Active learning is a set of activities that allow the student to actively participate in the learning process. Active learning can be implemented using various methods and strategies. design thinking is a creative human-centric approach used for innovation. In this article, the authors consider learning the design thinking process as a strategy for active learning. After performing a thorough literature review, the authors display the results of pilot research conducted with business economics graduate students enrolled in the Disruptive Innovations and Design Thinking elective course. The research consisted of a survey and an experiment, and it was executed as part of the project “a/AR-Learning: Active learning by applying augmented reality”. The goal was to study the effects of learning the design thinking process and whether it could be used as an active learning method in order to influence the development of innovative thinking among students. The research question was, “How does learning the design thinking process affect the development of students’ innovative way of thinking?” The results of the pilot study confirmed all three hypotheses (H1 = After learning the design thinking process, students recognize the main characteristics of innovation; H2 = Active learning of the design thinking process affects critical assessment; H3 = The innovative way of thinking developed through active learning of the design thinking process differs among students), as well as showing effectiveness and a change in critical assessment, but also the need for an even more active approach. The authors suggest that broader research be undertaken involving a bigger sample and a larger scale.

Purpose: Oncologists are predisposed to developing burnout syndrome. Like other health care professionals worldwide, oncologists have endured additional, extreme challenges during the Covid-19 pandemic. Psychological resilience presents a potential protective mechanism against burnout. This cross-sectional study examines whether psychological resilience eased burnout syndrome among Croatian oncologists during the pandemic. Methods: An anonymized self-reporting questionnaire was electronically distributed by the Croatian Society for Medical Oncology to 130 specialist and resident oncologists working in hospitals. Available for completion from September 6–24, 2021, the survey comprised demographic questions; the Oldenburg Burnout Inventory (OLBI), covering exhaustion and disengagement; and the Brief Resilience Scale (BRS). The response rate was 57.7%. Results: Burnout was moderate or high for 86% of respondents, while 77% had moderate or high psychological resilience. Psychological resilience was significantly negatively correlated with the OLBI exhaustion subscale (r = − .54; p < 0.001) and the overall OLBI score (r = − .46; p < 0.001). Scheffe’s post hoc test showed that oncologists with high resilience scored significantly lower on the overall OLBI (M = 2.89; SD = 0.487) compared to oncologists with low resilience (M = 2.52; SD = 0.493). Conclusion: The findings thus indicate that oncologists with high psychological resilience are at significantly lower risk of developing burnout syndrome. Accordingly, convenient measures to encourage psychological resilience in oncologists should be identified and implemented.

This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of active learning using augmented reality (AR) influence student knowledge?; Is it possible to assess the impact of AR implementation in teaching on the quality of learning outcomes? The main goal of his research is to identify the information objects Situated, Games, and Research within the Active Learning information package and, based on them, examine and determine the existence, relationship, and intensity of connections of the created information construct Knowledge. The research was conducted through the application of an experimental technique with incorporated survey and knowledge test methods on a sample of 270 participants, in 3 groups of 90 students each. Knowledge was examined through initial tests and final tests for each form of the conducted experiment: Situated, Games, and Research. The obtained results were processed using statistical methods of calculating correlation coefficients and factor analysis. The results indicate that students taught through all forms of AR active learning achieve a statistically significantly higher level of knowledge, thus confirming the hypothesis. In conclusion, the obtained research results provide a basis for further research using the described methodology and the further development of educational application solutions based on new AR technologies.

This study explores the information–communication discourse in modern recruitment by applying the Design Thinking (DT) methodology to enhance employee selection and integration strategies. By incorporating digital tools and empathetic approaches, this study examines innovative practices that improve candidate experience and ensure alignment with organizational culture. This study follows the DT framework, encompassing empathy, problem definition, and ideation, with a research sample including candidates, employees, and HR professionals. Methods such as desk research, interviews, diary methods, and P/C matrix diagonalization, supported by original metrics, assess the effectiveness of these approaches. The findings highlight that digital tools, particularly gamification and online assessments, significantly enhance recruitment quality, increase efficiency, reduce hiring time, and improve cultural alignment. Additionally, this study develops informational constructs of knowledge, skills, and attitudes, offering deeper insights into key factors for successful hiring. By integrating new media and technological solutions, this research contributes to transforming traditional recruitment practices into more candidate-centred processes. Further evaluation through complementary studies is recommended to determine the long-term impact of digital tools on recruitment outcomes and employee selection success.

In today’s information-communication environment and the connected world awareness of and preparedness for digital threats is of utmost importance for organizational systems. It is not possible to fully guard against or eliminate all digital threats but with an educated and trained awareness and recognizing, acknowledgment and management of the risks along with appropriate policies, tactics, techniques, procedures and processes in place organizational systems are competent to become digital resilient. In this paper our aim is to investigate how digital threat awareness can improve digital resilience. Related to this the goal is to identify digital threat awareness components within cybersecurity and digital security. In this regard we used modelbased approach and methodology to create model scheme so the novel Cyber Resilience Model within digital resilience concept is created. Digital resilience modelling approach takes account components of digital threats within digital security and engagement.

Through digital communication in the educational process, its stakeholders, professors and students, become creators of new information practices, which in involve modern technologies augmented reality (AR) virtual reality (VR). The research objective was aimed at detecting AR and VR information concepts important for determining students' digital intelligence in the digital creativity domain. In the education of the cadets, some issues have been observed acknowledged, particularly the issues of defining the set of information which is necessary to be transferred to the cadets by AR and VR and the issue of detecting feedback expressed through the learning outcomes previously acquired. The main research challenge is correlation of information sets and how to structure them into a standard cadet training information model. The research was conducted by using the method of content analysis of software solutions and the questionnaire method. The cadets and expert at military academy have been selected as the research sample as they undergo through both the process of acquiring theoretical knowledge as well as practical training. The paper presents the research aimed at VR prototype development and its evaluation with two cadets generations and military professionals, who were introduced to VR technology in different ways. The obtained research results present basis for an AR / VR conceptual model to be further defined, that will contain set of abstract elements, relationships, and information that depict a complex real cadet training system. In this sense, this paper represents an initial step in defining the framework of a standard AR / VR information model in the military training that can be further developed by creating additional categories of data that do not appear in any of the existing information models.