1st International Conference on Trends and Challenges in Digital Education (DETC 2024)

Book of Abstracts of the 1st International Conference on Trends and Challenges in Digital Education (DETC 2024) November 8-10, 2024 Novi Sad, Serbia Organized by: University of Novi Sad, Faculty of Technical Sciences Department of Industrial Engineering and Management Editors: Slavko Rakic, Nenad Medic and Dragana Slavic Published by: Faculty of Technical Sciences in Novi Sad Title Book of Abstracts of the 1st International Conference on Trends and Challenges in Digital Education (DETC 2024) Publisher University of Novi Sad, Faculty of Technical Sciences Department of Industrial Engineering and Management 21000, Novi Sad, Trg Dositeja Obradovica 6, Serbia Editors Slavko Rakic, Nenad Medic and Dragana Slavic Technical Editors Miroslav Stefanovic Printing Graphic Center, GRID, Faculty of Technical Sciences CIP - Каталогизација у публикацији Библиотеке Матице српске, Нови Сад 37.091.3:004(048.3) INTERNATIONAL Conference on Trends and Challenges in Digital Education (DETC 2024) (1 ; 2024 ; Novi Sad) Book of abstracts / The 1st International Conference on Trends and Challenges in Digital Education (DETC 2024), November 8-10, 2024, Novi Sad, Serbia ; editors Slavko Rakic, Nenad Medic and Dragana Slavic. - Novi Sad : Faculty of Technical Sciences, 2024 (Novi Sad : Graphic Center GRID). - 38 str. ; 30 cm Tiraž 100. ISBN 978-86-6022-704-3 а) Образовање -- Дигиталне технологије -- Апстракти COBISS.SR-ID 157143305 Organizers: University of Novi Sad, Faculty of Technical Sciences Department of Industrial Engineering and Management International Scientific Committee: Chair: Slavko Rakic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Members: Ines Troshani, European University of Tirana, Tirana, Albania Selver Softic, CAMPUS 02 University of Applied Sciences, Graz, Austria Ioan Turcin, CAMPUS 02 University of Applied Sciences, Graz, Austria Filiz Mumcu, Johannes Kepler University, Linz, Austria Eva-Maria Infagner, Johannes Kepler University, Linz, Austria Safet Softic, CAMPUS 02 University of Applied Sciences, Graz, Austria Janika Leoste, Tallinn University, Tallinn, Estonia Kelly Lilles, Tallinn University, Tallinn, Estonia Kadri Mettis, Tallinn University, Tallinn, Estonia Cristina Popescu, Bielefeld University, Bielefeld, Germany Katerina Zourou, Web2Learn, Thessaloniki, Greece Paola Vocca, University of Rome, Rome, Italy Susana Martins Marques, NOVA Information Management School, Lisbon, Portugal Carlos Alves, Instituto Politecnico de Castelo Branco, Castelo Branco, Portugal Vlad Bocanet, Technical University of Cluj-Napoca, Cluj-Napoca, Romania Cristina Fleseriu, Babeş-Bolyai University, Cluj-Napoca, Romania Nenad Simeunovic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Nenad Medic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Darko Stefanovic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Miroslav Stefanovic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Dusanka Dakic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Aleksandar Vekic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Angela Fajsi, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Tanja Vranic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Predrag Vidicki, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Selka Sadikovic, University of Novi Sad, Faculty of Philosophy, Novi Sad, Serbia Ana Savic, University of Belgrade, Academy of Technical and Art Applied Studies, Belgrade, Serbia Mihajela Crnko, International Research Center on Artificial Intelligence, Ljubljana, Slovenia Luis Peña Sánchez, Rey Juan Carlos University, Madrid, Spain Luis Pastor, Rey Juan Carlos University, Madrid, Spain Piedad Tolmos Rodríguez-Piñero, Rey Juan Carlos University, Madrid, Spain Melike Nur Köroğlu, Hacettepe University, Ankara, Turkey Vito Veneziano, University of Hertfordshire, Hatfield, United Kingdom Organizing Committee: Chair: Nenad Medic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Members: Slavko Rakic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Dragana Slavic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Danilo Nikolic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Sara Koprivica, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Luka Cubrilo, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Dunja Popovic, University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia Supported by: Financing and organization of the International Conference on Trends and Challenges in Digital Education and publishing of this Book of Abstracts were supported by the Provincial Secretariat for Higher Education and Scientific Research Activity of the Autonomous Province of Vojvodina. PREFACE It is with great honor and a sense of accomplishment that we present the Book of Abstracts for the inaugural International Conference on Trends and Challenges in Digital Education. This conference represents a significant step toward addressing the evolving landscape of digital education and fostering collaboration among researchers, policymakers, educators, and EdTech innovators. The primary aim of this conference is to serve as a platform for showcasing theoretical and practical solutions that respond to the pressing challenges in digital education. These efforts align closely with the goals of the DigiEduHack initiative, providing participants with a wealth of research-driven insights and practical applications to inspire the development of innovative, scalable solutions. This year’s conference has brought together 88 contributors from 13 countries, resulting in 30 high-quality abstracts that span a diverse range of topics. These contributions highlight how emerging technologies, such as artificial intelligence, machine learning, and adaptive learning systems, can be leveraged to create more inclusive, accessible, and personalized educational environments. In addition, this Book of Abstracts features eight exceptional submissions from students participating in the DigiEduHack semifinal competition in the Republic of Serbia. These abstracts capture innovative solutions and practical approaches to addressing critical issues such as the digital divide, student engagement, and lifelong learning. Their inclusion emphasizes the importance of nurturing young talent and promoting fresh perspectives within the field of educational technology. The collective work presented in this volume reflects the dedication, creativity, and expertise of a global community committed to advancing digital education. It is our hope that these abstracts will serve as a valuable resource, sparking meaningful dialogue and inspiring further innovation in this crucial area. We extend our deepest gratitude to all authors, reviewers, and participants who contributed to the success of this conference. Their commitment and collaboration have made this event a significant milestone in the pursuit of evidence-based, forward-looking solutions for the future of education. On behalf of the Scientific Committee, Slavko Rakic Chair, International Conference on Trends and Challenges in Digital Education Table of Content Designing a Hybrid Workplace Course for onboarding Robotic Activity Coordinator in Elderly Care ............................................... 1 Aligning Educational Researchers' Profiles with EdTech Industry Needs for Enhanced Collaboration ............................................. 2 Tackling Emerging Need for Developing and Sharing High-Quality OERs for STEM Education with Gate2Math ............................. 3 Enhancing EdTech Solutions through Comprehensive Usability Testing: The Role of the Usability Platform Test ........................... 4 Navigating the Future of Business Education: Integrating Digital Trends and Global Competencies ............................................... 5 Opportunities, Challenges, and Implications of Using Generative AI for Inclusive Open Educational Resources ............................ 6 Developing Systems Thinking and Conceptual Change in K12 Education: A Systematic Literature Review ..................................... 7 Integrating Green and Digital Skills in E-learning for Sustainable Education: A Case Study ............................................................. 8 A Mega-Digital Hackathon for Student-Driven Environmental Justice in War: 3 Challenges and 7 Institutions from 7 European Countries .......................................................................................................................................................................................... 