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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., Zielsetzung: Ziel der Studie war es, den curricularen Ist-Zustand von Inhalten zur Infektionsprävention im Krankenhaus im Medizinstudium im Vorfeld der Entwicklung eines Serious Game zur Infektionsprävention im Krankenhaus zu erheben. Zusätzlich sollten die erhobenen Daten mit der Weiterbildung zur Fachgesundheits- & Krankenpflege Hygiene und Infektionsprävention (FKHI) kontrastiert werden. Methodik: Mittels Onlinebefragung wurden Fachverantwortliche der Medizinstudiengänge und Weiterbildungsstätten für FKHI, von SkillsLabs und Fachschaften in Deutschland gebeten, 28 Fragen zu Rahmenbedingungen, Unterricht, Prüfungen sowie Gamification auszufüllen.Ergebnisse: Es wurden Daten für 22 Medizinstudiengänge und 5 FKHI-Weiterbildungsstätten erhoben. Aufgrund des geringen Rücklaufs wurden die Daten für die FKHI nur zusammenfassend ausgewertet. Im Medizinstudium stehen im Durchschnitt 13,5 Unterrichtseinheiten (Median) zur Verfügung. Sechs Studiengänge haben ein longitudinales Curriculum. In sieben der 22 Studiengänge orientiert sich die Lehre am Nationalen kompetenzbasierten Lernzielkatalog (NKLM). Fast alle Standorte vermitteln diese Inhalte in Vorlesungen (n=18) und/oder in Praktika (n=13). Am häufigsten wird im dritten Studienjahr unterrichtet und geprüft (n=12). Neben praktischen OSCE-Prüfungen (n=5), werden vor allem schriftliche (n=12) und computerbasierte (n=8) Klausuren eingesetzt. Gamification ist als didaktischer Ansatz zum Teil bekannt, wird jedoch nicht für den Unterricht der Infektionsprävention angewendet. Schlussfolgerungen: Der Infektionsprävention im Krankenhaus wird im Medizinstudium ein relativ geringer Stellenwert zugewiesen. Lehre und Prüfungen orientieren sich an traditionellen wissensorientierten Formaten, wobei praktischer Unterricht und praktische Prüfungen an einigen Standorten etabliert sind. Lernziele erscheinen aktuell im Gegensatz zur FKHI wenig standardisiert. Eine interprofessionelle Weiterentwicklung der Lehre wäre zukünftig anzustreben.

Рассматриваются актуальные аспекты применения проектно-трансдисциплинарного подхода для более эффективной подготовки студентов технических направлений и развития у них новых компетенций. Описывается опыт применения данной методики на примере выполнения выпускной квалификационной работы по теме «Эффективность радиационной обработки бананов»., The article examines the actual aspects of the application of the project-transdisciplinary approach for more effective training of students in technical disciplines and the development of their new competencies. The experience of using this methodology is described on the example of realization the final qualification work on the topic «The efficiency of bananas radiation processing».

The rapid development of society dictates the need for changes in technologies and methods of the educational process. Graduates of educational institutions must be prepared for the trends of a changing modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and distance in education seems necessary and inevitable.

The article is devoted to using innovative teaching methods and technologies in biology incorporating independent learning and multimedia programs. The author examines the characteristics, complexity, application of innovative software tools in the organization of the educational process. Particular attention is focused on the use of innovative technologies in biology classes.

This article reviews that in the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge

The rapid development of society dictates the need for changes in technologies and methods of the educational process. Graduates of educational institutions must be prepared for the trends of a changing modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and distance in education seems necessary and inevitable.

This article reviews that in the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge

This article reviews that in the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge

The rapid development of society dictates the need for changes in technologies and methods of the educational process. Graduates of educational institutions must be prepared for the trends of a changing modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and distance in education seems necessary and inevitable.

The article is devoted to using innovative teaching methods and technologies in biology incorporating independent learning and multimedia programs. The author examines the characteristics, complexity, application of innovative software tools in the organization of the educational process. Particular attention is focused on the use of innovative technologies in biology classes.

