Search

Storyline animations can be used as immersive academic tools to engage students' learning experiences. Based on Kolb's experiential learning theoretical framework, we produced and pilot-tested a new storyline animation encompassing the Sustainable Development Goals for undergraduate students in a health studies course and utilized student survey responses to gather their feedback. In this paper, we outline the design, implementation, and feedback from students, culminating in five key lessons. First, simplicity should be the goal. Second, segments should be short and accessible. Third, interposed questions, discussion forums, and varying storyline routes improve interactivity. Fourth, relatability, positionality, and empathy enhance learning and immersion. Fifth, supplementary materials can improve learning. Based on these findings, we offer recommendations across the five lessons to help educators overcome challenges and facilitate the implementation of similar pedagogical opportunities in their curricula. [ABSTRACT FROM AUTHOR]

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

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

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. Methods: The study used thematic analysis and a scoping review to investigate the effectiveness of virtual co-teaching in primary and secondary schools, with a focus on new digital technologies and artificial intelligence. Results: The results show that virtual co-teaching supported by the use of artificial intelligence is an effective alternative to traditional teaching methods that increases both the efficiency and flexibility of the learning process. Further research is necessary to show new possibilities and optimize the use of this method in formal education. Discussion: Pupils should be divided into smaller groups, respecting their individual needs, abilities, and speed of learning. Artificial Intelligence assistants should be involved to support teachers and pupils. Limitations: Experiments should be implemented in other subjects in primary and secondary schools. Conclusions: Virtual co-teaching has a strong potential to contribute to future innovations in education, especially when combined with artificial intelligence to enable more personalized learning. It extends the pedagogical space with a virtual component – a virtual teacher or subject matter expert. [ABSTRACT FROM AUTHOR]

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

Copyright of Scientific Research / Elmi Tədqiqat is the property of Azerbaijan Science Center 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.)

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

With the rapid advancement of information technology, its integration into modern education has become essential, with a focus on enhancing teaching outcomes and the student learning experiences through innovative teaching methods. However, existing studies predominantly suffer from a lack of systematic evaluation indicators and scientific decision models. The selection of evaluation indicators is often subjective, incomplete, and primarily qualitative, lacking quantitative data support. A systematic decision analysis method was proposed in this study to address these issues. This study comprises three components: the construction of an evaluation indicator system for innovative teaching methods in information technology education, a scale analysis based on gray relational degree, and the computational steps for the decision model concerning innovative teaching methods. This study provides scientific bases and practical pathways for the selection of innovative teaching methods in information technology education, aiming to enhance teaching effectiveness and educational quality. [ABSTRACT FROM AUTHOR]

Storyline animations can be used as immersive academic tools to engage students’ learning experiences. Based on Kolb’s experiential learning theoretical framework, we produced and pilot-tested a new storyline animation encompassing the Sustainable Development Goals for undergraduate students in a health studies course and utilized student survey responses to gather their feedback. In this paper, we outline the design, implementation, and feedback from students, culminating in five key lessons. First, simplicity should be the goal. Second, segments should be short and accessible. Third, interposed questions, discussion forums, and varying storyline routes improve interactivity. Fourth, relatability, positionality, and empathy enhance learning and immersion. Fifth, supplementary materials can improve learning. Based on these findings, we offer recommendations across the five lessons to help educators overcome challenges and facilitate the implementation of similar pedagogical opportunities in their curricula.

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

The development of innovative teaching methods and learner engagement is a subject of worldwide interest, and Morocco is no exception. Unlike the traditional method, active learning encourages student involvement, prompting teachers to rethink their methods. Based on a dynamic approach, it favours group work and individual approaches, emphasising interaction and active support from the teacher. The aim of this study is to ensure that the Moroccan university system deploys innovative pedagogies and the training systems proposed to encourage student involvement. In this context, our contribution sets out to present and discuss the results of a survey of students at Hassan II University in Casablanca. The aim is to examine the impact of innovative teaching methods such as the flipped classroom, teamwork and problem-based learning.

