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This scoping review aims to consolidate the research that has been conducted on fractional learning challenges, with a particular emphasis on the various student groups, intervention strategies, outcomes, and specific learning problems. The research finds essential research topics and relevant papers and extracts data in order to gain an understanding of the intricate nature of fraction learning. The technique utilized in this study is a five-stage process. The preliminary literature searches produced a total of twenty-three articles, seven of which were chosen for a more in-depth examination. These publications covered a variety of themes, including the effectiveness of manipulatives, strategies for accommodating students who struggle with mathematics, focused training interventions, and instructor guidance. The findings of this research shed light on the myriad of difficulties associated with learning fractions. These difficulties range from basic conceptual and procedural comprehension to unique educational obstacles for a wide variety of student populations, including those with learning disabilities. The study focuses on a variety of intervention tactics, such as accommodations, strategic training, and the utilization of manipulatives, with the objective of enhancing problem-solving abilities, conceptual comprehension, and procedural proficiency in fractions. This all-encompassing examination highlights the ubiquity of misconceptions and the necessity of explicit training. It also highlights the usefulness of direct instruction, strategic education, and problem-solving exercises in improving students' comprehension of fractions. In order to overcome problems in learning fractions and to improve mathematical education, the findings advocate for the continuation of research and the incorporation of effective pedagogical approaches.

Open education fosters accessible and continuous learning by enabling individuals to engage in learning activities anytime and anywhere, through the use of social networking sites. This allows mature, working learners or professionals to construct their knowledge through collective intelligence that is associated with self-directed learning and socio-constructivism. Viewing the use of WhatsApp for ubiquitous learning through an adult education perspective may enable learners to actively engage in collaborative online learning and enhance their understanding through knowledge construction. This is based on the Pedagogy, andragogy, and Heutagogy (PAH) Continuum. The purpose of this study was to explore lecturers' perceptions of the use of WhatsApp for the co-creation of knowledge by learners. Interview data from 15 contingent lecturers using WhatsApp for the co-creation of knowledge among learners in an undergraduate programme shed light on both the advantages and obstacles faced, which might give insights to other lecturers of emerging open education institutions in the developing world where open education is the driving force for liberalizing education. A qualitative interpretive approach was used for data analysis. This study found that WhatsApp remote online collaborative learning bridges the gap between formal and informal learning and enriches the quality of learner-led content that is more contextualised and relevant for the professional growth of learners in open education. It was also found that learners experience emancipatory learning through collaboration and interactivity based on the student-centeredness approach. However, the major challenges were a lack of accountability of learners due to free-riders of the generated knowledge, and their inability to use OERS for self-directed learning and to respect the ethics of online media use. The study strongly recommends a review of the ODL institutional principle of providing one prescribed reading material for each module.

The Covid-19 pandemic has accelerated the adoption of Fourth Industrial Revolution (4IR) practices and the growth of distance education, leading to fast technological advancements in educational institutions worldwide. The implications of this evolution on students in rural areas and their surrounding environments are ambiguous, presenting various obstacles within the educational sphere, particularly concerning rural learning environments. This study investigated the 4IR's potential to bridge digital divides and ensure equitable access to education in rural Zimbabwe, identifying prospects, challenges, and best practices. The research examined the impact of 4IR techniques on the academic performance of rural students using desktop exploration. It also highlighted educational opportunities for rural learning environments and emphasises the importance of localised collaboration. The link between e-learning and rural contexts in education, using secondary data from previous research was also examined. The study identified patterns and trends in implementing 4IR methodologies in education by using the content analysis to systematically scrutinise and interpret a large amount of textual data. The results indicated that student performance was impacted by technical, practical, and psychological impediments, additionally, academic and emotional decline due to remote learning was evident. Moreover, the study revealed that, despite challenges, 4IR methods offer multiple advantages, including enhanced information accessibility, distance learning opportunities, collaborative initiatives, personalised learning experiences, and teacher empowerment. To maximise these opportunities, the research recommended strategies such as infrastructure enhancement, resource accessibility, teacher professional development, curriculum adjustments, and collaborative efforts between public and private entities. Ultimately, the study proposed that rural environments can harness 4IR techniques in order to facilitate the quality of education and provide students with necessary digital skills by overcoming obstacles and taking advantage of opportunities.

Cultural intelligence is of great importance for effective communication between members of different cultures, but also for the possibility of better adaptation to other cultural environments. Ethnocultural empathy is necessary to better understand the emotions and needs of members of other cultures. Ethnocultural empathy also involves the understanding and effectively communicating with individuals from different cultural backgrounds. This study aimed to assess the intercultural competencies of psychology students in terms of cultural intelligence and ethnocultural empathy. The Cultural Intelligence Scale, with 20 items, and the Ethnocultural Empathy Scale, with 30 items, was used for data collection. As such, participants completed questionnaires that included basic socio-demographic questions and questions corresponding to each item on the scale. The questionnaires were completed in both online and printed form. The sample included 100 psychology students from various universities in Serbia. A detailed statistical analysis was conducted in order to detect all results elements of importance. A significant correlation was detected between cultural intelligence and ethnocultural empathy. Dimensions of cultural intelligence through which the correlation was manifested were shown to be metacognitive and motivational one. Determination of cultural intelligence and ethnocultural empathy by intercultural competencies were examined. The study demonstrates that proficiency in communicating in other languages is the primary factor predicting both ethnocultural empathy and the influence of exposure to different cultures. The effect of experiencing other cultures on ethnocultural empathy may be partially influenced by one's ability to communicate effectively in multiple languages. This study offered a fresh perspective on a previously researched topic, considering the impact of changing contexts and social structures on its outcomes. It provided insights into how these changes have influenced the subject on a global scale. Practical changes in educational approaches indicated by this study results are needed to help psychology students become more culturally aware and empathetic, which impacts overall cultural diversity development.

Artificial intelligence has significant potentials in revolutionizing education by enhancing teaching methods, personalizing learning experiences, and improving educational outcomes. The aim of the research is to specify the role of AI in creation of future education and to outline the potentials and challenges artificial intelligence can bring within the educational process. To answer the research questions the case study on the role of AI in the creation of future education was conducted. The methods included structured interviews among institutions administrators, faculty members, students, and AI developers; survey among students and faculty to collect quantitative data on their use of and attitudes towards AI technologies; classroom observations. Over 50 recent scientific works were selected to evaluate the role of artificial intelligence in education and to conduct the comparative educational analysis. The research was conducted among 56 participants, in particularly 9 institutions administrators, 19 faculty members, 24 students, and 4 artificial intelligence developers. The results showed that artificial intelligence integrated in the educational process are used to design simulation-based activities, organize personalized learning, form specific skills among students, and automate the administrative process. artificial intelligence leads to enhancement of learning outcomes among students, increased efficiency, and greater accessibility of education, during war in particularly when the educational process can be disrupted. Using artificial intelligence in education presents several challenges that need to be addressed for its effective implementation. Also, it was found that efficient using artificial intelligence tools within the educational process will lead to the creation of positive artificial intelligence based learning landscape at the institutions of higher education which is characterized by efficiency, interactivity, inclusivity, innovation, and accessibility. The results of research can be implied by educational institutions to improve the educational process and by EdTech companies to develop educational tools and platforms.