9 Effects of Perceived Academic Control and Self-Efficacy in Learning on Satisfaction with Online Learning................................... 10 Effects of Academic Emotions on Satisfaction with Online Learning .............................................................................................. 11 Education 5.0: Exploring Readiness amongst University Students ................................................................................................. 12 Human Resource Management in Industry 5.0: Fostering Adaptability and Innovation through Digital Education ...................... 13 Role of Intrapreneurship in the Entrepreneurial Orientation of Universities ................................................................................. 14 Scaling Grammar Acquisition: A Case Study of ALPA Kids and E-Learning for Early Education ...................................................... 15 Blockchain Based Solution for Validating University Degrees ........................................................................................................ 16 Advancing Academic Entrepreneurship: A Framework for Knowledge Transfer and University-Industry Collaboration ............... 17 Advancing Climate Action in Higher Education through Digital Innovations: The 1FUTURE Erasmus+ Project .............................. 18 Exploring the Ethical Implications of AI Tutors in Personalized Learning Systems ......................................................................... 19 Enhancing ADR Driver Training Through Digital Technologies in HazMat Transport ...................................................................... 20 EdTech Talents: Connecting Researchers and Start-Ups for Growth .............................................................................................. 21 Evaluating a Blended-Learning Platform for Data Journalism Education: Results from Two Pilot Studies ..................................... 22 Data Skills for Journalism in Higher Education: an Erasmus+ programme approach ..................................................................... 23 The Importance of Digital Innovations for Entrepreneurial Education ........................................................................................... 24 How is Digital Transformation shaping the dynamics of Project Management education? ........................................................... 25 Open Educational Resources (OER) as a Wealth of Equal Education .............................................................................................. 26 The Effectiveness of BIP (Blended Intensive Program) for Enhancing the Digital Competencies of Teaching Staff ....................... 27 Student Satisfaction in Online Education: The Role of Dialogue .................................................................................................... 28 Innovations in Higher Education: The Role of Digitalization and E-Learning in Developing Risk Management Competencies ...... 29 Applying Design Thinking in Service Engineering: Developing the EdTech Apps for Sustainability and Mental Health Education 30 Implementation of VR in education ................................................................................................................................................ 31 Quizzler ........................................................................................................................................................................................... 32 AI-powered learning platform ........................................................................................................................................................ 33 Simulated Training for Safe and Sustainable Driving ...................................................................................................................... 34 Physical and mental health in line with digital education............................................................................................................... 35 Planty – Where Nature and Community Thrive Together .............................................................................................................. 36 ALIRA: your interactive AI lesson assistant ..................................................................................................................................... 37 Be Empathy: Enhancing Emotional Intelligence and Mental Health in the Digital Age .................................................................. 38 International Conference on Digital Education Trends and Challenges 1 Designing a Hybrid Workplace Course for onboarding Robotic Activity Coordinator in Elderly Care Janika Leoste 1, 2, and Tiina Kasuk 2, * 1 Tallinn University; 2 Tallinn University of Technology; [email protected] Abstract: This paper discusses the design and implementation of a hybrid workplace course that aims at preparing caregivers for the integration of socially assistive robots, in particular the Robot Activity Coordinator, into elderly care environments. The adoption of robotics in elderly care is still limited, although it could enhance service quality and address staff shortages. A significant obstacle is the caregivers' varying levels of digital literacy, together with their potential concerns that robots could replace human workers. Thorough training before allowing robots into action is critical, as it helps to build confidence and acceptance among care staff. However, organizing comprehensive training sessions for caregivers is challenging due to shift work and geographically dispersed teams that makes in-person lengthy training impractical. We developed an innovative hybrid training model for onboarding Robotic Activity Coordinators to address these challenges. This model blends inperson and virtual elements to facilitate flexible remote participation. The training was limited to 1-hour micro-content sessions to fit caregivers' schedules and to respect their free time, and it took place in real and simulated care environments, allowing participants to join remotely. A typical session offered hands-on experience via combining scenario-based learning with interactive engagement, and using 360degree cameras and telepresence robots. The Robot Activity Coordinator's functions were demonstrated through the TEMI robot and a dedicated Android application. Feedback gathered through surveys indicated that participants gained confidence in working alongside robotic assistants and were optimistic about integrating these robots into daily tasks. The study highlights the importance of creating effective onboarding strategies through dedicated training formats to ensure successful integration of robotics in elderly care. This hybrid approach offers a scalable solution that addresses both workforce challenges and the growing need for socially assistive technologies in the elderly care environments. Keywords: workplace learning; hybrid courses; socially assistive robots; elderly care; digital education. International Conference on Digital Education Trends and Challenges 8 Integrating Green and Digital Skills in E-learning for Sustainable Education: A Case Study Nenad Medić 1, *, Dragana Slavić 1, and Ljiljana Popović 1 1 Faculty of Technical Sciences, University of Novi Sad; medic.nena[email protected] Abstract: The digital transformation has profoundly influenced various industries, education being one of them. Considering this, the authors developed learning scenarios and e-learning materials for educational purposes within the Engineering Management study program at the Faculty of Technical Sciences, University of Novi Sad. The primary focus is enhancing students' green and digital skills, enabling them to understand green and digital transitions and meet labor market demands. Additionally, the idea was to foster comprehensive critical thinking skills essential for managerial roles. Key activities include the development of learning scenarios that identify learning objectives, create curricula, and provide resources and activities to support these goals. E-learning materials are designed to actively engage students through interactive tasks, adapted content, and continuous progress assessment using digital tools such as quizzes and tests. The course is organized on a suitable e-learning platform, structured into logical units, and integrated with tools to enhance interaction between students and teachers. Special emphasis is placed on developing green skills, aligned with the United Nations Sustainable Development Goals (SDGs), by incorporating topics such as environmental protection and sustainable practices into the learning materials. Practical