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

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

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

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

Innovative teaching methods for students of the specialty 014.15 Secondary Education (Natural Sciences) can be useful because they ensure more effective assimilation and understanding of the material. Innovative teaching methods have numerous advantages for students, which contribute to their active learning and development. The use of innovative teaching methods helps students develop skills and competencies that are essential for successful functioning in today's world. Innovative teaching methods make it possible to create a stimulating and effective learning environment for students, contributing to their development and successful assimilation of knowledge. This article provides useful information about the use of innovative teaching methods for students of the specialty 014.15 Secondary Education (Natural Sciences). It will allow you to familiarize yourself with various practical methods and their advantages, which will contribute to more effective assimilation of knowledge and skills by students. In addition, the article will be useful for teachers who seek to expand their teaching opportunities and create a more engaging and effective learning environment in the field of science and wish to improve the quality of their disciplines. [ABSTRACT FROM AUTHOR]

Objectives: The aim of the article is to discuss selected contemporary areas of safety education and the use of modern technologies. It is important to demonstrate the impact of innovative tools on the effectiveness of activities. Material and methods: The article uses theoretical research methods. Research problems were considered using the method of analysis, comparison and inference. Literature and research reports were analyzed. Educational programs, preventive and prophylactic activities were examined, and available technological tools and ways of using them in educating society about safety were analyzed. In the final part of the article, the research material was synthesized and final conclusions were drawn). Results: The results of the analysis indicate the availability of modern technologies and the possibilities of their implementation in the field of education. Innovation goes hand in hand with creativity and unlimited possibilities of using them to increase the effectiveness of teaching activities. Conclusions: Analysis of contemporary threats means adapting formal and informal education. The priority is to include defense education, terrorist prevention, cybersecurity and the prevention of disinformation. In addition to traditional education, it is important to introduce elements based on the use of modern technology and tools that make the teaching process more enjoyable and therefore more effective.

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

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

This study aimed to comprehensively analyze Language Learning through Music on the academic achievement (AA), creative thinking (CT), and self-esteem (SE) of English as a Foreign Language (EFL) Learners. With the rapid progress of technology, there has been a growing interest in exploring innovative teaching methods that not only enhance learning outcomes but also actively engage students in the language learning process. However, the specific impact of technology-enhanced language learning through music (TELLTM) on these language learning outcomes has received limited attention in previous research. In 2023, a sample of 360 male elementary-level language learners was selected using a multiple-stage cluster sampling (MSCS) technique. The participants' homogeneity was assessed through the Oxford Quick Placement Test (OQPT), administered following a random sampling procedure. Data collection involved the administration of three questionnaires: The academic achievement questionnaire, the self-esteem questionnaire, and the creative thinking questionnaire. The findings of the study analyzed through descriptive and inferential statistics, revealed a significant positive impact of TELLTM on the AA, CT, and SE of EFL learners. These results have important implications for educators, curriculum developers, and policymakers, providing valuable insights into the incorporation of TELLTM into English language instruction. The use of these three questionnaires provided valuable insights into the effectiveness of TELLTM in enhancing various aspects of language learning. These findings underscore the importance of incorporating music into language instruction and offer practical guidance for educators seeking to improve their teaching practices.

Objective: The aim of the study was to assess the current curricular status of content on infection prevention in hospitals during medical education prior to the development of a serious game on infection prevention in hospitals. In addition, the data collected was to be contrasted with the training for a specialist nurse in hygiene and infection prevention (FKHI). Methodology: In an online survey, persons in charge of medical degree programs and continuing education centers for FKHI, SkillsLabs and professional associations in Germany were asked to answer 28 questions on framework conditions, teaching, examinations, and gamification.Results: Data was collected for 22 medical degree programs and 5 FKHI continuing education centers. Due to the low response rate, the data for the FKHI was only analyzed in summary form. On average, 13.5 teaching units (median) are available in medical studies. Six degree programs have a longitudinal curriculum. In 7 of the 22 degree programs, teaching is based on the National Competency-Based Learning Objectives Catalogue (NKLM). Almost all locations teach this content in lectures (n=18) and/or in internships (n=13). Teaching and examinations are most common in the third year of study (n=12). In addition to practical OSCE examinations (n=5), written (n=12) and computer-based (n=8) examinations are used in particular. Gamification is known as a didactic approach to some extent but is not used for teaching infection prevention. Conclusions: Infection prevention in hospitals is given relatively low priority in medical education. Teaching and examinations are based on traditional knowledge-oriented formats, although practical teaching and practical examinations are established at some locations. In contrast to the FKHI, learning objectives currently appear to be less standardized. Further interprofessional development of teaching would be desirable in the future.