In today's digital age, technology can provide many opportunities for language learners, and the widespread use of mobile devices may be a viable solution to their challenges. This study aimed to determine the effectiveness of Mobile Assisted Vocabulary Application (MAVA) in developing language learners’ vocabulary knowledge and their attitudes towards the vocabulary extension activities. To reach these aims a quasi-experimental study was followed with the data collected through pre-post tests and semi-structured interviews. The researcher designed vocabulary extension activities in two distinct formats to allow learners to practice the newly acquired vocabulary items as extracurricular tasks. The experimental group completed vocabulary extension activities on their mobile devices while the control group completed similar tasks using pen and paper. Pre- and post-tests were administered to both groups to assess their vocabulary knowledge before and after the intervention. The results indicated that there was no significant difference between the two groups in terms of achievement. The students from both groups exhibited relatively higher results on the post-test. Upon analysing the individual subsections of the pre-test and post-test, it became apparent that students in the experimental group displayed relatively higher scores in the reading and pronunciation subsections of the post-test, whereas the control group exhibited higher scores only in the reading subsection. It can be posited that the MAVA had a more positive effect on the students’ abilities to pronounce them correctly, in contrast to the effects observed with vocabulary worksheets. A semi-structured interview was conducted to determine the attitudes of the learners in experimental group towards MAVA. Qualitative data from the interview suggested that MAVA had superior features by allowing the learners to use it at their convenience and ubiquitously acquire new vocabulary items.

ABSTRACTOver the past decade there has been an increase in scientific publications addressing intercultural competence (IC) of students. The sheer volume of publications available makes it difficult to determine the extent, breadth, and nature of research within the area. The aim of this scoping review was to describe the state of peer reviewed research related to IC, including academic disciplines addressing the issue, regions of the world conducting research, types of interventions used to foster IC and how outcomes are being evaluated. Six databases were searched, resulting in 15,128 articles. A total of 464 met the inclusion criteria. A trend was observed towards studying IC in interdisciplinary student populations as well as a post-COVID-19 trend towards more online interventions. Most research was conducted in North America (n = 198; 42.7%) within the discipline of education (n = 87; 18.8%). The most common intervention was pedagogical approaches delivered at the students’ home institution (n = 161; 34.7%). Results highlight a gap in research from the Global South and a lack of consensus regarding appropriate tools for evaluating IC. Continued work is required to determine the effects of specific interventions and to support educators in identifying appropriate tool(s) for measuring outcomes.

The major goal of this study is to examine how Project Play affects young children's creativity. This was accomplished using a quasi-experimental design and a quantitative research methodology. A total of 30 kids were enrolled in the study, and a sample size of 24 was split into two groups: 12 were in the experimental group and 12 were in the control group. The experimental group's data analysis included descriptive statistical techniques and a non-parametric assessment of the children's creative abilities. A test statistic of -3.063 and a two-tailed p-value of 0.002—both less than the significance level of 0.05—showed a significant difference in originality between the groups. These findings imply that children exposed to Project Play activities that used natural materials as a medium demonstrated greater creativity than the control group. In conclusion, engaging in project play activities with natural materials has a significant impact on the creativity of children at Wahyu Kindergarten.

Madrasah is a very good and strategic place to create a quality generation under the expectations of education and learning goals/, but to support this, the important role of all components and various elements is needed to work together to improve the quality of learning and Education, one of which is implementing the school literacy movement as a force to strive for change and development of competence for each student, both in terms of improving the quality of reading, understanding, knowing, broadening insight, strengthening intellect and intelligence, and enriching various scientific information. All these competencies are contained in cognitive, affective, and psychomotor aspects. This is in accordance with what is being implemented by Madrasah Ibtidaiyah Sambina'e Kota Bima in implementing the school literacy movement with several models including: getting students used to reading 15 minutes before starting lessons, grouping students to collaborate and exchanging stories from the reading results, giving assignments to read, provide motivation, discipline, provide new books, and create a civilizing ecosystem. In addition to what has been implemented by madrasas, interconnectivity of various elements is really needed, starting with the involvement of all school members, parents/guardians of students, and the community.

Critical thinking is a skill that must be formed from an early age, where children will process and then create a structured series of thoughts from information that they can understand. The most influential indicator of critical thinking skills is the parenting pattern applied by parents, where children are shaped by parents through the policies they choose and the culture they implement from an early age. This research aims to explain the role of parenting patterns in the development of children's critical thinking skills. The method used in this research is the literature study method (library). This research shows that democratic parenting is a parenting pattern that is capable and appropriate in helping to develop critical thinking skills optimally. This is because parents create a free and enjoyable atmosphere for children, not being restrained or too liberated, children are accustomed to having opinions and taking part in solving problems, where and this will indirectly shape children's independence, discipline and responsibility. This indicator plays the most role in forming children's critical thinking skills.

This research was motivated by difficulties in understanding Arabic language learning by class III students at SDIT Al-Fityah, Solok City, which was caused by students' interest and motivation towards learning Arabic so that student learning outcomes were far from what was expected. Therefore, a teacher must correctly choose and determine Arabic language learning strategies. When teachers do not correctly determine learning strategies, this will of course make it difficult for the learning process and the achievement of learning objectives. Various al'ab allughawiyah strategies used in the learning process will be reviewed. Apart from that, it will be adapted to learning practices, so that we can see what the results are when Al’ab lughawiyah is applied to the learning process in class III of SDIT Al-Fityah, Solok City. The process of data collection and data analysis in this research was carried out in a qualitative descriptive manner. The results of this research show that students in class III SDIT Al-Fityah, Solok City show better learning outcomes and the grades obtained by students increase.

Tujuan utama dari penelitian ini adalah untuk mengetahui bagaimana pengaruh teknik token ekonomi terhadap kemandirian anak usia lima dan enam tahun di TK Wahyu Kabupaten Gowa. Strategi kuantitatif dengan jenis penelitian Quasi Experiment Design digunakan dalam penelitian ini. Penelitian ini melibatkan tiga puluh dua siswa TK Wahyu di Kabupaten Gowa, yang berusia lima hingga enam tahun. Purposive sampling adalah metode pengambilan sampel penelitian ini, sehingga menghasilkan total 24 sampel, 12 setiap kelompok terdiri dari dua belas anak. Analisis non parametrik dan juga analisis statistik deskriptif digunakan sebagai metode yang untuk memperoleh data. Hasil kemandirian anak kelompok eksperimen diperoleh nilai Z sebesar -3,068 dan sig(2-tailed) nilainya sebesar 0,002 < 0,05 hasil output uji Wilcoxon. Diperolah bahwa kemandirian anak berbeda-beda sebelum dan sesudah mendapat perlakuan berdasarkan temuan penelitian. Diketahui penggunaan teknik token ekonomi di TK Wahyu Kabupaten Gowa berpengaruh terhadap kemandirian anak usia lima sampai enam tahun.