The present article is focused on a general analysis of labor relations in a modern university, as well as on the study of some specific characteristics of these relations. In recent decades, economic policy in higher education has changed significantly in different countries of the world. The goal of the study is to analyze modern approaches to regulating the labor status of a university teacher and its elements. The authors investigate the history of the transformations of higher education since the 1990s which resulted in higher education turning from the sphere of human capital production into an independent branch of the service sector. The article shows that, as a result of the higher education system reforms, changes in university management, the system of labor relations, and the socio-economic status of university teachers are taking place. Various university management models are explored. It is demonstrated that in the modern setting, internal control is replaced by external control, academic freedom is pushed aside by administration, and academic standards are modified and replaced by formal rules. These reforms are accompanied by major changes in labor relations and the role of management and teaching staff in universities. Various examples of the construction of labor relations with teachers adopted in different countries are studied. Close attention is paid to approaches to stimulating teaching activities. In the light of the current difficult situation caused by the COVID-19 pandemic, the problems of labor relations aggravated with the transition to distance and blended learning are considered. The drawbacks preventing a higher quality of higher education in Russia are identified. Proposals for improving the regulation of labor relations in the field of higher education aimed at improving its quality are presented., O presente artigo se concentra em uma análise geral das relações de trabalho em uma universidade moderna, bem como no estudo de algumas características específicas dessas relações. Nas últimas décadas, a política econômica no ensino superior mudou significativamente em diferentes países do mundo. O objetivo do estudo é analisar as abordagens modernas de regulamentação da situação laboral de um professor universitário e seus elementos. Os autores investigam a história das transformações do ensino superior desde os anos 1990, que resultaram na transformação do ensino superior da esfera da produção de capital humano em um ramo independente do setor de serviços. O artigo mostra que, como resultado das reformas do sistema de ensino superior, estão ocorrendo mudanças na gestão universitária, no sistema de relações de trabalho e na situação socioeconômica dos professores universitários. Vários modelos de gestão universitária são explorados. É demonstrado que no cenário moderno, o controle interno é substituído pelo controle externo, a liberdade acadêmica é deixada de lado pela administração e os padrões acadêmicos são modificados e substituídos por regras formais. Essas reformas são acompanhadas por grandes mudanças nas relações de trabalho e no papel da administração e do corpo docente nas universidades. São estudados vários exemplos de construção de relações de trabalho com professores adotadas em diferentes países. É dada muita atenção às abordagens para estimular as atividades de ensino. Dada a difícil situação atual causada pela pandemia COVID-19, são considerados os problemas das relações de trabalho agravados com a transição para o ensino a distância e o ensino híbrido. As desvantagens que impedem uma educação superior de maior qualidade na Rússia são identificadas. São apresentadas propostas de aperfeiçoamento da regulamentação das relações de trabalho no âmbito do ensino superior, visando à melhoria de sua qualidade., El presente artículo se centra en un análisis general de las relaciones laborales en una universidad moderna, así como en el estudio de algunas características específicas de estas relaciones. En las últimas décadas, la política económica en la educación superior ha cambiado significativamente en diferentes países del mundo. El objetivo del estudio es analizar enfoques modernos para regular la situación laboral de un docente universitario y sus elementos. Los autores investigan la historia de las transformaciones de la educación superior desde la década de 1990 que dieron como resultado que la educación superior pasara de la esfera de la producción de capital humano a una rama independiente del sector de servicios. El artículo muestra que, como resultado de las reformas del sistema de educación superior, se están produciendo cambios en la gestión universitaria, el sistema de relaciones laborales y el estatus socioeconómico de los profesores universitarios. Se exploran varios modelos de gestión universitaria. Está demostrado que en el entorno moderno, el control interno es reemplazado por el control externo, la libertad académica es dejada de lado por la administración y los estándares académicos son modificados y reemplazados por reglas formales. Estas reformas van acompañadas de importantes cambios en las relaciones laborales y el papel del personal directivo y docente en las universidades. Se estudian varios ejemplos de la construcción de relaciones laborales con docentes adoptados en diferentes países. Se presta especial atención a los enfoques para estimular las actividades docentes. Ante la difícil situación actual provocada por la pandemia COVID-19, se consideran los problemas de las relaciones laborales agravados con la transición a la educación a distancia y semipresencial. Se identifican los inconvenientes que impiden una educación superior de mayor calidad en Rusia. Se presentan propuestas para mejorar la regulación de las relaciones laborales en el ámbito

Рассмотрена практика преподавания инженерной графики, основанная на инновационных педагогических технологиях в техническом вузе. Педагогические инновации состоят в переориентации преподавания дисциплины с традиционных методов на использование современных технологий трехмерного компьютерного геометро-графического моделирования.

