Digital Skills

The circular economy (CE) is increasingly recognized as a transformative framework for fostering sustainable production and consumption. In this context, Artificial Intelligence (AI) is emerging as a key enabler for advancing both material systems and policy processes. This article investigates the potential of AI-driven policy tools to accelerate the transition towards a circular economy. Consequently, it explores AI capabilities such as systems modelling, predictive analytics, and adaptive regulation, focusing on their application within environmental governance frameworks. The article examines the integration of AI technologies including natural language processing for policy synthesis, machine learning for waste pattern detection, and digital twins for scenario testing into multi-level governance structures. Furthermore, it critically addresses the ethical, institutional, and technical challenges associated with AI deployment in policymaking, particularly in terms of data bias, transparency, and public accountability. The article concludes with a roadmap for embedding 'circular intelligence' in governance systems, emphasizing the need for a strategic, transparent, and inclusive approach to AI integration in CE policy to ensure sustainable and just transitions.

Memasuki masa akhir studi, saya pribadi semakin sering berpikir mengenai arah karier yang akan dipilih setelah lulus. Pertanyaan mendasarnya adalah: apakah saya ingin menjadi seorang generalis yang mampu bekerja lintas bidang, atau seorang spesialis yang memiliki keahlian mendalam di satu bidang tertentu? Kedua jalur ini memiliki kelebihan dan tantangannya masing-masing, dan menurut saya tidak ada jawaban tunggal yang benar. Yang terpenting justru adalah bagaimana saya menyiapkan kompetensi agar mampu menyesuaikan diri dengan kebutuhan dunia kerja yang terus berubah.

Industry 5.0, Education 5.0, and Work 5.0 are often discussed in silos; this integrative review shows how they cohere into a human-centric, sustainability-aligned model of AI-enabled transformation. This study reviews 200 records (62 included) from Scopus, Web of Science, Google Scholar, and policy portals (EC, UNESCO, ILO, WEF) to examine how these three domains intersect as a unified paradigm. Using an integrative literature review with quality appraisal of empirical studies and policy reports, we identify three cross-domain themes: (1) human-AI collaboration that reorients automation from substitution to augmentation, (2) skills development pathways led by Education 5.0 that bridge education, industry, and labor, and (3) sustainability as a unifying normative anchor across ecological, social, and economic dimensions. Findings show benefits (ergonomics, curriculumindustry alignment, green jobs) and risks (deskilling, inequality, rebound effects). The framework contributes by clarifying shared mediators (skills, ethics, sustainability), surfacing contradictions (automation vs. inclusion), and proposing governance conditions for human-centric outcomes. Major implications include aligning innovation policy, curriculum reform, and labour protections under SDG-coherent strategies, and piloting metrics that capture well-being, equity, and productivity.

A jelen exploratív kutatás célja a különböző utcai lapok hajléktalanságról
alkotott reprezentációs mezejének feltárása. A dolgozat
kvalitatív módszer segítségével arra vállalkozik, hogy három ország
egy-egy utcai lapjának (Alberta Street News [Kanada], Big
Issue North [Egyesült Királyság], Groundcover News [Egyesült
Államok]) 2021-ben megjelent cikkeit bottom-up típusú tartalomelemzéssel
az IRaMuTeQ program segítségével (szófelhőelemzés,
klaszterelemzés) vizsgálja. Az elemzés elméleti hátterét Serge
Moscovici szociális reprezentációs kutatásai nyújtják, egy ezekkel
inherensen összekapcsolódó kommunikációs síkon. Dolgozatomban
arra a megállapításra jutottam, hogy a lapok közötti tartalmi
eltérések eltérő kommunikációs stratégiákat takarnak, és ezáltal
eltérő szociális reprezentációs mezőt alakítanak ki a hajléktalanságról.
Az angliai lap számára a hajléktalanság egy eladásra kínált
termék, a kanadai lapnál egyéni élettörténet, az amerikai lapban
pedig társadalmi probléma, amely közösségi válaszok aktiválását
generálja.

This study examined university librarians' perceptions of digital skills proficiency and the barriers hindering their acquisition in Islamabad, Pakistan. A quantitative survey was conducted using a structured questionnaire distributed among librarians in 25 public and private sector universities. A total of 300 questionnaires were distributed; 264 responses were received, and 258 (97.78%) were deemed suitable for data analysis. Descriptive and inferential statistics were applied. Most respondents rated their digital skills as "good, " with variations observed based on gender and academic qualifications. Female librarians generally reported slightly higher proficiency levels. Statistically significant differences were found in 17 out of 24 digital skills across educational levels. The study also identified several barriers to digital skill development, with perceptions differing by qualification. While the findings are specific to Islamabad, they contribute to the broader understanding of librarians' professional development needs in similar contexts. The results offer insights for LIS education and continuing professional development, particularly in supporting student research and digital literacy through improved librarian competencies.

La integración de las tecnologías de la información y comunicación (TIC) por parte de los docentes en el proceso de enseñanza es importante para mejorar la calidad de la educación. El presente estudio se propuso examinar las relaciones de la habilidad digital, la usabilidad, la utilidad y la gestión directiva con la frecuencia con que maestros de educación primaria utilizaban TIC en sus prácticas de enseñanza. Participaron en el estudio 252 docentes (M edad = 36,5 años, DE = 10,1) del Estado de Sonora (México). Se realizó un estudio transversal de alcance relacional. Se utilizaron escalas de autorreporte para medir las variables involucradas en el estudio. Se calculó un modelo de regresión lineal múltiple. Se encontró que tanto variables relativas al docente (habilidad digital y usabilidad) como al director (gestión directiva) se asociaban positivamente con las prácticas de enseñanza con apoyo en tecnología. Se concluyó que la integración de las TIC en la enseñanza por parte de los ...

