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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. [ABSTRACT FROM AUTHOR]

This systematic review explores the emerging role of online virtual reality (VR) technology in international Chinese language education, addressing the growing need to enhance educational sustainability through innovative methods. This review identifies key trends and applications of VR in Chinese education by analysing literature from the Web of Science (WoS) and Scopus databases. A systematic search using specific keywords led to the selection of 19 relevant articles out of 526 published between 2020 and 2024, following strict inclusion and exclusion criteria. The findings reveal three primary VR applications in international Chinese education: Virtual Reality Chinese Live Streaming Classrooms, Digital Venue Tours, and Chinese Simulation Training. The review also highlights significant challenges in international Chinese language education, including linguistic and cultural differences, the complexity of Chinese character strokes, pronunciation difficulties, and vocabulary acquisition. This review provides valuable insights for educators and practitioners, emphasizing how VR technology can be effectively integrated into international Chinese language education to overcome these challenges and ensure sustainable learning outcomes. [ABSTRACT FROM AUTHOR]

Inclusive learning is a cornerstone of modern education, advocating equitable access to quality education for all learners. This teaching method has an important role in the evolution of adult education, where we meet a variety of learners with various backgrounds and learning abilities. This conceptual paper tries to show innovative pedagogical approaches in teaching English as a foreign language to adults with learning disabilities on one side and, on the other side, tries to present various economic insights within adult education. We will try to examine the challenges and opportunities in using inclusive learning environments for adult learners with dyslexia. This article aims to illuminate how the fusion of these two dimensions can lead to more effective teaching practices, better resource allocation and improved programme design for adult learners. It also confirms that the deliberate integration of innovative pedagogy and economic perspectives can evolve adult education, making it more inclusive, flexible and effective. Having as an objective to understand the obstacles adult students face in their everyday life when learning foreign languages, particularly those with dyslexia, our conceptual paper tries to show that special learning techniques and equity are needed in adult education environments. Via useful approaches regarding the learners' needs, we propose techniques to reinforce adult teaching by integrating innovative pedagogical methods, on one side and economics insights on the other side, for adult learners with dyslexia. [ABSTRACT FROM AUTHOR]

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.

This discussion explored the integration of creative thinking pedagogy and the anthropological theory of didactics in university-level algebra education, emphasizing the importance of understanding the perspectives of both learners and teachers. The work began by highlighting the necessity of considering these viewpoints to create effective and responsive educational experiences. We then focused on designing classroom sessions for algebra, blending creative thinking with cultural and historical contexts. These sessions included applying creative approaches to group theory, exploring algebraic topology through innovative means, and understanding ring theory in practical scenarios like cryptography. Feedback from both learners and teachers was generally positive, with students appreciating the engaging and practical aspects and teachers recognizing the benefits of creative pedagogies. However, challenges in implementation, such as resource constraints and the need for professional development, were also identified. Suggestions for improvement included deeper content exploration, enhanced use of technology, and better alignment of creative teaching methods with assessment strategies. [ABSTRACT FROM AUTHOR]

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.

New technologies are transforming education, creating opportunities for interactive learning and innovative methods to teaching. This survey's goal is to examine students' attitudes toward the use of information and communication technologies (ICT) in the teaching of Romanian and Italian at the Faculty of Philosophy, University of Novi Sad. The focus of the research is on assessing the use and effectiveness of digital tools in learning, as well as identifying the issues students face during classes. The collected data will provide insight into how and to what extent new technologies contribute to development of language skills and student motivation. Since it is necessary to constantly monitor and analyze these processes in order to improve the quality of teaching, the research results will serve as a basis for the further development and adaptation of educational methods to the needs of modern students. [ABSTRACT FROM AUTHOR]

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]

