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Integrating cultural heritage education into digital platforms is crucial for advancing the knowledge-based economy, as it introduces innovative methods for information dissemination and economic growth stimulation. This study investigates the synergy between advanced digital technologies and cultural heritage principles, focusing on developing an interactive platform for the Xiannong Altar in China. Utilizing the Applied Games Engagement Model (AGEM), the project created an interactive instructional program on traditional agricultural culture, transforming static cultural resources into dynamic knowledge. We conducted a between-subjects user study involving 100 participants. The findings demonstrate that the platform significantly enhanced participants' understanding of cultural heritage and farming practices, positively influencing their perceptions. This study underscores the potential of digital technology to foster sustainable behaviors and effectively convey information, establishing it as a powerful educational tool for transformative learning. By illustrating how digitizing cultural material can drive innovation and create commercial value, this research contributes valuable insights for governments, cultural organizations, and entrepreneurs to leverage digital advancements to improve accessibility, engagement, and economic opportunities in the cultural and creative industries. Furthermore, it highlights the role of digital transformation in cultural heritage education as a catalyst for innovation and value generation within the knowledge-based economy. [ABSTRACT FROM AUTHOR]

Authentic music contributes to the revival of cultural traditions, which requires the selection of the most favourable approaches to its reproduction. The aim of the work is to determine the effectiveness of authentic performance methods for the development of musical interpretation in music students. The research employed the following methods: observation, efficiency ratio, sampling ratio, and correlation index. The authors developed teaching methods that involved working with an authentic musical repertoire, developing the performance technique of music students. It was also planned to build the skills of performing authentic melodies with the use of various musical instruments. Digital applications Music Theory Companion, goodEar Pro were also used for training. The original performance of European authentic melodies was achieved at the highest level (7.5), which is related to the observance of the sequence of sounds. Achieving a higher level of performance of authentic Ukrainian melodies is associated with the creation of own variations (8.0), which contributed to emotional performance. It was established that the musical process had an impact on the of students' musical thinking, independence skills, musical and rhythmic skills, understanding of cultural values, and development of intonation. Personal (0.93) and professional (0.90) skills were also developed during the educational process. The practical significance of the research is the identified most favourable approaches to the authentic reproduction of melodies. Research prospects may involve studying the quality of authentic melodies as a result of using different musical instruments. [ABSTRACT FROM AUTHOR]

This article examines key aspects of training future teachers, focusing on the challenges of digitalizing education, the integration of digital competence, and pedagogical teaching methods. The study's article selection aimed to provide comprehensive coverage, utilizing the Web of Science database through a university library system. Keywords like «education,» «innovation,» and «digital competence» were used to find relevant research across various fields. The article's relevance stems from modern society's demand for well-qualified specialists in general education institutions. Future teachers must not only acquire vast knowledge but also apply it effectively in real-world scenarios. The curriculum for the 6B01505 «Biology Teacher Training» program, including the «Methods of Teaching Biology» course, is designed to incorporate new technologies and teaching methods that engage students and enhance their competencies. To support digital education, the MOODLE platform is used for developing materials such as presentations and video lectures, which align with the course objectives. Additionally, the article explores the role of educational platforms in facilitating effective lesson management and evaluates their services and impact on student learning. [ABSTRACT FROM AUTHOR]

This study analyzes the impact of interactive technologies on the motivation and engagement of university students in online courses. Through a systematic literature review and a comparative analysis of existing technologies, 64 articles published between 2020 and 2024 were examined. The results reveal a significant increase in student motivation (23%) and knowledge retention (31%) with the use of these tools. Augmented reality stands out with a mean effect size of 0.67 on academic performance. The bibliometric analysis shows a concentration of research in countries such as Spain, Colombia and China, suggesting the need for more diverse studies. Challenges such as the digital divide and lack of teacher training were identified, with 42% of teachers reporting difficulties in implementation. The findings underline the transformative potential of interactive technologies in online higher education, but emphasize the importance of a holistic approach that considers technical, pedagogical and socioeconomic aspects. It is recommended to invest in teacher professional development, promote equitable access policies and encourage research in diverse educational contexts to maximize the benefits of these technologies. [ABSTRACT FROM AUTHOR]

