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Environmental issues have become a major global focus, with various stakeholders including practitioners, media, governments, and academics expressing concerns about ongoing environmental changes. To address these challenges, there is a need to enhance students' critical thinking skills to analyze ecological problems, equipping the next generation to understand and respond effectively. This study investigates the impact of the flipped learning model on middle school students' critical thinking skills in ecology topic. A quasi-experimental design was used, specifically a pretest-posttest nonequivalent control group design. Conducted at SMPN 216 Jakarta from January to June 2024, the research involved a sample of 72 students. Results analyzed with the non-parametric Mann-Whitney U test on gain scores indicate that the flipped learning model positively influences students' critical thinking skills in environmental issues, with an N-gain score of 0.49, categorized as medium. Therefore, this form of learning can be an effective alternative in improving students' critical thinking skills.

Introduction: The integration of digital technologies and virtual co-teaching has become a common practice in education. This was accelerated by the COVID-19 pandemic. These innovations play a key role in addressing global challenges and are a response to digital advances to which primary and secondary schools need to adaptively respond.

Storyline animations can be used as immersive academic tools to engage students’ learning experiences. Based on Kolb’s experiential learning theoretical framework, we produced and pilot-tested a new storyline animation encompassing the Sustainable Development Goals for undergraduate students in a health studies course and utilized student survey responses to gather their feedback. In this paper, we outline the design, implementation, and feedback from students, culminating in five key lessons. First, simplicity should be the goal. Second, segments should be short and accessible. Third, interposed questions, discussion forums, and varying storyline routes improve interactivity. Fourth, relatability, positionality, and empathy enhance learning and immersion. Fifth, supplementary materials can improve learning. Based on these findings, we offer recommendations across the five lessons to help educators overcome challenges and facilitate the implementation of similar pedagogical opportunities in their curricula.

The primary objective is to investigate the potential applications of AI in education to enhance its quality and elevate students’ knowledge levels. A comprehensive experiment was conducted, involving the integration of AI technology into the learning process of 279 students. A test was administered at the outset, categorizing students into four groups based on personality types. The results demonstrated a discernible increase in the knowledge levels of students who underwent personalized AI-enhanced learning. In the final assessments, students in the experimental group achieved higher scores in English (4.4 out of 5), computer science (4.7), economics (4.6), and anatomy (4.8), compared to the control group, which received significantly lower scores (English: 3.8, Computer Science: 3.9, Economics: 4.1, Anatomy: 4). Student feedback indicated that AI rendered the learning experience more comfortable and convenient, with an overall rating of 4.6 out of 5. For instructors, the experience was predominantly positive, with a high appraisal of the effectiveness of new methodologies, scoring 4.8 out of 5. The lowest rating, 3.8 out of 5, pertained to student engagement, possibly due to the predominant role played by AI in monitoring and controlling the learning process, leaving the teacher with limited direct observation.

The development of innovative teaching methods and learner engagement is a subject of worldwide interest, and Morocco is no exception. Unlike the traditional method, active learning encourages student involvement, prompting teachers to rethink their methods. Based on a dynamic approach, it favours group work and individual approaches, emphasising interaction and active support from the teacher. The aim of this study is to ensure that the Moroccan university system deploys innovative pedagogies and the training systems proposed to encourage student involvement. In this context, our contribution sets out to present and discuss the results of a survey of students at Hassan II University in Casablanca. The aim is to examine the impact of innovative teaching methods such as the flipped classroom, teamwork and problem-based learning.

Objectives: The aim of the article is to discuss selected contemporary areas of safety education and the use of modern technologies. It is important to demonstrate the impact of innovative tools on the effectiveness of activities. Material and methods: The article uses theoretical research methods. Research problems were considered using the method of analysis, comparison and inference. Literature and research reports were analyzed. Educational programs, preventive and prophylactic activities were examined, and available technological tools and ways of using them in educating society about safety were analyzed. In the final part of the article, the research material was synthesized and final conclusions were drawn). Results: The results of the analysis indicate the availability of modern technologies and the possibilities of their implementation in the field of education. Innovation goes hand in hand with creativity and unlimited possibilities of using them to increase the effectiveness of teaching activities. Conclusions: Analysis of contemporary threats means adapting formal and informal education. The priority is to include defense education, terrorist prevention, cybersecurity and the prevention of disinformation. In addition to traditional education, it is important to introduce elements based on the use of modern technology and tools that make the teaching process more enjoyable and therefore more effective.