Los objetivos de este breve trabajo se vinculan con discutir, exponer y visibilizar modestamente, algunas de las amenazas más urgentes que caracterizan a nuestra era, a la que podemos denominar antropocena que ponen en peligro nuestra vida en el planeta y sus ecosistemas, por una parte, y, por otra, el debilitamiento de los estados de bienestar donde se incluye lo político y la convivencia social. Ambas amenazas y graves problemáticas, en gran medida son causadas por un capitalismo feroz o caníbal. El marco político, económico y jurídico que posibilita, permite y acentúa estas dos grandes amenazas a la vida natural y social en nuestra casa común, es el neoliberalismo global, liderado por la política conservadora de derechas a la que aludo sucintamente. Buscar posibles vías de solución, requiere repensar la educación desde su telos en su sentido más profundo y comenzar a cambiar los discursos y los enfoque que podamos emplear.

Este trabajo aborda la autoridad docente en un contexto de fragilidad de los lazos sociales a partir de sus compromisos educativos, su configuración afectiva y su raigambre ética. Se concibe como un vínculo circunscripto institucionalmente, dinámico, cambiante, inestable y necesario para la tarea educativa en la doble función que le atribuye Arendt, de cuidado del mundo de los recién llegados, como de ese mismo sujeto que llega a revolucionarlo. Es considerada, en relación con lo planteado por Sennett, como una de las cuatro emociones distintivamente sociales, ya que establece un vínculo y es una expresión de sentimientos respecto a las otras personas. Es habilitada en los inicios de la vida, en el contexto familiar, pre-político, por el interjuego entre la ternura y la absoluta dependencia e indefensión del recién llegado, luego legitimada en el ámbito público de la escuela por la misma responsabilidad de educar en clave emancipatoria. Como toda expresión emocional y de poder, a la vez, suele ser objeto de sospecha por sus frecuentes excesos y desbordes; no obstante, es necesaria y ética cuando se encuentra sostenida por la intención de educar en la confianza y el respeto recíproco, asimismo cuando puede ser desafiada, confrontada y puesta a prueba en la pujanza del desarrollo. La autoridad pedagógica, que atraviesa el vínculo escolar entre adultos, ya sea como equipo directivo o docente y personal adulto de la escuela, y de éstos con estudiantes, puede ser pensado en clave de lazo, de vínculo de confianza, amoroso, recíproco y solidario.

Colombia es uno de los países más peligrosos para ser maestro (GCPEA, 2022), teniendo como referencia la cantidad de ataques que recaen sobre los docentes del país. Esta violencia termina por condicionar la subjetividad pedagógica de los maestros; esto es, sus formas de enseñar, de relacionarse con el conocimiento y de establecer los vínculos con la comunidad educativa. Este artículo, derivado de una investigación sobre la seguridad docente, tiene la intención de explorar la configuración de la subjetividad de una maestra que labora en una zona de conflicto. Para ello, dividimos el texto en tres momentos. En el primero de ellos, ofrecemos un panorama conceptual acerca de la subjetividad pedagógica. En el segundo, establecemos una relación entre la subjetividad y el silencio de esta maestra y, cerramos el texto, con un análisis sobre la subjetividad de esta maestra y los vínculos con las y los estudiantes y sus familias.

El objetivo de este artículo es comprender cómo la pobreza incide en la realidad escolar y es abordada por el sistema educativo municipal a través de diversas acciones, entendiendo que las formas de exclusión y marginalización conllevan experiencias de sufrimiento para los sujetos afectados por las (in)justicias sociales. Se focaliza en las acciones municipales en Londrina Paraná-Brasil en el periodo comprendido entre 1969 y 1992 dirigidas a estudiantes en situación de pobreza. El material empírico está compuesto por diferentes tipos de documentos históricos producidos por la Secretaría Municipal de Educación y Cultura (SMEC) y se analizan desde el enfoque sociohistórico de la educación que permite interpretar de manera relacional las estructuras sociales y emocionales para comprender a los sujetos y sus prácticas en el marco de figuraciones escolares concretas. Los resultados ponen en evidencia que las acciones municipales de carácter asistencial generan procesos de diferenciación social que simbolizan un dolor socioemocional sufrida por las y los estudiantes en situaciones de desigualdad e injusticia al ser considerados como desfavorecidos en la sociedad.

La infancia como constructo social de la modernidad constituye un objeto de estudio de distintos campos de las Ciencias Sociales, pero también un objeto de intervención político-pedagógica. Este artículo tiene como propósito elaborar cruces interdisciplinarios en torno a la relación educación, escuela e infancias. Desde sus inicios la institución educativa se ocupó de la modelación de las sensibilidades y del disciplinamiento de los cuerpos de niños y niñas, contribuyendo a la construcción de un sujeto-infante hegemónico. En la actualidad los procesos de transformación cultural caracterizado por la economía del consumo, el auge desmedido de las nuevas tecnologías, los medios de comunicación y la desigualdad creciente producen nuevas subjetividades, así como diversas representaciones y discursos sobre estos sujetos. Esta reconstrucción teórica se realiza en el marco de una investigación socioeducativa que tiene como propósito comprender las experiencias emocionales que construyen niños y niñas en escuelas primarias situadas en contextos de vulnerabilidad social en Misiones, Argentina.

This research aims to look at the impact and learning outcomes of using LMS and online learning platforms, so it is necessary to analyze learning outcomes and how they impact students, lecturers, and learning organizing institutions. This research shows that the LMS and online learning platforms used can improve student learning outcomes, which cannot be separated from the readiness of lecturers and students to implement it. This research used factor analysis (CFA), with a total of 150 respondents, students, and 15 lecturers. The impact provided by the use of LMS and online platforms in online learning is in the form of GPA and students' views on the learning process they have gone through. From the research results, several findings were obtained, including the ability to use LMS in online learning is not optimal, the GPA of learning outcomes is relatively high, and the readiness of lecturers and students to use LMS in online learning is still low.

Abstract Background Large scale international assessments depend on invariance of measurement across countries. An important consideration when observing cross-national differential item functioning (DIF) is whether the DIF actually reflects a source of bias, or might instead be a methodological artifact reflecting item response theory (IRT) model misspecification. Determining the validity of the source of DIF has implications for how it is handled in practice. Method We demonstrate a form of sensitivity analysis that can point to model misspecification induced by item complexity as a possible cause of DIF, and show how such a cause of DIF might be accommodated through attempts to generalize the IRT model for the studied item(s) in psychometrically and psychologically plausible ways. Results In both simulated illustrations and empirical data from TIMSS 2011 and TIMSS 2019 4th and 8th Grade Math and Science, we have found that using a form of proposed IRT model generalization can substantially reduce DIF when IRT model misspecification is at least a partial cause of the observed DIF. Conclusions By demonstrating item complexity as a possible valid source of DIF and showing the effectiveness of the proposed approach, we recommend additional attention toward model generalizations as a means of addressing and/or understanding DIF.

