All Stories

  1. Digital Transformation and Digital Competences of Urban and Rural Polish Youths
  2. Sexting, fear of missing out (FOMO), and problematic social network use among adolescents
  3. Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills
  4. Smartphone Distraction: Italian Validation of the Smartphone Distraction Scale (SDS)
  5. Is real screen time a determinant of problematic smartphone and social network use among young people?
  6. Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach
  7. Barriers to digital inclusion among older people: a intergenerational reflection on the need to develop digital competences for the group with the highest level of digital exclusion
  8. Measuring digital competences. Ten common methodological challenges
  9. Leadership Styles of Heads of School and Teachers’ Creative Behavior in a Time of Social Change
  10. Evaluation of modern educational software and basic digital competences among teachers in Italy
  11. Permanent training as a predictor of success in the digital competence of Education teachers carrying out the online tutorial action
  12. Digital Divide as a Challenge for Polish Social Gerontology
  13. Digital Exclusion and Inclusion in Poland—An Overview of Research and Educational Activities from Recent Decades
  14. Inclusión digital desde una perspectiva intergeneracional: promover el desarrollo de la alfabetización digital y mediática entre las personas mayores desde la perspectiva de los jóvenes-adultos
  15. Introduction—In Seeking Solutions to Minimise Digital Exclusion and Develop Digital Competences Around the World
  16. Digital Competences of Pre-service Teachers in Italy and Poland
  17. Komunikat z badań realizowanych w ramach międzynarodowego projektu badawczego DANUBE
  18. Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management
  19. SOFTWARE AND HARDWARE IN THE WORK OF THE MODERN TEACHER IN THE INFORMATION SOCIETY
  20. TEACHERS, THE INTERNET, COMPUTERS, AND SMARTPHONES - WHAT SKILL SETS SHOULD TODAY’S EDUCATORS HAVE?
  21. REFLECTION STRATEGIES AND COURSE ACHIEVEMENT IN ONLINE ACADEMIC LEARNING ENVIRONMENTS
  22. Digital Literacy Among Students of Pedagogical Faculties in Poland—A Systematic Literature Analysis
  23. Introduction—On the Need for Research on the Digital Literacy of Current and Future Teachers
  24. Digital Literacy for Teachers
  25. Problematic Internet Use: Pre-Pandemic Scale of the Phenomenon Among Adolescents in the Three Visegrad Countries (Czech Republic, Poland, Slovakia)
  26. Problematic Use of Social Networking Sites Among Adolescents in the Czech Republic Versus Offline Risk Behaviour and Parental Control
  27. The family support systems operating in the Visegrád Group countries (V4)
  28. Research Trends in Media Pedagogy: Between the Paradigm of Risk and the Paradigm of Opportunity
  29. Digital Didactical Resources as Innovative Multimedia Methods in the Work of a Modern and Reflective Teacher
  30. The editorial of special issue on education, IT, and the COVID-19 pandemic
  31. Declared and Real Level of Digital Skills of Future Teaching Staff
  32. Digital Competencies of Teachers in The Context Of Professional Development
  33. Phubbing among adolescents and problematic smartphone use by their parents - a new challenge for media education
  34. Digital Piracy among Young Adults: The Role of Values and Time Perspectives
  35. Head teachers’ opinions on the future of school education conditioned by emergency remote teaching
  36. The emergency (crisis) e-learning as a challenge for teachers in Poland
  37. Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?
  38. Parents’ knowledge and skills about the risks of the digital world
  39. Teachers in the lifelong learning process: examples of digital literacy
  40. Evaluation of Digital Piracy by Youths
  41. FOMO Among Polish Adolescents. Fear Of Missing Out as a Diagnostic and Educational Challenge
  42. Inclusion and the Digital Divide from the Perspective of Digital Competence Trainers
  43. The Use of Technology on Inclusive Education in Brazil - A Discussion on the Teacher and Student Views
  44. Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy
  45. Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay
  46. ICT and education in Brazil - NGO, local government administration, business and higher education expert perspective
  47. Attitude to ICT and Self-Evaluation of Fluency in Using New Digital Devices, Websites and Software among Pre-Service Teachers
  48. Digital literacy and e-learning experiences among the pre-service teachers data
  49. Digital inclusion from the perspective of teachers of older adults - expectations, experiences, challenges and supporting measures