This study analyses the Delta Project, an Urban Living Lab (ULL) implemented at the Faculty of Architecture and Urbanism (FAU) of the University of Guayaquil (UG), as an innovative educational strategy for sustainable development. It highlights the challenges in architecture education, focusing on the need to adapt to the demands of sustainability and technological advances. ULLs, in response to these challenges, are presented as dynamic platforms that combine research, innovation and policy to promote sustainability in urban and educational contexts. The methodology employs a case study approach, detailing how the Delta Project is integrated as a learning environment at FAU and its relationship to sustainability goals and education for sustainable development (ESD). The E-ULL-HEIs tool was used to assess seven key indicators: objectives and scope, diversity and stakeholder participation, interdisciplinarity, curricular integration, learning and research impact, community impact, and resources and sustainability. Data were collected through semi-structured interviews, documentary analysis and participatory observation. The results indicate that FAU has successfully integrated the Delta Project into its educational programmes, highlighting its impact on diversity and stakeholder participation, interdisciplinarity, curricular integration, and learning and research. The findings underline the effectiveness of the Delta Project in promoting ESD and its alignment with the Sustainable Development Goals (SDGs). However, challenges were identified in terms of cross-sectoral collaboration and student participation, providing valuable lessons on the importance of strategic planning and adaptability. The study highlights the potential of the Delta Project model to be adapted and replicated in different cultural and academic contexts, suggesting the need for ongoing evaluations to improve the effectiveness of similar projects and promote ESD. [ABSTRACT FROM AUTHOR]

The relevance of the research is due to the rapid development of technologies, which transforms all aspects of modern society, particularly in the field of science and education. This research aims to systematise the modern theoretical and practical aspects of integrating innovative teaching technologies and ICT into research activities. The article aims to highlight the challenges and prospects of this process, substantiate the necessity of using the latest technologies in the scientific environment, and identify optimal strategies for their implementation. General scientific research methods are used in this work: analysis of literature sources, statistical analysis, and methods of systematisation and generalisation. SWOT analysis and expert assessments were used to identify the key challenges and prospects for developing ICT in the context of education and research activities. Based on the assessments of a group of experts, consisting of 14 postgraduate students, seven associate professors, and nine professors from the Igor Sikorsky Kyiv Polytechnic Institute, a correlation analysis was conducted using the JASP program with the "Classical Correlation" tool. Recommendations for integrating ICT into research activities based on the strength-based approach were formulated. The general trend in the technological development of Ukrainian scientific institutions is the active implementation of innovative teaching technologies and ICT, mainly to improve access to scientific data (63.3%) and promote international cooperation (66.7%). However, they face technical limitations and cybersecurity threats (43.3%). Thus, the challenges and prospects for integrating ICT into research activities are complementary factors that will stimulate further technological development of education and science when practical approaches are applied. [ABSTRACT FROM AUTHOR]

Neuroanatomy knowledge is pivotal due to the constantly increased use of neuroimaging in everyday clinical practice, even in the emergency setting as it is for patients potentially affected by stroke. To empower our students, we are relying on innovative 3D digital tools to teach human anatomy, exploiting several approaches among which Anatomage TableTM, also fostering a peer-to-peer tutor program. We present here the results of a pilot phase of these initiatives. First year med students from the Italian and International Course used Anatomage TableTM under the supervision of fourth-, fifth-, or sixth-year med students, as peer-to-peer tutors. Participants were divided into groups (10-12 people each). Three sessions lasting 2 hours were planned with a predefined topic: thorax (topic 1), abdomen/pelvis (topic 2), neuroanatomy (topic 3). A questionnaire was filled at the end of each session rating satisfaction/impact. One-hundred-thirty students (105 from the Italian course and 25 from the international course) participated. More than 90% of students rated the neuroanatomy session as highly satisfactory and more than 95% as highly useful, and 100% of them would suggest others participate. Based on these results, a further implementation is planned for the next year, also exploiting DICOM data to present the students with real clinical cases bearing a highly didactive anatomical content. Specifically, in the international course, based on a vertical track approach, we are also strongly relying on flipped-classroom approach. Digital tools to teach neuroanatomy are also being implemented for clinically oriented teaching for residents/consultants. [ABSTRACT FROM AUTHOR]

When teachers are confident in their ability to teach mathematics and science, it can inspire students to have confidence in their own abilities. Students are more likely to engage with and enjoy these subjects when they see their teacher's interest and belief in the material. This study aimed at exploring teachers' confidence of teaching mathematics and science as result of continuous professional development by the African Institute for Mathematical Science (AIMS Rwanda) through its Teacher Training Program (AIMS-TTP). It employed an ex post facto research design targeting 351 secondary school teachers. The findings revealed a positive and significant relationship (p < 0.05) between AIMS-TTP interventions and teachers' confidence to teach mathematics and science. Besides, linear regression model indicated that the dependent variable Teachers' Confidence to teach mathematics and science was regressed on predicting variables of improved capacity to plan, adapting teaching to the level of learners, Information Communication Technology (ICT) integrated in teaching and learning; learning from peers; addressing cross-cutting issues; effective implementation of the competence-based curriculum; and the application of bloom's taxonomy. The independent variables significantly predict teachers' confidence of teaching mathematics and science, F (7,326) = 183.843, p < 0.001, which indicates that the factors under study have a significant impact on teachers' confidence of teaching mathematics and science. Moreover, the findings (Adjusted R² = 0.822, F(8, 342) = 197.055, p = 0.000 p < 0.05) indicated that 82.2% of the variance in improved teachers' attitude in teaching mathematics and science evidences a significant influence on the total variance. Our research suggests that policymakers should consider developing and endorsing training on innovative teaching and learning methods to boost teachers' confidence and attitude when it comes to instructing mathematics and science at basic levels. Trainings should also be extended to Technical Secondary School STEM teachers. [ABSTRACT FROM AUTHOR]

