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Innovative education is a higher training requirement for education in the period of social transformation. It needs the education to cultivate talents with innovative consciousness and ability for the development of society. High school is critical for facilitating students' innovative consciousness, innovative thinking, and innovative ability development. Aiming at the problems of insufficient resources, fragmentation of education, and simplification of evaluation in the current practice of innovative education, Zhengzhou No.12 Middle School integrates the characteristics of maker education and STEAM education to carry out the top-level selection, training, evaluation, and development of innovative talents. Formed an innovative education curriculum system that takes "Workshop + Project" as the starting point, relies on research learning courses, multi-dimensional evaluation as a guarantee, and integrates classroom teaching, club activities, project research, intellectual property rights, and expert guidance. [ABSTRACT FROM AUTHOR]

This paper presents an innovative model for developing data and statistical literacy in the undergraduate population through an experiential learning model developed in the UK. The national Q-Step (Quantitative Step change) programme (2013–2021) aimed to (i) create a step change in teaching undergraduate social science students quantitative research skills, and (ii) develop a talent pipeline for future careers in applied social research. We focus on a model developed at the University of Manchester, which has created paid work placement projects in industry, for students to practise their data and statistical skills in the workplace. We call these students data fellows. Our findings have informed the development of the undergraduate curriculum and enabled reflection on the skills and software that we teach. Data fellows are graduating into careers in fields that would previously have been difficult to enter without a STEM (Science, Technology, Engineering and Mathematics) degree. 70% of data fellows to date are female, with 25% from disadvantaged backgrounds or under-represented groups. Hence the programme also addresses equality and diversity. The paper documents some of the successes and challenges of the programme and shares insight into non-STEM pipelines into social research careers that require data and statistical literacy, A major advantage of our approach is the development of hybrid data analysts, who are able to bring social science subject expertise to their research as well as data and statistical skills. Focusing on the value of experiential learning to develop quantitative research skills in professional environments, we provoke a discussion about how this activity could not only be sustained but also scaled up. [ABSTRACT FROM AUTHOR]

Copyright of Amazônia, Organizações e Sustentabilidade (AOS) is the property of Amazon, Organizations & Sustainability - AOS / Amazônia, Organizações e Sustentabilidade (AOS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

NHL Stenden University of Applied Sciences adopted the innovative educational concept design-based education (DBE) in 2018. The Hotel Management School is one of the programmes that introduced a DBE curriculum. It is important to explore to what extent DBE is successfully implemented and to monitor the long-term impact of DBE on students, lecturers and the industry. The purpose of the current article is to position a longitudinal research journey in which stakeholders' personal and social experiences and perceptions are the starting point for the research focus. Using educational design research, the current research aims to contribute to the four intended impact areas: knowledge, personal development, system development and product development. [ABSTRACT FROM AUTHOR]

The study of the history of primary education in Azerbaijan expands the boundaries of pedagogical thinking. The re-introduction of the progressive aspects of the historical and pedagogical heritage of the 20th century into scientific circles plays an important role in the formation of modern educational culture. Historical and pedagogical heritage is a source of renewal of pedagogical knowledge, acquisition of qualitatively new content, as well as its sustainability. It is important to study the history of primary education, as it helps to solve two problems that are closely related to each other. Firstly, what happened when one first examined the historical pedagogical heritage? How did it happen? Why did it happen and what was the result? What was the significance of what happened during that period and further development? Secondly, by referring to the historical pedagogical heritage, it is possible to understand the theory and practice of today's education, the problems of modern pedagogical thinking and worldview. The article examines and compares the role of tradition and innovation in the development of the theory of primary education in Azerbaijan in the 1920s. For this purpose, the article analyzes the educational technologies used in that period, general scientific approaches, curricula and content of textbooks prepared for primary schools, and quality criteria in teacher training. It is argued that this period was politically complex, economically difficult, characterized by a general decline in the common cultural and educational level of the population, but was interesting in terms of the building of a new society and a new state. Reforms in the field of education in Russia were repeated in Azerbaijan. Although experiments in the field of education were aimed at raising the cultural level of society, eliminating illiteracy, establishing new approaches to education, innovations (application of "complex" approach, use of active learning methods, application of project method, etc.), they did not improve the quality of education. The introduction of innovations sometimes led to the denial and oblivion of traditions. The new teaching methods applied in Azerbaijani schools without any expertise, as they were brought from European and American schools, created serious problems in the formation of education because the new technology denied the tradition. The class-lesson system with strict regulations, exhaustive structure and function, and rich traditions were replaced by the laboratory-brigade method. The results of incorrect experiments became a serious obstacle to the development of education. For this reason, in the early 1930s, official government decisions banned experiments that hindered the development of education.