Peserta didik generasi Z memiliki kecenderungan tinggi terhadap penggunaan gadget, terutama untuk hiburan, game, dan media sosial. Kondisi ini memunculkan kecanduan yang berdampak negatif terhadap motivasi belajar, kedisiplinan, dan interaksi sosial. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam memanfaatkan gadget sebagai media pembelajaran, sehingga kecanduan gadget dapat dialihkan menjadi kebiasaan positif. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi dan wawancara terhadap siswa SMP. Hasil penelitian menunjukkan bahwa penerapan media pembelajaran berbasis gadget seperti Kahoot, Quizizz, Google Classroom, dan e-book interaktif mampu meningkatkan keterlibatan siswa, mengurangi waktu bermain game non-edukatif, serta memperkuat motivasi belajar. Kesimpulannya, gadget dapat menjadi solusi edukatif apabila dimanfaatkan secara tepat dalam proses pembelajaran. Kata Kunci: gadget, pembelajaran, kecanduan, Z Pendahuluan Generasi Z dikenal sebagai generasi digital yang sejak kecil terbiasa dengan penggunaan teknologi, terutama gadget. Namun, kemudahan akses informasi dan hiburan seringkali menimbulkan kecanduan. Siswa lebih sering menggunakan gadget untuk bermain game atau media sosial dibandingkan untuk belajar. Kondisi ini dapat menurunkan prestasi akademik, melemahkan disiplin belajar, dan mengurangi interaksi sosial. Guru sebagai pendidik memiliki peran penting untuk mengarahkan penggunaan gadget agar tidak merugikan, melainkan menjadi sarana belajar yang menyenangkan. Dengan strategi yang tepat, gadget dapat berfungsi sebagai media pembelajaran interaktif, kreatif, dan relevan dengan kebutuhan generasi Z.

Resumen China es un líder mundial en la informatización de los entornos urbanos a través de las ciudades inteligentes; sin embargo, en un contexto de desinformación su experiencia se distorsiona en megaproyectos ultramodernos o una pesadilla orwelliana. Este texto, a través de una visión sociotécnica y con fuentes en chino revisará el marco fundacional de su política pública digital, para averiguar ¿qué guía esta vertiginosa construcción y cuáles son sus prioridades? Mostrará que en un país con 1,400 millones de personas, este concepto comenzó siendo una herramienta accesoria en planes enfocados a solucionar la urbanización creciente y desordenada. Y, a la fecha, se ha vuelto una solución cardinal, apoyada en un marco centrado en el pueblo y de carácter pragmático, adaptable a las condiciones locales, donde estándares compartidos facilitan la retroalimentación. No obstante, problemas básicoslas necesidades de los inmigrantes rurales-continúan pendientes. Palabras clave: China, ciudad inteligente, política pública digital. En 2014, la República Popular China (RPC) sentó las bases nacionales de los proyectos de las ciudades inteligentes a través de dos documentos centrales, y desde 2021 ha comenzado una nueva ola de políticas públicas a partir del incremento en la seguridad, el reajuste al modelo económico, la apuesta por la innovación tecnológica y la confrontación con Estados Unidos de América. Todas estas variables seguramente impactan en el rol de las ciudades inteligentes. Así que, para comprender sus palpitantes transformaciones, primero debemos conocer sus fundamentos.

The authors’ purpose was to analyse users of the blended e-learning course “Improvement of ICT skills” in context of e-inclusion and determine indicators for e-inclusion facilitation. We applied a practical use probability model to perform the analysis that identified the following factors: the degree to which the instructor was willing and able to share knowledge; the degree to which the students were interested and had the capacity to learn; and the degree to which the sponsoring organization supported and promoted learning. The study was based on evaluating a group of five hundred vocational teachers who were the learners. Our results indicated that the quality of e-learning materials and environment, instructor's support, student willingness and ability to learn were attributes that could impact learning carry-over and promoted e-inclusion.

Digitisation has been the major innovation that occurred in the turn of the 21st century, widening the scope of research in various fields. The availability of material reshapes the way we see and research and this becomes quite obvious in the case of musicology. A strong example of this is the fact that musical microhistory deriving from the periphery seems to be gaining interest, especially when one places this in a parallel route towards the major music centres that were active during each era. Therefore, we are going to examine a collection of Greek songs currently accessible for those researchers who are interested on the activities of local song composers from the European periphery, available at The Music Library of Greece "Lilian Voudouri.

The objective of this research was to determine whether teacher-related factors exert the greatest influence on high school students' academic performance in mathematics. Three main factors were analyzed: teachers, institution, and students, each with its respective variables. To achieve this, two questionnaires were designed, one for students and one for teachers. The questionnaires were administered to 75 first-semester students, as this period shows a higher failure rate in mathematics, and to 5 teachers with 10 or more years of service, as they possess extensive experience in teaching the subject and a deep understanding of the challenges and strategies of the teaching-learning process. The sample belongs to Preparatoria No. 1 of the Universidad Autónoma de Zacatecas, Mexico. The research utilized the APP VR Math application, which employs the Principal Component Analysis method and linear regression in a Virtual Reality environment to identify behavior patterns among the studied variables. The results showed that the teacher factor, with variables such as professional development, disinterest, vocation and commitment, use of technological and instructional tools, assertiveness, and empathy, had the greatest influence on students' academic performance in mathematics. Additionally, it was observed that in the sample of teachers with over 10 years of experience, a decline was observed in commitment, assertiveness, and interest, while disinterest increased.

Metode yang digunakan berbeda dari kegiatan sebelumnya, yaitu dengan pendekatan partisipatif berupa permainan edukatif, simulasi peran (role play), serta penayangan video singkat tentang dampak bullying. Tujuan kegiatan adalah menanamkan pemahaman mengenai jenis-jenis perundungan serta menumbuhkan sikap saling menghargai antar siswa. Hasil menunjukkan adanya peningkatan pemahaman siswa yang tercermin dari keberanian mereka dalam memerankan simulasi, menjawab pertanyaan, dan menyusun komitmen kelompok anti-bullying. Dengan pendekatan partisipatif, siswa lebih mudah memahami pesan moral karena terlibat langsung dalam proses belajar. Kegiatan ini dapat menjadi strategi efektif dalam membangun budaya sekolah yang aman dan inklusif.

The World Bank estimates that closing the gender gap in employment and entrepreneurship could increase the global GDP by more than 20%. However, despite decades of government initiatives, legislation and equal opportunity policies, the gender gaps in entrepreneurship, STEM, ICT and related sectors still prevail. Current research confirms women's underrepresentation, along with the gender gaps in skills which will be crucial for the future of work, like AI, Cybersecurity and Big Data. The current Global Gender Gap Report and Index (WEF, 2025) estimates that the overall global gender gap could be closed in 123 years, if we continue at this pace! This paper argues that gender devaluation reproduces social stereotypes and consequently the gendered skills shortages. Empowering women and increasing the talent pool requires engendering technology, namely inspiring girls and women into technology: i.e. eliminating stereotypes and raising the profile of female role models and mentors. This entails women's agency and economic empowerment. We cannot afford to wait 123 years to reach full parity. The "Care Burden Impact", highlighted in the Global Gender Gap Report, confirms that the surge in caregiving responsibilities is limiting women's employability, indicating the urgent need for inclusive practices in addition to a more just care economy, equitable care systems and policies.