This research aims to develop and produce the effectiveness of an educational comic based on Creative Problem Solving (CPS) using Kvisoft Flipbook Maker Pro as interactive media for elementary school students. This research uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model development approach. The main innovation of this research is the use of the Creative Problem Solving approach in designing educational comic content. In addition, Kvisoft Flipbook Maker Pro is used to present comics interactively, adding a more interesting visual dimension. The research results include educational comics developed and evaluation results from field trials. Evaluation involves responses from students, teachers, and the appropriateness, attractiveness, and effectiveness of comics in increasing understanding of educational concepts. It is hoped that this research can contribute to the development of innovative teaching methods and increase student involvement in the learning process. The results obtained were that the teaching materials developed obtained a validity percentage of 89.06% (Content Validation), 80% (Graphic Validation), and 83.3% (Language Validation). The practicality of the teacher's response was obtained at 3.7 (very practical), while the student's response was 3.5 (very practical. Effectiveness can be seen from student learning outcomes, namely an N-Gain Score of 0.71 (High) in the quite effective category. This means, The teaching materials developed are valid, practical and effective for grade 3 elementary school students

Numeracy ability is one of the abilities that students need to have to be able to overcome problems related to mathematical logic. The results of the PISA survey stated that Indonesia is classified as a country with the numeracy ability of students that has not been maximized. Meanwhile, to be more specific, the numeracy ability of students in areas spread throughout Indonesia is not clearly known. This research method is quantitative research, with a survey type. The subjects in this study were 364 students from elementary schools spread across Kupang City. Data collection was carried out using test techniques with a total of 15 numeracy test questions. The collected data was analyzed using descriptive statistics so that the average and distribution of the frequency of numeracy skills of students in elementary schools in Kupang City was known based on the level of their levels. The results showed that as many as 157 students or 45.35% had numeracy skills at level 3, namely being able to choose and apply simple problem-solving strategies; 143 respondents or 41.33% have numeracy skills at level 2, namely being able to use formulas, carry out procedures or agreements in solving problems; and the remaining 46 respondents or 13.29% have numeracy skills in Level 1 is being able to identify information and complete routine procedures according to clear instructions for the situation

Communication is an important aspect that involves interaction between teachers and students in the hope that the message will be well received and have an impact on understanding and changes in behavior. This research aims to analyze teacher-student communication in the educational process at MIN 2 Banjar. The method used is descriptive qualitative with interviews, observation and documentation. The result shows that communication in teaching and learning activities at MIN 2 Banjar very effective with approach of epistemological, axiological, and ontologically. The second, the Laswell Model is widely used in communication process that which can flexibly change from group communication to interpersonal communication; The third, educational communication is also effective because of the teacher play varied roles like speaker, moderator, mentor, and manager.

Student interest in learning science needs to be increased by facilitating students in the learning process so that learning is interesting and learning goals are achieved according to national education goals, one of which is increasing the ability to think critically. There is still a low level of critical thinking and media that supports improving students’ critical abilities. So, media is needed that can provide a breakthrough for these problems. The purpose of this study is to develop media in the form of an android application called SIPEDA by referring to indicators of critical thinking skills for grade V elementary schools. Media development with the Lee and Owens (2004) model. The research subjects consisted of material and media experts, class V teachers, and 22 students for field trials. Quantitative and qualitative data analysis techniques with interview, observation, questionnaire and test methods. The results of the material expert questionnaire got a percentage of 87% with very decent category, media experts got 82.7% of very decent category, the questionnaire for grade V teachers got 85.9% of the very decent category. Field trials with a gain score of 0.59 which means that the media affects critical thinking skills. So, it is concluded that SIPEDA media is feasible and valid to be used in the science learning process of human circulatory system material to improve critical thinking.

The purpose of this study is to analyze the level of teachers' needs on a Merdeka Curriculum-based E module for Natural and Social Sciences. The subjects were 36 elementary school teachers from 6 districts. The research instrument used was a questionnaire. The results of the study showed that the average value of the Merdeka Curriculum teaching module of Natural and Social Sciences requirement was 3.64 (much needed); (2) the average need for Merdeka Curriculum teaching e-modules is 3.61 (very much needed); (3) the average need for teaching module development is 3.78 (very much needed); (4) the average need for literacy-based and differentiated science teaching modules is 3.7 (much needed); (5) the average need for an interesting, contextual, and pictures-based Natural and Social Sciences teaching module is 3.76 and (6) the average need for Natural and Social Sciences teaching module which contains a HOTS-based assessment is 3.58 (very much needed). The description of the needs analysis shows that elementary school teachers need (1) The Development of teaching modules in both digital and non-digital forms, one of which is in the Natural and Social Sciences subject (2) Natural and Social Sciences teaching modules that have attractive, contextual criteria, are equipped with pictures, and also contain an assessment component which is based on HOTS (3) The teaching module is also literacy-based and differentiated. This research implies that the result of the needs analysis can be used as a basis for the development of the Merdeka Curriculum-Based E Module on Natural and Social Sciences

Numeracy skills are needed in all aspects of life. Numeracy is the ability to apply number concepts and mathematical skills in everyday life as well as being able to use mathematics practically and have an understanding of information that is expressed mathematically.This study uses a qualitative approach with a multi-case study design. Data were collected through observation, interviews and documentation. The data analysis process is done through single case data analysis and cross case data analysis. The location of the study was conducted at three elementary schools in West Lombok regency, namely SDN 3 Kuripan, SDN 2 Jembatan Kembar Timur and SDN 4 Dasan Geres. The findings from the three schools showed that teachers in constructing numeracy-based problems refer to the components of the numeracy AKM but still in the form of simple questions. In pemanfataanya, numeracy-based questions are not done routinely and according to the needs of ANBK only. The lack of workshops and references as well as the distribution of teaching materials on numeracy in schools is a significant obstacle to the use of numeracy-based problems. While the supporting factor in the form of online sites that discuss examples of numeracy problems and the form of contextualization of the problem in the form of personal, socio-cultural and scientific contexts are still minimal.

The Adiwiyata program plays a strategic role in fostering awareness of the declining environmental conditions. This research aims to explore the optimization of student creativity based on the Adiwiyata School Program at Elementary School (SDN) 11 Sondakan, Surakarta. The research method used is qualitative research with a descriptive approach. Data were collected through interviews, observations, and documentation. Interview results were obtained from teachers, students, and the school principal conducted from August to November 2023, observing Adiwiyata program activities, and documenting related Adiwiyata activities. The validity of the data used the source triangulation technique, with an interactive model of data analysis consisting of data reduction, data display, and conclusion drawing. The research results show that the Adiwiyata program at SDN 11 Sondakan has a positive impact, evident in waste management, creative student activities, and school greening. The implications of this research can be used as a model for Adiwiyata implementation to enhance student creativity and environmental awareness in elementary schools

This study aims to analyze the effectiveness of the Project Based Learning (PjBL) model supported by LiveWorksheets in improving learning achievement and science literacy skills of fourth-grade students at SD Muhammadiyah 16 Karangasem. A descriptive qualitative approach was employed using data collection techniques including observation, interviews, and documentation. The research subjects were students from classes IV A and IV B, with the object of the study being the effectiveness of student learning. The results of the study indicate that the effectiveness of student learning can be categorized as moderate, with listening activities obtaining the highest scores and oral activities obtaining the lowest scores. Teachers play a crucial role in enhancing student learning achievement by considering factors such as varied teaching methods, personalized approaches, motivation, and student engagement.The implications of this research provide a deeper understanding of the factors influencing student learning effectiveness, as well as designing more effective teaching strategies.