When discussing the Education 4.0 concept and the role of technology-based learning systems along with creativity, it is interesting to explore how these are reflected as educational innovations in the case of design education. This study aims to provide an overview of interactive technologies used in product design education and examine their integration into the learning process. A literature search was conducted, analyzing scientific papers to review relevant articles. The findings highlight several categories of technologies utilized in design education, including virtual and augmented reality, robotics, interactive embedded systems, immersive technologies, and computational intelligence systems. These technologies are primarily integrated as supportive tools throughout different stages of the design process within learning environments. This study suggests that integrating such technologies alongside pedagogical methods positively impacts education, offering numerous opportunities for further research and innovation. In conclusion, this review contributes to ongoing research in technological advancements and innovations in design education, offering insights into the diverse applications of interactive technologies in enhancing learning environments. [ABSTRACT FROM AUTHOR]

In the period of globalisation, special attention is paid to the spiritual crisis and the loss of traditional values, emphasising the need to search for global unifying values. The article aims to study the influence of technological progress on human identity and society as a whole. The authors define the terms "human identity", "technologisation", and "technological progress". They describe the main directions of technologisation's influence on the individual and their self-awareness of identity and outline the concept of sustainable development aimed at preventing destructive conflicts. They analyse the value-normative foundations of modern society in the context of globalisation and explore the main principles of sustainable development that have gained general recognition, including direct ethical requirements present in the ecological imperative of humanity's responsibility for the planet's fate. Based on the analysis of existing data, the article identifies several vectors of technological impact, such as the implementation of technical means into the structure of identity, psychological experiences of loss of self-identity and privacy, changes in the objects and rules of identification, and the transformation of identification processes. In modern society, technologies are becoming "psycho-technologies", influencing mental processes and human relationships, causing changes in the structure of human identity and identification processes under the influence of technological progress. It is established that the main factors of technological progress affecting personal identity include the loss of self-identity and privacy, the modification of identification processes, the change in objects and rules of identification, the integration of technical means into the structure of self-identity. [ABSTRACT FROM AUTHOR]

Ukraine is on the path of intensive development of information technologies and digitization in all spheres of society. The impact of the COVID-19 pandemic and the war in Ukraine further accelerated the digital transformation process of all industries, especially the media. The development of digital technologies is significantly changing the ways of production, distribution and consumption of media content in the conditions of the modern market environment. Ukrainian corporate media must adapt to these changes to remain competitive and effective. These processes open up new opportunities for corporations in marketing, communications and customer engagement. Successful digitization of corporate media should be based on providing access to relevant information resources, increasing employee interaction and reducing communication barriers. One of the main problems of introducing digital technologies in corporate media is the lack of a clear vision of the goals on the part of the participants in the process and the coordination of the plan of activities. A comprehensive analysis of successful cases and the development of a generalized strategy for implementing digital technologies allows for formulating a theoretical basis for the digital transformation of corporate media, which requires considerable effort and is a strategic choice for modern business. In most cases, this process involves restructuring business operations and rethinking how to work with customers according to time requirements and the constantly changing market situation. The main goal is to outline the ways of adapting Ukrainian corporate media to the digital era and analyze the challenges that arise in connection with the development of new technologies, developing a recommendation on the effective digitalization of corporate media that will contribute to the improvement of communication strategies and the image of the corporation. The article aims to analyze the current state of Ukrainian corporate media and show how digitalization provokes important changes in corporate strategy, marketing and public relations. This includes the analysis of modern technological and innovative trends in the media field, the analysis of strategies for implementing digital technologies and the development of recommendations for the digital transformation of domestic corporate media.

The article reflects on the use of digital immersive technologies on the judicial space as long as bodies, objects and scenarios of crimes can be created/recreated, digitized and incorporated into oral audiences as proof of massacres or genocides. From the description of the use of interactive digital devices that recreate extermination centers of the Argentine dictatorship in audiences for crimes against humanity, I will question the relationship between technological resources and the production policies of truth and plausibility that enables them to participate in the judicial stage. Taking social sciences as a starting point, it is expected to show the productivity and potential of these technological resources in the field of criminal persecution, contributing to the work of jurists and justice system operators.

This systematic review investigates the integration of interactive technologies in online teacher education across Africa from 2014 to 2024. The study aims to identify the types of interactive technologies employed, the leading countries in regard to their adoption, and the outcomes of their usage on teacher training programs. Despite significant advancements, particularly in countries like Kenya and South Africa, the effectiveness of these technologies varies widely due to infrastructural, socio-economic, and policy-related challenges. The findings highlight the critical role of reliable information communication technology (ICT) infrastructure, culturally relevant content, and comprehensive training for educators in optimizing the use of interactive technologies. Additionally, the study emphasizes the need for greater policy coordination and collaboration among African nations to fully leverage these technologies. The review concludes that, while interactive technologies hold substantial potential in terms of transforming teacher education in Africa, sustained efforts are required to overcome the existing barriers and ensure equitable access to quality education across the continent. [ABSTRACT FROM AUTHOR]