The purpose of this research is to examine the digital skills that primary education teachers developed during the Covid-19 pandemic crisis and how they can utilize them in the post-Covid 19 environment. The research was quantitative and was done by distributing a questionnaire to a convenience sample of 172 teachers in the prefectures of Magnesia and Attica. The questionnaire was developed from the authors and it has been made in such a way that it can provide answers to the relevant research questions and also ensure the coherence of the work. Data analysis was done in SPSS using descriptive and inferential statistics. The research aims on examining an issue which has affected the whole of the teaching community. The Covid-19 crises has forced many educators to adopt into a new environment, which is the digital teaching environment so to cope with the new learning environment that the digital transformation has brought. Nonetheless, many educators-but also students and their parents-were not prepared to cope with the digital transformation that Covid-19 brought, while others face several difficulties. Many of those teaching practices are continue to exist in the post Covid-19 environment. Hence it is essential to examine those skills and which ones will be utilised in today's learning environment. In relation to the results, on average primary school teachers answered that during the pandemic they had acquired a satisfactory, neither high nor low, level of digital skills. Furthermore, respondents on average agreed that their digital skills improved a lot during the pandemic. Most teachers used experiential learning techniques, special learning platforms and use of email. More than one in two teachers agreed that they had used the seminars made from local education districts to develop their digital skills. Also, one in two participants had used the Ministry of Education's seminars to acquire digital skills. In addition, the respondents indicated that in the future and in the post-Covid-19 era, they will make a lot of use of the digital skills they acquired during the pandemic, adding that they will make a lot of use of the e-class and Google platforms apps and will make a little use of the e-me and Grafis platforms. In relation to the barriers, elements such as the skills of students and their parents, the lack of skills of the school administrative staff, the lack of skills of the administrative staff of the Ministry of Education, and ineffective leadership were some of the barriers. mentioned. Finally, regarding the effect of demographic and service data, years of service had a statistically significant effect on the acquisition of digital skills during the Covid-19 pandemic.

Este artículo presenta parte de los resultados obtenidos en una investigación que realiza un estudio diagnóstico sobre la auto-percepción del profesorado de Educación Primaria en Castilla y León sobre competencias digitales. Primero se realiza un análisis teórico de la evolución de dichas competencias y su desarrollo para los docentes desde distintos ámbitos. En segundo lugar se expone la metodología del estudio y se presentan los resultados pertenecientes al bloque II del cuestionario: “Autopercepción de la competencia digital del profesorado”, con garantías técnicas de fiabilidad y validez contrastada. La muestra se compone de 63 profesores de Educación Primaria en Castilla y León, seleccionados por disponibilidad de 9 centros rurales y urbanos de 8 provincias. La selección de variables y construcción de ítems se ha realizado a partir de la revisión de las últimas evaluaciones internacionales específicas en el ámbito de las competencias digitales. Finalmente, los resultados muestr...

The global wave of digital transformation presents both opportunities and challenges for traditional communities, particularly farmers and livestock keepers, who continue to face barriers in access, digital literacy, and social inclusion. This study aims to develop an adaptive model for empowering traditional communities in the digital era as a conceptual effort to accelerate their welfare improvement. The model integrates five key dimensions: access to digital infrastructure, digital literacy, community participation, cultural sensitivity, and policy and institutional support. The research employs a qualitative approach using a systematic literature review method, drawing from high-impact scholarly publications, international policy reports, and prior empirical studies. This approach enables the construction of a conceptual framework that explains the direct and indirect relationships between these key variables and the adoption of digital technology, which in turn contributes to the empowerment of traditional communities. The resulting model is adaptive, participatory, and context-sensitive, offering both theoretical contributions and practical implications for inclusive development strategies and future empirical research.

Οι Ηλεκτρονικές Πηγές Πληροφόρησης αποτελούν αναπόσπαστο μέρος της συλλογής των ακα δημαϊκών βιβλιοθηκών. Η παρουσία τους στο χώρο αυτό συνέβαλε στην ταχύτερη τέλεση των βι βλιοθηκονομιών εργασιών, την άμεση παροχή πληροφοριών στο κοινό, αλλά και την ανάπτυξη νέων υπηρεσιών στις βιβλιοθήκες. Η εισήγηση αυτή παρουσιάζει τα αποτελέσματα έρευνας που διεξήχθη σε τρία ακαδημαϊκά ιδρύματα της θεσσαλονίκης και είχε ως στόχο τη συγκέντρωση στοιχείων γύρω από τη χρήση των Ηλεκτρονικών Πηγών από τους βιβλιοθηκονόμους, την εκπαί δευση τους στις πηγές αυτές και την επίδραση τόσο της χρήσης όσο και της εκπαίδευσης στη βιβλιοθηκονομική εργασία.

Este artículo se centra en uno de los factores considerados cruciales para explicar la brecha digi tal: la posesión diferencial de las llamadas "habilida des digitales de Internet". En este artículo, se estudia el peso de las variables sexo, edad, nivel educativo, experiencia con Internet y frecuencia de su uso sobre las habilidades digitales relacionadas tanto con el medio como con el contenido. La edad parece tener una influencia negativa en las competencias relacio nadas con el medio, y positivas sobre las competen cias relacionadas con el contenido. El nivel educativo influye de manera significativa en las habilidades digi tales relacionadas tanto con el medio como con el contenido. La experiencia con Internet solo contribuye a las competencias relacionadas con el medio. En cam bio, parece que las competencias relacionadas con el contenido no aumentan con los años de experiencia con Internet y el número de horas que los usuarios pasan online semanalmente. Este último factor solo incide en las competencias relacionadas con el medio. 1 Este artículo es una versión traducida y ajustada a los criterios de publicación de la revista Panorama Social del tra bajo publicado por los mismos autores en Poetics, 39 (2011), 125144 y que lleva por título "Rethinking Internet skills: The contribution of gender, age, education, Internet experience, and hours online to medium and contentrelated Internet skills". * Universidad de Twente (Holanda) (a.j.a.m.vandeursen@ utwente.nl).

