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The article is devoted to the consideration of the effectiveness of the development of the methodological competence of a foreign language teacher through a business game. The scientific novelty consists in substantiating the need to integrate theoretical knowledge and practical experience of trainees within the framework of primary professional activity. The practical significance of the study is presented in the description of the technology of the business game, the role of the teacher and students. The effectiveness of the use of the business game as a means of professional development is confirmed by the analysis of the results of the study, which testify to the better formation of methodological competence among the students of the control group, the development of the ability for objective analysis and introspection of professional activity.

One of the important tasks of implementing state educational policy is the quality of education, expressed in functional literacy, which also includes the global competencies of students. The paper raises the problem of developing pedagogical tools and conditions that determine the development of global competencies of secondary school students. The aim of the paper is to develop the structure of a business game that determines the development of global competencies of secondary school students, to describe the practical application of the structure of a business game when designing specific business games in the educational practice of a secondary school. The study proposes a new structure of a business game and offers an example of the business game “BRICS Summit”, designed on the basis of this structure. The scientific novelty of the research includes the development of a business game designed on the basis of the integration of scientific approaches: synergetic, activity-based, coaching, the interpenetration of which determined the development of new structural components of a business game focused on the formation of global competencies of students. The theoretical significance of the study was the theoretical principles underlying the structure of the business game, which will contribute to the expansion and enrichment of the theory of design of pedagogical technologies that determine the formation of global competencies of students, and will require the conduct of business games for students in extracurricular activities in the educational process. The practical significance of the study is in practical application of the structure of a business game in the professional activities of a teacher when designing business games as extracurricular activities that determine the formation of global competencies of students. Analysis of business games implementation in an educational organization in extracurricular activities, which determine the formation of students’ global competencies, made it possible to identify the positive dynamics of the development of students’ experience of global thinking and, on this basis, to substantiate the effectiveness of the designed pedagogical tools.

The problems of designing technologies and forms of organization of training for future teachers of extracurricular education institutions are analyzed through the prism of A. Makarenko's pedagogical heritage. The conditions for designing interactive lectures (lecture with planned errors, lecture-dispute, problem lecture), independent work, conferences, and business games are considered. It was concluded that the search for effective technologies and forms of training of future teachers of out-of-school education institutions in the conditions of the master's degree is impossible without referring to the pedagogical heritage of A. Makarenko and the modern requirements of the New Ukrainian School. Among the prospects for further research, the need to clarify the essence of designing technologies, forms, content, methods of training future teachers of extracurricular education institutions is indicated, the solution of which will make it possible to consider in the context of the pedagogical heritage of A. Makarenko the components of the training of teachers of extracurricular education institutions in the conditions of the master's degree, to identify patterns and mechanisms of this process. [ABSTRACT FROM AUTHOR]

Introduction: The negative consequences of climate change are widespread and have a global impact. An industrialized region of Germany must adapt to the effects of climate change and comply with political regulations. Previous studies indicate that economic actors who are not directly affected by climate change approach climate change mitigation and adaptation primarily based on legal requirements and often feel discouraged by the absence of data-based reports. Addressing this challenge, game-based learning emerges as a promising pathway. Methods: To examine game-based learning's applicability and potential for climate adaptation, we developed a business simulation game, simultaneously identifying didactically effective elements for managers who would participate in it. Using expert interviews and focus groups, we conducted a qualitative study with three HR developers from larger companies and nine managers and founders of startups to develop a business simulation game on climate adaptation. Based on the Grounded Theory methodology, theoretical coding was used to analyze the qualitative data. Results: The derived core categories indicate that personnel development in companies is evolving in response to economic changes. Individual resources such as motivation (especially for managers), personnel and time play a crucial role in establishing a business game as an educational offering. The identified game elements can also be used theoretically and practically in the development of other educational games. Discussion: We discussed common human resource development measures in companies and compared them with more innovative approaches such as a simulation game. The study underscores the importance of innovative approaches, such as game-based learning, in fostering climate adaptation efforts among economic actors. By integrating theoretical insights with practical applications, our findings provide valuable guidance for the development of educational games aimed at addressing complex challenges like climate change. Further research and implementation of such approaches are essential for promoting proactive climate adaptation strategies within industrialized regions and beyond. [ABSTRACT FROM AUTHOR]

The article is devoted to the description of the work of teachers of the Russian Language Department of MGIMO on the development of professional competence of foreign students. The authors describe some methods of active learning such as business games and student conferences. Business games allows teachers to solve the following tasks: activation of the studied lexical and grammatical material, the development of new vocabulary, syntactic constructions, norms of communicative behavior; training in the construction of monological speech and dialogue; motivation of students to increase their linguistic and cultural knowledge. Participation in student conferences helps to strengthen motivation for a more in-depth study of the Russian language, increase the level of education of students, proves the need for independent work. The article analyzes the experience of holding business games, conferences and the UN Model in MGIMO.