  50. How do first year university students use ICT in their leisure time and for learning purposes?
  51. Online Safety as a New Component of Digital Literacy for Young People
  52. Facebook for Public Relations in the higher education field: a study from four countries Czechia, Slovakia, Poland and Hungary
  53. Problematic Internet Use among Youths
  54. Framework to Creation of Inclusive and Didactic Digital Material for Elderly
  55. Information and communication technologies as a source of education
  56. Editorial: Perspectives and Theories of Social Innovation for Ageing Population
  57. Risk Behaviors among Youths in a Two-Aspect Approach: Using Psychoactive Substances and Problematic Using of Internet
  58. A Smart Ecosystem for Learning and Inclusion: An Architectural Overview
  59. Accessibility Recommendations for Open Educational Resources for People with Learning Disabilities
  60. Blockchain Technology to Support Smart Learning and Inclusion: Pre-service Teachers and Software Developers Viewpoints
  61. Digital Storytelling and Blockchain as Pedagogy and Technology to Support the Development of an Inclusive Smart Learning Ecosystem
  62. ICT in schools and non-formal education in Poland. Challenges of digital literacy development, modernisation of education system and digital inclusion through new media from the perspective of experts from business, education and NGO sectors
  63. Sustainable Development in Secondary Schools Curricula. Polish Context
  64. Cyberbullying in the light of challenges of school-based prevention
  65. Cyberbullying Prevention in the Opinion of Teachers
  66. A Blockchain Microsites-Based Ecosystem for Learning and Inclusion
  67. Skills in the area of digital safety as a key component of digital literacy among teachers
  68. The Practice of Downloading copyrighted files among adolescents in Poland: Correlations between piracy and other risky and protective behaviours online and offline
  69. What Do Teachers Know About Digital Safety?
  70. Digital Divide in Latin America and Europe: Main Characteristics in Selected Countries
  71. Problematyczne użytkowanie internetu oraz portali społecznościowych wśród polskiej młodzieży
  72. FOMO (Fear of Missing out) – wyzwanie diagnostyczne i edukacyjne
  73. DIGITAL LITERACY IN THE AREA OF E-SAFETY AMONG TEACHERS (SECOND STAGE OF THE PRIMARY SCHOOL) IN POLAND
  74. BETWEEN SUCCESSFUL AND UNSUCCESSFUL AGEING: SELECTED ASPECTS AND CONTEXTS
  75. ICT FOR LEARNING AND INCLUSION IN LATIN AMERICA AND EUROPE CASE STUDY FROM COUNTRIES: BOLIVIA, BRAZIL, CUBA, DOMINICAN REPUBLIC, ECUADOR, FINLAND, POLAND, TURKEY, URUGUAY
  76. Problematic Internet Use and Protective Factors Related to Family and Free Time Activities among Young People
  77. Wolontariusze i seniorzy w programie Polski Cyfrowej Równych Szans. O siłach społecznych w procesie minimalizacji wykluczenia cyfrowego w Polsce
  78. Critical thinking, problem-solving strategies and individual development assessment among NEETs – research conducted in Slovakia, Poland and Estonia
  79. Knowledge on objectives of education for sustainable development among Polish teachers
  80. PROCEEDINGS NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY NTRCPA18
  81. Fear of Missing Out (FOMO) among youth in Bosnia and Herzegovina — Scale and selected mechanisms
  82. 5th International Conference on Behavioral Addictions (ICBA2018), April 23–25, 2018, Cologne, Germany
  83. Digital competences of parents in the matter of electronic threats
  84. NEET i technologie informacyjno-komunikacyjne
  85. Recommendations on inclusion activities addressed to the NEETs – conclusions from Poland
  86. Existential Perspective of Biography-related Reflection in the Intergenerational Narrative Messages
  87. Parents in the Process of Educational Impact in the Area of the Use of New Media by Children and Teenagers in the Family Environment
  88. Cyberbullying in 2010 and 2015 — A perspective on the changes in the phenomenon among adolescents in Poland in the context of preventive action
  89. Selected Contemporary Challenges Of Ageing Policy
  90. Development programs for head teachers in four Central European countries: an international comparison
  91. Children and youth safety on the Internet: Experiences from Czech Republic and Poland
  92. Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats
  93. Factors reducing the risk of internet addiction in young people in their home environment
  94. Anna Kławsiuć-Zduńczyk, Poradnictwo całożyciowe jako element wsparcia w edukacji dorosłych, Wydawnictwo Adam Marszałek, Toruń 2014, ss. 264
  95. Education of Older People in the Field of Information Technology on the Example of Polish Universities of the Third Age