A Word from the Editor-in-Chief

Abstract

Contemporary media civilization and its dynamic development compel scholars to undertake in-depth reflection on digital competences and artificial intelligence. Within this framework, particular attention is devoted to Digital Competences 4.0 in relation to so-called key competences and the challenges of the digital knowledge society, as well as to AI-based solutions and artificial neural networks that permeate virtually all domains of life, including communication, education, healthcare, medical diagnostics, and the arts.

There is no doubt that digital competences are becoming a crucial resource within the digital transformation of the labor market and the objectives of Industry 4.0. Consequently, researchers devote considerable attention to the development of catalogues and models of key competences in European countries, emphasizing foundational competences—linguistic, communicative, cognitive, social, and executive—and their role in fostering highly specialized digital competences. Of particular importance are analyses of so-called executive digital competences, whose scope and level significantly affect the quality of products, narratives, and services associated with contemporary creative industries, Education 4.0, advanced medicine, and various communication services.

In this context, it is essential to reflect upon the ways in which digital competences and their components are defined in the recommendations of the European Union, the European Commission, and UNESCO, as well as to analyze directives and guidelines concerning artificial intelligence and its role in projects within the humanities and social sciences. Further inspiration for this field of research derives from analyses of digital art and music in relation to performative and receptive competences, psychological studies examining the role of non-human agents in communication and social services, and research on transversal and soft competences.

The outlined research areas have practical implications, particularly for educational policies and curricula concerning digital competences and AI applications in EU member states. They also inform the development of methods and tools for measuring digital competences and competence profiles across specific age groups, educational levels, and professional sectors, as well as approaches to cultivating digital competences in relation not only to lifespan developmental psychology but also to lifelong learning frameworks. A priority issue involves the systemic training of teachers and media literacy 4.0 educators, along with analyses of the activities of national institutions responsible for monitoring and implementing educational initiatives related to digital competences and AI.

Within this educational context, research addresses both media competences (e.g., visual and auditory) in formal and non-formal education and the role of digital competences in fostering democracy, civil society, and sustainable development programs. The development of digital competences in VR and AR environments constitutes another significant area of inquiry. Comparative studies of digital education in European schools and universities are conducted, focusing on educational practices, policies, and specific curricular content.

Undoubtedly, the thematic scope of this volume also intersects with issues of inclusive education, the prevention of digital (self-)exclusion and cyberphobia, pro-innovative and creative thinking in the development of digital products and AI-based projects, and the role of digital competences in promoting artistic, film, and musical creativity. Furthermore, the research presented engages with the prevention of risky online behaviors and pathological uses of new technologies and digital media, as well as with counteracting disinformation, media manipulation, and other hybrid threats.

The authors whose contributions are included in this volume address the aforementioned issues and perspectives. We warmly invite you to engage with the articles presented herein.

/Agnieszka Ogonowska/