IntroductionThe negative consequences of climate change are widespread and have a global impact. An industrialized region of Germany must adapt to the effects of climate change and comply with political regulations. Previous studies indicate that economic actors who are not directly affected by climate change approach climate change mitigation and adaptation primarily based on legal requirements and often feel discouraged by the absence of data-based reports. Addressing this challenge, game-based learning emerges as a promising pathway.MethodsTo examine game-based learning’s applicability and potential for climate adaptation, we developed a business simulation game, simultaneously identifying didactically effective elements for managers who would participate in it. Using expert interviews and focus groups, we conducted a qualitative study with three HR developers from larger companies and nine managers and founders of startups to develop a business simulation game on climate adaptation. Based on the Grounded Theory methodology, theoretical coding was used to analyze the qualitative data.ResultsThe derived core categories indicate that personnel development in companies is evolving in response to economic changes. Individual resources such as motivation (especially for managers), personnel and time play a crucial role in establishing a business game as an educational offering. The identified game elements can also be used theoretically and practically in the development of other educational games.DiscussionWe discussed common human resource development measures in companies and compared them with more innovative approaches such as a simulation game. The study underscores the importance of innovative approaches, such as game-based learning, in fostering climate adaptation efforts among economic actors. By integrating theoretical insights with practical applications, our findings provide valuable guidance for the development of educational games aimed at addressing complex challenges like climate change. Further research and implementation of such approaches are essential for promoting proactive climate adaptation strategies within industrialized regions and beyond.

Ukraine's international obligations in the field of energy and environmental security, the need to implement state programs on the energy efficiency increase and municipal energy development plans requires a large number of qualified specialists with relevant professional competencies. Purpose of the study. Improvement of the quality of education of students of energy specialties by using the experience of implementation of active learning methods which develop both professional skills for solving specialized tasks of calculating technical and economic indicators of energy-efficient projects ("hard skills"), and extra-professional competencies ("soft skills") into the educational process of energy management students. Methodology. The study included an analysis of the effectiveness of the implementation of active learning methods and educational role-playing games for the development of professional competencies of students of energy specialties. The creation of professional-oriented educational situations contributes to the formation of communicative and personal competencies of future specialists in the field of energy management and energy audit. The results. Active learning methods have been implemented into the educational process for students of energy specialties, namely: business games, debates, public speeches with the defense of adopted technical decisions, field trips to enterprises with conducting research and scientific-practical seminars. The experience of organizing and conducting a summer school of English language communication for the development of communication competence of master students was obtained. Training of dual education students on the basis of energy-generating and energy-supplying enterprises is organized. Educational role-playing business games have been implemented for energy management students as part of the study of elective disciplines. Scientific novelty. Based on the analysis of active learning methods, the procedure and recommendations for implementation of three business games for energy management students as part of the study of individual educational components, have been formulated. The implementation of which will contribute to higher quality training of students of energy specialties. Practical value. Business games and other methods of active learning were developed, adapted and implemented in the educational process of students of the "Energy Management and Energy-Efficient Technologies" educational programs at the Igor Sikorsky Kyiv Polytechnic Institute. The implemented active learning methods within the framework of two professional educational programs for students of energy specialties of the first (bachelor) and second (master) levels of higher education have positively proven themselves by forming students' extra-professional competencies ("soft skills"). [ABSTRACT FROM AUTHOR]