Over the past two decades, scholars developed various unmanned sailboat platforms, but most of them have specialized designs and controllers. Whereas these robotic sailboats have good performance with open-source designs, it is actually hard for interested researchers or fans to follow and make their own sailboats with these open-source designs. Thus, in this paper, a generic and flexible unmanned sailboat platform with easy access to the hardware and software architectures is designed and tested. The commonly used 1-m class RC racing sailboat was employed to install Pixhawk V2.4.8, Arduino Mega 2,560, GPS module M8N, custom-designed wind direction sensor, and wireless 433 Mhz telegram. The widely used open-source hardware modules were selected to keep reliable and low-cost hardware setup to emphasize the generality and feasibility of the unmanned sailboat platform. In software architecture, the Pixhawk V2.4.8 provided reliable states’ feedback. The Arduino Mega 2,560 received estimated states from Pixhawk V2.4.8 and the wind vane sensor, and then controlled servo actuators of rudder and sail using simplified algorithms. Due to the complexity of introducing robot operating system and its packages, we designed a generic but real-time software architecture just using Arduino Mega 2,560. A suitable line-of-sight guidance strategy and PID-based controllers were used to let the autonomous sailboat sail at user-defined waypoints. Field tests validated the sailing performance in facing WRSC challenges. Results of fleet race, station keeping, and area scanning proved that our design and algorithms could control the 1-m class RC sailboat with acceptable accuracy. The proposed design and algorithms contributed to developing educational, low-cost, micro class autonomous sailboats with accessible, generic, and flexible hardware and software. Besides, our sailboat platform also facilitates readers to develop similar sailboats with more focus on their missions.

Cooperative Project-Based Learning (CPBL) is an instructional approach that enhances students’ motivation to learn cooperatively by investigating a range of tasks related to an authentic project. This study explores the impact of teachers’ age on CPBL implementation when teaching English as a Foreign Language (EFL) and identifies teachers’ perceptions, views, and attitudes regarding this methodology. This research is exploratory in scope, quantitative in design, and correlational-factorial in nature. The quantitative method applied provides the means to determine the correlation between variables and how the implementation of CPBL is determined. To fulfil the aims of this research, questionnaires were distributed to a sample of 84 EFL teachers from primary and secondary schools. The factorial analysis revealed that the age of teachers had a significant impact on CPBL implementation (p < 0.001). Accordingly, younger age groups of 21–30 and 31–40 showed a greater predisposition for the implementation of CPBL than the 41–50 range. Additionally, the results revealed that 36.9% of teachers implement the methodology. Moreover, 79.76% of all responses indicated positive attitudes towards this approach. The findings point to important implications for course designers and for teachers.

The living conditions of the 21st century have created a new paradigm in education systems. An approach that focuses on producing new and different, effective and beneficial products and services is emerging. Education systems must keep up with this change and support policies and practices that encourage innovation. Teachers bring innovative approaches to the education system to the classroom. Therefore, they play a key role in raising innovative and creative generations. This research evaluates how innovation is defined in the Turkish Education System, innovative management in education, policy, program and teacher training and development practices based on teacher perceptions. The research method is based on literature review and the "semi-structured interview" technique. The purposeful sampling method and maximum diversity principle were used in the research. Attention was paid to criteria such as participating in the "Innovation Awards Evaluator Training" of the Ministry of National Education, receiving various awards for their innovative work, and working in different cities and regions. According to the results of the study, a significant portion of the participants defines innovative approaches in education by associating them with systemic integrity. It was emphasized that stable policies are needed to develop innovative approaches in the education system. At the same time, it was stated that the legal basis of the management processes should be arranged in a way that allows innovative approaches. It was emphasized that administrators and teachers should be allowed to take initiative in developing teaching activities based on innovative approaches in the implementation of the curriculum. [ABSTRACT FROM AUTHOR]

