Pub Date : 2024-07-11DOI: 10.31652/2412-1142-2024-72-187-194
Микола Лісовий, Володимир Балтремус
The article reveals the concept of the pedagogical culture of higher education institution teachers. It is emphasized that effective pedagogical activity depends on the personal, psychological, and professional characteristics of the teacher. In this regard, the requirements for higher education institution teachers have been determined. The article describes pedagogical practice as a highly important element in the system of scientific and pedagogical personnel training. As a result of the analysis of scientific sources, a definition of professional and pedagogical culture was given. Pedagogical culture is a harmony of highly developed pedagogical thinking, knowledge, feelings and professional creative activity, which contributes to the effective organization of the pedagogical process. The main components of the pedagogical culture of higher education institutions teachers are characterized: culture of pedagogical thinking, spiritual and moral culture, culture of communication. Pedagogical thinking means a special style of professional thinking of a teacher, which is realized in intellectual and practical activity and leads to effective work of the educational process. The spiritual and moral culture of a teacher is an integral system of personal and professional qualities of an individual, such as spirituality, moral awareness, professional ethics, which contribute to the active professional activity of a teacher with the aim of forming moral qualities in students. As for the third component, there is no doubt that the main task of pedagogical communication is establishing, establishing and maintaining relationships with colleagues and students. And the nature of the teacher's relationship with those with whom he is forced to come into contact during the performance of his professional activity directly affects its success and effectiveness. It was concluded that all the considered aspects of pedagogical activity are equally important and the underestimation of any of them can lead to undesirable results.
{"title":"СУТНІСТЬ ПЕДАГОГІЧНОЇ КУЛЬТУРИ ВИКЛАДАЧА ЗВО","authors":"Микола Лісовий, Володимир Балтремус","doi":"10.31652/2412-1142-2024-72-187-194","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-187-194","url":null,"abstract":"The article reveals the concept of the pedagogical culture of higher education institution teachers. It is emphasized that effective pedagogical activity depends on the personal, psychological, and professional characteristics of the teacher. In this regard, the requirements for higher education institution teachers have been determined. The article describes pedagogical practice as a highly important element in the system of scientific and pedagogical personnel training. As a result of the analysis of scientific sources, a definition of professional and pedagogical culture was given. Pedagogical culture is a harmony of highly developed pedagogical thinking, knowledge, feelings and professional creative activity, which contributes to the effective organization of the pedagogical process. The main components of the pedagogical culture of higher education institutions teachers are characterized: culture of pedagogical thinking, spiritual and moral culture, culture of communication. Pedagogical thinking means a special style of professional thinking of a teacher, which is realized in intellectual and practical activity and leads to effective work of the educational process. The spiritual and moral culture of a teacher is an integral system of personal and professional qualities of an individual, such as spirituality, moral awareness, professional ethics, which contribute to the active professional activity of a teacher with the aim of forming moral qualities in students. As for the third component, there is no doubt that the main task of pedagogical communication is establishing, establishing and maintaining relationships with colleagues and students. And the nature of the teacher's relationship with those with whom he is forced to come into contact during the performance of his professional activity directly affects its success and effectiveness. It was concluded that all the considered aspects of pedagogical activity are equally important and the underestimation of any of them can lead to undesirable results.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"93 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141657621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-11DOI: 10.31652/2412-1142-2024-72-195-204
Надія Опушко, Мирослав Коваль, Мирослава Кусій
The study of German experience in education plays a special role in comparative pedagogical research. This is due to two factors: the economic model of development in Germany has common features with the national one, namely social orientation; Germany is the most economically developed country in the European Union, characterised by an effective system of public administration and training of specialists. That is why the article carries out a comparative study of German higher education institutions (HEIs) that provide training in the dual form of education. It is established that despite numerous studies in various areas of professional training in the higher education system, including the study of foreign experience in implementing dual education, the peculiarities of implementing the educational process in universities of applied sciences and cooperative education, which are the main providers of dual education in Germany, remain unexplored. The author analyses the similarities and differences in the structural and content characteristics of the educational programmes (EP) of the university of cooperative education and the university of applied sciences. It is found that universities of applied sciences were founded on the basis of secondary vocational educational institutions (vocational schools, engineering colleges and other vocational secondary education institutions), while universities of cooperative education were organised in 1972 on the model of the Stuttgart model of vocational education. It is stated that in the late 60s and early 70s of the twentieth century these universities were equated with higher education institutions. It is determined that among the key differences between universities of applied sciences and universities of cooperative education are: peculiarities of organising the admission campaign, cooperation with social partners and the content of the theoretical and practical components of vocational training. The practical significance of the study is the possibility of transferring certain elements to the educational process of domestic higher education institutions (HEIs).
