to label political ads and remove false information that could influence elections. -/- In Indonesia, the government collaborates with technology companies to identify and remove fake news before it spreads during elections. -/- By regulating online political content and holding social media platforms accountable, governments can prevent digital platforms from becoming tools for manipulation. -/- Ensuring Transparency in Political Funding -/- When campaign financing is not transparent, wealthy donors, corporations, or even foreign entities can secretly influence elections to serve their own interests. Transparent funding laws ensure that voters know who is backing a candidate and why. -/- Canada enforces strict donation limits and public disclosure laws, preventing corporate and foreign influence in elections. -/- Mexico has implemented an independent electoral institute that monitors campaign financing to prevent corruption and ensure fair competition. -/- South Korea requires all political donations to be publicly disclosed, ensuring that funding sources are transparent. -/- When political funding is transparent, voters can assess whether a candidate is truly working for the public or for hidden interests. -/- Encouraging Civic Engagement and Public Debates -/- An engaged electorate is essential for a healthy democracy. Public debates allow candidates to present their policies while being questioned on their track records and potential contradictions. -/- Taiwan holds nationally televised public debates where candidates must defend their policies and respond to public concerns. -/- In Nigeria, civil society organizations organize town hall meetings where citizens can directly ask candidates about their plans and policies. -/- France requires presidential candidates to participate in at least one public debate before elections, ensuring that voters hear multiple perspectives. -/- By encouraging open discussion and debate, societies can reduce the effectiveness of propaganda and allow voters to make informed decisions. -/- Protecting Whistleblowers and Investigative Agencies -/- Corrupt and deceptive political campaigns can only be exposed if whistleblowers and investigative agencies are protected. When individuals feel safe to reveal political misconduct, democracy is strengthened. -/- Edward Snowden revealed mass government surveillance programs, sparking global discussions about privacy and state overreach. -/- In Ukraine, anti-corruption agencies and investigative journalists have exposed multiple cases of political fraud, leading to greater government transparency. -/- In Malaysia, whistleblower efforts exposed the 1MDB scandal, which involved billions of dollars in corruption at the highest levels of government, eventually leading to the prosecution of former Prime Minister Najib Razak. -/- Encouraging and protecting whistleblowers ensures that political leaders cannot hide their unethical actions from the public. -/- Conclusion -/- While manipulation, propaganda, and hidden motives remain threats to democracy, societies can take strong measures to prevent these tactics from determining election outcomes. By investing in media literacy, supporting independent journalism, enforcing strict election laws, regulating social media, ensuring financial transparency, encouraging civic engagement, and protecting whistleblowers, democracies can safeguard the integrity of elections. -/- Without these safeguards, democracy becomes vulnerable to manipulation, allowing candidates with hidden agendas to rise to power. However, countries that actively promote transparency, accountability, and critical thinking create an environment where deception is less effective. The fight against election manipulation is an ongoing challenge, but with the right policies and public awareness, fair elections can be preserved for future generations. -/- . (shrink)