The Internet of Things (IoT) is expected to have a massive impact on people's lives. However, the system's complexity is also likely to make it an important topic of investigation in digital inequality research. Those who have the skills to use the IoT to its full potential and gain maximal benefits have a technology at hand that will have the power to increase their (already privileged) positions. Prerequisites for and impacts of user (consumer) engagement with the Internet of Things are becoming increasingly recognized as an important study area. To support related research and policy development, there is a need for more theoretically informed, reliable, and valid instruments that are able to measure what people do and gain from the IoT. In the current contribution, we focus on a key component in digital inclusion debates: digital skills. The development of the IoT Skills Scale (IoTSS) started with examining existing digital skills theory which led to a first instrument. We used a threefold approach to test the validity and reliability of the latent skill constructs and the corresponding items: cognitive interviews, followed by a first survey of IoT skills. During the final step, we examined the consistency of the IoT skills scales and their characteristics when measured in second survey among a representative sample survey of Dutch Internet users. The result is a theoretical and empirical consistent framework consisting of two types of IoT skills: operational and data IoT skills and strategic IoT skills.

The “Internet‐of‐Things” (IoT) promises social benefits across a range of policy areas, such as energy, health, transportation, public safety, and environmental policy, but attention to the skills needed by individuals who use it will be an important issue for public policy, in order to ensure full exploitation of these technologies and to avoid unintended consequences. We argue that comparative advantages of the IoT to people will vary based on differentiated skills and resources, enabling smaller groups of people to benefit, and disadvantaging others in new ways. This need for renewed attention to digital skills and knowledge might at first seem paradoxical, given that many of these technologies operate autonomously and behind the scenes. We discuss evolving digital technologies and related skills, and explain from a systems perspective how the IoT differs from prior technologies, with a premium placed on user knowledge and strategic skills. Finally, we bring together the issues o...

Digital transformation has opened up great opportunities in the field of education, including in the teaching of the Qur'an and Hadith. Interactive digital media emerges as an innovative solution to enhance learning quality through engaging, participatory, and student-centered approaches that align with the characteristics of the digital generation. This study aims to explore models of integrating interactive digital media into Qur'an and Hadith instruction, as well as to assess the readiness of teachers and students in its application. The method used is a literature study with a qualitative, descriptive-thematic approach to various relevant scholarly sources. The findings indicate that digital media such as mobile applications, animated videos, and e-learning platforms significantly improve students' understanding, interest, and engagement. Nevertheless, challenges such as infrastructure limitations and teachers' lack of digital skills remain obstacles. This study recommends strengthening digital literacy, providing teacher training, and formulating supportive school policies as key strategies to optimize the sustainable use of digital media in Qur'an and Hadith learning.

Anais do XVII Congresso Internacional das Jornadas de Educaão História - teoria, pesquisa e prática - I Encontro da AIPEDH - Associação Iber-Americana de Pesquisadores em Educação História, realizado pela Universidade Federal da Integração Latino-Americana, entre 02, 03 e 04 de agosto de 2017.O presente trabalho tem como objetivo geral analisar o processo de ensino e aprendizagem no contexto da cibercultura, formadora de uma nova subjetividade coadunada a pós- modernidade, expressa pela juventude contemporânea. A juventude atrelada à cultura digital apresenta expectativas e saberes diferenciados das gerações anteriores em relação ao processo educacional. Para a realização do presente estudo, de cunho qualitativo, serão estabelecidas interlocuções com a psicologia, a comunicação, a sociologia e a história, a exemplo, perscrutando as novas relações educacionais frente ao horizonte de possibilidades do devir. Tratamos aqui, de repensar o processo ensino-aprendizagem sob a égide das mud...

This study explores the relationship between digital human resource management (HRM) practices, organizational culture, and employees' perceived digital competence within Greek organizations. While digitalization has become a central priority in human resource management (HRM), there is still limited understanding of how cultural context shapes the effectiveness of digital HR interventions. Using a quantitative approach, data were collected via an online questionnaire from 257 employees across various sectors. The research employed the method of Partial Least Squares Structural Equation Modeling (PLS-SEM) and Multi-Group Analysis (MGA) to examine the structural relationships between digital HRM practices-such as e-learning, onboarding, and performance managementand digital competence, taking into account different organizational culture profiles. The results show that digital HRM practices have a positive, but modest, impact on employees' digital skills, with e-learning emerging as the most influential factor. Importantly, the effect of HRM practices varies significantly according to the cultural environment: supportive and innovative cultures foster stronger development of digital competence compared to hierarchical settings. The findings underline the necessity for organizations to adapt digital HR strategies to their specific cultural context and not to rely solely on technological solutions. This research contributes to the growing literature by demonstrating the interplay between technology and culture in shaping employees' digital capabilities and suggests that a balanced focus on both is essential for successful digital transformation.

This research explored the mental representation of media and digital literacy
(MDL) in 242 Mexican high school students through a definitional task based
on the natural semantic networks technique. The participants defined ten
target concepts related to MDL, using verbs, nouns, and adjectives as definers,
and then they rated each definer with a scale from 1 to 10. The smaller the
number, the lower the quality of the definer to conceptualize the target, while
the higher the rating, the higher the quality of the definer to define it. The
participants showed a beginner level in MDL despite their daily navigation
through the media space and using some digital devices. These results suggest
that simple exposure to information and media technologies does not
guarantee the knowledge necessary to use them appropriately and with critical
thinking, which points out the need to promote MDL programs in this
population, which will empower students to use media and digital tools, with
repercussions awareness that its use entails in their academic and social
environment.

Ruang GTK is a platform provided by the Ministry of Education, Culture, Research, and Technology to support the improvement of teachers' and education personnel's competencies through the provision of teaching materials, modules, books, and online training. This study aims to analyze the level of utilization of the Ruang GTK platform by teachers at SMPN 3 Leles as well as the factors influencing it, using the UTAUT and TPACK theoretical frameworks. The method employed is descriptive-evaluative with a mixed-methods approach, involving questionnaires, document studies, and FGDs. The instruments include a UTAUT questionnaire (performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, usage behavior) and a TPACK assessment rubric to evaluate teaching materials. The research results are expected to provide a mapping of the adoption level, the quality of TPACK integration, and recommendations for strategies to enhance the utilization of Ruang GTK.

