All Stories

  1. Misinformation and Disinformation Among Seniors: An Innovative Educational Program to Strengthen the Media Literacy of the Elderly
  2. Digital hygiene among teachers
  3. The Digital Divide and the Elderly: How Urban and Rural Realities Shape Well-Being and Social Inclusion in the Sardinian Context
  4. Fostering Media Literacy: A Systematic Evidence Review of Intervention Effectiveness for Diverse Target Groups
  5. Neutralising External and Internal Barriers in the Digital Inclusion Process for Seniors - Finding Ways to Effectively Shape Digital and Media Competences among Older People
  6. Online attacks on teachers versus strategies to address cyberbullying and cyberaggression in the school ecosystem
  7. Integrating AI in Education: An Analysis of Factors Influencing the Acceptance, Concerns, Attitudes, Competencies and Use of Generative Artificial Intelligence Among Polish Teachers
  8. AI in Education - Mapping Theoretical Frameworks for Digital Literacy: DigComp 2.2, AI Literacy Competency Framework, AI Literacy TPACK, the Machine Learning Education Framework, the UNESCO AI Competency Framework for and Teachers and Other Innovative ...
  9. Learning Objectives in Older Adult Digital Education - Redefining Digital Inclusion
  10. How often are Polish teachers attacked online?
  11. Empowering the elderly in the information society: Redefining digital education for Polish seniors in the age of rapid technological change
  12. A pilot study on individual and contextual factors influencing teachers’ digitalisation process
  13. The teacher as a target of cyber-aggression and cyber-bullying
  14. Digital Competences in Cybersecurity of Teachers in Training
  15. How are teachers being attacked online? On cyberbullying and cyberaggression that targets school educators from the student’s perspective
  16. Problematic Smartphone Use among Young People and the Use of Additional Social Networking Software—an Example from Bosnia and Herzegovina
  17. Digital Transformation and Digital Competences of Urban and Rural Polish Youths
  18. Teacher Digital and Media Competence in Cyber Security - A Perspective on Individual Resilience to Online Attacks
  19. Parental Control and Internet Use Among Italian Adolescents
  20. Sexting, fear of missing out (FOMO), and problematic social network use among adolescents
  21. Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills
  22. Smartphone Distraction: Italian Validation of the Smartphone Distraction Scale (SDS)
  23. Is real screen time a determinant of problematic smartphone and social network use among young people?
  24. 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
  25. 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
  26. Measuring digital competences. Ten common methodological challenges
  27. Leadership Styles of Heads of School and Teachers’ Creative Behavior in a Time of Social Change
  28. Evaluation of modern educational software and basic digital competences among teachers in Italy
  29. Permanent training as a predictor of success in the digital competence of Education teachers carrying out the online tutorial action
  30. Digital Divide as a Challenge for Polish Social Gerontology
  31. Digital Exclusion and Inclusion in Poland—An Overview of Research and Educational Activities from Recent Decades
  32. 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
  33. Introduction—In Seeking Solutions to Minimise Digital Exclusion and Develop Digital Competences Around the World
  34. Digital Competences of Pre-service Teachers in Italy and Poland
  35. Komunikat z badań realizowanych w ramach międzynarodowego projektu badawczego DANUBE
  36. 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
  37. SOFTWARE AND HARDWARE IN THE WORK OF THE MODERN TEACHER IN THE INFORMATION SOCIETY
  38. TEACHERS, THE INTERNET, COMPUTERS, AND SMARTPHONES - WHAT SKILL SETS SHOULD TODAY’S EDUCATORS HAVE?
  39. REFLECTION STRATEGIES AND COURSE ACHIEVEMENT IN ONLINE ACADEMIC LEARNING ENVIRONMENTS
  40. Digital Literacy Among Students of Pedagogical Faculties in Poland—A Systematic Literature Analysis
  41. Introduction—On the Need for Research on the Digital Literacy of Current and Future Teachers
  42. Digital Literacy for Teachers
  43. Problematic Internet Use: Pre-Pandemic Scale of the Phenomenon Among Adolescents in the Three Visegrad Countries (Czech Republic, Poland, Slovakia)
  44. Problematic Use of Social Networking Sites Among Adolescents in the Czech Republic Versus Offline Risk Behaviour and Parental Control
  45. The family support systems operating in the Visegrád Group countries (V4)
  46. Research Trends in Media Pedagogy: Between the Paradigm of Risk and the Paradigm of Opportunity
  47. Digital Didactical Resources as Innovative Multimedia Methods in the Work of a Modern and Reflective Teacher
  48. The editorial of special issue on education, IT, and the COVID-19 pandemic
  49. Declared and Real Level of Digital Skills of Future Teaching Staff
  50. Digital Competencies of Teachers in The Context Of Professional Development
  51. Phubbing among adolescents and problematic smartphone use by their parents - a new challenge for media education
  52. Digital Piracy among Young Adults: The Role of Values and Time Perspectives
  53. Head teachers’ opinions on the future of school education conditioned by emergency remote teaching
  54. The emergency (crisis) e-learning as a challenge for teachers in Poland
  55. Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?