activities should encourage the application of these skills. Digital skill development was also a priority, with modules providing practical experience and the integration of interactive tools within the e-learning platform to ensure active student participation. These activities directly address global and European strategic needs by preparing students for sustainable and digital transformations in the workplace. By fostering green skills, digital literacy, and critical thinking, students will be equipped to make informed, long-term decisions that align with the SDGs and meet societal demands on a global scale. Through these activities, students will be prepared for modern work environments and competent to navigate both green and digital transitions. Keywords: Digital transformation; e-learning; green and digital skills; sustainable development; educational technology. International Conference on Digital Education Trends and Challenges 9 A Mega-Digital Hackathon for Student-Driven Environmental Justice in War: 3 Challenges and 7 Institutions from 7 European Countries Stefania Oikonomou 1, Katerina Zourou 1, *, and Kateryna Boichenko 1 1 Web2Learn; katerinazo[email protected] Abstract: In a world of multiple social disruptions and ongoing crises (e.g. climate emergency, war, etc.), digital education should embrace a holistic approach to learning to make sure both educators, learners and society gain its true benefits for social good. In this context, our contribution presents the transformative, digitally-enhanced learning trajectory adopted by the Erasmus+ GROMADA project that combines innovative theory-based learning with hands-on application of acquired knowledge and skills in a continuum of digitally-driven learning activities. Hence, what was first conceived as a traditional learning activity to train Ukrainian university staff and students in environmental citizen science, it has now been (re)designed to a user-attractive and mega-learning experience that encompasses: 3 Online “crash courses” to introduce and familiarise students and academic staff with the topics of a) war-linked threats to water, b) soil quality in conflict, and c) the legal dimension of citizen-generated environmental data. This learning pillar serves as the theoretical framework to guide the forthcoming hands-on actions. In particular: 3 challenges on the 3 topics presented above; registered within the pan-European digital education hackathon competition “DigiEduHack”. Hence, this problem solving-oriented activity aims to strengthen and expand knowledge gained by students through the online courses by encouraging them to co-ideate, co-experiment and co-create solutions that enhance digitally-driven education and action for environmental justice in Ukraine. A series of environmental citizen science projects in Ukraine that are designed to allow students to apply their cumulative (theoretical and hands-on) knowledge in concrete, real-life scenarios of community monitoring of environmental damages. Finally, our contribution aims to highlight the value of offering stimulating, digitallyenhanced and action-oriented learning experiences to students who are affected by war consequences. By leveraging the potential present in digital education environments, like DigiEduHack, and combining it with knowledge and skills generated learning activities, we build an inclusive and sustainable pathway towards student-driven environmental justice and advocacy. Keywords: hackathon; Challenges; Ukraine; students; academia; transformative learning; digital education. International Conference on Digital Education Trends and Challenges 10 Effects of Perceived Academic Control and Self-Efficacy in Learning on Satisfaction with Online Learning Ilija Milovanović 1, Selka Sadiković 1, *, Jasmina Pekić 1, and Ana Genc 1 1 Department of Psychology, Faculty of Philosophy, University of Novi Sad; [email protected] Abstract: The aim of this study was to examine how perceived academic control and self-efficacy predict satisfaction with online learning among students at the University of Novi Sad. A total of 482 undergraduate students (83 men and 399 women) with an average age of 21.06 years (SD = 2.15) participated in the study. Of the participants, 33.2% were first-year students, 31.3% were second-year, 19.1% third-year, and 16.4% fourth-year students. All students attended online classes during the study period. The instruments used included the Perceived Academic Control Scale, which measures students' perceptions of control over their academic outcomes, assessing how much control they believe they have over their success or failure in academic settings. Additionally, the Self-Efficacy for Learning and Performance Scale (a subscale within the MSLQ: Motivated Strategies for Learning Questionnaire) was used to assess students' perceived competence and its influence on motivation, persistence, and academic performance. Satisfaction with online learning was assessed using the question, "How satisfied are you with online learning?" The predictive model was significant (R = .523; F (8) = 90.077; p < .000). Academic control negatively predicted satisfaction with online learning (β = -.109; p < .01), while self-efficacy positively predicted satisfaction (β = .533; p < .000). It appears that students with a higher sense of academic control report lower satisfaction with online learning, possibly due to the perception of reduced control over academic outcomes compared to traditional in-person learning. Further research is needed to explore the relationships between self-efficacy, academic control, and satisfaction with online learning. Keywords: Perceived academic control; Self-efficacy in learning; Online learning satisfaction; Undergraduate students; Motivated Strategies for Learning Questionnaire (MSLQ). International Conference on Digital Education Trends and Challenges 11 Effects of Academic Emotions on Satisfaction with Online Learning Selka Sadiković 1, *, Ilija Milovanović 1 , Ana Genc 1, and Jasmina Pekić 1 1 Department of Psychology, Faculty of Philosophy, University of Novi Sad; [email protected] Abstract: The aim of this study was to examine how different emotions in an academic context predict satisfaction with online learning among students at the University of Novi Sad. A total of 482 undergraduate students (83 men and 399 women) with an average age of 21.06 years (SD = 2.15) participated in the research. Of the participants, 33.2% were first-year students, 31.3% were in their second year, 19.1% in their third, and 16.4% in their fourth year. All students attended online classes during the study period. The instruments used included the Achievement Emotions Questionnaire (AEQ) (Pekrun et al., 2002), which measures eight different academic emotions: enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. Satisfaction with online learning was assessed through the question, "How satisfied are you with online learning?" The predictive model was significant (R = .436; F(8) = 13.860; p < .000). Significant predictors included emotions of enjoyment (β = .197; p < .000), hope (β = .129; p < .05), pride (β = -.158; p < .01), as well as anxiety (β = -.132; p < .01), hopelessness (β = -.207; p < .01), and boredom (β = -.120; p < .05). Satisfaction with online learning can be predicted based on high levels of positive emotions and low levels of negative emotions. The findings suggest that satisfaction with online learning is associated with students' academic emotions, with students who respond positively to academic tasks and demands finding online learning more engaging. These results have several implications for the planning and structure of online education. Keywords: Academic emotions; Online learning satisfaction; Undergraduate students; Achievement Emotions Questionnaire (AEQ); Online education. International Conference on Digital Education Trends and Challenges 12 Education 5.0: Exploring Readiness amongst University Students Dragana Slavic 1, *, Igor Ciganovic 2, Aleksandar Argilovski 3, and Nenad Simeunovic 1 1 University of Novi Sad, Faculty of Technical Sciences; slavi[email protected].rs 2 University of Zagreb, Faculty of Mechanical Engineering and Naval Architecture; 3 University “St. Cyril and Methodius”, Faculty of Mechanical Engineering Abstract: Industry 5.0 drives many global changes in different life aspects while transforming the way digital technologies are used. Going beyond technologydriven organizations, Industry 5.0 aims at fulfilling societal needs on a higher level. One of life aspects which are influenced by innovations is education. In order to prepare future workforce