The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that can be applied and tested in the educational context. There are many uncertainties linked to the validity of new digital didactic approaches and to the communicative and transmissive effectiveness of the contents where the digital skills of teachers and families and the lack of adequate equipment risk compromising the objective of effective and inclusive education. How can educational quality and inclusion be guaranteed through digital communication, beyond socio-cultural inequalities? How can school digital capital guarantee new educational planning in the classroom? These are the main questions of the paper, which will focus on illustrating the communicative strategies of visual storytelling and graphicacy as tools for democratising digital communication, for sociocultural inclusion and for reducing sociocultural inequalities, by illustrating the structural framework and the main actions/strategy of the European Erasmus Plus project CAVE (Communication and Visual Education in homeschooling).

This paper presents the results of a survey on the use of artificial intelligence (AI) among teachers in Poland (N = 289). The survey, conducted in December 2024 and January 2025, used the extended educational technology acceptance model (EETAM) to capture factors supporting and blocking the integration of AI in education (primary and secondary schools). The aim of the study is to identify factors influencing the acceptance and use of AI tools by teachers in their professional work. Based on the EETAM, the relationships between perceived usefulness, ease of use, digital competence, AI-related concerns, attitudes, intention to use and actual use of AI are analysed. This study is unique in that it fills a local empirical gap (based on EETAM assumptions) on AI usage patterns among teachers. Cluster analysis revealed three groups of teachers: (1) intensive users of AI (13.5%), (2) occasional users (30%) and (3) nonusers (43.5%). The results indicate that the most frequently used functions of AI are information retrieval and text translation, while more advanced applications remain marginally used in educational contexts. In turn, structural modelling confirmed the key role of perceived usefulness and digital competence in shaping intentions to use AI, which in turn have a strong influence on actual use. Perceived ease of use had a moderate impact on usability, while anxiety relating to AI appeared to be of minimal importance. The overall model explained 72% of the variance in intention to use AI and 30% of actual use, highlighting the high effectiveness of the research approach adopted. The results highlight the need to further improve teacher education programmes in the context of AI use, especially with regard to the development of teachers' digital competences, as well as to strengthen positive attitudes towards AI, also by emphasising the praxeological nature of the solutions analysed.

The importance of 21st-century digital skills has been well established. However, research often fails to examine how various skills relate to each other. Through a survey of a sample of 1,222 professionals working in the creative industries, we tested, by using path analysis, whether six 21st-century digital skills have a sequential and conditional nature. The sequence of the model starts with information and communication digital skills, followed by collaboration, critical thinking, and creative digital skills. All skills lead to problem-solving digital skills. The results confirm that the analyzed skills build on each other sequentially. To understand what interventions might be successful, the relations among various digital skills should be considered.

This study extends the conventional and superficial notion of measuring digital skills by proposing definitions for operational, formal, information and strategic skills. The main purpose was to identify individual skill related problems that users experience when navigating the Internet. In particular, lower levels of education and aging seem to contribute to the amount of experienced operational and formal skill related problems. With respect to information skills, higher levels of education seem to perform best. Age did not seem to contribute to information skill related problems. Results did reveal that age had a negative effect on selecting irrelevant search results. Individual strategic Internet skill related problems occurred often, with the exception of subjects with higher levels of education. Younger subjects experienced far less operational and formal skill related problems, but there was no difference regarding information and strategic skill related problems.

The pervasive diffusion of Artificial Intelligence (AI) technologies is reshaping how individuals, institutions, and societies access, process, and govern information. While AI promises increased efficiency and personalization across sectors-education, healthcare, work, and public administration-it also introduces new social inequalities linked to unequal capacities to understand, use, and critically engage with these systems. This article explores the sociological implications of digital literacy as a foundational competence for developing AI literacy. Drawing on a multidisciplinary framework, the paper examines how digital literacy, understood in its epistemic, ethical, and political dimensions, enables critical agency in algorithmically mediated environments. Through a structured analysis of current literature and policy perspectives, the article highlights the need for inclusive, situated, and interdisciplinary educational strategies that empower citizens to participate in AI-related decision-making processes. It concludes by proposing a reconceptualization of digital literacy as a civic infrastructure for algorithmic citizenship, grounded in equity, democratic engagement, and technological accountability.

This research explores the online and offline characteristics of educational workers and ascertains whether digital inequality is evident in their skills, use, and the outcome in online activities. This study extends the Internet skills framework of by examining the same parameters in the local educational settings and by incorporating the use of devices and its ramifications to the digital inclusion and exclusion literature. Online skills of educators in both private and public institutions of learning in Metro Manila and other city centers are elicited during the tail end of the pandemic wherein their online presence is essential. The selection of the research locale is strategic because access to the Internet is assured to represent the upper "have access" group. The model's association and impact are validated using partial least square regression to the data obtained. The test revealed that Internet skills affect educational usage in varying degrees with the latter affecting the offline outcome positively. The results provide evidence that

La investigación aborda la brecha digital y la educación en destrezas digitales en Puerto Rico. Estudio mixto convergente que exploró las barreras para acceder y adoptar la Internet en sujetos (n=50) de tres comunidades del Municipio de Carolina. Indagó los beneficios de un taller sobre destrezas digitales en el acceso y adopción de la Internet. Los resultados indican que el taller contribuyó a desarrollar destrezas digitales y el aprendizaje de conceptos relacionados con la equidad digital. Además, promovió la adopción de la Internet. Los sujetos ganaron confianza al poner en práctica las destrezas digitales después de participar en el taller.

Coautor - Ezequiel Bayuelo-Flórez Ed. D.

Deliverable 18.1, which is part of the JustReDI project, is a study that examines the required digital and green
skills of citizens, as well as the educational interventions needed to support the smooth transition to the green
and digital era in Greek regions. The report focuses on the analysis of cross-cutting digital skills, examining both
the existing level of knowledge of citizens and the deficiencies observed in different social groups and regions,
especially in the most vulnerable social and economic regions.
Π18.1: Έκθεση-Έκθεση απαιτούμενων ψηφιακών δεξιοτήτων και εκπαιδευτικών παρεμβάσεων για τους πολίτες. Προτάσεις πολιτικής ΕΝΟΤΗΤΑ ΕΡΓΑΣΙΑΣ 18: Διάγνωση αναγκών και στοχευμένες παρεμβάσεις επανακατάρτισης και αναβάθμισης δεξιοτήτων πολιτών και εργαζομένων Σεπτέμβριος 2024 [2] [2] «Εμβληματικές δράσεις σε διαθεματικές επιστημονικές περιοχές με ειδικό ενδιαφέρον για την σύνδεση με τον παραγωγικό ιστό» JustReDI: Ανθεκτικότητα, Συμπερίληψη και Ανάπτυξη: Προς μια Δίκαιη Πράσινη και Ψηφιακή Μετάβαση των Ελληνικών Περιφερειών TAEDR-0537352 Ταυτότητα Έργου Ακρωνύμιο JustReDI Τίτλος Ανθεκτικότητα, Συμπερίληψη και Ανάπτυξη: Προς μια Δίκαιη Πράσινη και Ψηφιακή Μετάβαση των Ελληνικών Περιφερειών Συντονιστής Δρ. Γιώργος Παπαδούδης, ΕΚΚΕ