The improvement of skills relevant to the 21st century focuses on students' ability to explore the surrounding environment. For this it is necessary to train students' problem-solving skills from the natural environment as well as human behavior in public life that require contributions in their achievements. The aim of the study was to determine the contribution of digital literacy and learning interaction between students to IPAS (IPA and IPS) problem-solving skills of 4th grade primary school students in Waru Sidoarjo District. The research uses a quantitative approach of survey methods. The primary data used was obtained directly from the field. Data source 181 respondents across five sampled schools after reduction. The result was that both free variables contributed positively and significantly to the IPAS problem-solving skills of grade IV elementary students. The standard values of the coefficients in each variable showed different values, namely digital literacy of 0.187, while the learning interaction between students was 0.177. The results showed that the digital literacy variable was the more dominant variable

In the era of Society 5.0, character education is very necessary to help individuals control the impact of rapid technological advances on their development stage. One effective method in forming character is through habituation. Muhadharah activities are one of the educational activities carried out at MI Mambaul Ulum Curahputih to form students' independent character, responsibility and self-confidence. The aim of this research is to analyze the formation of students' independent, responsible and self-confident character through muhadharah activities at MI Mambaul Ulum Curahputih. This research uses a qualitative research approach with a case study type. This research was carried out at MI Mambaul Ulum Curahputih, Tegalwangi, Umbulsari, Jember, East Java, Indonesia. Data collection techniques using interviews, observation and documentation. To analyze the data using the descriptive model qualitative analysis method by Miles, Huberman and Saldana. To test the validity of the data obtained, researchers used data triangulation techniques, theories and methods. The results of this research show that the implementation of muhadharah activities at MI Mambaul Ulum Curahputih is divided into 4 stages, namely planning, preparation, implementation and evaluation. Through muahdarah activities, students are accustomed to being independent, responsible and confident in completing the tasks given. In forming independent character, responsibility and self-confidence through muhadharah activities, character formation is carried out in three stages, namely the knowledge, implementation and habituation stages

In the era of society 5.0, the reach of student learning resources is increasingly wider, with the internet and free AI-based search engines. The use of music during learning is a way for students to increase learning motivation. This research aims to find out: (1) Whether ChatGPT technology and music used during independent study have an impact on students' Mathematics Self-Regulated Learning (MSRL) and Mathematics Anxiety (MA); (2) Whether MSRL and MA have an association with the study program students choose; and (3) Whether MSRL and MA have an association with students' academic achievement. This research uses a correlational descriptive research method. The data collection technique uses a survey, implementing Google Forms. The respondents of this research were students at several universities in Indonesia. The research results show a significant difference in MSRL between students who use ChatGPT and students who do not use ChatGPT during independent learning. However, there was no significant difference in MSRL between students who listened to music and those who did not listen to music during independent learning. There was no significant difference in MA between students who used ChatGPT and those who did not use ChatGPT during independent study. There was no significant difference in MA between students who listened to music and those who did not listen to music during independent study. There is a significant association between MSRL and the origin of the student's Study Program, but there is no significant association between MA and the origin of the Study Program. There is no significant association between MSRL and Academic Achievement. There is no association between MA and students' Academic Achievement.

ABSTRACTThe potential of using Assessment for Learning (AfL) is well established, but studies of AfL practice in groups of students with intellectual disabilities (ID) are rare. The respondents in this study were assistants and teachers working in compulsory school for students with ID. In a two-year project they had worked with translating five AfL key strategies (KSs) to fit their context. The study aimed at exploring this translation to depict the use of AfL KSs in the classes of students with ID and reveal opportunities and challenges. The AfL KSs were used to structure interviews and classroom observations, and an ensuing thematic data analysis. The overall conclusion confirms the potential of using AfL in this context. Three themes depict the overall use of AfL: a whole-class focus, a team approach, and the integrated use of the AfL KSs. Various themes characterise the implementation of each KS, and the opportunities and challenges. The findings implicate benefits for the students, and advantages as well as concerns for the staff. The findings are expected to be of value inside and outside the study’s context. The study demonstrates how contextual variation can contribute to new insights and questions for the AfL research field.

На основе опыта исследования проблем формирования и развития экологической культуры студентов педагогического бакалавриата, а также содержательно-адаптирующей интеграции и авторской интерпретации особенностей и подходов к организации изучения экологии, экологического воспитания и просвещения обучающихся в процессе их подготовки к профессиональной деятельности в условиях цифровой трансформации системы образования, предлагается дидактическая модель формирования эколого-цифровой культуры будущих учителей. Педагогическое проектирование и конструирование данной модели выполнены с использованием потенциала информационно-образовательного холизма для интеграции и синергетического объединения эколого-цифровых знаний, умений, навыков и компетенций у студентов-педагогов, в результате которого достигается эффект эмерджентности – генерирования нового системного личностного качества. Определяются дидактические возможности смешанного концентрированного обучения экологии и компьютерным наукам на основе метода учебного погружения с использованием современных цифровых систем и технологий на основе современных и перспективных SMART-средств и устройств, выполняющих одновременно функции средств обучения и объектов изучения.

Рассматривается важность развития конструктивных психологических защит у педагогов-психологов в контексте современных вызовов, стоящих перед системой образования в России. Особое внимание уделяется роли педагога-психолога, от профессионализма которого напрямую зависит успешность образовательного процесса. Учитывая требования федеральных документов к психологическому сопровождению субъектов образовательного процесса, обсуждается расширение компетенций психолога в сфере образования за пределы традиционных функций. Важным аспектом становится наличие конструктивной системы психологической защиты личности для эффективной работы в условиях стрессов и испытаний. Приводится краткий обзор исследований различных аспектов психологической защиты, её роли в развитии личности и профессиональной деятельности. Рассматриваются как деструктивные, так и конструктивные аспекты психологических защит, подчёркивается важность умения балансировать между ними для личностного роста и эффективной работы психологом в сфере образования. Отмечается важность адекватного использования защит как ресурса для преодоления трудностей и поддержания психологического баланса в профессиональной деятельности педагога-психолога. На основе результатов исследования психологических защит по методике Э.Р. Пилюгиной и Р.Ф. Сулейманова предлагается повышать компетентность педагогов-психологов на специальном курсе, направленном на выявление внутренних резервов и развитие конструктивного подхода к преодолению профессиональных трудностей.