This study aimed to comprehensively analyze Language Learning through Music on the academic achievement (AA), creative thinking (CT), and self-esteem (SE) of English as a Foreign Language (EFL) Learners. With the rapid progress of technology, there has been a growing interest in exploring innovative teaching methods that not only enhance learning outcomes but also actively engage students in the language learning process. However, the specific impact of technology-enhanced language learning through music (TELLTM) on these language learning outcomes has received limited attention in previous research. In 2023, a sample of 360 male elementary-level language learners was selected using a multiple-stage cluster sampling (MSCS) technique. The participants' homogeneity was assessed through the Oxford Quick Placement Test (OQPT), administered following a random sampling procedure. Data collection involved the administration of three questionnaires: The academic achievement questionnaire, the self-esteem questionnaire, and the creative thinking questionnaire. The findings of the study analyzed through descriptive and inferential statistics, revealed a significant positive impact of TELLTM on the AA, CT, and SE of EFL learners. These results have important implications for educators, curriculum developers, and policymakers, providing valuable insights into the incorporation of TELLTM into English language instruction. The use of these three questionnaires provided valuable insights into the effectiveness of TELLTM in enhancing various aspects of language learning. These findings underscore the importance of incorporating music into language instruction and offer practical guidance for educators seeking to improve their teaching practices.

Abstract Objective Mobile-based educational software offers a wealth of resources that can foster the growth of learners and facilitate the creation of an interactive learning environment. This environment encourages both students and instructors to engage in exploration and the examination of various medical issues. The objective of this study is to design, implement, and evaluate an electronic educational program focused on common medical conditions, specifically tailored for medical students and accessible through mobile phones. Method The study was conducted following an action research approach, which comprised four key stages: needs assessment, application design, training, and evaluation. This research took place at the Kermanshah University of Medical Sciences’ Medical School. In the needs assessment phase, a formal survey was distributed to the teaching faculty members, requesting them to identify diseases and medical issues of high importance for medical interns’ education that were suitable for virtual teaching. Each faculty member was asked to prioritize a minimum of three and a maximum of seven cases. Subsequently, 10 faculty members from various departments completed the survey, leading to the identification of 47 common diseases after eliminating duplicates. These 47 cases were then presented to 30 medical interns, who were asked to select the 20 most significant cases. The 20 diseases with the highest statistical frequency were selected for further development due to resource constraints. The mobile application was developed for the Android platform using the Java programming language and the Android Studio development environment. To assess the application’s effectiveness from the students’ perspective, a questionnaire was designed, encompassing 25 questions across five domains: satisfaction, performance, learning, usability, and educational effectiveness. The questionnaire employed a Likert scale, with response options ranging from ‘completely disagree’ to ‘completely agree,’ scored from 1 to 5. One hundred medical interns and trainees were invited to participate in the evaluation, with 92 of them completing the questionnaires. Results The findings revealed a significant disparity in the average scores between students who underwent traditional teaching methods and those who engaged in mobile-based app-assisted education. This discrepancy was statistically significant across all three examined components. Conclusion Mobile-based learning represents a burgeoning educational approach with profound implications for healthcare education and the enhancement of patient care quality. The widespread integration of mobile phones into the educational framework offers a flexible teaching paradigm, fostering the potential for continuous lifelong learning.