The article explores how to shape digital competences among pre-service teachers within the university education system. It addresses the challenges posed by the rapid development of the information society and the growing digitisation of education, necessitating the redefinition of existing teacher education models. Using the Delphi method, 36 media education experts from six continents were interviewed between June and August 2022. They identified 12 versatile solutions to enhance the effectiveness of digital competence formation in academia. These solutions aim to improve the content, methods, and forms of teacher education, ensuring future pedagogical staff are better prepared to integrate ICT into education. Additionally, the article highlights the multidimensional opportunities for fostering digital competences, which are essential skills in K12 and university education and integral to lifelong learning. The study underscores the global significance of equipping pre-service teachers with these competencies to meet the demands of contemporary education systems.

As a substitute for the master class, infographics previously designed by the students were used in the session dedicated to treating the characteristics of "fashionable western diets" of the optional subject 34493-Food and Dietetics of the Degree in Medicine of the UV. This initiative was intended to improve student participation in the subject, in addition to deepening the subject, improving their digital skills and the search and synthesis of information. This proposal was well appreciated by the students, who showed their preference for this way of working in front of the master class. In addition, they said that the activity improved their ability to transmit information, to work as a team, their critical and self-critical capacity and that it was very entertaining. From this experience, it could be concluded that infographics are a useful tool for addressing various topics within the Medicine degree.

Online evaluations and critiques have become essential components of online discourse and consumer decisionmaking processes since the advent of the digital era. This study investigates the concept of resilience in the context of online evaluations and the potential psychological effects of online criticism. This study analyzes the concept of online resilience, which is defined as the use of coping strategies, and investigates its potential as a protective factor for overall health. In a contemporary context where one's online reputation has a significant impact on both personal and professional domains, it is of the utmost importance to comprehend strategies for individuals and organizations to cultivate resilience against the negative effects of online feedback. The purpose of this study is to identify prevalent themes associated with the impact of online reviews and criticism on the psychological well-being of individuals and the reputation of organizations and institutions by conducting a comprehensive literature review on the subject. This study elucidates the various psychological factors linked to harmful online criticism, including anxiety, despondency, and self-esteem challenges. In addition, the present study investigates the complex concept of resilience and its application in the digital domain. This study investigates a variety of strategies individuals may employ to develop psychological resilience in response to the negative effects of online criticism. These include cognitive reframing, affective regulation, and social support seeking. In addition, this paper investigates how firms can cultivate resilience by employing proactive techniques for managing their online reputation. The research highlights the significance of digital literacy in nurturing resilience in individuals. In addition, it highlights the significance of proactive management of reputation, prompt response, and active participation in limiting the potential negative effects of negative internet reviews on businesses. This study offers valuable insights into the concept of resilience in relation to online evaluations and the psychological harm caused by online criticism. Through a comprehensive comprehension of the mechanisms underlying resilience and the implementation of efficacious solutions, both individuals and organizations can enhance their ability to traverse the digital terrain, preserve their mental well-being, and secure their online reputation.

This study investigated the effect of teaching strategies and students' learning outcomes in basic science and technology in the EKET Local Government Area of Akwa Ibom State. 2 research questions and 2 hypotheses were used for the study. The study was designed using the pretest-posttest quasi-experimental design. 1663 Junior Secondary Two (JS2) students in the 10 public secondary schools formed the population. A sample size of 131 JS2 students from three purposely sampled 3 intact classes was used for the study. A purposive sampling technique was used to select the 3 schools. The instrument for data collection was the Basic Science and Technology Achievement Test (BSTAT). The reliability of the instrument was determined using the Kuder-Richardson formula (K-R20) and was found to be 0.81. The data obtained was analyzed using mean, standard deviation, and ANCOVA. The findings of the study revealed significant differences in the mean achievement scores of Basic Science and Technology students taught the concept of living and non-living things using computer simulation, tutorials, and flipped classroom strategies. However, while no significant difference was found between computer simulation and tutorial strategies, both

This study investigated the effect of teaching strategies and students' digital skills acquisition in Basic Science and Technology in Eket Local Government Area, Akwa Ibom State. Two research questions and hypotheses were formulated to guide the study. The study adopted the pretest-posttest quasi-experimental design. The population of the study consisted of one thousand six hundred and sixty three (1663) Junior Secondary Two (JS2) Basic Science and Technology students in the ten (10) public secondary schools in Eket Local Government Area for 2023/2024 session. A sample size of one hundred and thirty one (131) JS2 students from 3 intact classes in the selected secondary schools were used as sample for the study. Purposive sampling technique was used in selecting 3 secondary schools out of 10 public secondary schools in the study area for the study. The instruments used for data collection was the Digital Skills Test (DST) instrument developed by the researcher. The reliability of the instrument was establish using Cronbach alpha statistics and found to be 0.78. The data collected were analyzed using mean, standard deviation and ANCOVA. Findings of the study showed that teaching strategies had no influence on students' digital skills acquisition and gender. Based on the findings of the study it was recommended among others that teacher ought to consider using more personalized and flexible approaches to teaching digital skills.

The article explores the multifaceted impact of digital technologies -particularly Artificial Intelligence (AI), Big Data, and FinTech - on corporate financial growth and security. It begins by assessing how digital transformation influences companies depending on their business models (B2B, B2C, C2B, C2C), industry sectors, and geographic regions. The author emphasizes that while digital tools offer significant potential for improving efficiency, competitiveness, and financial performance, their benefits are not uniform across industries or operational environments.

The paper underscores the importance of strategic planning, resource readiness, and staff adaptability in successfully integrating these technologies. It also delves into the risks associated with AI and Big Data, such as cybersecurity threats, data mismanagement, employee stress, and digital skill gaps. Empirical data and case studies are used to demonstrate both the opportunities and vulnerabilities digitalisation introduces -especially in unstable economic or regulatory environments.
The author concludes that digital transformation, when approached holistically and contextually, can drive substantial financial gains. However, it also requires robust cybersecurity frameworks, workforce development, and global regulatory coordination to mitigate risks and ensure sustainable growth.