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.

The aim of the study is to analyze the Ukrainian experience of the introduction of innovative, information digital technologies in the educational process of elementary school in the conditions of Russia's large-scale military invasion. The study was conducted based on an experiment in which it was possible to prove the effectiveness of the use of innovative, information, digital technologies in the use in the elementary school. The results substantiated the benefits of using these technologies under martial law. It was proved that the productivity of learning in the experimental group increased by 15%, that is, thanks to the measurements of assessments it was possible to confirm the effectiveness of the appeal to innovative teaching methods. The conclusions note that the formation of these skills as the Russian invasion continues will be a relevant problem for future research. [ABSTRACT FROM AUTHOR]

The introduction of accessible generative artificial intelligence opens promising opportunities for the implementation of personalized learning methods in any educational environment. Personalized learning has been conceptualized for a long time, but it has only recently become realistic and truly achievable. In this paper, we propose an affordable and sustainable approach toward personalizing learning materials as part of the complete educational process. We have created a tool within a pre-existing learning management system at a software engineering college that automatically generates learning materials based on the learning outcomes provided by the professor for a particular class. The learning materials were composed in three distinct styles, the initial one being the traditional professor style and the other two variations adopting a pop-culture influence, namely Batman and Wednesday Addams. Each lesson, besides being delivered in three different formats, contained automatically generated multiple-choice questions that students could use to check their progress. This paper contains complete instructions for developing such a tool with the help of large language models using OpenAI's API and an analysis of the preliminary experiment of its usage performed with the help of 20 college students studying software engineering at a European university. Participation in the study was optional and on voluntary basis. Each student's tool usage was quantified, and two questionnaires were conducted: one immediately after subject completion and another 6 months later to assess both immediate and long-term effects, perceptions, and preferences. The results indicate that students found the multiple variants of the learning materials really engaging. While predominantly utilizing the traditional variant of the learning materials, they found this approach inspiring, would recommend it to other students, and would like to see it more in classes. The most popular feature were the automatically generated quiz-style tests that they used to assess their understanding. Preliminary evidence suggests that the use of various versions of learning materials leads to an increase in students' study time, especially for students who have not mastered the topic otherwise. The study's small sample size of 20 students restricts its ability to generalize its findings, but its results provide useful early insights and lay the groundwork for future research on AI-supported educational strategies. [ABSTRACT FROM AUTHOR]

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.

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. [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]

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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 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.

This article discusses the application and effectiveness of innovative teaching methods in college student education. It emphasizes that traditional teaching models are no longer sufficient for today's students and that innovative methods can stimulate active learning and problem-solving abilities. The article provides implementation strategies and suggestions for incorporating these methods, including student-led learning and the integration of technology. Case studies on project-based learning, case teaching, and reverse classroom are also presented, showing their positive impact on collaboration and critical thinking skills. The document discusses strategies for implementing these methods, such as transforming teacher roles and creating a positive learning environment. Overall, innovative teaching methods have the potential to improve students' learning outcomes and promote their personal and career development. [Extracted from the article]

The article deals with the impact of the application of the ChatGPT tool in education. There is a contradictory attitude towards chatbots in the world. Some countries ban its use, others try to maximize its potential. Reports from teachers around the world show that the use of ChatGPT in education has a positive impact on teaching and learning. However, special attention should be paid to the importance of training teachers in the correct use of this tool. It is necessary to familiarize teachers with the operating principle of ChatGPT, which can significantly improve the quality of learning and the creative component of the lesson, and, consequently, increase students' interest in learning. When deciding to use AI in education, it is critical to recognize that it brings significant issues with it, such as data privacy, equity in access to education, and the impact on the educator's role in teaching. All this needs to be addressed before AI finally enters the educational process around the world. Modern education necessitates innovation, and GPT technologies provide unique instruments for fostering critical thinking and a creative approach. [ABSTRACT FROM AUTHOR]