for newly designed work places, new skills and knowledge are required. Some of these skills are digital skills, green skills, communication skills, social skills, teamwork, critical thinking, and problem solving. One of the best ways to gain the new skills and knowledge is through changes in education. Changes which are expected are reflected in the integration of digital technologies in the process of lecturing, but also in the approach professors are taking during the lectures. The traditional way of giving lectures will be transformed by introducing an artificial professor, which works alongside the human professor. The artificial professor represents online learning platforms which use artificial intelligence. Artificial intelligence enables personalized learning paths for each student, answering individual needs, such as the learning pace, the amount of learning material, checking what has been learned, and correcting identified errors. Next to the artificial professor, the human professor takes the role of a mentor, and guides students through the learning process, while developing their digital skills, green skills, and social skills. Additionally, lectures will be extended with case studies and gamification which will empower theoretical lectures with practical lessons. In this way, students will improve their communication skills, teamwork, problem solving skills, and critical thinking. This research explores students’ opinion about the artificial professors and personalized learning paths through a survey. The survey is conducted amongst three universities in three different countries – University of Novi Sad in Serbia, University of Zagreb in Croatia, and University “St. Cyril and Methodius” in North Macedonia. Keywords: Industry 5.0; Education 5.0; higher education; universities; innovation. International Conference on Digital Education Trends and Challenges 13 Human Resource Management in Industry 5.0: Fostering Adaptability and Innovation through Digital Education Jelena Ćulibrk 1, *, Bojana Jokanović 1, Andrea Ivanišević 1, and Nemanja Tasić 1 1, Faculty of Technical Sciences, University of Novi Sad, Republic of Serbia; jculibr[email protected].rs Abstract: The emergence of Industry 5.0 is reshaping the landscape of Human Resource Management (HRM), emphasizing the harmonious collaboration between humans and advanced technologies, such as artificial intelligence, robotics, and the Internet of Things (IoT). In this new industrial paradigm, HRM faces the dual challenge of fostering a workforce that is not only technologically competent but also adept in soft skills like creativity, critical thinking, and emotional intelligence. As organizations integrate human-centric technologies, HR managers are tasked with creating environments that balance automation with human ingenuity, promoting adaptability and innovation. However, digital education on HRM in the context of Industry 5.0 presents its own set of challenges. The shift from traditional HR principles to technology-enhanced processes requires a transformation in how HR topics are taught. Digital platforms must provide interactive and immersive learning experiences that engage learners in both the technical and human aspects of modern HRM. Key challenges include ensuring inclusivity and accessibility, customizing learning pathways to diverse needs, and keeping pace with the rapid evolution of digital tools. Additionally, ethical considerations surrounding data privacy, AI integration, and the humanization of technology must be addressed in HRM curricula. The authors explore how digital education can effectively bridge the gap between traditional HR practices and the demands of Industry 5.0, offering strategies for developing adaptable, future-ready HR professionals. By integrating emerging technologies and human-centered approaches in educational content, digital platforms can prepare HR practitioners to navigate the complexities of a rapidly evolving industrial and technological landscape. The findings of this research are beneficial for a wide range of stakeholders. Educational institutions can leverage the insights to enhance their HRM curricula, ensuring that they adequately prepare students for the demands of Industry 5.0. HR professionals can gain valuable perspectives on integrating technology into their practices while maintaining a human-centered approach, equipping them with the skills needed to adapt to changing workplace dynamics. Additionally, organizational leaders and policymakers can utilize the research to develop strategies that promote workforce resilience and foster a culture of continuous learning. Ultimately, students and early-career professionals will benefit by acquiring the necessary competencies to thrive in an increasingly digital and collaborative work environment, positioning themselves for success in their future careers in HRM. Keywords: Industry 5.0; human resource management; digital education; technology integration; workforce development. International Conference on Digital Education Trends and Challenges 14 Role of Intrapreneurship in the Entrepreneurial Orientation of Universities Ines Troshani 1, Dardane Nuka 1, and Ketrina Mijo 1, * 1 European University of Tirana; [email protected] Abstract: This study explores the role of intrapreneurship in fostering the entrepreneurial orientation of higher education institutions (HEIs). The research examines the interplay between intrapreneurship and the entrepreneurial orientation of universities, focusing on the mechanisms, enablers, and barriers within academic and administrative structures. The concept of the intrapreneurial university has gained prominence in higher education, reflecting the evolving role of universities as not only centers of knowledge generation but also engines of innovation and economic development. This research contributes to the growing body of knowledge on entrepreneurial universities by highlighting how intrapreneurial activities shape institutional strategies and operations, facilitating innovation and adaptability in an increasingly competitive global education market. It proposes an analytical framework that captures the intrapreneurial dimensions of HEIs' entrepreneurial activities, providing a conceptual lens to understand how individual initiatives are aligned with broader organizational goals. This framework bridges the gap between individual intrapreneurial efforts and the collective entrepreneurial orientation of universities, offering a new perspective on how HEIs can navigate their transformation into entrepreneurial institutions. The methodology is qualitative in nature, employing both the HEInnovate questionnaire and in-depth interviews across six Western Balkan universities and two European universities to gather comprehensive insights from academic and administrative staff. Key findings reveal that enabling factors such as institutional support, leadership commitment, and resource allocation play a crucial role in fostering intrapreneurial initiatives. Conversely, barriers such as rigid organizational structures, lack of incentives, and bureaucratic constraints hinder the development of intrapreneurship within universities. The qualitative data gathered from interviews and the HEInnovate questionnaire across the six HEIs provide a rich understanding of the conditions under which intrapreneurship thrives or faces challenges. This study offers strategic recommendations for HEIs to design action plans that enhance intrapreneurial activity, aligning their entrepreneurial orientation with broader institutional goals. By enhancing the understanding of the intrapreneurial activities within HEIs, the research offers practical guidance for universities aiming to foster a more entrepreneurial culture, contributing to their long-term sustainability and impact in the global knowledge economy. Keywords: intrapreneurship; entrepreneurial orientation; higher education; HEInnovate, intrapreneurial university. International Conference on Digital Education Trends and Challenges 15 Scaling Grammar Acquisition: A Case Study of ALPA Kids and ELearning for Early Education Kelly Lilles 1, * 1 Junior Researcher at the Institute of the Estonian Language; kelly.l[email protected] Abstract: The world is home to approximately 7,000 languages, and yet, digital education tools, especially for grammar acquisition, are heavily skewed toward English or major world languages. The lack of native-language e-learning solutions is particularly problematic during early childhood, a period recognized by UNICEF as crucial for brain development. Children who miss out on early language