This study aimed to comparatively evaluate the quality of experience and satisfaction of tourists using virtual reality (VR) and less immersive technologies. Visitors to the Hainan Provincial Museum in Haikou City were introduced to interactive cultural exhibitions of ethnic heritage. They were then invited to participate in a VR experience of building a boat-shaped house, a traditional construction of the Li ethnic group. Those who agreed to participate formed the intervention group (n = 177), while the rest were the control group (n = 235). All participants were surveyed and measured for the quality of experience, satisfaction, and loyalty. The results of the survey showed that intervention group participants reported significantly higher levels of experiential satisfaction and loyalty intention. At the same time, differences in the quality of experience were not statistically significant overall. [ABSTRACT FROM AUTHOR]

The study aims to identify whether interactive touchscreen images affect children's well-being and motivation in the context of inclusive education. It involved 22 students of the inclusive school. The students were in their 1st grade. The average age of the schoolchildren was 7 years. The survey method was the tool that assessed the significance of interactive touchscreen images in inclusive education. The learning course included two phases. Consequently, during the initial stage of the course, students used physical photographs, while in the subsequent phase, they engaged with interactive visuals. This fact suggests that the first phase was a typical activity for students, and the second phase with interactive images was a new and unexplored phenomenon, which drove engagement and interest. In addition, in the first phase, the well-being of schoolchildren was limited by M – 4.25. However, in the second phase of the course, the indicator increased to M − 4.68. Hence, it can be deduced that the incorporation of interactive pictures elevated students' motivation to learn and fostered effective communication within the group. The practical significance of the article is that this study describes the impact of interactive technologies on the motivation and well-being of students in inclusive school education. Further studies should address this topic in the context of higher education. Additional studies may use a longer time and a larger sample number, as well as take into account the gender of the participants in the experiment. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to prove the effectiveness of using interactive elements in problem-based learning (PBL) for medical students. The simultaneous use of interactivity and a problem-solving approach makes it possible to improve the pedagogy of distance learning and improve the training of medical specialties. In the study, 120 medical students of 4-5 university courses were enrolled and were divided into 3 groups, a control group and two experimental ones, who received intervention one in the form of PBL, the second, PBL, and also interactive elements in blended learning. Participants in the groups were randomly selected but with an equal representation of men and women aged 21 to 23 years. The results were measured using the university 12-point system and the presence of statistically significant differences was established using the student's t-test. It was found that in experimental groups, the results of the post-test of academic achievement were statistically significantly higher than the pre-test. At the same time, the best changes were recorded in the group with PLB and interactive training. There were no statistically significant differences between genders within each group or between groups; however, females performed slightly better on average than males. Practically, the results of the study can be used to improve the academic training of physicians during distance learning and to improve practical problem-solving skills. The current study can be used in further analysis of the PBL of medical students subject to the global integration of digital technologies in educational systems. [ABSTRACT FROM AUTHOR]

The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for crosscultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.

In the article, the author analyzed the pedagogical conditions for the formation of foreign language communicative competences in institutions of professional pre-higher education in the process of teaching students of 121 program subject area - Software Engineering. During the study, a comprehensive approach was used, including a deep analysis of psychological and pedagogical literature: the study of scientific papers, articles and other sources of information on the topic under study. Analytical work with information sources: synthesis and systematization of acquired knowledge, clear formulation of key concepts and aspects of the topic. It has been established that modern employers expect software engineering professionals to have not only deep technical knowledge but also a high level of English language proficiency. This includes the ability to work with English-language technical documentation, communicate effectively in international projects, and write professional documentation in English. This is especially true for professionals studying at institutions of professional pre-higher education. Foreign language training should be aimed at developing the communication competencies necessary to work effectively in an international environment. The author identifies the main pedagogical conditions, in particular, the formation of motivation in future IT specialists to learn foreign languages; systematic use of digital interactive technologies as a means of forming foreign language communicative competences; creation of professionally oriented teaching and methodological support (in particular, workbooks in in English for professional purposes for each semester); readiness of foreign language teachers to use professionally oriented teaching and methodological support. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National 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.)