-/- Comprehensive Solutions to Strengthen Government Social Safety Net for Senior Citizens -/- 1. Universal and Sustainable Pension System -/- a. Universal Basic Pension -/- Ensure a non-contributory pension for all senior citizens aged 60 and above, regardless of work history, funded by government revenues. -/- Base amount adjusted annually for inflation and cost of living. -/- b. Tiered Pension Support -/- First tier: Universal pension for all. -/- Second tier: Enhanced pension based on contribution history. -/- Third tier: Private/voluntary (...) retirement savings incentives. -/- c. Sustainable Funding Mechanisms -/- Diversify funding through: -/- Value-added taxes (VAT) earmarked for senior programs. -/- Sovereign wealth funds or social security investment funds. -/- Sin taxes (tobacco, alcohol) allocated for elderly welfare. -/- 2. Comprehensive and Accessible Healthcare -/- a. Free Primary and Preventive Healthcare -/- All seniors receive free annual check-ups, vaccinations, and essential medicines. -/- Geriatric centers established in local health units. -/- b. Expanded PhilHealth/Universal Health Coverage -/- Full coverage of: -/- Hospitalization -/- Long-term care -/- Chronic illness treatment -/- Automatic enrollment of all senior citizens. -/- c. Home-Based and Community Healthcare -/- Government supports home health services and community caregivers. -/- Include mental health and dementia care programs. -/- 3. Affordable and Secure Housing -/- a. Senior Housing Programs -/- Build age-friendly housing units with priority to low-income seniors. -/- Retrofitting grants for family homes to accommodate elder needs. -/- b. Rental Assistance -/- Provide housing vouchers or subsidies for rent and utilities. -/- 4. Social Inclusion and Employment Opportunities -/- a. Lifelong Learning and Digital Access -/- Free community courses on digital literacy, financial management, and health. -/- Equip seniors to participate in the digital economy and social networks. -/- b. Flexible Work and Volunteer Programs -/- Encourage part-time and remote employment for willing seniors. -/- Government-subsidized programs where seniors mentor youth or work in light community service. -/- c. Anti-Discrimination Measures -/- Enforce laws against age discrimination in workplaces and social settings. -/- 5. Legal and Financial Protections -/- a. Protection Against Elder Abuse -/- Create a National Elder Protection Task Force. -/- Hotlines and legal support centers in every region. -/- b. Financial Literacy and Pension Security -/- Establish programs to educate seniors on managing pensions and protecting against scams. -/- 6. Community-Based Support Systems -/- a. Barangay Elderly Support Councils -/- Organize senior representatives in every barangay to help in decision-making and implementation of programs. -/- b. Intergenerational Centers -/- Create spaces for seniors to interact with youth—storytelling, tutoring, and cultural exchanges. -/- 7. Emergency and Climate Resilience Support -/- a. Priority in Disaster Planning -/- Seniors prioritized in evacuation, relief, and medical support. -/- Maintain updated registry of senior citizens for fast emergency response. -/- b. Climate-Controlled Shelters -/- Develop senior-specific climate adaptation centers in heatwave-prone or disaster-vulnerable areas. -/- 8. Monitoring, Transparency, and Feedback -/- a. Senior Citizens’ Ombudsman Office -/- A dedicated government branch to monitor all programs and respond to complaints. -/- b. Regular Impact Assessment -/- Third-party audits and community feedback forums to refine programs. -/- Guiding Principle: Balance in Nature and Society -/- These solutions reflect the universal law of balance: maintaining equilibrium between government responsibility, individual dignity, and intergenerational solidarity. No program should create dependency or injustice, but rather reinforce the natural cycle of care, reciprocity, and purpose throughout aging. -/- . (shrink)

Background. Tahfidz learning is a learning that can change the behavior of santriwan and santriwati and develop a potential that they have such as improving the reading of the Qur'an, increasing the memorization of the Qur'an. The tahfidz house is a place where students learn, foster and develop and apply the values contained in the Qur'an in everyday life such as at home, in the community and at school. Purpose. This tahfidz activity begins with prayer, then murojaah, memorizing the recitation (...) of the Qur'an. Method. Data was obtained by giving teacher performance scales, teacher digital literacy, and online learning implementation scales. Results. The results of this tahfidz activity research begin with prayer, then murojaah, memorizing the recitation of the Qur'an. After memorizing the Qur'an, each student deposits his memorization one by one to the ustadz or ustadzah. After that the students and ustadz or ustadzah continue by playing the verse connection game in order to increase the enthusiasm of the students in memorizing so that they are not easily bored and bored, because in learning there are a lot of complaints and laziness when learning, let alone learning to memorize the Qur'an there are a lot of outside distractions. Conclusion. After the students take part in tahfiz learning, there are Islamic morals that can be applied, namely keistiqomahan, patience which is contrary to the previous morals of the students. (shrink)