Initial Vocational Education and Training (IVET) plays a key role in equipping students with digital skills, ensuring they meet the evolving demands of today's job market. The rapid advancement of Artificial Intelligence (AI) is reshaping vocational education, particularly in laboratory-based learning, where AI tools are increasingly integrated into coursework and assignments. This study examines the digital competencies of IVET students in Greece, focusing on their engagement with AI in practical learning environments. Using a structured questionnaire, the research explores four core dimensions: general digital skills, use of online educational platforms, cybersecurity awareness, and AI integration. The collected data were analyzed through Structural Equation Modeling (SEM) to identify patterns in skill development. Findings indicate that AI adoption significantly enhances students' ability to analyze and visualize data, automate processes, and critically assess AI-generated content, ultimately improving their efficiency in hands-on training. Additionally, students who regularly interact with AI tools demonstrate greater adaptability and problem-solving skills, highlighting AI's potential to foster cognitive flexibility. Despite the benefits, the study also reveals a significant gap in cybersecurity knowledge, with many students lacking awareness of data protection, secure online practices, and the ethical implications of AI use. These findings emphasize the need for targeted educational strategies that integrate AI literacy and digital security training into IVET curricula. By addressing these gaps, vocational training programs can better prepare students with the technical proficiency and responsible AI usage skills needed to succeed in an increasingly digital workplace.

In the digital era, digital engagement has become an intrinsic part of daily life, particularly among young adults and professionals. However, the impact of screen usage on mental health and brain development remains understudied in Nepal. This study examines the relationship between screen time, psychological well-being, and neuroplasticity among adults in Kathmandu. Utilizing data from 359 participants aged 18 and above, we assessed psychological well-being using the WHO-5 Well-Being Index and evaluated maladaptive and adaptive neuroplasticity through self-reported digital behaviors. Regression analyses revealed that smartphone and social media usage had a weak negative correlation with psychological well-being (β =-0.267, p < 0.05; β =-0.244, p < 0.05) and weak to moderate positive correlation with maladaptive neuroplasticity (β = 0.342, p < 0.05; β = 0.411, p < 0.05). Conversely, engagement with educational content had a weak positive correlation with adaptive neuroplasticity (β = 0.215, p < 0.05), and work-related digital content was weakly negatively correlated with maladaptive neuroplasticity (β =-0.098, p < 0.05). Among students, excessive smartphone and social media use impaired cognitive development, whereas educational content and gaming had positive neurological eff ects. Among employed individuals, structured digital engagement (work-related tasks) mitigated the negative impact of screen time, whereas compulsive digital behaviors led to cognitive strain. While specifi c content promotes cognitive growth, habitual social media and excessive smartphone use may lead to detrimental emotional and neural outcomes. These fi ndings show the importance of purposeful and balanced digital engagement to support mental health and cognitive resilience. Public health interventions should focus on digital literacy, mindful screen use, and promoting constructive content consumption to mitigate the adverse eff ects of excessive screen exposure.

Wstęp W dobie kryzysu migracyjnego zachodzą obawy o wydolność gospodarek krajów goszczących. Dlatego ważna jest sieć sprawnie funkcjonujących instytucji, która powinna nie tylko absorbować napięcia społeczne, ale również dostrzegać i wykorzystywać potencjał napływającego kapitału społecznego i kulturowego. Dogodnym gruntem do analizy tej problematyki jest edukacja, fundament społeczeństwa opartego na wiedzy i instrument włączenia społecznego. Przedmiotem poniższych rozważań są zatem wybrane instytucje oświaty w świetle reform polityki edukacyjnej przełomu XX i XXI w. w Szwecji, stojącej obecnie przed problemem masowej imigracji. Analiza tych instytucji według kryterium efektywności, zdolności dostosowawczej i uniwersalizmu posłuży sprawdzeniu tezy o podwójnym charakterze działań na rzecz włączenia społecznego poprzez edukację -zarówno włączającym, jak i wykluczającym. Główną metodą badań jest krytyczne studium bieżącej literatury. Wykorzystano m.in. raporty i analizy OECD, Komisji Europejskiej oraz Państwowej Agencji ds. Edukacji w Szwecji. Schemat analizy zaczerpnięto z prac B. Stauber i M.P. do Amarala [2015] oraz S.J. . Ruchom migracyjnym towarzyszy zmiana jakości kapitału społecznego i kulturowego 2 w kraju, z którego kapitał ten odpływa, jak i w kraju goszczącym. Dla

This study explores how Human Resource Management (HRM) can help organizations to face the challenges of digital transformation, focusing on reducing digital inequalities and improving employee performance. As digital tools become more important in workplaces, many employees still experience digital exclusion, which affects not only their productivity but also their sense of fairness and inclusion, as well. To investigate these issues, quantitative research was conducted using a structured questionnaire distributed online to employees across EU-based companies. The data were analyzed through PLS-SEM, including IPMA and mediation analysis, to understand the relations between HRM practices, digital skills, and perceptions of organizational justice. The findings show that HRM strategies have a significant impact on bridging the digital divide, especially by promoting digital adaptability and supporting inclusive work environments. Inclusion was also found to mediate the relation between HRM and employee performance. This research offers practical suggestions, like using Key Performance Indicators (KPIs) to monitor digital participation and encouraging continuous learning. The study adds value by connecting digital empowerment with HRM policies in a way that supports both organizational efficiency and equality. Future research could focus on specific sectors or use longitudinal data to better capture how digital inclusion develops over time.

