Computational thinking is an important and necessary part of a modern person’s thinking. It has been proven that the development of this way of thinking in students with mental disabilities allows them to navigate quickly in the modern world, identify problems and create complex solutions. Online schooling during the COVID-19 pandemic demonstrated the possibilities of the usage of web technologies in the education of children with mental disabilities. This study aims to evaluate the impact of web technologies on the development of computational thinking of students with mental disorders. The experiment involved 14 students aged 8-12 and 4 tutors. For 8 weeks children were trained in computational thinking and computer science. Assessment of computational thinking was performed with cCT-test by El-Hamamsi et al. before and after the experiment. After conducting computer science lessons using web technologies the respondents showed a higher level of computational thinking (M=15,7, SD=3,69), compared to the results of preliminary testing (M=5,93, SD=2,3). Web technologies can significantly increase the effectiveness of inclusive pedagogy, which establishes the importance of integrating web technologies into the teaching system in inclusive classes of general education schools.

Understanding the broad effects of e-learning on educational outcomes and the contributing factors is crucial, especially given the conflicting conclusions from past research. This is important to ensure that educators and policymakers do not waste resources and focus effectively when prioritizing digital investments. Hence, this study sought to provide a comprehensive quantitative review of the extant evidence on how digital learning initiatives affect student outcomes within the cognitive domain across different subjects and educational levels. To that end, a meta-analysis was performed encompassing 17 studies spanning from 2015 to 2023, involving 1,896 participants. The quantitative synthesis was completed using a random-effects model. The results indicate a positive small to medium overall effect size (Hedge’s g=.49, adjusted for publication bias) for technology-assisted interventions compared to traditional education. Subgroup analyses revealed nuances, such as higher academic gains associated with active cognitive engagement modes and potential disparities between school and higher education settings. However, no factors significantly affected the pooled effect sizes for cognitive outcomes. Nevertheless, considerable between-study heterogeneity could compromise the estimates. The meta-analysis underscores the scarcity of rigorous studies in the digital learning domain. Further research directions are outlined.

This article substantiates the relevance of the research problem, which consists in the need to solve state tasks in the field of ensuring cybersecurity of social substructures of society, which is the education system. The current legal framework of the problem under study is in urgent need of improvement and development in projection on the educational environment of the school. This is due to the clearly insufficient awareness of its subjects in matters of cybersecurity, cyber defense and cyber ethics. This is confirmed not only by the empirical observations of the authors of this article, but also by the practical lack of clear pedagogical measures of cybersecurity of the school environment. The purpose of the study is to reveal the specifics of cybersecurity of the school environment. To achieve this goal, the authors of the article interpret the concept of cybersecurity in the context of the environmental approach in education, perceived as a methodology of scientific and pedagogical research. Based on these methodological positions, the authors of the article propose a detailed system of parameters and criteria for the examination of cybersecurity of the school environment. The developed system of parameters and criteria for the examination of cybersecurity of the school environment acts not only as a measuring tool, but also as a pedagogical mechanism for the formation of such an environment. Further prospects of the research are connected with the discussion in the scientific and professional audience of the modified methodology of the cybersecurity examination of the school environment proposed by us, its approbation in the real educational process and refinement taking into account the opinions of scientists and teachers. Keywords: cybersecurity, cybersafety, school educational environment, expertise, system of parameters and criteria of expertise.

Настоящее исследование посвящено изучению влияния уровня цифровой грамотности родителей на применяемые ими стратегии обеспечения безопасности детей в интернете. В связи со стремительным ростом цифровой среды и сопутствующими рисками для детей, родительский контроль становится ключевым инструментом защиты. Целью исследования является выявление различий в подходах к родительскому контролю в зависимости от уровня цифровой грамотности родителей. Было проведено количественное поперечное исследование с использованием онлайн-анкетирования, в котором приняли участие 273 родителя. Опросник включал блоки вопросов, посвященных социально-демографическим характеристикам, стратегиям родительского контроля (ограничительный, поведенческий, психологический, поддерживающий) и уровню цифровой грамотности родителей. Для анализа данных использовались методы описательной статистики и корреляционный анализ Пирсона. Результаты исследования показали значительную разницу в подходах к родительскому контролю в зависимости от уровня цифровой грамотности родителей. Родители с высоким уровнем цифровой грамотности чаще применяют активные и комплексные стратегии, включая технические средства контроля, обучение безопасному поведению и поддержку в освоении технологий. Они более уверенно используют ограничительный контроль через технические средства и чаще объясняют правила безопасности. Родители с низким уровнем цифровой грамотности проявляют большую склонность к использованию наказаний и запугивания. Поддерживающий контроль, включающий наставничество и обсуждение интернет-активности, используется реже. Цифровая грамотность родителей является важнейшим фактором в выборе эффективных стратегий родительского контроля. Полученные данные свидетельствуют о необходимости внедрения образовательных программ для повышения цифровой грамотности родителей. Для создания безопасной цифровой среды для детей необходим целостный подход, сочетающий развитие цифровой грамотности родителей с применением разнообразных стратегий родительского контроля.

The article examines a range of issues related to the specifics of introducing artificial intelligence (AI) into the educational process based on the TPACK model. The study has a comprehensive character and aims to identify the opportunities and limitations of using AI in education, as well as to analyze the features of its integration through the TPACK model. The research includes a review of contemporary studies dedicated to the application of AI and the TPACK model in the educational sphere. AI is rapidly being implemented in education in various parts of the world. The advantages of using AI are identified, and some necessary conclusions that should be considered when centralizing it in the educational environment are outlined. The article discusses some application specifics within the context of each component of the TPACK model. Examples of successful implementation of AI in educational practice are presented. The survey results made it possible to identify both the opportunities and the challenges associated with integrating AI into the educational process through the TPACK model. In particular, it was found that students demonstrate a higher level of awareness of AI’s potential compared to teachers, whereas the latter show greater confidence in their professional knowledge. Partial readiness for the use of AI in educational practice was also revealed, as well as key barriers and respondents’ confidence in AI’s effectiveness when properly implemented in the future. The article proposes a program for implementing artificial intelligence in education through the lens of the TPACK model. The results of the experiment confirmed the hypothesis regarding the positive impact of AI on academic performance, motivation, and quality of learning among students in the experimental group, which indicates the feasibility of integrating AI into the educational process under the conditions of the TPACK model. Practical recommendations have been developed for educational technology developers, suggesting close collaboration with teachers at the stage of creating and implementing such solutions.