Objective: The aim of the study was to assess the current curricular status of content on infection prevention in hospitals during medical education prior to the development of a serious game on infection prevention in hospitals. In addition, the data collected was to be contrasted with the training for a specialist nurse in hygiene and infection prevention (FKHI). Methodology: In an online survey, persons in charge of medical degree programs and continuing education centers for FKHI, SkillsLabs and professional associations in Germany were asked to answer 28 questions on framework conditions, teaching, examinations, and gamification.Results: Data was collected for 22 medical degree programs and 5 FKHI continuing education centers. Due to the low response rate, the data for the FKHI was only analyzed in summary form. On average, 13.5 teaching units (median) are available in medical studies. Six degree programs have a longitudinal curriculum. In 7 of the 22 degree programs, teaching is based on the National Competency-Based Learning Objectives Catalogue (NKLM). Almost all locations teach this content in lectures (n=18) and/or in internships (n=13). Teaching and examinations are most common in the third year of study (n=12). In addition to practical OSCE examinations (n=5), written (n=12) and computer-based (n=8) examinations are used in particular. Gamification is known as a didactic approach to some extent but is not used for teaching infection prevention. Conclusions: Infection prevention in hospitals is given relatively low priority in medical education. Teaching and examinations are based on traditional knowledge-oriented formats, although practical teaching and practical examinations are established at some locations. In contrast to the FKHI, learning objectives currently appear to be less standardized. Further interprofessional development of teaching would be desirable in the future.

Scientific inquiry skills (e.g., observation, critical analysis, hypothesis generation) are the cornerstone of scientific training, yet these skills are seldom taught. Consequently, an inquiry-based course was created at McMaster University, Science of Fictional Characters, that facilitates students to develop scientific inquiry skills. By analysing the feasibility of fictional characters in the real world, students apply and understand concepts in various scientific disciplines (e.g., biology, psychology, physics). This course embeds a variety of active learning strategies to foster the development of skills relevant to the scientific process, including group projects, written reflections, and Socratic discussions and debates. To gather student opinions about the effectiveness of the course, we administered an end-of-term survey, a modified version of the Course Interest Survey (CIS). This self-reported CIS included five subscales: student attention, relevance, confidence, satisfaction, and scientific inquiry skill development. Of the 17 surveys completed, on average the subscales scored above four on a five-point scale. Additionally, we performed a thematic analysis on 15 reflective assignments. Qualitatively, 10 codes were extracted from the student testimonies, which were grouped into four themes: student satisfaction, perceived applicability, course flexibility, and barriers to learning. Both data types revealed that students were engaged with the course and felt they improved their scientific inquiry skills. Our data further suggest the course would benefit from additional foundational scientific content. Nevertheless, the study provides an example of how fiction and an active learning model can create an engaging, skills-based learning environment in a science course.

The article considers the use of innovative methods of teaching in the form of a business game when studying the discipline «Infectious diseases in children» at the Children’s Infection Diseases Department of the Volgograd State Medical University, which contributes to the formation of professional skills based on knowledge and the development of creative abilities. There are presented methodology for organizing and conducting a business game is presented on the example of a simulation mannequin of a child of the first months of life with clinical symptoms of measles.

The application of multimedia in English reading teaching can stimulate students’ enthusiasm for English learning and improve students’ classroom listening efficiency. This paper focuses on the characteristics and roles of multimedia technology applied to English reading teaching and proposes innovative teaching methods based on multimedia to realize the communication between teachers and students in a multimedia environment, the optimal integration of multimedia and traditional teaching, and the scientific design of multimedia teaching content. The innovative teaching methods were applied to a school, and a semester teaching experiment was conducted for two classes. At the conclusion of the semester, the experimental class scores saw a significant increase from 50.18 to 76.26 on the pre-test. The control class used the traditional teaching mode without any multimedia application, the teaching effect was average, and there was even a regression of students’ reading comprehension ability in some of the examined items, and there was no significant change in the distribution of the intervals. In the experimental class, in the application of multimedia reading comprehension teaching mode, the grades step up and gradually improve, the results of the interval distribution of the high scores of the progress of the section, the end of the period more than 90 points for 12 students. 85% of the experimental class students think that multimedia technology is an important reason for improving their grades. To sum up, multimedia teaching can provide scientific and reasonable course content and teaching arrangements, maximize teaching efficiency, and make significant progress in students’ reading comprehension abilities.

