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This is a time for celebration 🎉 WISER Project is Funded!
The WISER Project (Well-being, Information Security, Empowerment, and Readiness of Seniors for an Empowered Digital Society), which I am the principal investigator, has been funded by the JKU – Linz Institute for Transformative Change (LIFT_C).
As digitalisation transforms our world, we must ensure no one is left behind—especially older adults. By 2050, nearly one-third of Austria’s population will be aged 65+, making digital inclusion not just a goal, but a necessity.
What is WISER?
WISER aims to bridge the digital divide by equipping older adults with essential digital skills, promoting safe online engagement, and fostering social inclusion through intergenerational learning. Our hybrid approach combines micro-learning modules with hands-on workshops, all tailored to the unique needs of seniors.
Our Goals:
📚 Develop a scalable digital literacy framework
🤝 Foster intergenerational solidarity through student-led mentoring
🛡️ Enhance digital security and e-health literacy
📲 Create a mobile-based WISER Hub for community learning
🧠 Support evidence-based policy for sustainable digital inclusion
This project aligns with the EU’s Digital Decade and the upcoming European Year of Digital Citizenship Education (2025), and supports Austria’s national priorities in active ageing and digital equity.
Together, we’re building a more inclusive, empowered, and connected digital society—where age is no barrier to participation.
Latest publications…
Dinçer Aksoy, B., Mumcu, F., & Cantürk Günhan, B. (2026). Unveiling the Nexus: Computational Thinking and Mathematical Modeling in K12 Education- A Teacher-Centric Exploration. Thinking Skills & Creativity, 60, 102049. https://www.sciencedirect.com/science/article/pii/S1871187125002974
Andjic, B., Maričić, M., Soeharto, S., Mumcu, F., Weinhandl, R., Lavicza, Z., Špernjak, A., Rokos, L., Vondruška, J., & Šorgo, A. (2025). Relations Between Teachers’ Technology Integration Within ICAP Modes With Moderation Effects: International Perspective. Humanities and Social Sciences Communications, 12, 1701. https://doi.org/10.1057/s41599-025-05960-z
Gökçearslan, Ş., Mumcu, F., Chiu, T., & Lavicza, Z. (accepted). Measuring AI-giarism: A Validation Study and Dimensional Exploration of the Scale in Turkish. Journal of Learning and Teaching in Digital Age.
Mumcu, F., Andic, B., Maricic, M., Tejera, M., & Lavicza, Z. (2025). Unpacking Teachers’ Value Beliefs about Computational Thinking and Programming. Journal of Educational Technology & Online Learning, 8(1), 41-63. https://doi.org/10.31681/jetol.1497284.
Dinçer Aksoy, B., Cantürk Günhan, B., & Mumcu, F. (2025). An epistemological link between mathematical thinking and computational thinking from theory to practice. Pamukkale University Journal of Education, 64, 123-149. https://doi.org/10.9779/pauefd.1438401
Maričić, M., Andjic, B., Mumcu, F., Maric, M., Gordić, S., Ranitović, M.G., & Cvjetićanin, S. (2025). Enhancing student engagement through instructional STEAM learning activities and self-explanation effect. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), 1-14. https://doi.org/10.29333/ejmste/15798
Mumcu, F., Mavrikis, M., Karkalas, S., Gkreka, C., Korompli, C., Diamantidis, D. & Lavicza, Z. (2025). Designing Feedback for Exploratory Mathematical Activities: A Computational Thinking Perspective. The Constructionism Conference 2025, 24 – 27 June, Zurich, Switzerland. https://doi.org/10.21240/constr/2025/78.X [Full paper]
El Bedewy, S., Hornsby, D., Mumcu, F., Szász, R., & Lavicza, Z. (2025). Experimenting mathematical transformations with GeoGebra Dance: An embodied learning approach. 14th Congress of the European Society for Research in Mathematics Education (CERME 14), 04 – 08 February, Bolzano, Italy. https://hal.science/hal-05307181v1 [Full paper]
“When computer science becomes a discipline that everyone can access and learn, the future of the digital world will be brighter and more innovative.” Dr. Filiz Kuşkaya Mumcu