  56. Parents’ knowledge and skills about the risks of the digital world
  57. Teachers in the lifelong learning process: examples of digital literacy
  58. Evaluation of Digital Piracy by Youths
  59. FOMO Among Polish Adolescents. Fear Of Missing Out as a Diagnostic and Educational Challenge
  60. Inclusion and the Digital Divide from the Perspective of Digital Competence Trainers
  61. The Use of Technology on Inclusive Education in Brazil - A Discussion on the Teacher and Student Views
  62. Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy
  63. Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay
  64. ICT and education in Brazil - NGO, local government administration, business and higher education expert perspective
  65. Attitude to ICT and Self-Evaluation of Fluency in Using New Digital Devices, Websites and Software among Pre-Service Teachers
  66. Digital literacy and e-learning experiences among the pre-service teachers data
  67. Digital inclusion from the perspective of teachers of older adults - expectations, experiences, challenges and supporting measures
  68. How do first year university students use ICT in their leisure time and for learning purposes?
  69. Online Safety as a New Component of Digital Literacy for Young People
  70. Facebook for Public Relations in the higher education field: a study from four countries Czechia, Slovakia, Poland and Hungary
  71. Problematic Internet Use among Youths
  72. Framework to Creation of Inclusive and Didactic Digital Material for Elderly
  73. Information and communication technologies as a source of education
  74. Editorial: Perspectives and Theories of Social Innovation for Ageing Population
  75. Risk Behaviors among Youths in a Two-Aspect Approach: Using Psychoactive Substances and Problematic Using of Internet
  76. A Smart Ecosystem for Learning and Inclusion: An Architectural Overview
  77. Accessibility Recommendations for Open Educational Resources for People with Learning Disabilities
  78. Blockchain Technology to Support Smart Learning and Inclusion: Pre-service Teachers and Software Developers Viewpoints
  79. Digital Storytelling and Blockchain as Pedagogy and Technology to Support the Development of an Inclusive Smart Learning Ecosystem
  80. 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
  81. Sustainable Development in Secondary Schools Curricula. Polish Context
  82. Cyberbullying in the light of challenges of school-based prevention
  83. Cyberbullying Prevention in the Opinion of Teachers
  84. A Blockchain Microsites-Based Ecosystem for Learning and Inclusion
  85. Skills in the area of digital safety as a key component of digital literacy among teachers
  86. The Practice of Downloading copyrighted files among adolescents in Poland: Correlations between piracy and other risky and protective behaviours online and offline
  87. What Do Teachers Know About Digital Safety?
  88. Digital Divide in Latin America and Europe: Main Characteristics in Selected Countries
  89. Problematyczne użytkowanie internetu oraz portali społecznościowych wśród polskiej młodzieży
  90. FOMO (Fear of Missing out) – wyzwanie diagnostyczne i edukacyjne
  91. DIGITAL LITERACY IN THE AREA OF E-SAFETY AMONG TEACHERS (SECOND STAGE OF THE PRIMARY SCHOOL) IN POLAND
  92. BETWEEN SUCCESSFUL AND UNSUCCESSFUL AGEING: SELECTED ASPECTS AND CONTEXTS
  93. ICT FOR LEARNING AND INCLUSION IN LATIN AMERICA AND EUROPE CASE STUDY FROM COUNTRIES: BOLIVIA, BRAZIL, CUBA, DOMINICAN REPUBLIC, ECUADOR, FINLAND, POLAND, TURKEY, URUGUAY
  94. Problematic Internet Use and Protective Factors Related to Family and Free Time Activities among Young People
  95. Wolontariusze i seniorzy w programie Polski Cyfrowej Równych Szans. O siłach społecznych w procesie minimalizacji wykluczenia cyfrowego w Polsce
  96. Critical thinking, problem-solving strategies and individual development assessment among NEETs – research conducted in Slovakia, Poland and Estonia
  97. Knowledge on objectives of education for sustainable development among Polish teachers
  98. PROCEEDINGS NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY NTRCPA18
  99. Fear of Missing Out (FOMO) among youth in Bosnia and Herzegovina — Scale and selected mechanisms
  100. 5th International Conference on Behavioral Addictions (ICBA2018), April 23–25, 2018, Cologne, Germany
  101. Digital competences of parents in the matter of electronic threats
  102. NEET i technologie informacyjno-komunikacyjne
  103. Recommendations on inclusion activities addressed to the NEETs – conclusions from Poland
  104. Existential Perspective of Biography-related Reflection in the Intergenerational Narrative Messages
  105. Parents in the Process of Educational Impact in the Area of the Use of New Media by Children and Teenagers in the Family Environment
  106. Cyberbullying in 2010 and 2015 — A perspective on the changes in the phenomenon among adolescents in Poland in the context of preventive action
  107. Selected Contemporary Challenges Of Ageing Policy
  108. Development programs for head teachers in four Central European countries: an international comparison
  109. Children and youth safety on the Internet: Experiences from Czech Republic and Poland
  110. 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
  111. Factors reducing the risk of internet addiction in young people in their home environment
  112. Anna Kławsiuć-Zduńczyk, Poradnictwo całożyciowe jako element wsparcia w edukacji dorosłych, Wydawnictwo Adam Marszałek, Toruń 2014, ss. 264
  113. Education of Older People in the Field of Information Technology on the Example of Polish Universities of the Third Age