Scientific inquiry skills (e.g., observation, critical analysis, hypothesis generation) are the cornerstone of scientific training, yet these skills are seldom taught. Consequently, an inquiry-based course was created at McMaster University, Science of Fictional Characters, that facilitates students to develop scientific inquiry skills. By analysing the feasibility of fictional characters in the real world, students apply and understand concepts in various scientific disciplines (e.g., biology, psychology, physics). This course embeds a variety of active learning strategies to foster the development of skills relevant to the scientific process, including group projects, written reflections, and Socratic discussions and debates. To gather student opinions about the effectiveness of the course, we administered an end-of-term survey, a modified version of the Course Interest Survey (CIS). This self-reported CIS included five subscales: student attention, relevance, confidence, satisfaction, and scientific inquiry skill development. Of the 17 surveys completed, on average the subscales scored above four on a five-point scale. Additionally, we performed a thematic analysis on 15 reflective assignments. Qualitatively, 10 codes were extracted from the student testimonies, which were grouped into four themes: student satisfaction, perceived applicability, course flexibility, and barriers to learning. Both data types revealed that students were engaged with the course and felt they improved their scientific inquiry skills. Our data further suggest the course would benefit from additional foundational scientific content. Nevertheless, the study provides an example of how fiction and an active learning model can create an engaging, skills-based learning environment in a science course.

Teaching - Learning processes are vital in making the students understand better in diverse classroom environments. Few innovative approaches used may ensure that the class work is more interesting and make the students deliver better in order to gain the desired output, at the end of the course. Different aspects of T-L processes are possible to implement in all the courses, leading to any engineering program. With the invention of new technologies, these have got a new dimension, which are not so conventional as earlier. In this work, 'Engineering Thermodynamics' course, which is taught in an undergraduate energy engineering program is considered. Course contains five modules, covering fundamentals of thermodynamics, laws of thermodynamics, entropy, power cycles. fuels and combustion aspects. Different pedagogy approaches suitable according to the modules and the entire syllabus are exemplified and elaborated. Temperature and pressure measurement concepts can be taught efTectively by the teacher by bringing the gauging equipment to the class. Laws can be taught with the help of a software, showing the uniformity of temperature or work done as per the heat input. Entropy can be taught with the practical examples shown in presentation/videos or through demonstration. Teacher can demonstrate an experiment in the lab to identify the performance of the engine, in order to make the students understand the concepts of power cycles. With the help of group tasks (or) case studies on live problems. the environmental aspects can be clearly understood by the students. In the end, grades obtained by the students and course-wise outcome attainment are also plotted for the last four years. Analysis finds the use of innovative pedagogy approaches. while sticking to the conventional teaching methodology, in order to ensure that students achieve the required abilities. Thus the present work uses appropriate pedagogy approaches applicable for a basic engineering course and is very much useful for implementation by the teachers of energy engineering and allied programs. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Modern Science is the property of Alcide De Gasperi University of Euroregional Economy 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 Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education 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.)

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

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

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

The article considers the use of innovative methods of teaching in the form of a business game when studying the discipline «Infectious diseases in children» at the Children’s Infection Diseases Department of the Volgograd State Medical University, which contributes to the formation of professional skills based on knowledge and the development of creative abilities. There are presented methodology for organizing and conducting a business game is presented on the example of a simulation mannequin of a child of the first months of life with clinical symptoms of measles.

The application of multimedia in English reading teaching can stimulate students’ enthusiasm for English learning and improve students’ classroom listening efficiency. This paper focuses on the characteristics and roles of multimedia technology applied to English reading teaching and proposes innovative teaching methods based on multimedia to realize the communication between teachers and students in a multimedia environment, the optimal integration of multimedia and traditional teaching, and the scientific design of multimedia teaching content. The innovative teaching methods were applied to a school, and a semester teaching experiment was conducted for two classes. At the conclusion of the semester, the experimental class scores saw a significant increase from 50.18 to 76.26 on the pre-test. The control class used the traditional teaching mode without any multimedia application, the teaching effect was average, and there was even a regression of students’ reading comprehension ability in some of the examined items, and there was no significant change in the distribution of the intervals. In the experimental class, in the application of multimedia reading comprehension teaching mode, the grades step up and gradually improve, the results of the interval distribution of the high scores of the progress of the section, the end of the period more than 90 points for 12 students. 85% of the experimental class students think that multimedia technology is an important reason for improving their grades. To sum up, multimedia teaching can provide scientific and reasonable course content and teaching arrangements, maximize teaching efficiency, and make significant progress in students’ reading comprehension abilities.

