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With the rapid advancement of information technology, its integration into modern education has become essential, with a focus on enhancing teaching outcomes and the student learning experiences through innovative teaching methods. However, existing studies predominantly suffer from a lack of systematic evaluation indicators and scientific decision models. The selection of evaluation indicators is often subjective, incomplete, and primarily qualitative, lacking quantitative data support. A systematic decision analysis method was proposed in this study to address these issues. This study comprises three components: the construction of an evaluation indicator system for innovative teaching methods in information technology education, a scale analysis based on gray relational degree, and the computational steps for the decision model concerning innovative teaching methods. This study provides scientific bases and practical pathways for the selection of innovative teaching methods in information technology education, aiming to enhance teaching effectiveness and educational quality. [ABSTRACT FROM AUTHOR]

Teaching - Learning processes are vital in making the students understand better in diverse classroom environments. Few innovative approaches used may ensure that the class work is more interesting and make the students deliver better in order to gain the desired output, at the end of the course. Different aspects of T-L processes are possible to implement in all the courses, leading to any engineering program. With the invention of new technologies, these have got a new dimension, which are not so conventional as earlier. In this work, 'Engineering Thermodynamics' course, which is taught in an undergraduate energy engineering program is considered. Course contains five modules, covering fundamentals of thermodynamics, laws of thermodynamics, entropy, power cycles. fuels and combustion aspects. Different pedagogy approaches suitable according to the modules and the entire syllabus are exemplified and elaborated. Temperature and pressure measurement concepts can be taught efTectively by the teacher by bringing the gauging equipment to the class. Laws can be taught with the help of a software, showing the uniformity of temperature or work done as per the heat input. Entropy can be taught with the practical examples shown in presentation/videos or through demonstration. Teacher can demonstrate an experiment in the lab to identify the performance of the engine, in order to make the students understand the concepts of power cycles. With the help of group tasks (or) case studies on live problems. the environmental aspects can be clearly understood by the students. In the end, grades obtained by the students and course-wise outcome attainment are also plotted for the last four years. Analysis finds the use of innovative pedagogy approaches. while sticking to the conventional teaching methodology, in order to ensure that students achieve the required abilities. Thus the present work uses appropriate pedagogy approaches applicable for a basic engineering course and is very much useful for implementation by the teachers of energy engineering and allied programs. [ABSTRACT FROM AUTHOR]

In recent years, the post-truth era has become the new reality of the modern digital world, requiring changes in approaches to training public relations (PR) specialists. In such conditions, the classical image-based approach to education is not always effective when choosing professional competencies. The latter increases the need to involve relevant specialists to resolve complex controversies. This is the task today that should be entrusted to PR professionals. The objective of this article is to study the main aspects of effective organization of PR training. For this aim, the self-selection sampling technique is used. The sample population comprises people who responded positively to the proposal to engage in an online survey posted on a specially designed for this purpose website. The authors have conducted a sociological survey of experts in the field of PR, advertising, journalism, marketing and education (n = 100) in order to determine the main methodological aspects, approaches and principles of PR professionals’ training. It has been identified that in the training of PR professionals the most effective methods of gaining practical knowledge are the case study method, the business game method and the project task method. All three methods are group methods, with the help of which a PR professional can develop almost all the necessary competencies. Such methods should be used in conjunction with other practical approaches, seminars, lectures, and mixed methods that combine qualitative and quantitative approaches and pragmatically draw on distinct research paradigms. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Background: Nursing students are diverse in their levels of experience, preferred teaching styles, and levels of engagement. This poses a challenge for nurse educators to deliver meaningful classroom activities. Problem: Learning activities should promote analysis of data in the classroom that translates into the clinical practice arena. While escape room teaching methodology has been implemented in simulation, it has had minimal use in the classroom. Approach: The escape room teaching methodology for the classroom was developed combining case study, audience response system, and group work activities. The escape room was created for teaching content for care of the patient with myocardial infarction and implemented into the didactic learning environment. Outcomes: Students provided positive feedback for this new teaching methodology. Conclusions: Escape room methodology can be applied to many content areas within the didactic learning environment. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Institute of Educational Research / Zbornik Instituta za Pedagoška Istrazivanja is the property of National Library of Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Leadership is one of the most researched fields in social science, however, our knowledge about leadership process is still limited. With increasingly changing environment, more focus is being put on the innovative ways for leadership development, particularly self-leadership, as means to prepare for future challenges, where leadership will be only skill needed for certain in uncertainty defined environment. This is way leadership development is essential in leadership emergence which has particular importance for the participants of future job market which will require people management, emotional intelligence and other leadership related skills. Leadership development refers to the experiences, training, and growth opportunities that help a leader mature and gain the knowledge and skills necessary for success in leadership positions. In order of more young people to take the role of leaders the systematic attitude to this question is necessary and one of the aspects is that it is needed to begin preparing professionals for the leadership already at a higher school. Although there are many facts that universities play an extremely significant role in creating and developing the quality of leadership in the contemporary society and about the importance of developing of leadership competences at higher schools, there is a lack of research on the subjects (1) how innovative study methods could be applied for more effective development of leadership competences of students and (2) what is students' opinion about using these methods. That is why the research considering these issues is relevant practically and quite new scientifically. The aims of the study are (1) to reveal the possibilities of using innovative study methods at the university for leadership development and (2) to reveal students' opinion about using these study methods. Research has shown the high demand of students to develop their leadership competences during the studies at the university. Applying innovative study methods for leadership development can be seen as a student - centered approach. There are plenty of possibilities to use innovative study methods at the university for leadership development. Playing many games do not require any additional place or space, only the regular classroom. It needs to be said that students did not need to be forced to get into playful activities. They enjoyed them very much. First of all, games helped to break down the barriers and helped to communicate better. Playing games as practical activities during the "Leadership" classes helps to create good environment for understanding oneself and others better, for acceleration of creative thinking, for developing fruitful discussions and finding different sides of leadership. These results show the effectiveness of innovative activities for leadership development and display the need for large study finding and describing innovative and non-traditional practices. [ABSTRACT FROM AUTHOR]

Copyright of Information -- Wissenschaft und Praxis is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a study that examined whether instruction of a social work course could be directed effectively to students beyond inert online or classroom settings. Traditional teaching strategies are compared with mobile learning and distance education. A definition and the history of mobile learning is also offered.