development opportunities face significant disadvantages, both cognitively and socially, impacting their future learning and economic potential. While numerous language-learning applications exist, very few target grammar acquisition in early education, particularly for less commonly spoken languages. This creates a gap in digital learning tools for preschool and elementary-age children, where interactive, engaging solutions are most needed. The ALPA Kids platform addresses this gap by developing grammar acquisition games in native languages for young learners. The platform has scaled to reach thousands of children, providing a vital solution for grammar learning through game-based learning. It integrates implicit grammar teaching into engaging tasks, combining the Octalysis framework for gamification with task options inspired by Doughty's grammar acquisition methods. Alongside a variety of early education curriculum-based games, ALPA Kids has incorporated specific grammar-focused tasks, such as exercises on Estonian verb constructions, demonstrating how digital games can facilitate implicit grammar learning. Data collected from the platform is used to analyze children's progress and identify specific learning challenges. In conclusion, the ALPA Kids platform provides a scalable and culturally responsive solution to the lack of grammar acquisition tools for early childhood education. Further research should explore the expansion of these methods to other minority languages, as well as the long-term impact of such digital tools on children’s overall language development. Keywords: native language learning; SLA; grammar acquisition; early childhood education; e-learning games. International Conference on Digital Education Trends and Challenges 16 Blockchain Based Solution for Validating University Degrees Miroslav Stefanović 1, *, Darko Stefanović 1, and Dušanka Dakić 1 1 University of Novi Sad, Faculty of Technical Sciences; [email protected].rs Abstract: In the global labor market where international borders do not represent a significant hurdle, validating degrees used to attest a person's expertise is becoming more and more important. Sadly, this process is usually handled on the national level and involves notaries and official translators. This process leaves employers unable to validate a candidate’s university degree with a high level of certainty. Especially because in most cases, notaries are not validating degrees, they are simply attesting that the copy of a degree is the same as the one submitted by the applicant. Universities, as the issuers of the degrees, usually do not have a simple and user-friendly system for validating their degrees. In this paper, a proposal for such a solution will be presented. This solution is based on blockchain technology and utilizing characteristics of this technology provides a high level of security related to data stored on the chain. Furthermore, this solution addresses the important issue of adding data related to the degree onto the chain, requiring for consensus of validators to be met before the data would be considered valid. By returning the process of validating university degrees under the care of the university that has issued the degrees, the problem of validation of those degrees could be solved. As an additional value, universities could benefit from removing the possibility for dishonest actors to use invalid university degrees and thus harm the reputation of the university in question. By having a solution based on blockchain technology and an easily accessed web page for validation, any interested party could validate a submitted university degree in a simple and highly reliable way. Keywords: blockchain; degrees; validation; university; verification. International Conference on Digital Education Trends and Challenges 17 Advancing Academic Entrepreneurship: A Framework for Knowledge Transfer and University-Industry Collaboration Ugljesa Marjanovic 1, *, Janika Leoste 2,3, and Luis Peña Sánchez 4 1 University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia; umarjan[email protected] 2 Tallinn University, Tallinn, Estonia; 3 Tallinn University of Technology, Tallinn, Estonia; 3 Lurtis Rules S.L., Madrid, Spain Abstract: The manuscript explores the evolving role of universities in driving economic development through knowledge transfer to industry. It highlights the transition from traditional academic missions to incorporating third-mission activities that foster collaboration with industry stakeholders. This research develops a framework for understanding the knowledge transfer process, focusing on the mechanisms and structures that facilitate successful collaboration between universities and industry. Data were gathered through interviews with CEOs, university leaders, and Knowledge Transfer Office (KTO) staff to understand the dynamics of knowledge transfer. The study's core outcome is the development of the Virtual Talents Pool framework, which serves as a model for enhancing the commercialization of academic research through structured knowledge transfer activities. The findings highlight three key components of successful knowledge transfer: infrastructural foundations, enabling mechanisms, and valorization. The infrastructure includes the creation of comprehensive talent profiles and engagement with external stakeholders. Enabling mechanisms emphasize supportive organizational policies and leadership commitment, while valorization outlines the outcomes of the knowledge transfer, including enhanced industry partnerships and funding acquisition. The research underscores the pivotal role of KTOs and administrative staff in facilitating and managing the knowledge transfer process. This study contributes to the academic literature on entrepreneurial universities by offering a multi-phase process model for knowledge transfer, providing insights into organizational structures and mechanisms that support academic entrepreneurship. Additionally, the research highlights the importance of administrative staff in driving these processes and offers practical recommendations for fostering university-industry collaborations. The study concludes by addressing limitations and suggesting future research on knowledge transfer processes in different regional and institutional contexts. Keywords: academic entrepreneurship; knowledge transfer; university-industry collaboration. International Conference on Digital Education Trends and Challenges 24 The Importance of Digital Innovations for Entrepreneurial Education Aleksandar Vekić 1, *, Jelena Borocki 1, and Angela Fajsi 1 1 University of Novi Sad, Faculty of Technical Sciences; [email protected].rs Abstract: Actual trends show that digital technologies are evolving rapidly, transforming nearly every industry, including education. Entrepreneurial education, in particular, has seen major advancements driven by digital innovation. In this study, a combination of qualitative and quantitative research methods is used to investigate the impact of digital innovations on entrepreneurial education. The aim of this study is to present new ways in which students learn, engage, and develop the skills necessary to start their own ventures, while also fostering an entrepreneurial mindset essential for their future careers. Digital solutions, like online learning platforms, virtual simulations, and AI-powered analytics, are creating new opportunities for students to learn and gain hands-on experience. In recent years, especially during and after the COVID-19 pandemic, these tools have become a core part of entrepreneurial education. They enable educators to design more interactive, personalized learning experiences that help students develop critical skills like creative thinking, adaptability, problem-solving, and flexibility. Virtual collaboration platforms such as MS Teams, Zoom, Google Classroom, etc., allow students from different regions, and even different countries, to work together on entrepreneurial projects. These platforms also promote cross-cultural communication, interdisciplinary collaboration, and the generation of diverse ideas. In addition to enhancing learning, digital tools have also improved access to global resources and networking opportunities, which are crucial for entrepreneurial success. Students now have more learning options than ever before, and many key entrepreneurial tools, like those for business plan development and modeling, are available in digital formats. Through online platforms, students can connect with mentors, industry experts, other entrepreneurs, and potential investors, all of whom are vital for launching