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dc.contributor.authorSemerikov, Serhiy O.-
dc.contributor.authorStriuk, Andrii M.-
dc.contributor.authorPinchuk, Olha P.-
dc.contributor.authorVakaliuk, Tetiana A.-
dc.contributor.authorKanevska, Olga B.-
dc.contributor.authorOstroushko, Oksana A.-
dc.date.accessioned2026-07-11T13:22:08Z-
dc.date.available2026-07-11T13:22:08Z-
dc.date.issued2025-09-25-
dc.identifier.citationLearning under pressure: game-based, AI-driven, and crisis-responsive pedagogies in focus of the 12th Workshop on Cloud Technologies in Education / Serhiy O. Semerikov, Andrii M. Striuk, Olha P. Pinchuk, Tetiana A. Vakaliuk, Olga B. Kanevska, Oksana A. Ostroushko // Proceedings of the 12th Workshop on Cloud Technologies in Education (CTE 2024) co-located with 6th International Conference on History, Theory and Methodology of Learning (ICHTML 2025). Kryvyi Rih, Ukraine, May 12, 2025 / Edited by: Serhiy O. Semerikov, Andrii M. Striuk, Olha P. Pinchuk, Tetiana A. Vakaliuk // CEUR Workshop Proceedings. – 2025. – Vol. 4043. – P. 1-14. – Access mode : https://ceur-ws.org/Vol-4043/paper00.pdf DOI: https://doi.org/10.55056/ceur-ws.org/Vol-4043/paper00.pdfuk_UA
dc.identifier.issn1613-0073-
dc.identifier.urihttps://ceur-ws.org/Vol-4043/paper00.pdf-
dc.identifier.urihttp://ds.knu.edu.ua/jspui/handle/123456789/9277-
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dc.description.abstractThe 12th Workshop on Cloud Technologies in Education (CTE 2024), co-located with the 6th International Conference on History, Theory and Methodology of Learning (ICHTML 2025), convened on May 12, 2025, in Kryvyi Rih, Ukraine, and showcased 17 peer-reviewed contributions addressing urgent challenges and innovations in digital education. This review synthesizes the proceedings into five thematic clusters: (1) technology-enhanced pedagogical frameworks, (2) interactive and game-based learning, (3) artificial intelligence and automated tools, (4) crisis-driven adaptation and resilience, and (5) systemic issues of curriculum, assessment, and digital leadership. Findings across these clusters demonstrate measurable gains in student engagement, motivation, and digital competencies, with effect sizes ranging from 0.42 to 0.61. At the same time, the contributions reveal critical challenges including post-training sustainability, infrastructural inequities, and the risks of overreliance on AI. Crisis contexts – pandemic-related remote teaching and wartime disruptions – emerged as powerful accelerators of digital adoption but also highlighted systemic vulnerabilities. Collectively, the proceedings underscore the necessity of aligning technological innovation with pedagogical purpose and institutional capacity. This synthesis positions the CTE 2024 contributions within global debates on the future of digital transformation in education, offering a roadmap for evidence-based, context-sensitive, and human-centered integration of technology into teaching and learning.uk_UA
dc.language.isoenuk_UA
dc.publisherCEUR Workshop Proceedingsuk_UA
dc.subjectcloud technologies in educationuk_UA
dc.subjectdigital transformationuk_UA
dc.subjecteducational technologyuk_UA
dc.subjectgame-based learninguk_UA
dc.subjectartificial intelligence in educationuk_UA
dc.subjectcrisis pedagogyuk_UA
dc.subjectcurriculum innovationuk_UA
dc.subjectteacher professional developmentuk_UA
dc.subjectworkshop proceedingsuk_UA
dc.titleLearning under pressure: game-based, AI-driven, and crisis-responsive pedagogies in focus of the 12th Workshop on Cloud Technologies in Educationuk_UA
dc.typeArticleuk_UA
dc.identifier.doihttps://doi.org/10.55056/ceur-ws.org/Vol-4043/paper00.pdf-
local.submitter.emailsemerikov@ccjourn...uk_UA
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