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

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

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

The 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]

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]

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

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

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

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

The aim of the study was to conduct a comparative analysis of three forms of knowledge transfer online, taking into account the long-term knowledge growth rate and the satisfaction of students surveyed in respect to distance learning. The cohort of participants for this survey were students of the first degree, studying in the Emergency Medical Services. The authors created three e-learning courses in basic and advanced resuscitation procedures. The level of course participants’ satisfaction was analysed, as well as the knowledge growth rate measured three times: 7, 30 and 90 days, respectively, after finishing the course. The level of satisfaction in all the groups surveyed was comparable. The growth rate for knowledge was the highest in group C in the second and third survey, respectively (30 and 90 days after the end of the course), and a significant difference in favour of course C was demonstrated one month after finishing classes. [ABSTRACT FROM PUBLISHER]

Sales education has grown in importance, particularly throughout the last decade, with an increasing number of university sales centers offering programs to prepare new generations of sales professionals. In this article, we describe how work-based learning, action research, and reflective practice used in a sales master program can be used in undergraduate sales education to facilitate the emergence of a new mindset of professional selling in future practitioners. This mindset is characterized by enhanced awareness and personal transformation that lead to improved relationships through the discovery of new ways of identifying and creating customer value. We argue this mindset is required to respond to the unprecedented level of change and increased complexity in professional selling. Sales education is vital to ensure that future and practicing sales professionals continuously develop the competences required to perform in demanding contexts. Universities and business schools alike now play a pivotal role in developing sales talent by combining in unique ways academic research in sales, advances in pedagogy, and practitioner experience. The findings of our study reveal the significance of student-centered pedagogies in sales curricula. We discuss how the experience gathered from educating practicing sales professionals can be applied to educating novice sales students adopting work-based pedagogies. [ABSTRACT FROM PUBLISHER]

More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting potential variance in content and pedagogy in advanced selling courses makes comparing programs or assessing the relative preparedness of students coming from different universities challenging for recruiters, faculty, and students. A review of the syllabi of the instructors currently teaching the advanced selling course reveals common themes, content, and pedagogy that are helpful to instructors desiring to develop an advanced selling course or those currently teaching the course. A review of the common content of the advanced selling course and an argument for the need of the advanced selling course are provided, along with suggestions for developing the course with examples of various projects and pedagogy. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM AUTHOR]

Introduction: Health professionals need to develop analytic and diagnostic thinking skills and not just a mere accumulation of large amount of facts. Hence, Case Based Learning (CBL) has been used in the medical curriculum for this reason, so that the students are exposed to the real medical problems, which helps them in develop analysing abilities. This also helps them in interpreting and solving the problems and in the course of doing this, they develop interest. In addition to didactic lectures, CBL was used as a learning method. Methods: This study was conducted in the Department of Biochemistry, S.B.K.S.M.I and R.C, Sumandeep Vidyapeeth ,Piparia, Gujarat, India. A group of 100 students were selected and they were divided into two groups as the control group and the study group. A total of 50 students were introduced to case based learning, which formed the study group and 50 students who attended didactic lectures formed the control group. Results: A very significant improvement (p<0.0001) was observed among the students after the CBL sessions and they were also motivated by these sessions. A 4 point Likert scale questionnaire which contained 8 questions was administered to the students, to know their perception on the usefulness of the CBL. 98% of the students reported that they found the CBL sessions to be an interesting method of gaining knowledge. 84% of them felt that they exposed them to an experience of logical application of the knowledge which was gained in cracking cases, which would be of great help in the future also. Conclusion: Case Based Learning (CBL) was used and it is effective in the medical curriculum for a better understanding of Biochemistry among the medical students. [ABSTRACT FROM AUTHOR]