Новый тип экономики обусловливает новые требования в сфере педагогической деятельности, что привело к необходимости модернизации всей системы образования. Инновационные методы обучения рассматриваются как неотъемлемая составляющая часть традиционных образовательных технологий, The new type of economy creates new requirements in the sphere of pedagogical activity, which has led to the need to modernize the entire education system. Innovative teaching methods are considered as an integral part of traditional educational technologies

U savremenim koncepcijama stručnog usavršavanja nastavnika naglašava se značaj podrške facilitatora. Polazeći od toga da je sagledavanje perspektive nastavnika ključno za razumevanje tog procesa, cilj našeg istraživanja je bio da ispitamo kakva su iskustva učitelja tokom kontinuiranog stručnog usavršavanja za primenu inovativnih metoda u nastavi, uz podršku facilitatora. Primenom kvalitativne tematske analize, analizirani su transkripti audio-snimaka proizvedenih tokom 18 individualnih razgovora koje su facilitatori obavili sa tri učitelja jedne osnovne škole u Beogradu. Rezultati istraživanja ukazuju na to da su iskustva učitelja u tom procesu generalno pozitivna i da je došlo do preispitivanja postojeće prakse i implicitnih pedagoških uverenja, kao i do pozitivnih pomaka u njihovom radu. Individualni rad facilitatora sa učiteljima, koji uključuje uzajamno poverenje, ima potencijal kada je u pitanju podsticanje i održavanje motivacije učitelja za primenu inovacija i dalje stručno usavršavanje. Ukazano je na ključne implikacije dobijenih nalaza i date su smernice za dalja istraživanja u toj oblasti., The importance of facilitator support is given particular emphasis within the modern conceptions of professional teacher training. Starting with the premise that perceiving teachers’ perspective is of vital importance for understanding this process, the goal of our research was to examine the experiences of teachers throughout continual professional training for the application of innovative teaching methods with the help of facilitators. By applying qualitative thematic analysis, we have examined audio recording transcripts created during 18 individual conversations that the facilitators conducted with three teachers from a primary school in Belgrade. The results of the research show that the experiences of teachers in this process are overall positive and that it prompted them to reconsider existing practices and implicit pedagogical beliefs, and introduced positive developments in their work. The individual work of facilitators with teachers founded on trust demonstrates potential when it comes to encouragement and maintaining teachers’ motivation for implementing innovations and undergoing further professional training. We have highlighted the key implications of the obtained findings and provided guidelines for further research in the area.

The aim of the study is to substantiate the possibilities for the use of art-therapeutic methods in the pedagogical practice of teaching a foreign language., Цель исследования - обосновать возможности применения арт-терапевтических методов в педагогической практике обучения иностранному языку.

One of the distinctive features of the coastal landscape of Galicia is its great number of quaternary pedosedimentary deposits, which are of extraordinary quality in terms of the information which, they provide, making them stand out from the rest of the European Atlantic coast. They record the memory of the land and can be considered to be repositories documenting paleoenvironmental changes on local, regional and global levels, as well as geomorphological contexts related with human history. Imbued with a renewed understanding of heritage, which values natural formations beyond the appreciation of their aesthetic aspect, scientific thinking has begun to consider these deposits as cultural assets. However, a total disconnection arises between these aspirations and the recognition of such assets by the political administration and citizens. In the belief that a change in this situation will only be brought about via an education which generates a social conscience regarding geomorphological landscapes, this study examines the relevance of a form of heritage education which is critical in nature; an approach focused on initial teacher training is proposed and data showing the results of this approach are presented., Una de las singularidades del paisaje costero de Galicia es la amplia presencia de depósitos edafo-sedimentarios cuaternarios, de extraordinaria calidad en cuanto a la información que aportan. Una diferencia respecto al ámbito atlántico europeo. Registran la memoria de la tierra y pueden contemplarse como archivos que documentan cambios paleo-ambientales a escala local, regional y global y contextos geomorfológicos relacionados con la historia humana. Imbuido por una renovada concepción del patrimonio, que valora las formaciones naturales más allá de su apreciación estética, el pensamiento científico ha comenzado a considerar estos depósitos como un bien patrimonial. Sin embargo, se produce una total desconexión entre estas aspiraciones y el reconocimiento de administración y ciudadanía. Desde la convicción de que solo se producirá un reajuste a través de una educación generadora de conciencia social sobre los paisajes geomorfológicos, en este trabajo se plantea la relevancia de una educación patrimonial de índole crítica; se propone un modelo de actuación focalizado en la formación inicial del profesorado y se avanzan algunos datos que muestren sus resultados

