This research quantitatively examines how technology-mediated formative assessment techniques affect student learning outcomes in middle school education. The research investigates the correlation between instructors’ technology use, attitudes, and student performance in several academic disciplines using surveys and evaluations conducted with teachers and students. Results show strong positive connections between how often technology is used, the specific digital tools used, how effective technology-mediated formative assessment is judged to be, and the results of student learning. On the other hand, obstacles to implementation were shown to have a negative relationship with student accomplishment. The research emphasizes that technology-mediated formative assessment is more successful in some subjects, emphasizing the necessity to customize teaching methods for each subject’s requirements. The study revealed a positive correlation between student learning outcomes and the frequency of technology use, the types of digital tools used, and the perceived effectiveness of technology-mediated formative assessment. These results suggest ways to improve the use of technology and formative assessment in middle school instruction.

The need to expand the range of banking services in Ukraine is stipulated with technological progress, the European integration processes and the legal regime of martial law introduced in the country. Under the conditions of war, the need to strengthen the security of banking activities and protect the banking system from the influence of any internal and external factors gains meaning. The topical direction of economic and legal research of scientists today is the possibility to introduce digital technologies with elements of artificial intelligence (AI) into the banking activity in Ukraine to improve its protection. The AI law as an independent branch of the Ukrainian law has not been developed so far. The sources of AI law, its functions, tasks, scope, risks and limits of legal responsibility for prohibited practices of artificial intelligence have not been defined. The purpose of the article is to analyze the theoretical and legal provisions that underpin the regulation of AI application in Ukrainian banking. The comparative legal method made it possible, considering the provisions of the draft law on AI of the European Union, to determine the trends in the development of the legal regulation of AI in Ukraine. Following the study, proposals to the legislation of Ukraine were formulated, which will contribute to the legal regulation of banking activities using digital technologies with elements of AI.

COVID-19 has presented considerable challenges to fiscal budget allocations in developing countries, significantly affecting decisions regarding number of investments in the transport sector where precise resource allocation is required. Elucidating the long-term relationship between public transport investment and economic growth might enable policymaker to effectively make a decision in regard to those budget allocation. Our paper then utilizes Thailand as a case study to analyze the effects on economic growth in a developing country context. The study employs Cointegration and Vector Error Correction Model (VECM) techniques to account for long-term correlations among explanatory variables during 1991–2019. The statistical findings reveal a significantly positive correlation between transport investment and economic growth by indicating an increase of 0.937 in economic growth for every one-percent increment in transport investment (S.D. = 0.024, p < 0.05). This emphasizes the potential of expanding the transport investment to recover Thailand’s economy. Furthermore, in terms of short-term adjustments, our results indicate that transport investment can significantly mitigate the negative impact of external shocks by 0.98 percent (p < 0.05). These findings assist policymakers in better managing national budget allocations in the post-Covid-19 period, allowing them to estimate the duration of crowding-out effects induced by shocks more effectively.

In the great practice of long-term revolution, construction and reform, the red gene created and developed by the CPC is a noble belief and noble emotion that has been continuously precipitated and inherited in the blood and struggle of countless people throughout the country, and has been deeply rooted in the blood and soul of the people of the CPC. Against the backdrop of the continuous development of modern education, integrating the red gene into the daily ideological and political education work of college students requires a clear understanding of its practical significance, and establishing the basic principle of integration based on the red gene, further promoting reform and innovation in inheriting and promoting the red gene in universities, and comprehensively enhancing the ideological and political awareness of college students, Provide a strong talent force for China's socialist construction.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.