This paper explores the pivotal role of digital forensic analysis in modern criminal investigations, emphasizing its integration with traditional investigative practices and the challenges it faces in the digital age. The fusion of digital expertise with traditional forensic methods is crucial for effective crime-solving, allowing investigators to utilize a wide range of evidence from both physical and digital sources. Specialized techniques are required to handle the unique complexities of digital crime scenes, ensuring the accurate preservation and analysis of digital evidence to uncover motives and behavioral patterns behind criminal acts. As digital forensic analysis adapts to evolving challenges such as data volume and encryption, advanced tools and interdisciplinary collaboration become essential. In the legal realm, adherence to established standards and transparency in digital forensic processes are paramount for the admissibility of evidence. Digital forensic analysis is a cornerstone in modern investigations, providing critical insights for justice in an increasingly digital world.

GENERATION OF CRYPTOGRAPHIC KEYS WITH ALGORITHM OF POLYGON TRIANGULATION AND CATALAN NUMBERS

Integrating Artificial Intelligence (AI) into personalized learning environments transforms traditional educational models by offering tailored learning experiences to individual students. AI-driven tools such as adaptive learning platforms, intelligent tutoring systems, and natural language processing enable real-time adjustments in instructional content based on each student's performance and needs. These technologies enhance student engagement, provide continuous assessment, and empower educators with data-driven insights to support targeted interventions. While AI presents immense potential for scalable, flexible, and accessible education, challenges such as data privacy and the need for human oversight remain crucial. This paper explores the role of AI in revolutionizing personalized learning, its benefits and the future implications for education.

This paper aims to examine the impact of digital tools in mathematics and the readiness of teachers and students applying these interactive tools in teaching. The data used in the research are obtained from the test results of 526 students, in five secondary schools in North Macedonia. The students in this research, are divided into two groups: mainly as a control group and an experimental group. The control group is the group of students who do not have access to the interactive tools at home and who use interactive tools only once a week in the school while the group of students in the experimental group have access to them and have the opportunity to use these interactive applications every day. The students in the control group and the experimental group were selected from the same year and the gender equality of the groups was taken into account. To further understand the relationship between teaching with digital tools and learning after testing was surveyed the participants. The results in our research suggest that interactive teaching tools have a positive impact on the teaching process and increase students' knowledge.