The relevance of the research is determined by Ukraine's European integration educational development strategy. This outlined concept of progress highlights the importance of increasing speech competence among higher education learners, including those in non-philological specialities. The article aims to analyse the impact of online courses as an innovative tool for forming speech competence in studying linguistic disciplines by learners of non-philological specialities. The research methods used include online diagnostics of speech competence level, experimental research, assessment of result dynamics, and analysis of the effectiveness of interactive online platforms. The research mainly focused on studying the potential of interactive online courses in forming speech competence. It has been proven that using digital educational platforms in educational programmes allows for enforcing the teaching process of linguistic disciplines at a high professional level, stimulating aspects of motivation and effectiveness in forming speech competence. The research determined that implementing innovative approaches in educational programmes allows learners to acquire practical skills through active interaction with various non-standard methods and forms of work. The article demonstrates that innovative methods of teaching linguistic disciplines in educational programmes have the potential to form an effective learning environment, ensuring a significant improvement in the quality of education. [ABSTRACT FROM AUTHOR]

Copyright of Economic Series of the Bulletin of the L.N. Gumilyov ENU is the property of L.N. Gumilyov Eurasian National 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.)

Introduction. The institute of education in modern society is currently in the process of serious transformation associated with the large-scale introduction of high technologies, which is due to a similar process in post-industrial society as a whole. There is a growing understanding of the negative consequences of digitalization of society and education along with the understanding of the objective necessity of such transformation. The article contains an analysis of the negative consequences and problems arising in the course of the spread of digitalization of higher education in Russia. Methodology and sources. The methodology of the research is based on the methods of comparative analysis and extrapolation of transformations of social environment and anthropological factors under the influence of technological progress in the field of higher education. The signs of “high technology poisoning” considered by J. Naisbitt in his book “High Tech – High Touch: Technology and Our Search for Meaning” and the concept of extensive and intensive types of creativity formulated by A.I. Stoletov are a conceptual basis for analyzing the impact of high technology on education. Results and Discussion. Seven symptoms of technological poisoning in higher education, representing the main risks of the modern educational system, their manifestations in the educational process and prospects in case the existing trend persists, have been considered. One of the sources of manifestation of these symptoms is the extensive character of creativity inherent in scientific and technological activity of the society, which stakes on innovative development and mastering of material aspects of nature. The technogenic character of the emerging innovation process levels out the activities associated with the intensive type of creativity, aimed at the meaning-creating and existential aspects of human existence. Conclusion. Minimization of negative consequences presupposes the strengthening of the humanitarian component in education, allowing to form a culture of “pause of contemplation” (Grigory Pomerantz), in which technology will acquire, as it was suggested by J. Naisbitt himself, a fullness of meaning that goes beyond instrumental values into the realm of ethical and existential ones.

This study analyzes the impact of interactive technologies on the motivation and engagement of university students in online courses. Through a systematic literature review and a comparative analysis of existing technologies, 64 articles published between 2020 and 2024 were examined. The results reveal a significant increase in student motivation (23%) and knowledge retention (31%) with the use of these tools. Augmented reality stands out with a mean effect size of 0.67 on academic performance. The bibliometric analysis shows a concentration of research in countries such as Spain, Colombia and China, suggesting the need for more diverse studies. Challenges such as the digital divide and lack of teacher training were identified, with 42% of teachers reporting difficulties in implementation. The findings underline the transformative potential of interactive technologies in online higher education, but emphasize the importance of a holistic approach that considers technical, pedagogical and socioeconomic aspects. It is recommended to invest in teacher professional development, promote equitable access policies and encourage research in diverse educational contexts to maximize the benefits of these technologies.

When discussing the Education 4.0 concept and the role of technology-based learning systems along with creativity, it is interesting to explore how these are reflected as educational innovations in the case of design education. This study aims to provide an overview of interactive technologies used in product design education and examine their integration into the learning process. A literature search was conducted, analyzing scientific papers to review relevant articles. The findings highlight several categories of technologies utilized in design education, including virtual and augmented reality, robotics, interactive embedded systems, immersive technologies, and computational intelligence systems. These technologies are primarily integrated as supportive tools throughout different stages of the design process within learning environments. This study suggests that integrating such technologies alongside pedagogical methods positively impacts education, offering numerous opportunities for further research and innovation. In conclusion, this review contributes to ongoing research in technological advancements and innovations in design education, offering insights into the diverse applications of interactive technologies in enhancing learning environments.