{"title":"УНІВЕРСИТЕТИ НІМЕЧЧИНИ: ПОРІВНЯЛЬНИЙ АНАЛІЗ У КОНТЕКСТІРЕАЛІЗАЦІЇ ДУАЛЬНОГО НАВЧАННЯ","authors":"Надія Опушко, Мирослав Коваль, Мирослава Кусій","doi":"10.31652/2412-1142-2024-72-195-204","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-195-204","url":null,"abstract":"The study of German experience in education plays a special role in comparative pedagogical research. This is due to two factors: the economic model of development in Germany has common features with the national one, namely social orientation; Germany is the most economically developed country in the European Union, characterised by an effective system of public administration and training of specialists. That is why the article carries out a comparative study of German higher education institutions (HEIs) that provide training in the dual form of education. It is established that despite numerous studies in various areas of professional training in the higher education system, including the study of foreign experience in implementing dual education, the peculiarities of implementing the educational process in universities of applied sciences and cooperative education, which are the main providers of dual education in Germany, remain unexplored. The author analyses the similarities and differences in the structural and content characteristics of the educational programmes (EP) of the university of cooperative education and the university of applied sciences. It is found that universities of applied sciences were founded on the basis of secondary vocational educational institutions (vocational schools, engineering colleges and other vocational secondary education institutions), while universities of cooperative education were organised in 1972 on the model of the Stuttgart model of vocational education. It is stated that in the late 60s and early 70s of the twentieth century these universities were equated with higher education institutions. It is determined that among the key differences between universities of applied sciences and universities of cooperative education are: peculiarities of organising the admission campaign, cooperation with social partners and the content of the theoretical and practical components of vocational training. The practical significance of the study is the possibility of transferring certain elements to the educational process of domestic higher education institutions (HEIs).","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"121 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141656903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-11DOI: 10.31652/2412-1142-2024-72-205-219
Віктор Четверик
xxThis research paper explores the potential and prospects of utilizing artificial intelligence (AI) tools in foreign language education, particularly in the context of higher education. The study conducts a comprehensive review of various scientific and methodological sources addressing the integration and application of AI in education. It highlights the critical role of developing foreign language communicative competence in future specialists across all fields, where modern technologies and innovative approaches, especially those incorporating AI, are increasingly pivotal. The focus is primarily on the potential uses of chatbots – accessible and popular AI tools that leverage generative AI technology – in enhancing aspects of foreign language communicative competence. The paper details how these tools can adapt authentic textual materials to suit students’ language proficiency levels or specific needs, create supplementary materials, develop lexical and grammatical exercises or tests, form thematic or terminological vocabulary lists, explain usage conditions and contexts for various language units, select synonyms/antonyms, compile linguistic pattern lists, generate thematic and authentic communicative scenarios, elucidate grammatical concepts, devise language course training programs, and facilitate the practice and improvement of communicative skills through independent student work. The research also addresses potential challenges concerning the efficacy and ethics of employing such technologies in education. It emphasizes the risks associated with the unethical use of AI tools. It suggests implementing measures to mitigate these issues, reinforcing the notion that AI should serve as an adjunct to enhance human activity and learning outcomes, not replace them. In conclusion, the paper posits that AI has significant potential to enhance foreign language learning processes and outlines promising future research directions.