Координация инновационных процессов, обеспечивающих непрерывный рост профессионального мастерства учителя, остаётся актуальной проблемой современного образования. Такая координация с использованием сетевых форматов взаимодействия осуществляется, как правило, региональной инновационной сетевой инфраструктурой. Её научно-методическое сопровождение представляет собой сложное и многоаспектное явление, требующее создания комплекса педагогических условий, обеспечивающего эффективность функционирования. В статье охарактеризованы выявленные автором условия, которые представлены двумя группами. К внешним условиям относятся создание избыточной информационно-образовательной среды на основе опережающего образовательного заказа и ориентация на достижения инновационной деятельности в системе образования, а к внутренним – рефлексивное самоуправление педагогами профессиональным развитием и использование реципрокационных механизмов в достижении целей региональной инновационной сетевой инфраструктуры. Делается вывод об эффективности данных условий для обеспечения научно-методического сопровождения непрерывного роста профессионального мастерства современного учителя в региональной инновационной сетевой инфраструктуре.

Проектная компетентность педагога представляет собой совокупность знаний, умений, опыта, профессионально-значимых личностных качеств, обеспечивающих эффективность организации и участия в реализации проектов для системы образования. Наиболее успешно её формирование происходит в региональной инновационной сетевой инфраструктуре за счёт постоянного участия педагога в инновационном поиске и выполнении инновационных проектов, обеспечивающих решение проблемы повышения качества образования. Обеспечение высокой эффективности данного процесса требует использования следующих системных механизмов: 1) его построение на основе холистического, акмеологического, квалитативного, праксиологического подходов; 2) выделение целевого, методологического, содержательного, технологического, критериально-оценочного, результативного и ресурсного компонентов; 3) соблюдение принципов активности и творческой самореализации, диагностической обеспеченности, единства управления и самоуправления, интерактивности, информационно-профессиональной мобильности, ориентации на профессионально-личностные ценности, креативности; 4) использование методов проблемного обучения, коллективного взаимообучения, баскет-метода, метода партнёрской и обратной связи; 5) комплексное применение традиционных и инновационных форм (стажировка, проектная сессия, образовательный салон, хакатон, лаборатория) и средств обучения (тренажёры, средства компьютерного моделирования, виртуальные практикумы).

Верификация представляет собой процесс установления истинности научных утверждений путём их эмпирической проверки. Авторы предлагают и обосновывают минимальную структуру верификационной модели педагогических процессов, включающую три основных блока. Предметный блок предназначен для фиксации компонентов системы, в отношении которых будет производиться процедура подтверждения результативности. Операционный блок представляет инструментарий, необходимый для осуществления данной процедуры в отношении указанных компонентов. Регламентирующий блок обеспечивает координацию действий по верификации. В статье представлена верификационная модель развития региональной инновационной сетевой инфраструктуры, построенная в соответствии с вышеизложенными позициями и апробированная в рамках реализации федерального инновационного проекта по теме «Научно-методическое сопровождение региональной инновационной сетевой инфраструктуры, обеспечивающей непрерывное повышение профессионального мастерства учителя». Дана подробная характеристика составляющих её блоков, обеспечивающих корректное подтверждение эффективности работы всей инновационной инфраструктуры и внедрения результатов её деятельности в целях повышения качества образования.

Цифровая грамотность играет важную роль в развитии у обучающихся способностей к самообразованию и социализации в современном информационном обществе, обеспечивающих их профессиональное и личностное становление. Однако опыт участия Республики Казахстан в международных исследованиях показал недостаточный уровень развития цифровой грамотности школьников. Используемые сегодня школьные учебники информатики содержат основу, позволяющую методически грамотно и эффективно проводить пропедевтическую подготовку обучающихся к формированию у них базовой составляющей цифровой грамотности. Но при этом, наблюдается отсутствие организованной системы представления учебных материалов для развития цифровой грамотности. Восполнение этого пробела возможно путём интеграции учебной и внеучебной деятельности, соориентированной на решение данной задачи. В статье представлены результаты экспериментальной работы по подготовке и реализации факультативного курса для школьников «Цифровая грамотность» в школе-лицее «Дарын» (г. Петропавловск, Республика Казахстан). Приведён тематический план курса, описаны показатели цифровой грамотности школьников (информационная грамотность; коммуникация и сотрудничество; создание цифрового контента; карьерные компетенции) и уровни её сформированности. На основе анализа полученных результатов сделан вывод об эффективности использования разработанного курса.

ABSTRACTThe current study presents complex comparative classroom discourse analyses for understanding teacher educators’ and candidate teachers’ talk-based strategies for potentially fostering academically productive classroom talk. Two participants’ in-class teaching videos regarding talk move and interactional pattern typologies, as well as communicative approach orientations, were analysed. A multifaceted, comparative analysis was conducted to portray how and to what extent teacher educators and their students as candidate teachers enact different in-class practices surrounded by talk-based strategies in promoting intellectual activity. A systematic observation approach followed, including theory-laden and data-driven coding and quantifying the three interrelated aspects of the classroom talk for presumably promoting intellectual productivity. The educator used the talk moves more effectively than the candidate teacher to create an argumentative classroom setting, encouraging the students to comment on and enrich each other’s claims, encouraging the students to present reasonable arguments, and engaging the students in the metacognitive activity. The educator was also able to sustain more open-ended chains of interactions in addition to the interactive-dialogical communicative approach orientation compared to the candidate teacher. The qualitative and quantitative differences are discussed, and educational implications are presented, especially in teacher noticing.

Research on academic performance in mathematics has used different factors to assess how well students do in the subject. This study specifically looked at the gender differentials performance in mathematics at Senior High Schools. Data were gathered from 500 students in their final year of school and 15 mathematics teachers through a survey. Statistical methods like descriptive statistics, inferential statistics, and probit regression were used analyse the data. The results showed that males had an average score of 39.01 on the mathematics Achievement Test, while females had an average score of 31.95. Also, the results of Spearman's correlation indicated a significant relationship [0.63(p=0.002) and -0.58 (p=0.000)] between student gender and mathematics performance. There was a statistically significant difference (t (486), =-1.44, p=0.005) in the mean scores between gender. Finally, probit regression analysis showed that student self-confidence and self-esteem significantly affected their performance at 5%. Similarly, school-related factors like the learning atmosphere and teaching methods have a significant impact on students' academic performance, just as teacher-related factors including expertise in the subject matter and experience also play a crucial role in influencing performance. It was therefore recommended that teachers develop positive strategies to bridge this yawning gender gap in mathematics.

The integration of educational innovation and digital transformation has become increasingly crucial in reshaping educational landscapes globally. In the context of Ukraine, where the education system faces numerous challenges, understanding the interconnection between these concepts is paramount for driving meaningful change and fostering socio-economic development. This research aims to explore the interconnection between educational innovation and digital transformation, specifically focusing on its implications and prospects for Ukraine's education sector. The research employs a comprehensive literature review approach, drawing upon scholarly works and empirical studies related to educational innovation and digital transformation. Comparative analyses and impact assessment studies are utilized to provide a nuanced understanding of the complex dynamics at play. The study reveals the critical significance of embracing educational innovation and digital transformation in Ukraine. It highlights the potential of digital technologies to enhance teaching and learning practices, improve educational outcomes, and foster socio-economic development. Furthermore, the results identify key factors and opportunities associated with the integration of digital initiatives, offering insights into effective strategies and policy interventions. In conclusion, educational innovation and digital transformation represent more than fleeting trends; they are essential routes toward cultivating a robust, flexible, and globally competitive education system in Ukraine. Through embracing innovation, nurturing digital literacy, and placing a premium on educational reform, Ukraine can assert its leadership in educational excellence and secure the prosperity of forthcoming generations. The findings of this research provide valuable guidance for policymakers, educators, and stakeholders in Ukraine's education sector. By understanding the implications of educational innovation and digital transformation, stakeholders can enact evidence-based reforms, implement effective interventions, and propel Ukraine towards a more prosperous and knowledge-driven future.

