Digital skills are essential for a technologized society. For younger generations, it has become almost necessary to have such skills. This study focuses on a valid and reliable measurement tool to determine the digital skills of university students. The research was carried out with the participation of a total of 463 university students. Exploratory factor analysis and confirmatory factor analysis were conducted to investigate the validity and reliability of the digital skills survey. Consequently, research on the validity and reliability of the digital skills survey in the Russian environment was conducted. 25 items and six factors (access to and management of digital content, digital empathy, use of digital means, digital safety, communication of digital content, creation of digital content) were identified after the analysis. Future research should employ the adapted survey to assess the level of students’ digital skills. In addition, the survey’s validity may be analyzed in the context of other cultures.

There are several meanings of the term “knowledge” that match to the diverse study areas. A knowledge creation, sharing, dissemination, and presentation environment is required. Digital platforms and technology lead to the development of innovative methods of teaching and learning in a digital environment. It is of intellectual and academic interest to determine if knowledge processes change in digital contexts, which provide more options than conventional environments such as books and newspapers. The study is built on an exhaustive examination of prior studies on knowledge in digital contexts. The databases ERIC and Scopus served as the search grounds for the keyword-based inquiry. The collected documents were evaluated to determine whether or not they contributed to the investigation's objective. The cornerstone of our inquiry was a careful review of the remaining 14 studies. For quantitative investigations, the experimental design was the most desired approach, but the case study method was the most preferred method for qualitative research. The objectives of the research employ the terms “knowledge” and “digital environments” either directly or implicitly. Studies were designated as “creating” “creating with cooperation” “acquiring” “presenting” and “sharing” In the research, data was coded in accordance with the responsibilities assigned in digital worlds. In the study, 10 distinct theories and models were referenced. These models and hypotheses are categorized based such as creating, acquiring, designing, and using their interaction with data. In the investigations, the existence of traditional knowledge creation and application has been investigated. In addition, the process's distinction owing to the capabilities of digital environments has been investigated.

This study aims to review Pedagogical Content Knowledge (PCK) studies related to science and mathematics education in the ERIC database. In addition, journals published in the Eric database were searched using the same keyword. Thirty-five science and mathematics education studies were analyzed using standards from the related literature. A qualitative thematic review was conducted in this study. All articles were downloaded and read by the researchers. Each researcher examined them together to determine themes. The themes determined were the subjects and topics studied, the profile of the participants, the data collection instruments, the study design, and the consideration of pedagogical content knowledge with its components. The results were reviewed in terms of the competencies of preservice and in-service science and mathematics teachers in pedagogical content knowledge, the analysis of the development of prospective teachers' pedagogical content knowledge, and the components of pedagogical content knowledge. Some implications of these findings were suggested for determining and developing pedagogical content knowledge of prospective and in-service science and mathematics teachers.

The purpose of this article is to determine project-based learning (PjBL) from the characteristics, effectiveness and implementation aspects of science and science, technology, engineering, art and mathematics (STEAM) education. Eric database was used in order to investigate key words. Thus, this mini review reviewed 36 articles on PjBL for science and STEAM education based on the available Eric database reference. The data obtained were analyzed using content analysis methods. The results showed that on average PjBL can be categorized as a learning model that can improve student learning outcomes in science learning and train students in problem solving (critical thinking). The review reveals that PjBL has an influence on student learning, especially in science and STEAM education. From this article, it can be concluded and can be recommended three recommendations related to the essential success of PjBL in schools.