Background: Medical education in developing country like India is undergoing progressive changes in teaching modalities. Introduction of various new modalities of innovative teachings are considered to fulfil student's needs to make them lifelong learner. Aim and Objectives: To study the learning effectiveness of seven-pronged blended learning model versus traditional teaching in competency-based curriculum. Material and Methods: Entire batch of first year MBBS students participated in the study. The study included 74 participants in Group A, who underwent the seven-pronged blended learning model and 72 participants in Group B, who underwent traditional teaching methods. After the initial phase, groups were crossed over. Learning effectiveness were judged using theory and practical examination. Results: The results showed that the seven-pronged blended learning group had statistically significant higher mean scores for theory as compared to the traditional teaching group. The mean scores obtained for practical examination were similar in both the groups. Conclusion: These findings suggest that incorporating a blended learning approach can be beneficial in improving student's theoretical understanding, but it may not necessarily have a significant impact on their practical skills.

The purpose of the study is to analyze the process of integration of the method of case study with the elements of business games in the educational process of an agrarian university. By means of participant and non-participant observation in experimental student groups, the authors prove that the sophisticated innovative case study technology used in the classroom in the form of independent work combined with a business game creates conditions for the development of professional clinical thinking in students, as well as for the improvement of their creative and research abilities. It is found that the development of applied cases for independent work with their further use in business games during practical classes contributes to deeper assimilation of the learning material and provides for the development of both universal and professional competencies.

The purpose of the article is to generalize, systematize the main techniques of the teacher in the formation of positive motivation of the student in learning Ukrainian as a foreign language to improve the quality of education. Methods: systematization, analysis and synthesis, generalization of practical experience and generally accepted trends. The novelty of the work is to demonstrate one's own view on the formation and maintenance of motivation of a student - a foreign citizen to learn the Ukrainian language. Conclusions. Learning a language requires a lot of effort. Mastering phonetic, lexical, grammatical, stylistic norms requires 9 Nykyforuk T. “Tradytsii sviatkuvannia Rizdva v Ukraini.” [Traditions of celebrating Christmas in Ukraine] URL: https://www.bsmu.edu.ua/ news/tradiczi%D1%97-svyatkuvannya-rizdva-v-ukra%D1%97ni/ [in Ukrainian]. 58 Nykyforuk T., Andriyets V. Formation of motivation of foreign students during the teaching of the Ukrainian language... from the student mental, psychological, physical capabilities. Since the final link in the study of any language is the ability to use this knowledge in any area of society, the teacher must direct the activities of students to acquire the necessary knowledge to achieve a communicative goal. That is, the important task of the teacher is not just to make an installation and form a positive motivation, but to constantly maintain it during the student's language learning, to create different situations that will encourage students to improve their knowledge of Ukrainian, skills of applying this knowledge in practice. Involvement in the spiritual treasury of the nation whose language is studied by the student, personal orientation of the teacher and the student, mass media, practical situations, use of role-playing games in practical work, gradual introduction of the foreign student into the Ukrainian environment will help not only to achieve the communicative goal. After all, everything they get here in Ukraine will remain in their memory forever.

Today the teaching of the subjects should be related to the review of a number of organizational and pedagogical support of educational process in the framework of the transition from reproductive studying to pedagogy of cooperation. To this end, the teachers took part in the training "Innovative activities of the Teacher", which consisted of several mini-trainings. The aim of the training was to develop new professional skills in teachers; acquisition of new technologies in teaching practice; learning how to communicate effectively, how to react, and how to behave; the search for effective solutions to the problems identified; formation and development of communication skills among participants of the educational process; development of skills to apply various forms of organization and innovative teaching methods.