and growing successful businesses. This has greatly simplified communication within the entrepreneurial ecosystem, making it easier for students to gain insights from experienced entrepreneurs and receive guidance that can be critical for their own success. By leveraging modern digital tools, students are better equipped to reach their full potential, become more competitive in the real market, and reduce the risk of failure—a common challenge for startups. In conclusion, digital innovations are not just complementary to entrepreneurial education; they are key drivers that are transforming the way entrepreneurship is taught today and how this acquired knowledge is later applied in practice. They bridge the gap between theoretical knowledge and practical application, empowering students with the skills they need to thrive in today’s challenging business environment. Keywords: Digital Innovations; Entrepreneurial Education; Skills Development; Collaboration; Networking. International Conference on Digital Education Trends and Challenges 25 How is Digital Transformation shaping the dynamics of Project Management education? Angela Fajsi 1, *, Slobodan Morača 1, Jelena Borocki 1, Aleksandar Vekić 1, and Ranka Sudžum2 1 University of Novi Sad, Faculty of Technical Sciences; angela.fajs[email protected] 2 University of East Sarajevo, Faculty of Mechanical Engineering Abstract: Digital transformation in project management introduces significant opportunities and challenges. With shifting trends within the field itself, there arises a necessity to adapt educational programs in the sphere of project management. Digitalization has facilitated easier access to educational resources through numerous study programs, online platforms, courses, and seminars that allow students and professionals to learn from various sources. Digital simulations and innovative collaborative tools provide practical experience through project simulations, introducing future professionals in the field to the world of project management. The number and use of tools for project management is becoming increasingly prevalent, making it essential to not only keep up with trends but also assess the functionality of these tools. Asana, Trello, Monday, Wrike, Notion, and many others digital tools, have integrated artificial intelligence into their functionalities, allowing users to enhance efficiency, reduce costs, and make better decisions based on real data. Investing in the further education of teaching staff who can effectively transfer this knowledge to students is crucial to prepare them for the challenges they will face in their future careers. Additionally, personalized learning has become increasingly accessible as digital platforms adapt content to individual progress and interests. This tailored approach allows learners to engage with material at their own pace, ensuring a more effective and meaningful educational experience. By utilizing data analytics and adaptive learning technologies, these platforms can pinpoint students' strengths and weaknesses, offering tailored resources and assessments that align with everyone's unique learning journey. Nevertheless, certain challenges remain, including the ongoing need for digital literacy, equitable access to technology, and the adaptation of traditional teaching methods to digital formats. Addressing these issues is essential to fully leverage the benefits of digital transformation in education. The digital revolution is fundamentally redefining the study and practice of project management, equipping future professionals with the agility and innovative insights needed to thrive in an increasingly dynamic industry. Keywords: project management; digitalization; innovation; interactive learning; digital tools. International Conference on Digital Education Trends and Challenges 26 Open Educational Resources (OER) as a Wealth of Equal Education Sara Kijanović 1, *, Darko Stefanović 1, Dušanka Dakić 1, and Miroslav Stefanović 1 1 Faculty of Technical Sciences, Department of Industrial Engineering and Management, Novi Sad; [email protected] Abstract: Open education encompasses various freely available resources, tools, and methods that eliminate legal, financial, and technical obstacles. These educational materials can be fully utilized, shared, and customized within the digital realm. By harnessing the Internet's full potential, Open Education strives to enhance affordability, accessibility, and efficacy in the realm of education. Open educational resources (OER) are the most important part of open education. OER are learning, teaching, and research materials in any format and medium that reside in the public domain or are under the copyright that has been released under an open license, that permit no-cost access, reuse, repurpose, adaptation, and redistribution by others. The advent of open licenses has revolutionized education by unlocking a wealth of data and information sources that are accessible to anyone on the Internet. This accessibility has led to significant advancements in the field of education. Open educational resources have played a pivotal role in making education more inclusive and available to individuals worldwide, fostering equal learning opportunities. Additionally, the importance of open data in education cannot be understated, as it enables the sharing of knowledge and data, facilitating the resolution of global challenges with greater ease. Enhanced access to educational resources in less developed nations promotes equitable education opportunities and bridges the gap between financially and economically advanced countries. During the development of OER, the emphasis was more on data openness and availability, but not on practical applicability. Accordingly, it was necessary to help people and organizations in the practical application of OER, and in that way to use the data properly. Nowadays, there are many practices of using OER in creating, adopting, and sharing in challenging times. In this paper, theoretical foundations and ideas about open education and open educational resources will be reviewed. Also, good examples of the practice of using OER will be investigated, as well as suggestions for possible improvements and use of open educational resources and encouragement of open education. Keywords: open data; open educational resources; OER; open government. International Conference on Digital Education Trends and Challenges 27 The Effectiveness of BIP (Blended Intensive Program) for Enhancing the Digital Competencies of Teaching Staff Yevheniia Andriichenko 1, *, Elena Safiulina 2, Oksana Labanova 2, Olga Ovtšarenko 2, Ana Paula Lopes 3, Filomena Soares 3, Anne Uukkivi 2, Selver Softic 1, Eva Schirgi 1, and Ioan Turcin 1 1 CAMPUS 02 University of Applied Sciences, Austria; yevheniia.andrii[email protected] ² TTK University of Applied Sciences, Estonia; ³ Polytechnic Institute of Porto, Portugal Abstract: In the context of the rapid digital transformation of education, the digital competencies of teaching staff are significant. It is not merely a matter of utilizing contemporary technologies to deliver a lesson or interact with students; it also encompasses the capacity to develop digital, interactive and innovative learning materials. The exchange of experience represents an efficacious method for the enhancement of skills and the acquisition of new competencies. One example of an exchange of experience is the BIP (Blended Intensive Program). BIP is a defined period during which at least 20 participants from different countries (in this case, teaching staff from higher education institutions in various European countries) engage in intensive collaborative training. This study focuses on two BIPs held in December 2023 and April 2024, addressing the creation of H5P interactive learning content and OER, respectively, with their efficacy demonstrated by participant feedback data.The results of a BIP conducted in December showed that 80% of participants rated the advantage of interactive learning content over traditional content at a level 4 or 5 and 70% of participants in the same BIP rated the impact of interactive materials on the attractiveness of their own practice at a level 4 or 5 on a scale of 0 to 5, where 5 means highly effective. The BIP in April 2024 focused on the development of Open Educational Resources (OER), which are inherently digital content and require specific digital competencies to create and use. On the first day of the BIP, 88% of participants rated their general knowledge of OER below average, and 65% of participants had no experience in creating OER. During the five-day