<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maddatuang</style></author><author><style face="normal" font="default" size="100%">Arsad Bahri</style></author><author><style face="normal" font="default" size="100%">Muhammad Ansarullah S. Tabbu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF DIGITAL LITERACY AND DISASTER MITIGATION UNDERSTANDING ON COMPUTATIONAL AND SPATIAL THINKING ABILITY IN UPPER SECONDARY SCHOOL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computational thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">disaster mitigation understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1746293187.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Computational thinking and spatial thinking ability play a critical role in enabling students to respond effectively to disasters. However, limited research has examined the impact of digital literacy, disaster education, and cognitive skills in secondary school students. This study aims to assess the impact of digital literacy and disaster mitigation understanding on the development of computational and spatial thinking ability in upper secondary school students. A quantitative research approach was employed using Structural Equation Modeling to analyze the impact of the variables. The research participants in this study consisted of 258 students enrolled in two upper secondary schools, namely Public Senior High School 21 Makassar and Public Senior High School 4 Barru. Data were collected through questionnaires and performance-based tests. The results revealed that digital literacy positively impacted computational thinking and spatial thinking. Similarly, disaster mitigation understanding positively impacted computational thinking and spatial thinking. Moreover, computational thinking demonstrated a moderate positive impact on spatial thinking, indicating a strong interaction between these cognitive domains. These findings suggest that students with higher digital literacy and disaster knowledge exhibit stronger problem-solving and spatial reasoning skills, which are crucial for disaster preparedness and risk mitigation. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">312-325</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Polonca Legvart</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author><author><style face="normal" font="default" size="100%">Maja Kerneža</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">communication competence</style></keyword><keyword><style  face="normal" font="default" size="100%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">science class</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-constructivist learning approach</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1667236996.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners’ existing misconceptions and the process of transforming them into correct scientific concepts – using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">836-848</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NEW DIGITAL COMPETENCE FOR SCIENCE TECHNOLOGY AND ENGINEERING EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital competences 1.0</style></keyword><keyword><style  face="normal" font="default" size="100%">digital competences 2.0</style></keyword><keyword><style  face="normal" font="default" size="100%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">science/technology/engineering literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">society 5.0</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1647117944.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, in normal circumstances, taken several years. While the solutions applied were the best in the given situation, the question arises of what these solutions imply in terms of long-term, systematic changes. The presented research touches upon three key areas that characterize today’s schools: motivation, atmosphere, and competences of teachers and teacher-training students. The starting point of this research is the premise that the pre-crisis digital competences are simply not good enough for today's situation, or for the near future. Research results show that such fast-tracked changes and the transition to distance education have led to a significant decrease in the motivation of both, teachers and students, that the general atmosphere has worsened, and that there is a significant decrease in competences to be perceived, especially with regard to social and communication competences. The research shows also that neither teachers nor students are sufficiently qualified to work in the society of the future, in society 5.0. What is needed are actual, real changes in the field of digital literacy and digital competences, also indicated in this research.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">108-120</style></section></record></records></xml>