Students understand math and science lessons better when innovative teaching resources are used. To implement a variety of teaching strategies and methods, teachers must be aware of and familiar with various innovative and effective pedagogical knowledge and skills. Some students, on the other hand, believe that math and science are difficult subjects. As a result of their mindset, they avoid or refuse to participate in these subjects in their advanced education. To that end, the purpose of this study was to assess the extent to which upper primary and lower secondary school mathematics and science teachers use modernized and innovative teaching tools after nine months of professional development. The study included 959 teachers from 10 districts in Rwanda, 300 from the primary level and 659 from the lower secondary level. The study collected quantitative data using a classroom observation tool. MS Excel and SPSS were used to analyze data. The results from the analysis showed that secondary school teachers use the provided resources by Rwanda Quality Education for Human Capital Development (RQBEHCD) at a rate of 65.5% on average, while primary school teachers use them at a rate of 63.00% on average. The findings also revealed that these teachers use modernized tools at 77.89% and 80.51%, respectively. This implies that secondary school teachers use more modern tools than primary school teachers. Although, there is no statistically significant difference in modernized tools and innovative methods in terms of teaching grade level (F = 1.067, df = 957, p >.50) between upper primary and lower secondary schools. It was found that primary and secondary teachers use ICT resources at nearly the same rate as secondary school teachers, at 41.1% and 40.6%, respectively. Our findings, therefore, recommend policymakers use more modern tools and innovative teaching and learning methods to improve the educational process. [ABSTRACT FROM AUTHOR]

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.

Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction. [ABSTRACT FROM AUTHOR]

The HEREs Study Visit to Université catholique de Louvain (UCLouvain) delved into innovative teaching methods, digitalization in education, successful international collaboration, and knowledge sharing. Participants explored pedagogical innovation, experienced digital tools, witnessed global engagement, and exchanged best practices. The visit showcased transformative initiatives like COIL, MOOCs, open education, and virtual exchange programs. Recommendations emphasize creating collaborative platforms, offering professional development, recognizing excellence, developing institutional strategies, allocating resources, formulating policies, allocating funding, and facilitating knowledge sharing. These insights empower education stakeholders to shape a forward-thinking higher education system, preparing students for an ever-evolving world. [ABSTRACT FROM AUTHOR]

Background and Study Aim. The focus of our attention lies on the medically exempt students, who more often than not take part in physical education (P.E.) classes as spectators, without any tasks to complete in accord with the collective work of their classmates or the objective of the lesson. The purpose of the present research is to develop and implement the application Info-Scutit-Sport in the P.E. lesson to the purpose of teaching and assessing medically-exempt students, who are present, but do not take part in the lesson. Material and Methods. The present paper emphasises the usefulness of the Info-ScutitEfort [Info-Exempt-Effort] application aimed at the active and mindful inclusion of 55 students (aged=11.29±1.84), who have a medical exemption (58.2% total and 42.8% partial) in the P.E. lesson. The application, in an improved form, comprises the entire content of the curriculum of physical education in secondary school, transformed into 2080 questions with three answer variants, with 1500 processed images, that may be accessed with the teacher’s accord, on the student’s own phone. The assessment obtained by means of the application after the working session may provide the student with a mark for the information taught before, if he accesses topics from the previous lessons, or a mark for the current assessment in order to test the active and mindful participation in the lesson which is being taught. Conclusions. The study utilized multiple statistical tests to establish a relationship between platform access time and student performance. The results of the tests demonstrated that platform use time has a significant impact on student performance, with longer platform access time leading to higher marks. The study concluded that the proposed model is significant, as it identifies platform access time as a crucial factor in determining student performance. Moreover, the study found that even small increases in platform access time can lead to significant improvements in student performance, with an increase of one unit resulting in a 0.54% increase in marks. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Effective teaching methods are important in psychiatry. Previous studies have focused on the assessment of students about the effective teaching methods but not on a self-assessment by teachers. Aims: Primary objective is to evaluate the teachers' and students' perspectives of effective teaching methods in psychiatry for medical undergraduates. Secondary objectives include assessment of the concordance of each item and exploring innovative teaching methods. Settings and Design: A cross-sectional study design used in teachers and medical students from St. John's Medical College, Bangalore (India). Methods and Material: A modified teachers and medical students perspectives of effective psychiatry teaching methods were used. Statistical Analysis: Differences in continuous variable assessed with independent sample-test and categorical variables with Chi-square test. The Domain scores were divided into tertiles and the highest and lowest tertiles were analyzed. Results: Both students and teachers had high perspectives on most of the teaching methods. Differences were found in items such as "using multimedia slide effectively," "good sense of humor while teaching," "presentation summarizes the key points," and "presentation links ideas effectively." Role play-based and live/simulated patient-based teachings were reported most frequently by both. Significantly, a higher proportion of the 6th term students and a lesser proportion of teachers were associated with the lowest tertiles for Domain 1, 2, and 3. Significantly, increased number of 8th term students were found in the higher tertiles in Domain 3. Conclusions: These findings have practical implications in identifying the gaps in effective teaching methods by the teachers. Teachers can improve their teaching methods by upgrading their presentation skills, employing new and innovative teaching skills. [ABSTRACT FROM AUTHOR]