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

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

Background: Medical education in developing country like India is undergoing progressive changes in teaching modalities. Introduction of various new modalities of innovative teachings are considered to fulfil student's needs to make them lifelong learner. Aim and Objectives: To study the learning effectiveness of seven-pronged blended learning model versus traditional teaching in competency-based curriculum. Material and Methods: Entire batch of first year MBBS students participated in the study. The study included 74 participants in Group A, who underwent the seven-pronged blended learning model and 72 participants in Group B, who underwent traditional teaching methods. After the initial phase, groups were crossed over. Learning effectiveness were judged using theory and practical examination. Results: The results showed that the seven-pronged blended learning group had statistically significant higher mean scores for theory as compared to the traditional teaching group. The mean scores obtained for practical examination were similar in both the groups. Conclusion: These findings suggest that incorporating a blended learning approach can be beneficial in improving student's theoretical understanding, but it may not necessarily have a significant impact on their practical skills.

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

The article examines the importance and methods of introducing the principles of scientific research into the educational process of future technology teachers, emphasizing the importance of forming scientific consciousness, developing critical thinking, and the ability to innovatively apply knowledge in practical activities. Modern approaches to the integration of scientific research into the educational process of higher education institutions are analyzed, including the usage of active and interactive teaching methods, and the involvement of students in real research projects that contribute to the development of scientific and research skills. The key role of the implementation of scientific and research principles in the educational process of training future technology teachers is emphasized, and the importance of this aspect for the development of the necessary competencies in a dynamic information and technology environment is emphasized. The role of active and interactive teaching methods in involving students in a deep understanding of scientific concepts and practical application of knowledge is defined. The value of elective disciplines for the development of scientific and research abilities and skills, which determines the preparation of future teachers for independent research work, is clarified. An overview of opportunities for applicants to participate in scientific projects and publish their work is provided, which contributes to professional growth and scientific careers. The need to provide access to modern resources and improve the qualifications of teachers for the effective implementation of scientific and research activities in education is emphasized. A comprehensive approach to reforming curricula and teaching methods is proposed, which is crucial for the formation of highly qualified technology teachers ready for innovative activities and scientific research. Such systematic preparation for scientific research activity will contribute to the formation of future specialists' readiness for innovative, creative, and critical professional activity. A conclusion has made about the need for further development of methods of integration of scientific research activities into educational processes to ensure a high level of training future technology teachers, taking into account the dynamically changing requirements of the modern educational and technological environment. [ABSTRACT FROM AUTHOR]

This article examines the importance of effectively integrating graphic design into computer science education, emphasizing the need for integrative curricula. It is emphasized that such an approach requires taking into account the specifics of both disciplines and contributes to the formation of a comprehensive understanding of the subject, the development of professional competencies, and the training of specialists capable of meeting the requirements of modern society. In the context of the rapid development of digital technologies, the article emphasizes the relevance of the integration of graphic design into IT education. The practical aspects of such integration are considered, including the usage of innovative technical tools, programs, and teaching methods aimed at improving the quality of education. Special attention is paid to project-oriented learning, which allows students to implement practical tasks, developing both graphic and computer skills. Examples are given of how students can be involved in the development of websites, mobile applications, and multimedia projects, using knowledge from both fields. Emphasis is also placed on the importance of software tools such as Adobe Photoshop, and Illustrator for graphic design and programming languages and environments for web development, enabling students to acquire the necessary technical skills for their future careers. Special attention is paid to the role of integration in qualified teacher training capable of working effectively in a high-tech, information-oriented society. Specific examples of courses and projects that demonstrate the implementation of an interdisciplinary approach in education are provided, as well as recommendations for further improvement of educational programs are developed. The analysis emphasizes the potential and importance of integrated teaching of graphic design and informatics for the training of future teachers, aimed at their professional development and improvement of the educational process in general. [ABSTRACT FROM AUTHOR]

Copyright of Psychology & Personality is the property of Poltava V.G. Korolenko National Pedagogical University 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.)

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

Background: Medical education in developing country like India is undergoing progressive changes in teaching modalities. Introduction of various new modalities of innovative teachings are considered to fulfil student's needs to make them lifelong learner. Aim and Objectives: To study the learning effectiveness of seven-pronged blended learning model versus traditional teaching in competency-based curriculum. Material and Methods: Entire batch of first year MBBS students participated in the study. The study included 74 participants in Group A, who underwent the seven-pronged blended learning model and 72 participants in Group B, who underwent traditional teaching methods. After the initial phase, groups were crossed over. Learning effectiveness were judged using theory and practical examination. Results: The results showed that the seven-pronged blended learning group had statistically significant higher mean scores for theory as compared to the traditional teaching group. The mean scores obtained for practical examination were similar in both the groups. Conclusion: These findings suggest that incorporating a blended learning approach can be beneficial in improving student's theoretical understanding, but it may not necessarily have a significant impact on their practical skills. [ABSTRACT FROM AUTHOR]