Una de las singularidades del paisaje costero de Galicia es la amplia presencia de depósitos edafo-­‐sedimentarios cuaternarios, de extraordinaria calidad en cuanto a la información que aportan. Una diferencia respecto al ámbito atlántico europeo. Registran la memoria de la tierra y pueden contemplarse como archivos que documentan cambios paleo-­‐ambientales a escala local, regional y global y contextos geomorfológicos relacionados con la historia humana. Imbuido por una renovada concepción del patrimonio, que valora las formaciones naturales más allá de su apreciación estética, el pensamiento científico ha comenzado a considerar estos depósitos como un bien patrimonial. Sin embargo, se produce una total desconexión entre estas aspiraciones y el reconocimiento de administración y ciudadanía. Desde la convicción de que solo se producirá un reajuste a través de una educación generadora de conciencia social sobre los paisajes geomorfológicos, en este trabajo se plantea la relevancia de una educación patrimonial de índole crítica; se propone un modelo de actuación focalizado en la formación inicial del profesorado y se avanzan algunos datos que muestren sus resultados., One of the distinctive features of the coastal landscape of Galicia is its great number of quaternary pedosedimentary deposits, which are of extraordinary quality in terms of the information which, they provide, making them stand out from the rest of the European Atlantic coast. They record the memory of the land and can be considered to be repositories documenting paleoenvironmental changes on local, regional and global levels, as well as geomorphological contexts related with human history. Imbued with a renewed understanding of heritage, which values natural formations beyond the appreciation of their aesthetic aspect, scientific thinking has begun to consider these deposits as cultural assets. However, a total disconnection arises between these aspirations and the recognition of such assets by the political administration and citizens. In the belief that a change in this situation will only be brought about via an education which generates a social conscience regarding geomorphological landscapes, this study examines the relevance of a form of heritage education which is critical in nature; an approach focused on initial teacher training is proposed and data showing the results of this approach are presented.

The article is dedicated to consideration of development of social sphere, which is one of the most important directions of state politics. It is noted the role of using the design methods, which give the positive results. It is emphasized the necessity of the ways of organization of the active contact at the lessons, Рассматриваются вопросы развития социальной сферы, которая является одним из важнейших направлений государственной политики. Отмечается значение применения проектных методов, которые дают положительные результаты. Подчеркивается необходимость применения способов организации активного общения на занятии

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 t

This chapter presents a discussion about similarities and differences between working with mathematical modelling in ‘school’ and mathematical modelling as a ‘professional task’ in the workplace based on empirical and theoretical research studies. Issues discussed concern goals; technology; division of labour, communication and collaboration; model construction, including the application and adaption of pre-defined models; projects; and risks involved in using the models. Based on this discussion and examples from innovative teaching practices, approaches to simulate modelling as a ‘professional activity’ in educational settings are explored and exemplified with a role play activity.

The problem of rather rare using of play educational technologies within the system of higher education is considered in this article. Positive aspects of applying to play teaching methods of youth in high school are investigated. The question about reasons of slow implementation ofplay technologies into pedagogical process in contemporary high school is posed., Рассматривается проблема не достаточно активного использования игровых педагогических технологий в системе высшего образования. Раскрываются положительные аспекты применения игровых методов обучения молодежи в вузе. Ставится вопрос о причинах медленного внедрения игровых технологий в педагогический процесс современной высшей школы.

Changing curriculum content requirements, based on shifting global perspectives on corporate behavior and capitalism as well as business school accreditation requirements, mean that many marketing instructors have attempted to introduce discussions of organizational ethics, corporate social responsibility, and corporate governance into their classes. How these issues are addressed will, of course, depend on the instructor, the course, the level of the students, and the time available during the course to discuss the issues. Whether ethical issues in marketing are introduced as part of an existing class discussion, as a separate weekly subject topic, or as an entirely dedicated course, we recognize that it can be difficult to get students actively engaged and involved. In this paper, we present an alternative and interactive in-class exercise using group analysis and discussion of imagery and symbolism-understood as a reflection of public sentiment-in political cartoons. We introduce theories of cartoon analysis as social commentary, describe the exercise and methods, and then illustrate an example of the exercise as conducted with our own students. We conclude by noting the method's limitations and considering alternative pedagogical applications of the analytical framework., QC 20131115