The Use of Modern Digital Technologies for the Development of the Educational Environment in the System for Ensuring the Sustainable Development of the Region
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The main purpose of the article is to determine the features of the use of modern digital technologies for the development of the educational environment in the system for ensuring the sustainable development of the region. As a result of the study, the main stages in the process of activating and intensifying the use of modern digital technologies for the development of the educational environment in the system for ensuring the sustainable development of the region were systematized and formed. To achieve the goals set in the research system, both general theoretical methods and specific modeling methods, such as the schematic modeling method, were used. This method made it possible to visually depict the algorithm for achieving the ultimate goal of the study. The study has its limitations; in the course of the study, the process of ensuring the sustainable development of the region was studied only in the context of the development of the educational environment and its digitalization and modernization. Given that sustainable development is a complex concept and includes many elements, the authors plan to study this topic in further research.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it