The research expects to explore the psychological mobilization of innovative teaching methods of Music Majors under the new curriculum reform. The relevant theories of college students’ innovative teaching methods are analyzed under deep learning together with the innovation and construction of music courses. Thereupon, college students’ psychological mobilization is studied. Firstly, the relationship between innovation and entrepreneurship teaching and deep learning is obtained through a literature review. Secondly, the music classroom model is designed based on the deep learning theory, and the four dimensions of the music curriculum are defined to innovate and optimize the music teaching model. Finally, the Questionnaire Survey (QS) is used to analyze the design classroom model. Only 15% of the 180 respondents understand the concept of deep learning, 32% like interactive music learning, and 36% like competitive comparative music classroom learning. And the students who study instrumental music have higher significant differences in learning motivation than those who study vocal music. In addition to classroom learning, 16% of people improve their music skills through music equipment. College students like interactive music classes and competitive comparison classes that can give more play to their subjective initiative. After the new curriculum reform, the music curriculum based on deep learning can stimulate students’ interest in learning and participate in the mobilization of students’ learning psychology. Therefore, in the future of music education and teaching, there is a need to pay more attention to students’ psychological status. The research results can provide references and practical significance for the innovative teaching activities of music classrooms after the new curriculum reform.

The main directions in the functioning of the modern market for educational services are identified based on the analysis of trends and factors determining changes in their specific characteristics. The features of the functioning of the modern educational services market are analyzed, the main trends are revealed, the key problems are identified. It is established that, at the present stage, an especially important factor in social and economic development is investing in education since this is the most effective means for carrying out social changes that can ensure a stable economic progress. It is found that the directions and trends in the development of the educational services market in each country are defined by the strategy, specific priorities and goals. It is determined that in the context of the transition to e-commerce and the digital economy, the performance by education of the functions of a special mechanism for transforming the economy requires improving the efficiency and quality of educational services. It is established that, over the following decade, when the financing of educational services in Ukraine is becoming more stringent, and educational policy is being used as a political lever, educational institutions with limited funds tend to use commercialized methods to promote their service offerings with greater intensity. This suggests that people will face many options when choosing an education service, which means that the probability of making nonoptimal choices will simultaneously grow. Based on the results obtained and using effective training technologies, the main trends in the development of the educational services market are determined. The modern prerequisites for the emergence and implementation of innovative teaching methods are considered. The practices of rendering educational services that meet current principles of quality education, prepare for changes and provide flexibility are described. It is concluded that the processes of globalization and the formation of the knowledge economy significantly affect the functioning of the educational services market and the structure of the labor market, thereby increasing the dependence of effective professional activity of a person and his/her successful employment on the level and quality of education. Therefore, there is an urgent need for the formation of relevant competencies and skills and the reorientation of educational services in order to meet the requirements of the digital economy.

The paper deals with the application of concept mapping in teaching mathematics at the primary level of education (ISCED 1), as well as the experimental verification of its qualitative contribution to the process of education. The authors present results obtained in a sample survey aimed at monitoring possibilities of influencing pupils’ relationship to teaching and mastery of mathematics using digital concept maps within the process of pedagogical intervention. The authors tested the degree to which digital concept maps influence changes in the pupils’ opinions and attitudes to mathematics (subject popularity, interest in the subject, easiness of understanding, fear and apprehension of mathematics) while explaining and fixating the curriculum of selected mathematics topics in the third grade of a primary school. The results of the experiment did not confirm that teaching supported by concept maps contributes to reducing pupils’ negative attitudes towards subjects, particularly in mathematics at the primary level (ISCED 1). Due to the pedagogical intervention of concept mapping, no statistically significant changes occurred in the pupils’ attitudes to the observed factors of mathematics. However, the authors have come up with research findings that may be notable in the field of branch didactics of mathematics and digital technologies.

The use of social media across the educational setting is on the rise. Subsequently, the body of research on this topic is vivacious and rising. Recent study has discussed the chances associated with the use of social media instruments in the classroom, but has not examined students’ own views on the role of social media in enhancing their educational experience. This study explores students’ perception on social media as an effective teaching instrument. The respondents, undergraduates from the University for Development Studies, took a banking and finance course and were asked about their social media usage, their preferences and their perception concerning the use of social media in tertiary/higher education. Other qualitative data on students were collected to explore the motivations for using social media in education and the views of teachers and universities. The results divulge the openness of using social media in education, uncover the interaction and information motivation of its use, and provide theoretical and pedagogical significance. Notably, we offer understandings into how educators can strategically incorporate social media tools into the classroom as well as how the use of social media can potentially affect students’ views of the instructor and the university.