The development of education directly refers to the improvement of digital technologies that contribute to new opportunities in the learning process. Based on this, the primary purpose is to examine the features of divergent thinking formation influenced by distance learning. This was accomplished using polling methods. They defined the learning format that had previously been used to teach students. The results suggested that 52% of students took a traditional learning approach since non-standard approaches to the material presentation were not previously included in the educational process. Only 12% of students studied using enhanced teaching methods due to techniques and modern technologies. The author created distance learning approaches to study Chinese culture. After four months of training, it was found that 29% of students preferred an unconventional approach because they were able to form creative thinking using interactive technologies. Combining theoretical and practical material allowed for the development of elaboration skills in 27% of students, since it was possible to apply theoretical material to develop practical skills. The learning results revealed that 91% of students earned high marks in the study of Chinese culture, with an average score of 0.83. This was due to the possibility of using creative thinking to solve the tasks. The article holds significant scientific value for researchers actively involved in the development of methodologies concerning the distance learning format. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National 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.)

Beliefs play a prominent role in consumer attitudes toward technology. Hence, the interplay between affective and cognitive perceptions results in approach or avoidance behaviours. This study examines how phygital interactive in‐store technologies are perceived in the specific context of luxury retail by providing a holistic picture of the characteristics consumers link to technological applications. Employing correspondence analysis, we highlight the contribution of the affective and cognitive dimensions of beliefs to technology evaluation, both in positive and negative terms. By differentiating between respondents who had already tried the technology and those who had not, the findings reveal how negative bias, derived from a lack of experience, results in negative evaluations; while previous usage of the technology positively impacts technology assessment. The results provide an outline of a valuable customer in‐store experience enriched by phygital devices, showing how technology's distinct features attract consumers, and how these perceptions can be leveraged by the retailer to enhance the retail experience. [ABSTRACT FROM AUTHOR]

This systematic review investigates the integration of interactive technologies in online teacher education across Africa from 2014 to 2024. The study aims to identify the types of interactive technologies employed, the leading countries in regard to their adoption, and the outcomes of their usage on teacher training programs. Despite significant advancements, particularly in countries like Kenya and South Africa, the effectiveness of these technologies varies widely due to infrastructural, socio-economic, and policy-related challenges. The findings highlight the critical role of reliable information communication technology (ICT) infrastructure, culturally relevant content, and comprehensive training for educators in optimizing the use of interactive technologies. Additionally, the study emphasizes the need for greater policy coordination and collaboration among African nations to fully leverage these technologies. The review concludes that, while interactive technologies hold substantial potential in terms of transforming teacher education in Africa, sustained efforts are required to overcome the existing barriers and ensure equitable access to quality education across the continent.

The essence of the use of interactive technologies for the formation of a culture of professional communication among students is considered. The main classifications of types of interpersonal interaction are named. Two main types of interpersonal interaction are distinguished. In the field of education, methods and forms of teaching are divided into non-traditional and traditional. The task of teachers of higher education institutions is to choose such teaching methods and forms of education that would allow each student of education to show creativity and activity. That is, along with traditional methods and forms of education, there are specific ones that are discussed in the article. Despite the fact that interactive technologies require a significant amount of time for the training of both the student and the teacher, the result of such classes becomes an incentive for further work with these innovative teaching methods. The advantages of interactive technologies in comparison with traditional methods of the educational process are determined. The rules that, when observed, remove the manifestation of stiffness in communication, establish harmonious relationships between people, and create an attractive image for the interlocutor are analyzed. The main principles of interactive technologies are highlighted. Forms of formation in the educational process of an innovative higher school are shown. [ABSTRACT FROM AUTHOR]

The article considers the possibilities and practical importance of using interactive technologies in the system of university training for the effective implementation of the competency-based approach in vocational education. The concept of “interactive” is interpreted, which in the educational process means the dialogism of a teacher and students. On the basis of the epistemological method and the systematic approach, the positive qualities of interactive lecture forms are shown, as they facilitate material learning, and there is also a more effective consolidation of the acquired knowledge with the possibility of its independent application. The beneficial effect of the interactive forms of education on overcoming the communication deficit inherent in the modern information society is noted. It is shown that the traditional form of knowledge transfer “from top to bottom” is less effective compared to the “horizontal” dissemination of educational information in connection with the new qualities of a personality structure of modern students who have clip thinking, and are not accustomed to the perception and written fixation of long texts. Recommendations are given on the use of interactive technologies that contribute to the implementation of the dialogical approach in the learning process. It is concluded that interactive technologies in the process of university training are one of the conditions for students to manifest their subjective activity, and also act as one of the important means of increasing the effectiveness of the learning process.