xx 本研究论文探讨了在外语教育（尤其是高等教育）中利用人工智能（AI）工具的潜力和前景。本研究对涉及人工智能在教育中的整合与应用的各种科学和方法论资料进行了全面审查。它强调了培养未来各领域专家外语交际能力的关键作用，而现代技术和创新方法，特别是那些结合人工智能的技术和方法，在这些领域越来越举足轻重。重点主要放在聊天机器人的潜在用途上--聊天机器人是一种利用人工智能生成技术的便捷、流行的人工智能工具，可用于提高外语交际能力的各个方面。论文详细介绍了这些工具如何根据学生的语言水平或具体需求改编真实的文本材料、创建补充材料、开发词汇和语法练习或测试、形成主题或术语词汇表、解释各种语言单位的使用条件和语境、选择同义词/反义词、编制语言模式表、生成主题和真实的交际场景、阐明语法概念、设计语言课程培训计划，以及通过学生的独立作业促进交际技能的练习和提高。这项研究还探讨了在教育中使用此类技术的有效性和道德方面的潜在挑战。它强调了不道德使用人工智能工具的相关风险。它建议采取一些措施来减少这些问题，并强化了这样一种理念，即人工智能应作为一种辅助工具来加强人类活动和学习成果，而不是取而代之。最后，本文认为人工智能在加强外语学习过程方面具有巨大潜力，并概述了未来的研究方向。
{"title":"RESOURCES WITH ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGEEDUCATION: AN OVERVIEW OF POSSIBILITIES AND PERSPECTIVES OF USE","authors":"Віктор Четверик","doi":"10.31652/2412-1142-2024-72-205-219","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-205-219","url":null,"abstract":"xxThis research paper explores the potential and prospects of utilizing artificial intelligence (AI) tools in foreign language education, particularly in the context of higher education. The study conducts a comprehensive review of various scientific and methodological sources addressing the integration and application of AI in education. It highlights the critical role of developing foreign language communicative competence in future specialists across all fields, where modern technologies and innovative approaches, especially those incorporating AI, are increasingly pivotal. The focus is primarily on the potential uses of chatbots – accessible and popular AI tools that leverage generative AI technology – in enhancing aspects of foreign language communicative competence. The paper details how these tools can adapt authentic textual materials to suit students’ language proficiency levels or specific needs, create supplementary materials, develop lexical and grammatical exercises or tests, form thematic or terminological vocabulary lists, explain usage conditions and contexts for various language units, select synonyms/antonyms, compile linguistic pattern lists, generate thematic and authentic communicative scenarios, elucidate grammatical concepts, devise language course training programs, and facilitate the practice and improvement of communicative skills through independent student work. The research also addresses potential challenges concerning the efficacy and ethics of employing such technologies in education. It emphasizes the risks associated with the unethical use of AI tools. It suggests implementing measures to mitigate these issues, reinforcing the notion that AI should serve as an adjunct to enhance human activity and learning outcomes, not replace them. In conclusion, the paper posits that AI has significant potential to enhance foreign language learning processes and outlines promising future research directions.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"96 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141657903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-11DOI: 10.31652/2412-1142-2024-72-170-186
Роман Гуревич, Леонід Коношевський, Олег Коношевський, Аліна Воєвода, Світлана Люльчак
The article is devoted to the study of the impact of artificial intelligence (AI) on modern education, the analysis of the prospects for the use of artificial intelligence in institutions of higher education (HEIs) and the resulting problems. It was emphasized that the future of education is inextricably linked with the development of information and communication technologies and intelligent machines. The prospects of artificial intelligence open up new opportunities in teaching and learning in higher education institutions with a strong potential to change even the management system of higher education institutions. The history of the emergence of artificial intelligence is briefly given, starting from the 13th century, when Raimund Lullius proposed the idea of implementing reasoning and mental processes in an intellectual machine. The article uses methods of complex theoretical and descriptive analysis. The scientific novelty of the work: the established effectiveness of using artificial intelligence in education can be presented in the form of the following functions: automation, integration, acclimatization, differentiation, identification. The increasingly widespread use of artificial intelligence in higher education institutions and schools also raises ethical questions. Educational institutions must now consider what type of data is collected, how that information is used, and what controls are in place to protect the privacy of learners. Practical significance of the work: in addition to functions that reflect the effectiveness of using artificial intelligence in the educational process, because the authors identified the positive aspects of introducing artificial intelligence into education. The results of the study: the authors of the article come to the conclusion that now it is necessary to rethink the function and pedagogical models of learning in connection with artificial intelligence in higher education institutions, because significant opportunities are opening up for higher education institutions thanks to the use of artificial intelligence in the educational process.
