<?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%">Trinh Thi Phuong Thao</style></author><author><style face="normal" font="default" size="100%">Do Bao Chau</style></author><author><style face="normal" font="default" size="100%">Le Thi Diem Quynh</style></author><author><style face="normal" font="default" size="100%">Nguyen Thuy Phuong Tram</style></author><author><style face="normal" font="default" size="100%">Nguyen Truong Giang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH TRENDS ON DIGITAL LITERACY IN HIGH SCHOOLS: INSIGHTS DERIVED FROM SCOPUS DATABASE (2007 – 2024)</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">digital literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">high school education</style></keyword><keyword><style  face="normal" font="default" size="100%">Scopus database</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771007</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</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 response to the increasing importance of digital literacy in secondary education, this study presents a bibliometric analysis of research on digital literacy in high schools published between 2007 and 2024. Based on 187 peer-reviewed documents indexed in the Scopus database, the study employs Biblioshiny and VOSviewer to examine publication trends, influential authors, leading institutions, primary publication sources, and thematic developments within the field. The results indicate a clear upward trend in scholarly output, with an average annual growth rate of 23.86% and a marked increase during the COVID-19 pandemic. This period appears to have intensified academic attention to digital learning and digital competencies. Although the United States and Indonesia account for the highest number of publications, countries such as Italy, Australia, and Canada show higher citation impact, suggesting differences between research productivity and scholarly influence. Thematic mapping highlights dominant research foci on digital competence, online learning, and media literacy, while areas such as computational thinking, identity formation, and robotics remain comparatively underexplored. Overall, the study outlines the evolving intellectual landscape of digital literacy research in high schools and points to several gaps that may inform more focused and methodologically diverse future research in increasingly digitalized educational settings.</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%">207-228</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%">Serhat Dindaş</style></author><author><style face="normal" font="default" size="100%">Murat İnce</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING PRIMARY STUDENTS’ READING SKILLS THROUGH AUGMENTED REALITY-ENRICHED TURKISH TEXTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">reading skills</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%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664271</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</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%">The present study examined whether the integration of augmented reality (AR) into fourth-grade Turkish reading lessons enhances students’ reading comprehension and motivation. A quasi-experimental pretest-posttest control group design was employed, involving 48 students (24 experimental and 24 control) from a public primary school. Students in the experimental group engaged with AR-enriched texts, while the control group read the same texts without AR enhancement. Reading comprehension proficiency and attitudes toward AR were measured using standardized scales, and qualitative interviews were conducted to gather student feedback. Results indicated that the experimental group demonstrated a significant improvement in reading skill scores compared to their baseline, while the control group showed no significant progress. A moderate positive correlation was observed between students’ reading comprehension self-efficacy and their attitudes towards AR, indicating that students who felt more confident in their reading skills also tended to view AR-based learning more positively. Qualitative findings further revealed that AR enriched texts increased student engagement—evoking curiosity, excitement, and enjoyment—and helped students maintain focus during reading. These results suggest that integrating AR into reading activities can enhance elementary students’ reading abilities and motivation. These findings highlight the potential of integrating AR into literacy education to foster students’ engagement and comprehension. The study underscores the importance of designing technology-supported reading activities that align with curriculum goals and suggests that AR can serve as an effective educational tool to enhance motivation and learning outcomes in primary education.</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%">663-676</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%">Maja Kerneža</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF RHETORIC IN TEACHER VIRTUAL EXCHANGES: NAVIGATING DIGITAL COMMUNICATION IN EDUCATIONAL CONTEXTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">intercultural communication</style></keyword><keyword><style  face="normal" font="default" size="100%">parent-teacher collaboration</style></keyword><keyword><style  face="normal" font="default" size="100%">rhetorical strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual exchange</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1715414667.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</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%">Educators’ rhetorical skills are pivotal in virtual collaboration between teachers and parents, enhancing communication clarity and overcoming cultural barriers, thereby enriching educational experience and fostering intercultural understanding. A review of scientific databases such as Academic Search Complete, ERIC, SCOPUS, and Web of Science, was conducted to identify peer-reviewed articles from 2018 onwards that explore the role of rhetoric in teacher virtual exchanges. Articles were analysed for themes, findings, biases, and research gaps. A notable finding is the lack of research on rhetoric in virtual teacher exchanges, despite its potential to overcome cultural barriers and enhance collaboration. The study reveals that effective rhetorical techniques can improve clarity, persuasiveness, and intercultural understanding in virtual exchanges, indicating a need for more research and educational programs in this area. Furthermore, the study extends to virtual communication between teachers and parents, especially with non-native speakers or those with limited proficiency in the official language. This highlights the need for teachers to use sophisticated rhetorical strategies in diverse linguistic situations to improve understanding and involvement. In summary, the research underscores the significant impact of rhetorical skills in virtual teacher exchanges, with broader implications for global collaboration and intercultural understanding in the educational sphere.</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%">186-201</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%">Durso, S. D. O.</style></author><author><style face="normal" font="default" size="100%">Arruda, E. P.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ARTIFICIAL INTELLIGENCE IN DISTANCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF BRAZILIAN STUDIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic literature review</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/2022/457-1667682748.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</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%">Artificial Intelligence (AI) is changing the way people live in society. New technologies powered by AI have been applied in different sectors of the economy and the educational context is no different. AI has been considered a key to the development of learning strategies, especially in distance education. In this sense, this research aimed to identify the current state of Brazilian literature on AI applied to distance education. The Higher Education market in Brazil, which is the biggest in Latin America regarding the number of individuals able to enroll in a program, is still developing and distance education has grown rapidly. To reach the purpose of this paper, it was performed a Systematic Literature Review (SLR) to find the research conducted in graduate programs that investigate the subject of AI applied to distance education. The final analysis used a total of 63 studies – 26 master’s theses and 37 doctoral dissertations. The main results show that most of the research on AI in distance education in Brazil was conducted in Computer Science (56%) and Engineering (27%). Only 6% of the studies reviewed are from masters’ or doctoral programs in Education. The result also shows that limited attention is paid to critical topics related to the growing introduction of AI in distance education, as such teachers’ employability and technological training or the ethical implications of using AI for the educational process. As a result of this SLR, it was possible to suggest research opportunities considering the international agenda on AI.</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%">679-692</style></section></record></records></xml>