Introduction to the modern technologies of development of software systems is of great importance in the training of students of programming specialties. When studying them, lectures and seminars are not enough. Reinforcement with their practice is required. But, firstly, it is impossible to organize internships for all students in real firms, and secondly, the goals of the production process differ from the goals of the educational process. That is why two Perm universities (branches of the Higher School of Economics and the State University) use business simulation games and computer simulators (hereinafter referred to as games) in their educational process instead of real practice. After each game, students write a reflection in which they answer a series of questions on the form and content of the game and evaluate its interest and usefulness for acquiring professional knowledge and skills. The article analyzes the reflections of three hundred and fifty students collected over five years and concerning six games. All team games (teams - from two to eight people). Two games are non-computer games, one game consists entirely of working with a computer simulator, three games use computers in separate stages. Some of the games were played remotely. During all five years of observation, the score remained consistently high (around 7.5-8.5 points on a scale from 0 to 10). The effectiveness of game forms is estimated by students higher than traditional lecture and seminar forms. Grades practically do not depend on such factors as the size of the team, the classroom or remote form of the game, the use of a computer program in the game, the gender of the students. Grades are somewhat influenced by the year of study. Grades of students of the 1st year are 17% higher than those of the 3rd year. The reason for this is that third-year students often already have real practical work experience. Therefore, the material presented in the games is not so interesting and useful to them.

The paper describes digital strategies helping to boost the competitiveness of Russian as a foreign language. The authors argue that it is impossible to deny the universal popularity of the English language. Knowledge of English is important to learners of Russian as a foreign language since it functions as a social language facilitating their transition to multilingualism. Thus, to improve the competitiveness of Russian courses, it is beneficial to supplement them with instructions in English and modern online tools with English interfaces. The paper offers two scenarios of in-class activities for beginner and intermediate-to-advanced learners of Russian, featuring key strategies utilized for students from Kazakhstan and the People's Republic of China. The authors argue that the described activities are also useful for students from other countries. The scenarios are included in the common framework of the "Working for a Russian Digital Company" business game and enhance the competitive advantages of Russian studies programs expanding the limits of teaching language and culture in the field of online technologies and Java programming basics. [ABSTRACT FROM AUTHOR]

The article proposes a technology for the formation of professional competencies of future physics teachers, including options for using such interactive teaching methods as: a solution method of experimental creative tasks, an educational discussion, interactive maps, a business game, development and demonstration of physical experiments, designing elements of the educational process, and project activities. Criteria have been developed to determine the level of the formation of professional competencies. The effectiveness of the proposed technology was assessed in trading process with students in the master’s program majoring in Pedagogical education 44.04.01, orientation (profile) «Physical education». The diagnosis of the professional competencies formed proves the effectiveness of the proposed technology. The influence of motivation on the formation of professional competencies is experimentally shown.

The article examines the problem of monitoring the professional competence formation on the basis of integrative and contextual approach. The technology of professional contexts reconstruction in the business game as a means of monitoring competence formation process has been described. The results of componen t analysis of a business game in foreign language environment are enclosed.

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto 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 purpose of the study is to analyze the principles of developing a business game technology as well as to propose a methodology of developing an educational business game design and implementation in English for specific purposes at foreign language classes for medical students. The theoretical concept of business game design and development treats it as an advanced active learning technology compared to “traditional” technologies for formation of communicative and vocational competence of medical students at foreign language classes. The study was conducted at the Pirogov Russian National Research Medical University, Moscow. The pedagogic experiment involved 90 first-year students who entered the university in 2020. Students were proposed a business game "Medical checkup". The experimental research results elicited such positive aspects of application of business game technology as (a) creating an energizing atmosphere in the lesson; (b) consolidation of students’ knowledges after the role-played game activities; (c) preparation for vocational activity. However, the discussion of the study results recapitulation admits that business game cannot replace fully more traditional forms of teaching. The business game is an effective technology for applying the acquired knowledge in the situations occurring in vocational activity of a physician. It allows for the formation of foreign language vocational and communicative competence of students of medical specialties.

Copyright of European Journal of Humanities & Social Sciences is the property of Premier Publishing s.r.o. 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 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 article considers innovative forms of work (business game, syncvein and storytelling) with students of art specialties, introduced in order to deeply analyze the historical role of the personality and work of prominent Ukrainian writer, scientist and teacher Borys Grinchenko. The figurative and stylistic specifics of the artist’s poetry in the context of his epoch are characterized. The romantic essence of his work is determined, in which the features typical for the romantic worldview are organically combined: sensuality, national characteristics and patriotic spirit. The importance of knowledge of Grinchenko’s themes in the formation of national-patriotic worldview of students, the development of their professional, creative, analytical and moral and ethical qualities is noted. Cultural and artistic events in honour of B. Grinchenko in terms of the introduction of these innovative forms. Based on the analysis of these forms, the multilevel nature of students’ understanding of the artistic meaning of the writer’s work, his historical figure, as well as musical works written on the texts of B. Grinchenko was revealed. It is shown that the studied forms optimally combine the cognitive, analytical, musical-performing, psycho-emotional levels of comprehension of this art object. It has been proved that the successful implementation of the business game, syncvein competition and storytelling during the events in honour of B. Grinchenko united students around common national and artistic values, contributed to the discovery of unknown facets of the writer’s artistic heritage, inspired new forms of student creativity.