The problem of finding effective methods of teaching foreign languages, focused on quick and easy assimilation of language material, its activation in the process of communication in various life situations, is the subject of numerous pedagogical discourse. A modern teacher is a mentor of the educational process, and is able to use a wide methodological and technological pedagogical toolkit. Among the most important problems of modern linguodidactics is the weak motivation of students to learn a foreign language in the absence of a linguistic environment. Therefore, the main task of organizing the educational process in teaching a foreign language is to develop students’ interest in the language. The article focuses on the authors’ practical experience on the use of theater technologies in additional language education and presents a tested foreign language teaching program. The research problem: what is the role of theatrical activities in teaching English? The purpose of the research is to substantiate the potential of theatrical activity in teaching English. The research methods used are observation, generalization, analysis. The research results: the influence of the means of theatrical activity on the process of teaching English to schoolchildren has been described; the understanding of theatricalization as an interactive educational technology in the English classroom has been presented; the experience of using elements of theater in extracurricular activities for the study of the English language have been described; the arguments of theatrical activity as an effective means of teaching a foreign language have been substantiated. Key findings: the means of theatrical activity include the following theatrical techniques: role-play when reading foreign texts, a theatrical story about a character / historical personality, a scene, sketches, games, etc. Theatrical technologies complement the traditional form of the classroom, contributing to the development of open dialogical communication, the emotional component, broadening the horizons of students, which makes it possible to expand the range of opportunities for teaching a foreign language.

As interactive technologies become increasingly prevalent in personal living spaces, understanding users' preferences and interactions with these technologies becomes crucial. This study aims to examine users' preferences for interactive technologies in personal living spaces, specifically focusing on interactive lighting, furniture, and space changes. The findings of this study will inform the design and development of future personalized interactive environments. A diverse group of participants completed a questionnaire assessing their preferences for interactive technologies in different home spaces. The collected data were analyzed using descriptive statistics. The results indicate a growing acceptance of interactive technologies in personal living spaces. Most respondents expressed a preference for interactive color change, followed by interactive furniture. Gender differences in preferences were also evident, with males showing a greater preference for form changes, while females favored interactive furniture. These findings have significant implications for the design of personalized interactive environments. It highlights the importance of considering users' preferences and involving them in the design process to create tailored experiences. This study contributes to the field by emphasizing the importance of researching interactive technologies and their potential applications in people's homes and environments. By providing valuable insights into designing and developing future personalized interactive environments, this research emphasizes the need to meet users' evolving needs and preferences to enhance their overall living experiences. [ABSTRACT FROM AUTHOR]

Flood management and media production planning are both tasks that require timely and sound decision making, as well as effective collaboration between professionals in a team split between remote headquarter operators and in situ actors. This paper presents an extended reality (XR) platform that utilizes interactive and immersive technologies and integrates artificial intelligence (AI) algorithms to support the professionals and the public involved in such incidents and events. The developed XR tools address various specialized end-user needs of different target groups and are fueled by modules that intelligently collect, analyze, and link data from heterogeneous sources while considering user-generated content. This platform was tested in a flood-prone area and in a documentary planning scenario, where it was used to create immersive and interactive experiences. The findings demonstrate that it increases situation awareness and improves the overall performance of the professionals involved. The proposed XR system represents an innovative technological approach for tackling the challenges of flood management and media production, one that also has the potential to be applied in other fields. [ABSTRACT FROM AUTHOR]

From chatbots that simulate human conversation to cleaning robots with anthropomorphic appearance, humanlike designed technologies become increasingly present in our society. A growing strand of research focuses on psychological factors and motivations influencing anthropomorphism, that is, the attribution of human characteristics to non-human agents and objects. For example, studies have shown that feeling lonely can come along with attributing anthropomorphic qualities to objects; others imply that anthropomorphism might influence individuals' social needs in return. Such an interrelation could have great societal impact, if, for example, interacting with humanlike technology would reduce the need for interpersonal interaction. Yet, the interrelation between anthropomorphism and social needs has not been studied systematically and individual as well as situational preconditions of anthropomorphism have not been specified. The present research investigates the interrelation between anthropomorphism and social needs on the example of interacting with a smartphone and highlights possible preconditions by means of two experimental studies using a 2 × 2-between-subjects-design, varying social exclusion and anthropomorphism. Our first study (N = 159) showed an overall positive correlation between the willingness to socialize and perceived anthropomorphism. Our second study (N = 236) highlighted that this relationship is especially pronounced for individuals with a high tendency to anthropomorphize, given that the product supports a humanlike perception through its appearance and design cues. In sum, results support an interrelation between social needs and anthropomorphism but also stress individual and contextual strengthening factors. Limitations, theoretical, and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Technology is developing at a rapid pace, affecting the socioeconomic situation of the planet through innovation and the evolution of applications for easier and faster access to goods and services. The development of new technologies has also affected education. In this paper, the school of the future is presented with regard to emerging or exponential disruptive technologies and the impact of emotional intelligence on those involved in education. The politics of globalization, global perspectives, perceptions, and contemporary social values lead to the education of individuals with accessibility for everyone, from everyone, and from everywhere and at any time in an inclusive world. The school is changing. Research showed that the school of the future reshapes its learning environment to meet the increasing demands of the 21st century which are positively correlated with dynamic, flexible, interactive, creative, and self-directed learning technologies. [ABSTRACT FROM AUTHOR]