BIP, participants gained skills in using a range of tools for creating OER and interactive learning materials and were introduced to the Gate2Math Smart Library for OER. By the end of the BIP, all participants had gained the ability to create interactive content, find existing content and integrate it into their practice. This outcome provides strong evidence of the effectiveness of the BIP. Research into modern and effective methods for enhancing competencies has a significant impact on the quality of contemporary education. It equips educators with the necessary skills to engage students actively, develop innovative learning materials and adapt to evolving technological demands, that ultimately leads to more effective teaching practices and improved student outcomes. Keywords: BIP (Blended Intensive Program); digital learning materials; digital competences; e-learning; OER. International Conference on Digital Education Trends and Challenges 28 Student Satisfaction in Online Education: The Role of Dialogue Predrag Vidicki 1, Branislav Stevanov 1, Tasić Nemanja 1, and Tamara Bojanić 1 1 Faculty of Technical Sciences, University of Novi Sad, Serbia; vidick[email protected], Abstract: Student satisfaction, defined as the extent to which a student perceives their needs, goals, and desires have been fully met, has long been a leading indicator of quality academic experiences. Educational institutions view student satisfaction as a valuable asset, as students are more likely to share positive experiences and return as alumni. Student satisfaction affects retention, making it a useful measure of student progress in classes and the effectiveness of e-learning programs. Previous research in this field identifies several key factors influencing student satisfaction, including course design, assessment methods, perceived usefulness and enjoyment, virtual self-efficacy, virtual social skills, psychological stress, field of study, living situation, technology anxiety, instructor attributes, course quality, technology quality, and ease of use. Despite the wealth of research on specific motives influencing student satisfaction, this paper focuses on exploring the impact of instructor-student and student-student dialogue on satisfaction while using online platforms. Education is inherently characterized by interaction between instructors, students, and content, yet many courses are conducted online without the aid of a learning management system that facilitates student interaction with classmates, instructors, and assignments. Learner-content interaction, students' engagement with study materials such as textbooks, course readings, lecture notes, and audio-visual materials, remains consistent across traditional and online education. However, instructor-student and student-student interactions (dialogue) differ significantly in an e-learning environment. Instructor-student interaction implies the instructor’s presence and availability to provide assistance and understand students’ needs. Many studies have shown that enhanced student-teacher interaction fosters greater student satisfaction, often requiring teachers to act as mentors to maintain student engagement in online courses. Student-student or peer interaction, referring to the interaction among students, impacts learner cognition and motivation within online learning. Limited opportunities for collaboration in online settings can lead to a sense of isolation, diminishing students’ sense of belonging to a scholarly community, which in turn affects satisfaction as increased student-student interaction greatly enhances satisfaction. Nevertheless, prior studies have shown that most teachers focus on teacher-student and student-content interaction, with fewer activities promoting student-student interaction. Although high-quality instructor-student interactions can somewhat offset the lack of student-student dialogue, we, the authors of this paper, as educators with extensive experience in both traditional and online teaching, firmly believe that both studentstudent and instructor-student interactions significantly contribute to student satisfaction. We strongly argue that e-learning management systems and the teachers that use them must encourage and enable seamless interaction of students with their teachers and classmates. Keywords: Online learning; Student satisfaction; Instructor-student Interaction; Peer Interaction; ELearning Management Systems. International Conference on Digital Education Trends and Challenges 29 Innovations in Higher Education: The Role of Digitalization and E-Learning in Developing Risk Management Competencies Tanja Vranić 1, and Ljiljana Popović 1 1 University of Novi Sad, Faculty of Technical Sciences, Trg Dositeja Obradovića 6, Novi Sad; tanjanovakovi[email protected]s Abstract: In contemporary society, digitalization plays a key role in the transformation of higher education, particularly through the implementation of e-learning platforms. These platforms facilitate more flexible access to knowledge and enhance interaction between educators and students. This paper explores how e-learning can improve the educational process in the context of insurance and risk management. Focusing on academic programs in risk management, we analyze the impact of digital technologies on the quality of education and the development of competencies necessary for risk identification and assessment. Digitalization of the educational system enables personalized learning, allowing students to concentrate on specific aspects of insurance and risk management. Through the analysis of existing e-learning platforms, we identify best practices that can be applied in teaching. These platforms not only increase student engagement but also provide opportunities for simulations and case studies that are essential for understanding complex topics such as risk analysis, risk assessment and management strategies. The paper also investigates challenges associated with the digitalization of the teaching process in higher education, including resistance to change, a lack of adequate training for using digital tools, and the need to align curricula with contemporary technologies. Based on our research, we conclude that the successful integration of e-learning platforms into higher education can significantly enhance educational outcomes, create more competent professionals in the insurance sector, and improve risk management capabilities. This transformation is essential for adapting to a rapidly changing labor market and for achieving sustainable development in risk management and insurance. Keywords: E-learning; Digitalization; Higher Education; Risk Management; Insurance. International Conference on Digital Education Trends and Challenges 30 Applying Design Thinking in Service Engineering: Developing the EdTech Apps for Sustainability and Mental Health Education Slavko Rakic 1, *, Nenad Simeunovic 1, and Anja Jankovic-Zugic 1 1 University of Novi Sad, Faculty of Technical Sciences, Trg Dositeja Obradovića 6, Novi Sad; slavk[email protected].rs Abstract: Design Thinking is a powerful methodology for problem-solving that centers on understanding users, defining clear challenges, brainstorming solutions, and iteratively developing prototypes based on feedback. In the course on Service Engineering at the University of Novi Sad, we implemented Design Thinking as a structured approach to develop educational technology (EdTech) applications focused on sustainable development and mental health awareness. This course provided a practical environment where students applied each stage of Design Thinking to address real-world educational challenges, combining technical knowledge with user-centered design. The Design Thinking process began with empathy, where students conducted interviews and surveys with potential users, including students, educators, and mental health professionals, to gain insights into the gaps in current educational tools regarding sustainability and mental well-being. Through this research, students identified specific user needs, such as the lack of accessible mental health resources and limited sustainability-related content in current EdTech solutions. In the define stage, students synthesized these insights to clearly frame the problem: how to create a digital platform that educates users on both mental health practices and sustainability principles while remaining engaging and accessible. This phase underscored the importance of addressing both content and user experience to ensure the app’s relevance and usability. Moving into the ideate phase, students brainstormed potential features and