As the technological innovation begin to develop few decades ago, the Internet and web applications have emerged as the fulcrum for digital transformation of the current world. Their influence extends across all facets of life, from education and healthcare to business and entertainment. By providing instant communication and providing unrestricted and clear access to information, the Internet has revolutionized the way we interact, communicate, work, and live.
The transformative power of web applications has further amplified these changes. They have enabled seamless integration of various services and functionalities, making complex tasks more accessible and efficient. From online banking and e-commerce to social networking and virtual collaboration, web applications have become indispensable tools in our daily lives.
This article delves into the evolution of the Internet, the diverse types of web applications, the underlying technologies that drive them, and their profound impact on both business and society. By this exploration, our objective is to understand the importance of these innovations and their potential for shaping the future.

established rapidly and is extensively used. Yet, its meaning is loose and some definitions can be even misleading. In fact, the origin of the term is uncertain, though many consider that it first appeared, in a consistent way, in the report Falling Through the Net: Defining the Digital Divide, the third of a series published by the US Department of Commerce's National Telecommunications and Information Administration (NTIA) in 1999. The Introduction of the Report presents people divided into two simple groups: the report defines digital divide as «the divide between those with access to new technologies and those without» (NTIA, 1999, p.xiii). For many researchers, however, what happened was an appropriation and redefinition of a term already in circulation in the environment of mass media and the NTIA political agenda in the process of preparing the Report . Actually, the designation had been in use since at least 1996, though with varied meanings which generally reflect differences in opinion between the most sceptical of technological solutions and those believing that scientific advances will drastically improve life standards. The meaning that would prevail is focused on the unequal distribution of information technologies in US public schools. For example, in a speech in 29 May 1996, Al Gore referred to the «digital divide» to designate the gap between the information haves and have-nots in the K-12 degree of the US educational system. Later on, as the term was frequently used by the Clinton-Gore Administration to justify

The aim of this article is to highlight the theoretical underpinnings in the formation of media and digital competence in the use of AI. This topic is one that needs addressing due to the intensive development of AI technology, which is making an increasingly visible incursion into both private and professional life. There is no doubt that AI has also entered the education sector, becoming something of a game-changer in teaching and educational processes. This situation has therefore necessitated a change in the theoretical framework for digital and media literacy (DL&ML), which has been undergoing constant transformation in recent years due to the intensive development of AI-based software. This article reviews the most popular theoretical frameworks relating to the formation of skills and knowledge in the use of AI. Based on a comparison of DigComp 2.2, AI Literacy Competency Framework, AI literacy TPACK, The Machine Learning Education Framework, The UNESCO AI Competency Framework, it was noted that: 1) there is currently a lack of consensus on a clear definition of DL&ML areas and indicators in AI; 2) the vast majority of theoretical frameworks do not have their own research tools and rely on a high degree of flexibility to diagnose this DL&ML area depending on contextual considerations; 3) the current theoretical frameworks related to AI allow the measurement of DL&ML using qualitative approaches; 4) the theoretical frameworks defining DL&ML are changing with the development of AI; 5) the lack of explicitness in defining DL&ML makes it difficult to conduct longitudinal and comparative research; and 6) each of the theoretical frameworks analysed emphasises a different area of AI use and the anticipation of the consequences associated with it.

This paper discusses the uses of video data in research on reading as well as future directions for research in the area. In the paper, we view video as a medium for collecting, transmitting, and storing research data, just like photography, audio recording, live observation with field notes, artifact collection, in-person interviewing, questionnaires, and administrative records are media through which data are collected, transmitted, and stored. The purpose of this paper is to point the reader to some existing resources on the collection of video data and to discuss some trends in the use of video data in research on teaching and learning in the area of reading. Our central argument is that video recording technologies are evolving rapidly, providing particular affordances-and challenges-for the use of video data in qualitative and quantitative research on reading. We argue that some of these affordances might also help address the "gaps" in reading research identified in this Handbook, gaps that now exist with respect to what has been studied in reading research, gaps in the translation of research findings from the reading research to reading practice communities, and gaps in how results from reading research are implemented in schools and classrooms. As we discuss below, new affordances in video data collection, management, and data analysis have the potential to address these gaps by allowing for research on new topics in the field, by allowing for different ways to communicate research results to different communities of practice, and by providing different ways to guide practitioners as they implement findings from reading research in classrooms. Several publications have described the growing (and varied) uses of video data in research on teaching and learning broadly. A review by Erickson (2011) discussed the emergence and early use of video data in qualitative and ethnographic research. Stigler and colleagues discussed the use of "video surveys" in comparative cross-national research on teaching . An edited volume by Kane, Kerr, and Pianta (2014) included several chapters on methodological issues arising in video-based studies of teaching effectiveness and their bearing on the practical evaluation of teachers. Goldman and colleagues' (2014) booklength monograph described the uses of video data in learning sciences research, and an edited volume by Janik and Seidel (2014) described the use of video data in European research on classroom teaching and learning. Overall, this published work points to some special affordances of video in comparison to other modes of data collection for research on teaching and learning generally and, by inference, for reading research. Like direct observation, video data can be used to record the rich detail of real-time events. Of course, the features of events actually captured by video data depends on how, and how often, video tools are deployed, but holding those important features of research constant, video records preserve the exact timing and sequencing of observed events with less editing and more contextual detail than

Teacher self-efficacy (TSE) is related to teachers’ job satisfaction, retention, motivation to improve, and work-related stress. Using data from the 2018 Teaching and Learning International Survey (TALIS), we investigated the impact of an innovative campus culture and preparation for teaching cross-curriculum skills on TSE. Data indicated that working at innovative campuses had small effects on TSE in classroom management (β = .12), instruction (β = .06), and student engagement (β = .17). Teachers’ preparation to teach cross-curriculum skills had small to medium effects on TSE in classroom management (β = .20), instruction (β = .34), and student engagement (β = .30).

The study attempts to examine the factors that influence the employability skills and competencies of graduates in Oman in general with specific reference to the current period of the COVID 19 pandemic. The data, which is primary in nature, has been collected through a well-defined questionnaire. There are 74 responses representing government, private and quasi-governmental enterprises considered in the study. The samples consist of employers directly or indirectly belonging to the Oil and Gas sector constituting almost 45%, followed by the education sector constituting 15%. An analysis of descriptive statistics, Garrett's ranking technique, and multiple regression revealed that the size of the firms in terms of the number of employees and their level of education is positively associated. Further, small firms rely more on employees who are foreign-educated graduates than large firms do. Adaptability, computer skills, language skills such as reading and writing in English, planning, organizing, and decision-making skills, and team working skills are the most preferred skill sets required of graduates in the employment market during the period of the COVID 19 pandemic in Oman. Employers consider foreign-educated students more reliable with better skill sets required for employment than local graduates. Smaller firms tend to recruit a greater number of foreign-educated students than large firms do. The study reiterates that employers should offer their employees appropriate training opportunities in the wake of the COVID 19 pandemic crisis that affects the very nature of employment, to enhance their perception about the scope of their roles and responsibilities in the unforeseen working environment and their ability to cope with the business risk.