This study presents the industrial symbiosis (IS) business game developed in the "circular sustainable business development" (CSBD) class at the University of Twente. The game was designed by the instructors to allow students to experience the strategic business dynamics of IS. Spreading knowledge regarding IS dynamics is fundamental for fostering circular business development and equipping students, "the managers of tomorrow," with the skills of circular economic thinking. In this paper, the rules of the IS business game are presented along with the game settings. Further, the results of the gameplay are presented and discussed from a dual perspective, that is, through the theoretical lenses provided by the IS literature and the intended learning outcomes. Overall, we aim to spread this experience and the related results to promote teaching activities focused on IS. [ABSTRACT FROM AUTHOR]

This work presents an innovative business game model, focused on the application and critical analysis of concepts in Production Administration and Quality Management. This game was created for didactical purposes, to meet the specific demands of production engineering students in their first years of university. It is based on the dispute of distinct waste basket manufacturers that use newspaper sheets as a raw material, which are obtained through a fictitious financial contribution. The production process is carried out through successive folding of newspaper sheets by the group members, with a predefined time for the manufacture of final product items. The game comprises several stages, with the presentation of financial results at the end of them, followed by learning points discussion and definition of rules for the next round. This learning strategy is innovative and flexible, as it associates low cost, easy arrangement and rapid execution, essential features for any classroom activity. Students’ opinions towards the suggested activity was assessed and discussed based on the answers collected from a questionnaire conducted for this purpose, with the outcome being good acceptance of the game by the students.

Introduction. It is common knowledge that lives and health of people as well as safe operation of various infrastructures depend on the high level of professionalism of the staff responsible for safety. It fully belongs to the personnel structure of the State Fire-Fighting Service (SFFS) of the Emergency Control Ministry (EMERCOM) of Russia. However, in a technologically developed society, there is a contradiction between the increased requirements to young officers’ competencies and the impossibility to achieve a proper complex of graduates’ characteristics by providing education through only standard traditional techniques, which continue to be prevalent in higher education and ensure optimisation of professional activity in general.The aim of the present publication was to present the developed methodology of game-based learning for training of cadets of educational organisations of higher education of the EMERCOM of Russia. The methodology is designed to develop cadets’ practical skills in the field of rescue operations and firefighting.Methodology and research methods. In the course of the research, the methods of system analysis, synthesis and modelling of professional activity were employed. The research is based on the provisions of the associative-reflex theory, the theory of motivation development and the theory of contextual, modular, problem-based, reflexive and game-based learning.Results and scientific novelty. The interrelated elements of the pedagogical theories and didactic principles, united by a common scientific-methodological objective, allowed the authors to create a methodological tool for gradual formation and consolidation of organisational and administrative competencies of young officers of the State Fire-Fighting Service. The authors considered monitoring indicators of the results of training of graduates of Ivanovo Fire and Rescue Academy in order to develop the methodology, which purposefully addresses the shortcomings and gaps of education of future firefighters’ knowledge and their practical skills.The competitive spirit increases positive dynamics of the educational process and contextual content of business games, built on realistic situations from the field of firefighting and implementation of rescue operations at various socioindustrial, housing and transport infrastructures, attract interest of cadets and stimulate their motivation to improvement of own business qualities. The advantages of the offered methodology are the following: the possibility to design various schemes of practical training through the modular principle of their design; the development in cadets of the skills of team interaction, acquisition of professional experience by them in the process of role performance of duties of chiefs of rescue and fire fighting offices and department guards; the readiness formation to quickly adapt to new circumstances and to cope with non-standard problems in the conditions of limited time; to develop the abilities of critical thinking in young officers, to reflect own activity and to define the directions of professional growth.Practical significance. The proposed methodology demonstrated its effectiveness and practical importance for cadets’ training in the field of rescue and firefighting, as confirmed by, inter alia, the improvement of academic performance in special disciplines. The proposed methodological tool has shown promise in more rational redistribution of teaching time and expansion of the base of practical modules for designing business games for the purpose of development of new relevant professional competencies in students.