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

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

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

Abstract Background Preparing today’s undergraduate students from science, technology, engineering, and math (STEM) and related health professions to solve wide-sweeping healthcare challenges is critical. Moreover, it is imperative that educators help students develop the capabilities needed to meet those challenges, including problem solving, collaboration, and an ability to work with rapidly evolving technologies. We piloted a multidisciplinary education (ME) course aimed at filling this gap, and subsequently assessed whether or not students identified achieving the course objectives. In the course, undergraduate students from engineering, pre-nursing (students not yet admitted to the nursing program), and pre-professional health (e.g., pre-med and pre-physician’s assistant) were grouped based on their diversity of background, major, and StrengthsFinder® proficiencies in a MakerSpace to create tangible solutions to health-related problems facing the community. We then used qualitative content analysis to assess the research question: what is the impact of undergraduate multidisciplinary education offered in a MakerSpace on student attitudes towards and perceptions of skills required in their own as well as others occupations? Results We discovered these students were able to identify and learn capabilities that will be critical in their future work. For example, students appreciated the challenging problems they encountered and the ability to meet demands using cutting-edge technologies including 3D printers. Moreover, they learned the value of working in a multidisciplinary group. We expected some of these findings, such as an increased ability to work in teams. However, some themes were unexpected, including students explicitly appreciating the method of teaching that focused on experiential student learning through faculty mentoring. Conclusions These findings can be used to guide additional research. Moreover, offering a variety of these courses is a necessary step to prepare students for the current and future workforce. Finally, these classes should include a focus on intentional team creation with the goal of allowing students to solve challenging real-world problems through ethical reasoning and collaboration.

Aim. The aim is to identify a complex of objective and subjective factors which generate a special state of individual consciousness, a social ground for manifestations of terrorism. Materials and methodology. In order to solve the problems posed in the study, a set of general scientific and psychological methods was used. The method of theoretical analysis and synthesis was used in the study of scientific publications and the development of the concept of research. The methods of empirical research (questioning, interviews, observation, etc.) were used in order to obtain the most complete volume of knowledge about the investigated object. For the analysis of the empirical data of sociological surveys, were used statistical methods as the sampling method, the method of analyzing statistical series and the method of constructing a diagram. Results. The analysis of objective information and subjective assessments of monitoring public opinion shows that certain groups of Dagestanis use religion exclusively to achieve their own selfish goals, one of which is spreading their influence in the republic. Studying the problems of mechanisms of development and management of integration processes in the implementation of the innovative educational systems allows creating a favorable environment for the education of tolerance among young people. Awareness of the current social situation which determines the specificity of the development of Dagestanis' self-awareness under the influence of the ideas of radical Islam has conditioned the topic of the proposed study. Conclusion. The findings obtained can be recommended for use as preventive measures in schools as well as in secondary special and higher educational institutions. It is necessary to hold meetings, round tables, seminars, conferences and symposiums together with the leading political scientists, sociologists, political psychologists, representatives of various confessions to discuss the true goals and objectives of information and the activities of aggressive religious movements.

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

Engineering Training Centers (ETCs) should promote the cooperative development of engineering training and innovation practice for new engineering construction and training talents who wi11 lead the future engineering demand. This paper takes the ETC, Huazhong University of Science and Technology as an example, points out that ETCs should improve the quality of teaching and service. Thus, ETCs constructs three levels of engineering training curriculum system such as engineering cognition, engineering training and engineering exploration. ETCs renews teaching contents, upgrades practical facilities, reforms teaching methods and perfects teaching team. ETCs also implements the “5A” project, including a makerspace, a set of services, a course, a certificate, and a database. Overall, ETCs should become more innovative, more open, more modern, and build up the first-class teaching support platforms. [ABSTRACT FROM AUTHOR]

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

The experience in elaborating the forestall university strategy and the assessment of its role in the development of innovative educational programs is under consideration. It is outlined that the substantial amount of resources and effort needed for implementation of such innovative programs require thorough selection of priorities in development accepted by the university community. The authors single outthe important role of project management in integration with university partners.