{"title":"INTEGRATION OF ARTIFICIAL INTELLIGENCE IN THE FIELD OF EDUCATION: PROBLEMS, CHALLENGES, THREATS, PROSPECTS","authors":"Роман Гуревич, Леонід Коношевський, Олег Коношевський, Аліна Воєвода, Світлана Люльчак","doi":"10.31652/2412-1142-2024-72-170-186","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-170-186","url":null,"abstract":"The article is devoted to the study of the impact of artificial intelligence (AI) on modern education, the analysis of the prospects for the use of artificial intelligence in institutions of higher education (HEIs) and the resulting problems. It was emphasized that the future of education is inextricably linked with the development of information and communication technologies and intelligent machines. The prospects of artificial intelligence open up new opportunities in teaching and learning in higher education institutions with a strong potential to change even the management system of higher education institutions. The history of the emergence of artificial intelligence is briefly given, starting from the 13th century, when Raimund Lullius proposed the idea of implementing reasoning and mental processes in an intellectual machine. The article uses methods of complex theoretical and descriptive analysis. The scientific novelty of the work: the established effectiveness of using artificial intelligence in education can be presented in the form of the following functions: automation, integration, acclimatization, differentiation, identification. The increasingly widespread use of artificial intelligence in higher education institutions and schools also raises ethical questions. Educational institutions must now consider what type of data is collected, how that information is used, and what controls are in place to protect the privacy of learners. Practical significance of the work: in addition to functions that reflect the effectiveness of using artificial intelligence in the educational process, because the authors identified the positive aspects of introducing artificial intelligence into education. The results of the study: the authors of the article come to the conclusion that now it is necessary to rethink the function and pedagogical models of learning in connection with artificial intelligence in higher education institutions, because significant opportunities are opening up for higher education institutions thanks to the use of artificial intelligence in the educational process.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"124 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141656700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.31652/2412-1142-2024-72-162-170
Volodymyr Umanets, Iryna Shakhina, B. Rozputnia
The article discusses the training of future computer science teachers to use artificial intelligence (AI) technologies in education. The authors highlight the relevance of this issue in light of the rapid spread of AI technologies in various spheres of life and the need to develop students’ digital competencies related to the use of artificial intelligence. The study aims to identify the essential competencies that future computer science teachers need to effectively use AI in education. It also analyzes the existing problems and challenges in this area, studies the prospects for the use of AI in education, develops recommendations for improving relevant training programs, and overcoming barriers to the implementation of AI technologies. The study identified three main groups of competencies for future computer science teachers in the field of AI: technical, pedagogical, ethical and legal. Technical competencies include knowledge of AI technology principles, algorithms, and software. Pedagogical competencies relate to the ability to adapt teaching materials and methods to the capabilities of AI and to develop appropriate tasks and projects. Ethical and legal competencies involve comprehending the risks and challenges associated with AI usage, as well as being aware of the ethical principles and legal norms in this field. The article analyzes technical, pedagogical, ethical, and legal problems related to introducing AI technologies into computer science teacher training and education. It also explores the potential benefits of AI in education, such as personalized and adaptive learning, improved teaching and assessment effectiveness, and the development of critical thinking and creativity in students. The authors suggest methods to enhance computer science teacher training programs, such as incorporating specialized AI courses, providing practical training, and involving industry experts. They also stress the significance of considering the most effective international practices in this field. To summarize, the article highlights the pressing need to modernize the computer science teacher training system in Ukraine. This is necessary to develop the competencies required for the effective use of AI technologies in the educational process. Such modernization will contribute to the development of students’ digital literacy and ensure the competitiveness of the Ukrainian educational system in the context of digital transformation.