This exploratory study delved into the capabilities of Artificial Intelligence (AI) to enhance rural education research. Specifically, it sought to operationalise the research agenda outlined by the National Rural Education Association of the United States of America and involve scholar-practitioners in conducting research that could influence policy and practice in rural education. The study explored the opportunities of AI applications, specifically the ChatGPT-4, in generating initial study ideas for the Policy and Funding support theme within the National Rural Education Association Research Agenda – 2022-2027. The focus was on meeting the needs of racially and linguistically diverse students in rural educational settings. The ChatGPT-4 successfully generated five relevant research problems/study topics, nine research questions, and identified three possible theoretical frameworks. Four limitations were identified: (1) inaccuracy of the leading scholars, (2) the lack of contextual understanding, (3) the lack of domain expertise, and (4) a potential over-reliance on automated assistance. The results of this study highlighted the potential of ChatGPT-4 as an effective tool for researchers in the early stages of their projects. It was found that the ChatGPT-4 efficiently provided relevant research topics, questions, and theoretical frameworks. As such, it may provide several advantages in the initial research process including accuracy in generating research problems, saving time, reducing cognitive workload, and enhancing idea generation. Since the tool expedited idea generation, it may free up researchers to concentrate on other aspects of research such as critical thinking and analysis. However, the limitations included inaccuracies in identifying leading scholars, the lack of contextual understanding, insufficient domain expertise, and the risk of excessive dependence on automation. This suggests that caution should be used when utilising AI to support research as human expertise in content, context, and methodology is vital for conducting thorough research.

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.

The improvisational skills of teachers in enhancing the teaching and learning process in pre-primary schools in Tanzania were investigated in this study. The study was guided by three objectives, which addressed the availability of self-made teaching aids used in pre-primary classrooms, teachers’ attitudes on improvising materials in pre-classes, and training needs for teachers to use improvisation in pre-primary schools. A mixed research approach using a cross-sectional design was implemented int the study. The study consisted of 10 pre-primary schools located in Dodoma City. A total of 30 teachers were selected to participate in the study through a combination of purposive and random sampling. The teachers were specifically chosen due to their considerable experience in pre-classes. Questionnaires (closed and open-ended) as well as observation checklists were used for data collection. Quantitative data were analysed using descriptive statistics with the help of the SPSS version 24, while the qualitative data were paraphrased as per content analysis principles. The study found that the use of improvised materials in pre-classes improved the creativity and innovation among pupils. Additionally, the study highlighted that teachers possessed special skills to prepare improvised learning materials, but they required more encouragement and training to utilise them properly. The study recommends emphasising the use of improvised instructional materials in pre-classes as they play a significant role in enhancing the productive learning. In addition, teacher improvisation skills should be frequently developed through the training in order to enhance teaching and learning.

The fully online and electronic environments of today as the only way of teaching/learning require some reviews and appraisals of the paradigms of digital transformation, including the paradigm of smart education. Therefore, the current study investigated the paradigm change of the smart education to the smarter education, leading to the review of Teaching English as a Foreign Language (TEFL). Purpose. The current study intends to update both the traditional theories and practice of TEFL in the new age of digital transformation, which will have effective theoretical and empirical implications in the practice of TEFL in smarter learning environments. Methodology. The present study was designed in two phases and employed a qualitative methodology with a descriptive design. It tried to answer how this paradigm change affects the theories of TEFL. Results. In the first phase of the study, the Preliminary Framework for Smart Learning Environments by Spector was adapted and expanded into the Model of Smarter Learning Environments based on the challenges and opportunities brought about by the new age of digital transformation. The second phase involved reviewing Krashen’s Acquisition/Learning Hypothesis, exploring its relevance and applicability to TEFL in the context of the Model of Smarter Learning Environments. The aim of this phase was to identify the potential challenges and opportunities associated with managing TEFL classroom resources within this new framework. The investigation concluded that the mandatory application of fully online teaching, in the case of TEFL, which resulted from the New-Age Digital Transformation, requires reviewing the traditional theories of Second Language Learning and Teaching. It has created challenges and opportunities in the class resource management. Finally, providing digital facilities and training was proposed as a solution to the challenges.

Purpose. The article examines the question of the levels of foreign language communicative competence development of students for technical specialties. The characteristics of the corresponding levels are given. The tasks are to find out the essence of the concept «level of foreign language communicative competence»; to analyze classifications of foreign language proficiency levels; characterize the criteria for the levels of foreign language communicative competence development of students for technical specialties, based on the analysis. Methodology. Research methods are the analysis and summarization of relevant scientific materials for the purpose of collecting and presenting results, as well as coming to the conclusions. Results. The concept of the mastery level of a foreign language can be defined as a student's ability to formulate his foreign language statements in a grammatically correct and communicatively acceptable way to solve certain functional communication tasks, that implies the possession of a certain set of linguistic and sociocultural knowledge, skills. Many level systems are oriented (for practical purposes) to three main levels: elementary; medium (intermediate); advanced, they can be divided into sublevels depending on the purpose of level determining. As a result, six levels emerged, where each of the three main ones is divided into one more advanced and one less advanced, compared to the most basic level of foreign language proficiency. The system of levels of foreign language proficiency is closely related to the system of control, assessment and self-assessment of the level foreign language communicative competence development. Each type of foreign language communicative competence corresponds to its own level of learning, that differs in final target settings. The training level (planned result) is a projection of the goal on the content of training, it involves taking into account the training conditions. Taking into account the characteristics of the component composition of foreign language communicative competence, the experience of developing new control models, it is possible to single out the parameters and criteria necessary for assessing the level of foreign language communicative competence development of students. Namely, the purpose of the final control is to establish the correspondence between the level of foreign language communicative competence and the requirements of the English language curriculum for students of technical specialties. Conclusion. Thus, when considering issues related to the control of foreign language knowledge, skills (definition of goals, content, exam type, evaluation criteria), one should take into account both international standards of the level of foreign language proficiency and modern national requirements, they are submitted in educational programs and foreign language textbooks. In other words, all components of foreign language communicative competence should be the object of control. In particular, the pan-European system of language proficiency levels can be adapted to the goals of professional education and can serve as a basis for various diagnostic models that ensure the technologicalization of the competence approach in the process of foreign language training under the conditions of non-language higher education.

