The paper discusses the features of the implementation of a digital decision-making platformfor evaluating educational content as part of a stakeholder-driven digital educationalecosystem. The authors propose a methodology of business process digitalization that considersa three-stage quality evaluation of educational resources regarding their content, as intraditional textbooks, digital educational resources, e-learning content, curricula, etc. The digitaldecision-making platform (DDMP) is at the core of the examination of educational contentand resources through interactive voting by experts, which allows multi-criteria evaluation.DDMP is designed to provide experts with digitally intelligent services for expert assessmentand objective decision-making, as well as monitoring the assessment process. The developeddigital platform is integrated into any learning management system (LMS) by contributing tothe improvement of a digital educational ecosystem.

In today's educational environment, augmented reality is becoming an increasingly demanded and promising technology. Studies prove the success of its application due to the effect of implementation in the learning environment with the overlay of virtual objects that expand our three-dimensional space by visualizing and presenting interactive materials. However, its evaluative function in learning as an auxiliary tool integrated into social media is not sufficiently explored. Therefore, the purpose of this study is to determine the impact of AR masks in social media as an assessment tool on learners' academic achievement in the learning process. The research methods combined a questionnaire survey of students and teachers, the development and implementation of AR masks, and conducting a pedagogical experiment, which had a quasi-experimental format. The preliminary questionnaire survey involved 1,259 students and 76 teachers who expressed their attitudes towards the use of social media for learning purposes, prompting the consideration of methodological features in the development of 10 AR masks for social networks such as TikTok, Facebook, and Instagram. The experiment itself, where the developed AR masks were applied, involved 149 students who were divided into control and experimental groups. As a result of using AR masks, the average score of the experimental group increased from 73.8% to 79.8%. Based on the findings, it can be concluded that the use of AR masks in social media has a positive effect and significant potential to transform traditional assessment methods.

The current article aims to study the approaches and technologies for post-course support of teachers in the context of a new paradigm of continuous professional development. In a dynamically changing world, post-course support plays a significant role in ensuring sustainable professional development. This article proposes an innovative solution a digital personalized facilitator support for the post-course professional development period of teachers. The study employed a quantitative method with a sample size of 21,681 teachers to determine their educational needs, the use of AI, and the conditions for effective post-course support. About half of the respondents (40%) highlighted the importance of post-course support from coaches, colleagues, and administration, while more participants (75%) identified the need for AI tools for personalized professional development. The significance of the results is associated with the justification of an innovative solution to the problems of post-course support for teachers in the form of a patentable utility model of a digital facilitator. Its applicability as a facilitator in group sessions that monitor participants’ actions shows the prospects for its implementation in other areas of the teacher's activity.

This research investigates the potential for enhancing the quality of educational materials utilized in the learning process by incorporating augmented reality (AR) technology into assessment materials. The characteristics of educational resources have been enhanced by introducing interactivity within AR objects, thereby elevating the quality of the presented tasks in diverse formats. Enhancements such as joystick control, utilization of virtual buttons, various animation techniques, AR video projection, and facial recognition exercises have enriched the AR environment, rendering it more dynamic for educational purposes. The present study outlines the benefits of upgraded educational resources employed in teaching the subject of "Information and Communication Technologies" to 88 students. Additionally, the outcomes of feedback received from 155 participants who engaged in an advanced professional development course focused on AR-based assessment materials are also detailed.