Olena Astapova-Vyazmina

Type of the article: Research Article

Amid growing global challenges such as technological change and socio-economic uncertainty, fostering youth creativity has become vital for sustainable development. In Ukraine, open science provides a promising pathway to develop key competences like creativity, critical thinking, and collaboration, essential for navigating ongoing social and educational transformation. This study aims to investigate the relationship between Ukrainian young people's engagement with open science practices and their creative development across academic disciplines and educational levels. Drawing on data from a nationwide survey of 2,250 Ukrainian university students (Bachelor, Master, and Ph.D.), this study applies non-parametric methods to analyze how young people engage with open science. The results show that engagement with open science practices among Ukrainian students varies significantly by both level of education and field of study. Ph.D. students report the highest frequency of participation (median = 4.0 on a 5-point scale), significantly more than Bachelor's and Master's students (Kruskal-Wallis χ² = 44.92, p < 0.001). They also rate mentorship and collaborative research as more effective for creativity (e.g., mentorship: p = 0.00008 between Bachelor and Master levels). Disciplinary differences are most evident in the perceived effectiveness of webinars (χ² = 31.69, p = 0.0002) and collaborative research (χ² = 23.34, p = 0.0055), with students from engineering and life sciences showing the highest appreciation. These differentiated patterns confirm that the creative development potential of open science is powerfully shaped by students’ academic stage and disciplinary background.

Acknowledgment
This research was funded by the grant VEGA 1/0271/23 “Sustainable renewal of spa tourism in the Slovak Republic in the context of the impacts of civilisation crises”. This research was also prepared as part of projects 0124U000545 and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198.

Type of the article: Research Article

Abstract
Artificial intelligence is shaping digital governance, with global organizations emphasizing its opportunities and risks for public administration. The study aims to assess whether advancements in AI, measured by the AI Vibrancy Score (AIVS) and the Government AI Readiness Index (GAIRI), drive improvements in the E-Government Development Index (EGDI). Using panel data methods, the analysis draws on data from 36 countries for 2018–2022 (AIVS–EGDI) and 170 countries for 2020–2024 (GAIRI–EGDI), due to differing data availability and indicator coverage periods, applying fixed effects, random effects, and Mundlak specifications, combined with robust inference techniques. The results demonstrate that within-country improvements in AI readiness are positively and robustly associated with higher levels of e-government development, with the FE estimate for the Government AI Readiness Index equal to 0.17 (p < 0.001). RE models reveal stronger cross-country correlations, with coefficients of 2.55 (p < 0.001) for the AI Vibrancy Score and 0.35 (p < 0.001) for AI readiness. However, Mundlak (correlated RE) specifications indicate that the between-country components are statistically insignificant. Yet, the within-country effects remain significant, suggesting that dynamic national reforms and policy-driven progress outweigh inherited structural advantages. Time effects are pronounced, with positive and significant shifts in 2020 (+7.02) and 2022 (+8.10) relative to the baseline year, reflecting the acceleration of digital public administration during the post-pandemic period. Country-specific effects exhibit substantial heterogeneity, ranging from strongly positive deviations (e.g., Denmark, Estonia, Korea) to persistently negative ones (e.g., India, South Africa), underscoring the uneven national trajectories. Robustness checks using clustered standard errors confirm the stability of all key coefficients.

Acknowledgment
This paper was prepared based on the results of a study funded by the Ministry of Education and Science of Ukraine entitled “Digitalization of the public-private partnership system as a driver of the state’s economic security in the war and post-war periods” (registration number: 0126U000543).