The purpose is to conduct a comprehensive analysis of the correlation between soft skills and indicators of creative activity among future graphic design professionals, utilizing methods of theoretical analysis of educational standards. The relevance of this research is determined by the necessity to develop soft skills and creative activity in future professionals in graphic design within the framework of the contemporary job market. Methodology. Theoretical methods involve a review of scientific literature to understand existing perspectives and research on soft skills and creative activity, aiming to elucidate key concepts and theories. Analysis and synthesis are employed to scrutinize educational programs, standards of People’s Republic of China (PRC) and the United Kingdom (UK), and industry-specific criteria in graphic design, identifying key elements related to soft skills and creative activity. Results. The study characterizes and clarifies that educational standards recognize the importance of cultivating “soft skills” in future graphic design professionals. It highlights the interaction and complementarity of soft skills and personality traits, which define specific knowledge and abilities and reflect distinctive characteristics and values. The research compares soft skills (communication, creativity, problem-solving, critical thinking, and time management) with specific personality traits (interest, originality, independence, initiative, and energy) in the context of their interrelation in the field of graphic design. Conclusions. Soft skills and indicators of creative activity are interconnected and mutually reinforce each other in the process of graphic design projects. Soft skills provide the foundation for the effective utilization of indicators of creative activity. It is pointed out that further research is needed to determine the levels of development of creative activity among future professionals in graphic design concerning the identified indicators.

Purpose. The aim of this study was to examine the impact of explicit reading strategy teaching English as a foreign language (EFL) on Ethiopian grade eleven learners’ reading comprehension skills, particularly, reading for the gist, detail, vocabulary, inference, and reference skills. Methodology. A quasi-experimental design was used, involving eighty-seven students (43 students in the control and 44 students in the experimental group). The students of the experimental class were exposed to four months of explicit reading strategy training, but no training was given to the students in the control group. Reading comprehension tests were given to both groups before and after training. Results. The independent sample t–test revealed that there was no significant difference between the control and the experimental group in overall reading comprehension before the training, whereas the results of multivariate analysis of variance (MANOVA) for the post-test indicated students in the experimental group significantly outperformed their counterparts in terms of overall reading comprehension as well as the three reading comprehension skills, namely, reading for the gist, detail, and vocabulary. The post means of inference and reference skills for the experimental group were also higher than the post means of the control group though the differences were not statistically significant. Conclusions. The study concluded that explicit reading strategy training promotes Ethiopian students' reading comprehension skills; hence, EFL students should be adequately supported and encouraged to use reading strategies to circumvent their reading comprehension difficulties.

The migration processes in Ukraine have become especially intense in recent years. On the one hand, they are a serious challenge for the education of young people, but, on the other hand, they represent an opportunity for their development, although they require legal support and regulation. For quite some time now, thousands of Ukrainian children and youth have had to pursue their education abroad while hostilities continue in Ukraine. The duration of the war is decisive not only for the number of Ukrainian youths abroad, but also for their ability to plan their future life. Starting life in a new country and finding one’s way in a new society can be a very difficult process. Young people face new risks and challenges. They are in dire need of educational opportunities. Many people have to learn a language, identify an educational qualification, or undergo educational retraining. Some of them still need psychological help and cannot adapt and find themselves and their place in a new country, but they cannot return home, where active fighting continues. The purpose of this article is to study the main psychological reactions to life-threatening situations that can affect the psychological well-being of children and youth under martial law in order to develop recommendations for overcoming stress in the process of adaptation to new conditions of existence in a new country and integration into a new educational environment. The methodology is based on the fundamental methodological principles of the systems approach and includes the use of a complex of general scientific (comparison, classification, generalization, systematization) and empirical (observation, search, conversation, description, analysis) methods. The integrative BASIC Ph model for stress management and increasing resilience after severe stress, developed by the Israeli Scientist M. Lahad, was used as the framework through which we sought to identify appropriate stress coping resources. Various procedures were proposed too: searching for meanings, drawing, creating collages, free writing, interaction in a group as in a "safe environment", playing with sand, breathing “4-7-8”. As part of our research, the following results were achieved. The views of scientists regarding problematic issues that arise for Ukrainians as they seek to integrate into the system of a new country are summarized. The basic psychological reactions of a person to life-threatening situations are considered. The study summarizes the refugees’ feelings of concern about their own situation and the fate of those remaining in Ukraine during the war. Recommendations, which include the use of the integrative BASIC Ph model, are proposed as means to address problem situations during training sessions with pupils and students. In so doing, we seek to ensure the effective educational integration of Ukrainian youth. The conclusions suggest that in order to restore and preserve the psychological state of Ukrainian youth who have gone abroad, it is necessary to understand and determine a person’s psychological reactions to life-threatening situations in the current conditions of martial law in Ukraine for the timely application of appropriate measures and techniques to overcome them, depending on the specific situation that has arisen.

The purpose of this article is to show the problems of professional competence development of higher-education teaching staff under martial law. The relevance and necessity of developing teachers’ professional competence focused on specific requirements and challenges, in particular in the conditions of martial law, is emphasized. Methodology. In the research process, general scientific and pedagogical research methods were used, basically theoretical ones: analysis, synthesis, classification, systematization, and generalization. Results. Among the specific components of the professional competence of teachers under conditions of martial law, the following are identified: safety of life, health, and labor protection; rules and behavior in emergency situations during war; adaptation of educational programs; ability for crisis management of the educational process and of teaching students; teaching in extraordinary conditions; moral, emotional, and psychological support of colleagues and students in stressful situations; effective use of information and digital technologies; ability to organize inclusive education with students with special educational needs; personal qualities (courage, resilience, patriotism, dedication to one’s students and studies, the ability to introduce classes in conditions of instability and promote a strong spirit among students); and cooperation with the military armed forces of Ukraine, police, administration, humanitarian organizations, stakeholders, etc. Conclusions. The model of professional competence development of teaching staff in higher education institutions under martial law is developed in the form of a graph. Some components of this model are reviewed. The result of the developed model will make it possible to provide higher quality and safer education in difficult conditions, in particular in the fields of professional and technological education.

The article is devoted to the issue of national patriotism education in the conditions of war as a new form of social work and education for children and adults in communities. This new form is in demand in practice, with donors, but there is no theoretical justification and methodological support for it. The purpose of the article is to define a more structured, scientifically based concept of integration of internally displaced persons in social work in various state and non-state institutions, communities, definition of its logic, forms, types, requirements and recommendations to implementation. The research methods are theoretical analysis of sources, generalization of experience, induction, deduction, synthesis, observation, comparison and analysis of situations. Research methodology make up the approaches of different levels as well: philosophical, general scientific, specific scientific approaches, scientific approaches within individual sciences. The scientific novelty of the article is defining the integration measures as a new form of national-patriotic education for adults and children in the conditions of war, the method of their implementation in communities, their features as a form of educational organization and a social form work at the same time. The practical significance lies in determining the stages and recommendations for the methodology of carrying out integration activities. The results of the research are justification of the purpose, principles, content, methods and forms of integration activities, requirements for carrying them out. The prospects for further research are the generalization of experience conducting such events in Ukraine, and identifying their impact on integration of internally displaced persons in new communities. The conclusion is that the integration of people with various signs of vulnerability in Ukraine in conditions of mass resettlement and large-scale aggression is absolutely necessary.