The popularisation of an active lifestyle and sports is a hot topic today. The countries activate the interest of the population in physical culture introducing creative training activities in sports. The research highlights that it is important to develop creative thinking in physical education teachers. Thus, the main research goal is to analyse the influence of interactive technologies used to develop creativity among physical education teachers. The researchers use tablet computers with a video communication function for the experiment. All training sessions were conducted on the Zoom conferencing platform. The training took 6 months. The proposed training included power training, yoga, dance and gymnastics. At every third lesson, three respondents developed and presented their training programme for the rest of the group. Torrens creative thinking test was used to assess the results. The comparison of the training dynamics in men and women (P-value = 0.019 and 0.003, respectively (p ≤ 0.05)) proves the effectiveness of the proposed training techniques. It means that this technique is effective for sports activities and can be introduced in educational institutions. The scholars recommend using it in schools, universities and other educational institutions. [ABSTRACT FROM AUTHOR]

Providing inclusive learning at higher school is fulfilled on the basis of using specialized infrastructure, pedagogical practice and pedagogical workers' effective work. An important direction of the study in the academic paper is the analysis of the key principles of forming inclusive learning at higher school using the experience of developed countries and its implementation in pedagogical practice. The issue of ensuring inclusive education is an urgent one for the social policy of any country, as it plays a significant role in ensuring the development of human capital and promoting demographic policy. The purpose of the present academic paper is to analyze the features of organizing inclusive learning at higher school. The state policy for inclusive education formation should include several measures aimed at improving the educational environment, training highly qualified pedagogical workers and a number of tools used during the educational process. The academic paper studies the key principles of organizing inclusive learning and the basis for its further development. Particular attention is paid to the issue of using the means of organizing inclusive education aimed at developing emotional and academic intelligence. The scientific article outlines the basic principles of establishing inclusive education and opportunities for improving the implementation quality. The research results indicate the necessity to improve the state social policy, the introduction of innovative infrastructure and specialized means used to improve the quality of inclusive education. The obtained results can be used for modern higher schools in order to ensure an effective educational process. [ABSTRACT FROM AUTHOR]

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People with ASD show deficits in their emotional intelligence in terms of expression, and recognition of others' emotions, resulting in difficulties in interactive communication and socialization. Social)emotional learning (SEL) can help children with autism develop an awareness of emotions and build social relationships. The development of SE L can be achieved through strategic methods and media such as interactive technologies and especially robots, which appear to be an important educational tool in the education of individuals with ASD. [ABSTRACT FROM AUTHOR]

The article analyzes the relationship between neuropedagogic approaches and the formation of skills of primary school students. Educational technology design potentially introduces another area of expertise and a new set of issues that require the integration of neuroscience, education, and technology concepts and insights. The educational process involves the implementation of a conceptual education system that begins with the child entering the first grade and ends with obtaining a qualification for a person. Therefore, studying involves an educational process, as a result of which certain competencies will be acquired. Thus, education will be effective for a person only when the degree of acquired competencies of the child at school, their value orientations and readiness for education are taken into account. So, in order to introduce effective education, we chose the direction of research on the study, analysis, justification of measures to increase the level of motivation of children to the educational process based on the conclusions of neuropedagogy. For the purpose of the study, the integration method of synthesis of the figurative structure was applied, for analysis on the theory and learning technology. Methods of synthesis in the pedagogical activity of the study can be traced on a number of educational technologies. The results of the study show that in general, neuropedagogic teaching technologies contribute to increasing motivation to learn among primary school children. [ABSTRACT FROM AUTHOR]