This study presents the analysis of the best practices in European Union on entrepreneurship education. The purpose of the research is to analyze the situation created at the national level in Romania and France regarding the development of entrepreneurial culture. The authors identified the measures used for developing the entrepreneurial environment at the local level, researching the legislation regarding the support of entrepreneurial environment development and the entrepreneurial culture, identifying the opportunities of the educational institutions regarding the entrepreneurial education. The objects of the research are two European universities: Alexandru Ioan Cuza University of Iasi, Romania, and the University of Strasbourg, France. The following research methods were used in the research: documentation, analysis, synthesis, comparative analysis, induction, deduction, abduction, observation. The study was realized within the project: „Reinforce entrepreneurial and digital skills of students and teachers to enhance the modernization of higher education in MOLDOVA”, no. 585353-EPP- 1-2017- 1-RO- EPPKA2-CBHE- JP. Conclusions were formulated in order to highlight the importance of international practices, applied by well-known higher education institutions with regard to the development of entrepreneurial education.

The article considers the possibility and prospects of e-learning implementation in the educational process of future doctors and pharmacists. On the example of Tyumen State Medical University the authors show how the model ofe-learning platform can be implemented in the framework of a unified electronic educational environment of the University. The model of e-learning platform in the framework of full-time study medical specialties showed itself as a modern methodological basis for teaching and optimization of students' independent work, with the formation of cognitive strategies of self-learning and self-education as a basis and an integral part of future professional medical activity. The article demonstrates the application features of the main structural and functional elements of e-learning courses in medical school, adduces the examples of filling the theoretical, measurement and methodological blocks.

Teacher in-service training is one of the ways to introduce innovative solutions to teaching, whereby obtaining an insight into teachers’ experiences proves to be vital for understanding this process. In our country, the studies dealing with this problem are fairly rare. Using this as a starting point, the aim of our study was to obtain an insight into class teachers’ experiences in implementing innovative teaching methods during the in-service training programmes whose focus was on encouraging the cooperation and creativity of students during classes. This study is a part of a more extensive experimental research that was conducted at a primary school in Belgrade within the Trefoil educational model. The sample included eight first-grade and second-grade class teachers, whose conversations, which took place during ten meetings of the teachers’ board, were analysed. A qualitative thematic content analysis was used in data processing. The results indicate that the previous knowledge and experience of class teachers, as well as their implicit pedagogical beliefs, are important factors which determine the successfulness of the implementation of innovative solutions in teaching. The implementation of innovative methods in teaching and the exchange of experiences with colleagues and the facilitator during the in-service training have contributed to the re-examination of class teachers’ implicit pedagogical beliefs and the shift in their work with respect to motivation, effectiveness, cooperation with colleagues and implementing a differentiated approach in teaching. Class teachers’ perceptions also point towards the positive changes when it comes to students’ motivation and their more active positioning during classes. The key implications of the current study refer to the necessity of intensifying the long-term programmes in our in-service teacher training system that would create the necessary conditions for a more successful implementation of innovative solutions in teaching. Finally, it is also pointed out to the limitations of the current study.[Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179034: Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu]

This article discusses an alternative learning project that has been conducted in an online course at a teacher education program from Fall 2012 to Fall 2015. As part of the course, students have to create avatars and think and act as their avatars when faced with educational issues. The project strives to overcome challenges that teacher education programs have to take into account when preparing students to become teachers. A qualitative research study has been conducted in order to find out more about the students’ thinking and learning in this innovative approach of the online class. Results of the study and the implications for the project will be discussed.