The paper suggests shifts in educational thinking about adult and continuing education practices including: goal setting, nature of the learner, character of education, and its elements including the sources in the educational process, evaluation of its outcomes, and social (micro-social) role of education. The author explores innovative vs. conventional adult learning, and introduces several new approaches to adult education. Several conceptual challenges (paradoxes) are considered that do not fit the traditional educationalist’s thinking. The conceptual shifts are explored as cognitive gaps, leading to insights about the nature of adult education, and pragmatic changes in shaping education to transform individual and collective experience.

The aim of the article is to reveal the essence of the educational coworking as a fundamentally new form of organization of teacher’s innovative activity and relevant meaningful-activity technology of its exploration and practical implementation in the conditions of additional professional education (АPE). Methods. From the standpoint of anthropological project-transforming paradigm and reflective-positional approach the mission, content, structure and shape of the АPE, focused on the project-network and scientific-service support of innovative development of educational institutions and the formation of a new professional position of the teacher are disclosed. Based on the comparative analysis of mechanisms of coworking in economics, sociology and business education key characteristics of a model of educational co-working space are highlighted. The method of conceptual modeling of educational polypositional space of co-organization of the АPE subjects is applied. Results. The methodological framework of educational coworking is proposed and described including the problem area, realized in the project – analytical sessions; information area, based on today’s knowledge-management technologies; the project – constructor area, where the project – network nodes format is implemented to work with al-ready initiated projects and the launch of new projects; organizational area where the cultivation is carried out a viable community of implementers of innovative projects; and the main unit – media-hub – concentration and distribution center in terms of growth time, personal resources, to ensure the movement of students on individual trajectories. Scientific novelty. Essential characteristics of the educational coworking, based on its understanding as a new organizational format that integrates professional training of the teacher in accordance with the social order and its professional development in terms of individual needs and capabilities are revealed. Practical significance. The educational model of coworking has a high potential in terms of growing new functional teaching positions in APE, transformation of pedagogical activity as a whole through the embedding of the activity standards in the practice of education.

Current century is well advanced and named as the communications century. Nevertheless, many companies and educational institutions have not yet arrived there; teaching materials and teaching methods often have the status of the 90s. International communications are now becoming increasingly important and are changing faster. It means that modern education must keep pace with the time, with new and innovative ways to share experiences as well as the improvement of skills in a rapidly changing global and modern scientific world. Innovative development takes place simultaneously at all levels, not limited to any issues, trends or activities. Stagnation means regression, so we do not want to stand on a reached level with our projects, we try to show new perspectives in order to find new and perhaps unusual ways. Modern education and training needs new methods and modern forms, which must be adjusted promptly according to the global communications and life-style. In our article we present our project, which is oriented at a high level of scientific researches and at the same time gaining practical experience, adapted to innovative modern markets.

The purpose of the research was to denote a way to solve the problem of education mana-gement ΄s insufficient efficiency considered from the point of view of education opportunities to influence on the formation of mechanisms for sustainable development of society as a whole and its educational component. The concept «project-resource management of innovation in education» regarded on the basis of the anthropological project-transforming paradigm. Conceptually-categorical context presented by conceptual cluster composed of coordinated concepts «project», «resource», «educational reality», «organizational-resource potential», «project commonality». In the theoretical part of the study on the basis of analysis of the normative and exploratory approaches to educational innovations organization and management it was established the search approach ΄s leading role in the methodological substantiation of project-resource management. The study have indicated that in the presence of variable models of innovation management in education, corresponding to various predictive models of continuing education post-industrial society, project-resource management is an universal mechanism for the transition from separate innovation΄s precedents to the an authentic reality of innovative education. In the technological part of the study the main concern was to submit the project-resource management by the management goal’s system, each of which includes the specific management actions, projected results and the organizational forms. The project-resource management ΄s professional – activity context of the study showed evolution of managerial positions: an effective performer – an effective leader – strategist, implemented during the transition from directly directive management to the project management and further to the project-resource management. Based on the findings identified the key factors of initiatively-problem projects effective implementation, that generate new meanings, education’s values base and constructs adequate them fragments of educational reality.