solutions, fostering creativity and open-mindedness. Ideas ranged from interactive content and selfassessment tools to stress management exercises and gamified learning elements that support engagement. Students then selected and combined the best ideas to form a comprehensive concept for the app. During prototyping, students built a functional model of the app as the mockup in the software Canva, incorporating basic features identified during ideation. This prototype was tested in the test phase with actual users, allowing students to gather valuable feedback on usability, design, and content relevance. Based on this feedback, students refined the app, making adjustments to better meet user expectations and improve the app’s overall effectiveness. By following the Design Thinking process, students in the Service Engineering course were able to develop a meaningful EdTech application that addresses both sustainable education and mental health needs. This approach not only equipped them with technical skills but also emphasized the importance of empathy and iterative improvement in the creation of impactful educational tools. Keywords: Design Thinking; Service Engineering; EdTech; Innovations; Sustainable Development Goals. International Conference on Digital Education Trends and Challenges 31 Implementation of VR in education Nikola Milkovic 1, Luka Terzin 1, Lazar Zubovic 2, and Dusan Sijacic 1,* 1 Grammar School “Veljko Petrovic” Sombor; sijacicdusa[email protected]m 2 University of Novi Sad, Faculty of Technical Sciences Abstract: Our final product is an interactive VR educational platform. This tool integrates VR hardware and educational software to offer immersive experiences across various subjects, such as virtual lab experiments. historical re-enactments, and STEM simulations. Key elements include VR-ready lessons, a user-friendly interface for teachers, and real-time feedback tools for students. The main objectives are to increase student engagement, deepen understanding through experiential learning, and provide an adaptable platform for diverse curricula. Our VR-based solution targets students and educators. offering immersive, interactive learning that boosts understanding and engagement. It's relevant because it addresses attention challenges, supports personalized learning, and builds digital skills. To fully engage users, we'll collaborate with schools, offer training, and customize VR content to curriculum needs, ensuring it aligns with real educational goals. Our VR solution uniquely integrates immersive, crossdisciplinary experiences with customizable content tailored for different ages and curricula. Unlike existing VR tools, which are often subject-specific, our platform allows teachers to adapt simulations across various fields, making learning more engaging and practical for students. Our VR solution is versatile across subjects: history students can explore ancient sites, biology students can examine 3D cells, and environmental science students can simulate ecosystems-making complex concepts engaging in any educational context. Our VR solution addresses the challenge of making learning more engaging and accessible, especially for complex topics. It aligns with the DigiEduHack 2024 theme by using innovative technology to transform education through immersive simulations, making learning more interactive, inclusive, and sustainable. Our VR solution will transform education by making learning immersive, accessible, and engaging, fostering deeper understanding and retention. Socially, it bridges gaps in educational access-students in remote or underserved areas can "visit" historic sites or conduct virtual labs. Environmentally, VR reduces the need for physical materials and travel, supporting sustainable practices. For example, a school could hold virtual science labs instead of using single-use materials, or conduct eco-lessons within simulated ecosystems, promoting both awareness and conservation efforts among students. This approach shapes informed, globally aware citizens with practical, sustainable skills for the future. The plan is to expand VR usage across more subjects. making learning more engaging and accessible. This approach will increase student interest by turning complex topics into interactive experiences, improving motivation and retention. Keywords: virtual reality; digital education; simulations; higher education; innovation. International Conference on Digital Education Trends and Challenges 32 Quizzler Stefan Puric 1, *, Ognjen Ilic 1, and Ognjen Peric 1 1 Grammar School “Vuk Karadzic” Loznica; pur[email protected]m Abstract: As digital education rapidly evolves, there is an increasing need for innovative solutions that address the challenges of accessibility, personalization, and engagement in online learning environments. One of the most pressing gaps in education today is the lack of personalized learning experiences that can effectively adapt to individual needs, particularly as students transition to digital platforms. This solution aims to bridge this gap by leveraging AI technology to create a dynamic, personalized learning platform that generates interactive quizzes based on uploaded lesson content. The platform adapts to each learner’s progress by adjusting quiz difficulty in real-time, offering immediate feedback, and highlighting areas for improvement. This approach not only enhances learning efficiency but also provides real-time insights for educators, enabling them to track progress and intervene when necessary. By integrating gamification elements like streaks and leaderboards, the platform promotes continuous engagement, encouraging students to develop consistent learning habits while fostering friendly competition. The proposed solution addresses critical challenges in digital education by improving student engagement, providing individualized support, and enhancing teacher effectiveness through data-driven insights. The platform is scalable and adaptable, capable of expanding to a wide range of subjects and learning levels, making it suitable for diverse educational contexts globally. Through a combination of AI-driven content generation, adaptive learning algorithms, and gamification, this tool is designed to enhance both teaching and learning experiences in the digital age. The research and development of this platform reflect an emerging trend toward more personalized, data-driven educational practices, offering a solution that is both innovative and practical. As digital education continues to grow, this solution holds the potential to not only improve educational outcomes but also contribute to more equitable and inclusive learning environments by making quality education more accessible to students worldwide. By focusing on real-time feedback, adaptive learning, and easy integration with existing systems, this solution paves the way for a more effective, engaging, and inclusive future of education. Keywords: AI-powered learning; Personalized education; Interactive quizzes; Digital education. International Conference on Digital Education Trends and Challenges 33 AI-powered learning platform Danilo Kolundzic 1, Milos Gajic 1, and Stojan Bastaja 1, * 1 University of Novi Sad, Faculty of Technical Sciences; [email protected] Abstract: Our proposed solution is a cutting-edge digital education platform designed to modernize learning for both formal and non-formal education. Leveraging advanced AI technologies, the platform caters to diverse age groups, offering personalized learning experiences. For younger students (7-11), it focuses on teacher and parent interaction, allowing customization of homework and progress monitoring. Older students (11+ years) gain access to a comprehensive system with features like AI-powered lesson summaries, adaptive testing, and a Knowledge Arena to foster competitive learning. The platform utilizes RetrievalAugmented Generation (RAG) for unique question generation and Knowledge Space Theory (KST) models to track student progress. It gamifies education through achievements and leaderboards, enhancing engagement. An AI chatbot assists students in understanding complex topics, ensuring accessibility and safety. Additional features include augmented reality for visual learners and deep learning systems for real-time cheating prevention. This unified, evolving platform aims to revolutionize education by promoting inclusivity, competitiveness, and mental wellbeing, bridging the gap between traditional methods and modern technological advancements. Keywords: artificial intelligence; innovation, cutting-edge technology; learning platforms; knowledge arena.