The article clarifies the concept of “innovation”, including “educational innovation”, examines some innovative teaching methods in universities. The main approaches of implementation innovations in modern higher education of Ukraine are analysed. It also defines the differences between traditional and innovative teaching, discovers different variants of the classification of innovative teaching methods and formulates basic approaches to the selection of innovative didactic purpose in accordance with the classes, the advantages and disadvantages of the use of certain methods. It tightly describes actual interpretation of innovative study methods in the Ukrainian higher educational institutions, as well as the realization of the innovative aspects in the separate Ukrainian universities. The importance of innovation in the learning process of entering higher education of Ukraine into the European educational space is also being highlighted.

Innovative teaching methods can be thought of as a complex device, where cognitive, emotional and procedural elements are interconnected. Teaching is also defined as innovative when it is possible to find successful and effective solutions to complex contests in terms of mediation and sustainability. This abstract investigates three different teaching methods (Flipped Classroom, Cooperative Learning and Project Based Learning) and the complex system of Competency-based Learning they refer to. Furthermore, not only does it examine three experiences and highlight their strengths and weaknesses (according to the SWOT analysis), but also provides recommendations for limiting risks and making use of the exploiting opportunities. Didattica innovativa. Soluzioni efficaci per contesti complessi La didattica innovativa può essere intesa come dispositivo complesso, in cui interagiscono elementi cognitivi, affettivi e procedurali. La didattica si definisce innovativa, inoltre, quando sa creare una dialettica tra complessità del contesto e soluzioni metodologiche efficaci, sia in termini di mediazione, sia di sostenibilità dei processi. L’articolo prende in esame tre strategie d’insegnamento (flipped classroom, cooperative learning, Project Based Learning) e il relativo sistema complesso della didattica per competenze e analizza tre esperienze d’insegnamento, evidenziandone gli elementi di forza e di debolezza e le relative raccomandazioni per limitare i rischi e sfruttare le opportunità.

The article summarizes important competences for the modern specialist. It characterises prior directions in introduction of innovative methods of training at universities. These directions are linked to the core competences of students each direction allows to form. The tools for implementing these directions are specified in the article.

Introduction: Researches has shown that one of the important keys to learning "teaching method" and the impact of other factors such as teacher characteristics on student learning are minimal. So in recent years, medical education has undergone tremendous changes and has developed a variety of new methods of teaching. The purpose of this study was to explore the experiences and perspectives of basic sciences faculty members of medical school of Tehran university of medical sciences regard to different teaching methods. Methods: In this qualitative study in 2013, using purposeful sampling, thirty faculty members from different academic rank, degree, school and training records participated in the research. The data gathered by In-depth interviews. All of the interviews tape recorded transcribed verbatim and analyzed according to the content analysis method. Results: The main themes taken from the study "method of teaching", "Choosing and applying various methods of teaching" and "Barriers and facilitators of teaching methods" are. Different ways of teaching among teachers in three general categories: traditional techniques, new methods, techniques and fusion categories were merged. Choosing and using different teaching methods, teaching time in this study can be school supplies, teacher's personality and interest rates, he pointed to the proper functioning of the system and the education system. Conclusion: These results indicate that despite the fact that most science teachers agreed with the implementation modern methods of education, but due to the lack of suitable substrates and administrative obstacles, the methods to graduate students at has been considered more appropriate. Furthermore, this study showed that teachers and students are prepared for transformation and modernization of medical education. Development actors in the educational system need to be able to think well, a good theory should be able to argue a new theory and practice in the field to operate.

Introduction: Health professionals need to develop analytic and diagnostic thinking skills and not just a mere accumulation of large amount of facts. Hence, Case Based Learning (CBL) has been used in the medical curriculum for this reason, so that the students are exposed to the real medical problems, which helps them in develop analysing abilities. This also helps them in interpreting and solving the problems and in the course of doing this, they develop interest. In addition to didactic lectures, CBL was used as a learning method. Methods: This study was conducted in the Department of Biochemistry, S.B.K.S.M.I and R.C, Sumandeep Vidyapeeth ,Piparia, Gujarat, India. A group of 100 students were selected and they were divided into two groups as the control group and the study group. A total of 50 students were introduced to case based learning, which formed the study group and 50 students who attended didactic lectures formed the control group. Results: A very significant improvement (p