The paper discusses the controversial theoretical and practical aspects of vocational pedagogical education, its target orientation and distinction from the general pedagogical education. The authors propose the heuristic model of professional educational environment as the methodology basis for fostering the vocational teacher training; the model involves the synergy principle and includes the three coordinate vectors: human subjects of the above environment, continuing vocational education, and professional world. The paper provides the comparative paradigm analysis of traditional and innovative advanced education, and traces the logic of innovative achievements and their implementation in educational practice. The author regards the interdisciplinary education as the main factor improving the effectiveness of innovative education, and suggests the project method as a means for integrating the disciplines and developing the interdisciplinary competence. In conclusion, the author emphasizes the need for updating the vocational pedagogical education by consolidated efforts of scientists and practicing teachers.

This paper summarizes the main arguments within the scientific discussion on the issue of the soft skills in knowledge-based economies. The main purpose of this research is to reflect on the role of Higher Education Institutions in the training of soft skills, as well as to improve the academic curriculum. This subject appears as a consequence of some inadaptability of the graduate students to the working market as referred by employers. This work pretends to draw attention to other teaching-learning methodologies, based on holistic learning and multiple intelligences, where the emotional, social and civic skills are underlined. The starting point is the following question: «which are the distinctive and competitive skills in a knowledge-based society?» and its objectives are: to reflect on intangible dynamic skills, contrasting them to traditional skills, which are mainly based on technical and scientific domains. Therefore, the academic curriculum should be focused on learning to learn and learning to unlearn. According to the literature and the organizations' desires, this is strategic in a based knowledge economy, because learning should be interactive, cognitive, emotive, relational, emotional and evolutionary. Currently, individuals require a skills pack that combines technical-scientific skills with those which support instrumentals, such as social and emotional skills. The latest is the additive with multiplicative properties of professional and social performance and which facilitate the consolidation of both intrapersonal and interpersonal skills. However, as the emotional and social aspects have not been enhanced in higher education curriculum projects, the present study aims to identify frailties in graduate students regarding distinctive skills in a knowledge-based society. The methodological tools of the research are based on the literature review, and on some developed works on the subject. According to this purpose, we pretend to underline the need towards the superior academic curriculum in order to decrease the existing gap between the technical and soft skills and on the other hand to improve the workers' performance. This work also reflects on the skills available on offer at higher education, with the aim to identify relational, social and emotional skills in graduate students. The results of the research can be useful for society in general, because it allows improving values such as attitudes, behaviours, relationships, engagement, ethics, responsibility, performance, among others. [ABSTRACT FROM AUTHOR]

From its practical significance to the practical teaching reform for materials discipline, this paper is intended to build an innovation-type practical teaching system based on the "new engineering", establish the practical teaching norms, optimize the innovative practical teaching contents, reform the practical teaching means and methods, and improve the bases and implementing ways in the practical teaching guarantee system. Thus, the practical teaching becomes a principal channel for the students in materials discipline in their innovative consciousness, engineering quality and the cultivation of engineering practice ability. [ABSTRACT FROM AUTHOR]

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

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

With the continuous development of the information technology, the Internet technology is exerting more prominent influence on the college students' ideological and political education. Finding a way to effectively innovate traditional ideological and political education through advanced technology and measures to adapt to developments in the new era is one of the important issues that need to be solved urgently for the current ideological and political education of college students. This paper, by questionnaires, analyzed the opportunities and challenges brought by Internet technology to college students' ideological and political education. It concludes that Internet technology provides a new educational concept and learning platform for college students' ideological and political education, and promotes the college students' ability improvement. On the other hand, there are also problems such as the lack of personalized teaching and imperfect Internet platform construction for ideological and political education. Therefore, it is necessary to strengthen the innovation of college students' ideological and political education by guiding the digitalization of the ideological and political education resources, transforming educational concepts and methods, and constructing a new platform for ideological and political education. This research is of high practical significance and value with a broad research prospect. [ABSTRACT FROM AUTHOR]

Focusing on the positive result, innovation in education must meet the criteria of novelty; traditional approaches can only maintain the stability of the system, a breakthrough in the future is only possible through innovation, the essential basis of which is novelty. What kind of «novelty» of educational innovation should be inherent in innovation in order to get the desired result? What kind of novelty and in what relation with traditional approaches should education be oriented to be effective? Let us dwell on this in the proposed article. [ABSTRACT FROM AUTHOR]