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 study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students enrolled in two training courses in [BLINDED] University and [BLINDED] University, respectively: Mathematics Teaching in the Content and Language Integrated Learning (CLIL) context and Molecular Biology. The psychological safety of the proposed pedagogical methodology was investigated by assessing the level of psychological well-being of the participants in the educational process using the Scale of psychological well-being questionnaire developed by C. D. Ryff that was adapted to the educational context. The results of the study showed that the proposed pedagogical methodology was safe in relation to the life of students. It generally improved their perception of learning and themselves in the role of its participants, promoted positive self-esteem in group learning contacts, and, by developing learning involvement and interest through the Clil technology, qualitatively contributed to the achievement of educational progress by each student. The developed innovative methodology for teaching natural and mathematical sciences can be used as a pedagogical model for developing effective training courses. The demonstrated assessment of the level of psychological well-being adapted to the educational context can serve as a basis for the development of motivational learning strategies that support students in crisis learning conditions during the pandemic. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The primary goal of this contribution is to present our research survey, which focuses on uncovering factors influencing the inclusion or non-integration of innovative methods into the teaching of literary education at lower-secondary schools. We view innovative methods as approaches to teaching that target texts and are built on didactic textual interpretation. At the same time they join together the three basic elements of experiential literary education, i.e. reading, creativity and teaching. The presented research survey builds on the results of research that dealt with the constitution of a separate subject-didactics of literature in a conceptual sense, including those which centred findings on the integration of innovative teaching methods into teaching and educational practice at various stages of education. The research tool used in the presented qualitative research will be interviews with randomly chosen respondents. The interviews will be recorded and subsequently transcribed. They will be evaluated using grounded theory according to Strauss and Corbin. [ABSTRACT FROM AUTHOR]

The field of education was distinctly affected by the development of information and communication technologies, as they can make education more efficient, interactive, and available. Today's students call for new innovative educational approaches. Digital communication technologies are the organic part of their life and they are group-oriented and experienced users of these technologies. Information and communication technologies must be used in a new and more interactive way to motivate this new generation of students. One of the ways might be gamified learning. The gamification of education is an approach, which uses game practices and elements in a process of learning. Its main objective is to increase students' interest in learned topics and to motivate them to endure in learning. The gamification of the educational process is introduced in the curricula of several courses at our faculty. The paper aims to give a short overview of tools and methods of gamification of the education process. In addition to that, the implementation of gamification in our learning management system Moodle-supported business informatics course is presented. [ABSTRACT FROM AUTHOR]

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.

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 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. [ABSTRACT FROM AUTHOR]

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.

Peer learning, a pedagogical approach whereby students are partnered together to have one student actively help another student learn predetermined content or skills, has long been utilized as an effective complement to more traditional instructional methods across a wide range of educational disciplines. This approach has been found to reduce the stress of learning, increase student engagement, and yield benefits to both the tutor and the tutee to a roughly equal degree. Yet, pedagogical research to this point has mostly failed to explore the usefulness of this approach to marketing and sales education. In the present research, we examine the effectiveness of peer-learning applications in a sales context and discuss marketing educators' implications. More specifically, we assess college sales students' perceptions of peer-learning role-play exercise and further examine whether peer-learning exercises can improve students' abilities. The results indicate that peer-learning exercises are not only enjoyed by students but are capable of producing objective performance improvement for both introductory and advanced students. [ABSTRACT FROM AUTHOR]