The damages of COVID-19 to people's lives have highlighted the need for the usage of technologies to improve health. For this purpose, the identification of available technologies could facilitate the fight against COVID-19. This study aims to explore effective technologies existing in the literature on Interactive Architecture because these technologies are embedded in the daily life of individuals to respond to the real-time needs of people. Therefore, we conducted a scoping review in the Web of Science and Scopus databases, with no time and paper type limitations. The selected papers were categorized based on their content. Also, the guidelines for combating COVID-19 (based on the WHO and the national government tips) were reviewed and categorized. Afterward, the papers that shared the same themes by guidelines were selected to extract the technologies introduced in them. Finally, usage has been proposed for each of the technologies. Also, we examined the effectiveness of the technologies in the proposed sectors by asking about the experts' viewpoints. As result, we found that interactive ventilation, flexible walls, and eHealth technologies could be effective for the promotion of physical health during COVID-19. In that vein, interactive installations (such as interactive furniture) could improve mental health during quarantine by extending the space and providing the opportunity to connect with the outside world. Also, the virtual education environment was the most effective technology for education challenges during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Theoretical concepts of methodological innovations in higher education institutions were comprehensively analyzed in the article. It must be stated that among the whole spectrum of pedagogical technologies, we prefer interactive ones. The implementation of these methods allows to conduct diagnostics and assessment of knowledge acquired by students as well as to conduct control of theoretical concepts of the necessary material, the result of all these must be filling of information gaps between existing and unknown knowledge for students. It must be stated that these technologies are effective both for conducting lectures and practical classes. Dialogic communication between the lecturer and the audience leads to mutual understanding, interaction, joint solution of general but significant tasks for each of the participants. At the same time, during the lecturer's dialogue with future teachers, they learn to think critically, solve complex problems, taking into account the analysis of the circumstances and the information provided. No less important is the formation of alternative approaches, making deliberate decisions, skills of debating with the lecturer or fellow students, taking as a basis their own vision of the problem. Particular attention is paid to contextual learning, which greatly contributes to the optimization of learning. It is primarily based on students' creative and productive thinking, actions and communication, but not exclusively on the processes of perception or memory. Contextual learning is organized in such a way that knowledge, skills and abilities are not transferred as objects of student activity, but as means of solving tasks of professional activity. We found out that interactive technologies and strategy of contextual learning contribute to the consciousness of professional position and self-actualization of the future teacher. These technologies help to level out some "problem areas" of professional training of future teachers, guarantee the achievement of the expected results of the educational process and improvement of the quality of graduates' training. [ABSTRACT FROM AUTHOR]

The organization of the educational process in terms of competence-based approach provided by the Federal state standards of higher education requires the teacher to review the structure, forms of organization of activities, principles of interaction of subjects of the learning process. Interactive technologies that combine problem learning, information and communication technologies, and project methods are becoming promising learning technologies. The use of dialogical methods of communication, a variety of creative activities ofjoint search for the truth in the process of environmental training of students contributes to the formation of environmental-oriented component of competencies.

The relevance of the chosen topic is determined by the increased interest of researchers in the problems of teaching English grammar, including at the initial stage, the need to develop a rational methodology for teaching English grammar using interactive technologies in lower grades that ensures the formation of strong grammar skills. The purpose of this study is to justify theoretically and test the system of grammatical exercises using interactive games in elementary schools. The article considers the classification of games and presents a set of game exercises when teaching grammar on the topic «Past Simple» in elementary school. The main assumption is that if game technologies are used as a form of interactive technology in grammar training, they will contribute to the formation of grammar skills and increase motivation to learn a foreign language in primary school.

Implementing in-store technologies (ISTs) has become a common strategy to enhance the retail experience. As ISTs become increasingly interactive, sophisticated, and present in stores, research would benefit from an updated approach to interactive technologies in the physical retail context and an integrated perspective on their impact on the consumer in-store experience. A systematic review of 125 articles is conducted, leading to a renewed and integrative approach to in-store interactive technologies, structured along with a Person-Object-Situation perspective, based on technology responsiveness and consumer participation, and adapted to physical retail. Three complementary research models are proposed, addressing key issues: the understanding of interactivity and the impact of ISTs on the consumer experience in physical stores, the impact of highly interactive technologies, and the question of forced use of ISTs. Priority research perspectives are discussed and a research agenda is proposed. [ABSTRACT FROM AUTHOR]

The teaching of algebra at the secondary school level has faced a great revolution during the last 50 years. While previously, it was focused on technicisms and pure syntactic rules, the most modern trends recommend using a functional approach to algebra and giving more prominence to conversions among different representation registers than treatments as simplifications and expansions. Nowadays, the daily practice in teaching algebra is still influenced by the traditional approach, and there is a need to offer teachers examples of activities that can give meaning to algebraic computations. This study proposes a set of interactive activities for eighth grade students, with a functional approach to formulas in a geometric context. The goal of the study is to investigate how similar activities can help students to develop multiple approaches to problems, understand algebraic formulas, and discern which main problems they face. The activities were tested with about 300 students, and qualitative and quantitative data were analyzed to answer the research questions.