Games, play and gamification are essential for all ages because they allow players to develop useful 21st century skills such as digital literacy, critical and scientific thinking, problem solving, comprehension and communication skills, storytelling skills, etc. The new generation of digital natives requires a different approach in learning new things and libraries could take advantage of that by using gamification on learning content. In this way, libraries could become more welcoming spaces, more open to the public and (...) much more interested in what the public wants. To find out what people think about the idea of playing games at the library, the idea of libraries using gamified activities or if the public would like to use gamified apps on the library websites, a questionnaire-based survey was administered on Facebook and WhatsApp between February 2 and February 8, 2024. Analysis of the answers obtained shows that the Romanian public is open to the idea of libraries where reading, communicating, socializing, acquiring knowledge in various fields such as literature, history, geography can be combined in a fun and enjoyable way with play, games and gamification. Respondents would also like to use gamification on library websites such as a book lending app. (shrink)

Industrial Engineering (IE) education is a SCIENCE, Technology, Engineering and Mathematics (STEM) discipline that requires an appropriate instruction approach, thus making it imperative to look deep into finding a suitable learning approach. Surprisingly, in Nigeria, there is an absence of course-specific studies that utilized a hybrid Multi-Criteria Decision Method (MCDM) approach to evaluate STEM learning strategies in order of importance in deploying IE subjects for the utmost academic fulfilment of the pedagogical requirements as provided in the curriculum. Analytical Hierarchical Process (...) and Preference Ranking Organization Method for Enrichment of Evaluations (AHP-PROMETHEE) model were used to develop the hierarchical model of the problem and illustratively rank the STEM alternatives and core STEM competent criteria to facilitate appropriate learning for IE education. The results show that the prioritised STEM approach for IE education is Challenge-Based LEARNING (CBL), followed by ProjectBased Learning (PJBL). The core competence associated with these two STEM learning strategies ranges from collaboration, critical thinking, independent learning, problem-solving and digital literacy. (shrink)

The COVID-19 pandemic has had a significant impact on the education sector globally, with over one billion students being held out of school as a result of quarantine measures. In response, education systems had to quickly shift to online learning to ensure that students could continue their education. The sudden shift to online learning has resulted in educators having to adapt to the use of technology in education rapidly. The COVID-19 pandemic has highlighted the importance of digital literacy (...) for educators and the need for ongoing training in digital skills. The pandemic has served as an example of emerging, more creative methods of teaching methods, and technology use in education will continue to evolve. Hybrid learning will be critical to delivering realistic educational experiences, and teachers must adapt to become facilitators instead of teachers. The pandemic experience will affect educators’ attitudes towards integrating information and communication technology (ICT) in education, resulting in a rise in the proportion of people who have a favorable opinion of integrating ICT to education. Ongoing training in digital abilities is necessary to gain a viable education. This paper highlights the need for educators to embrace digital literacy and adapt to emerging technologies to provide a quality education in the post-vaccine world. (shrink)

In this article, we reimagine the Internet as a feminist cosmos called a Feminist Server Stack. By scrutinising how webserver infrastructure is normalised based on imperial conventions and distorted knowledge systems, we suggest alternatives. This embrace of ‘post-patriarchal futures’ (Bardzel 2019, 20) offers counter perspectives on how we may holistically embody the Internet as a situated ecology. When experiencing the Internet materiality, it leads us to imagine beyond the known and possible. We focus on enchanting affirmations and tacit hands-on computational (...) methods from the frontiers of feminist digital literacy and server communities. These acts make visible the seams and fissures of concealed undercurrents and schemata of infrastructures. The findings reveal utterly different relationships between webserver providers and clients. Drawing from extensive fieldwork and observational analysis, we show how the choreography of happenings is seeding the ground for participatively co-designing the transfiguration of planetary computing into one that is scalable, visceral, and restorative. We welcome these nascent pathways to guide us to an enigmatic realm upon which theories of co-design could dance in communion with a realm that is to-come. (shrink)