{"title":"TRAINING FUTURE COMPUTER SCIENCE TEACHERS TO USE ARTIFICIALINTELLIGENCE TECHNOLOGIES IN THE EDUCATIONAL PROCESS","authors":"Volodymyr Umanets, Iryna Shakhina, B. Rozputnia","doi":"10.31652/2412-1142-2024-72-162-170","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-162-170","url":null,"abstract":"The article discusses the training of future computer science teachers to use artificial intelligence (AI) technologies in education. The authors highlight the relevance of this issue in light of the rapid spread of AI technologies in various spheres of life and the need to develop students’ digital competencies related to the use of artificial intelligence. The study aims to identify the essential competencies that future computer science teachers need to effectively use AI in education. It also analyzes the existing problems and challenges in this area, studies the prospects for the use of AI in education, develops recommendations for improving relevant training programs, and overcoming barriers to the implementation of AI technologies. The study identified three main groups of competencies for future computer science teachers in the field of AI: technical, pedagogical, ethical and legal. Technical competencies include knowledge of AI technology principles, algorithms, and software. Pedagogical competencies relate to the ability to adapt teaching materials and methods to the capabilities of AI and to develop appropriate tasks and projects. Ethical and legal competencies involve comprehending the risks and challenges associated with AI usage, as well as being aware of the ethical principles and legal norms in this field. The article analyzes technical, pedagogical, ethical, and legal problems related to introducing AI technologies into computer science teacher training and education. It also explores the potential benefits of AI in education, such as personalized and adaptive learning, improved teaching and assessment effectiveness, and the development of critical thinking and creativity in students. The authors suggest methods to enhance computer science teacher training programs, such as incorporating specialized AI courses, providing practical training, and involving industry experts. They also stress the significance of considering the most effective international practices in this field. To summarize, the article highlights the pressing need to modernize the computer science teacher training system in Ukraine. This is necessary to develop the competencies required for the effective use of AI technologies in the educational process. Such modernization will contribute to the development of students’ digital literacy and ensure the competitiveness of the Ukrainian educational system in the context of digital transformation.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"21 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141661115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.31652/2412-1142-2024-72-5-13
Роман Дінжос, Ірина Манькусь, Людмила Недбаєвська, Валентина Дармосюк
The article highlights the experience of implementing educational projects in the conditions of the transformation of education in Ukraine, which was caused by the war. Research conducted by the State Education Quality Service of Ukraine showed that compensation for the loss of study time most often occurs through providing students with educational materials and tasks for independent study. Group and individual consultations, additional training classes are held less frequently. The study notes that it is too difficult to assess how often these measures are implemented, given that most teachers complain of a lack of conditions and opportunities. Research conducted by us in the Ukrainian educational hubs of JRS Romania in Bucharest confirmed the feasibility of creating educational hubs as an effective form of non-formal education aimed at overcoming educational losses caused by martial law. The results of research and the search for possible ways to reduce the level of educational losses determined the need to introduce new forms of educational activity and more appropriate forms of pedagogical education. In the context of the mentioned problems, the training of natural science teachers in higher education institutions should correspond to the realities of life, the social order and be oriented towards the organization of the educational process online. The implementation of educational projects conducted online based on the STEM-oriented approach, as the experience described in the article has shown, is one of the possible ways to overcome existing educational challenges and ensures that the training of future teachers meets the modern demands of the market of educational services. An example of the implementation of the above ideas is the "Interesting Science Online" project. The idea of the project is to combine the efforts of forms, methods and technologies of formal and informal education to compensate for educational losses in emergency situations. The project's online studios were developed by us depending on the value orientations and preferences of the project participants. The studios of scientific rap, scientific TikTok, the studio "Know How" and "Battle of the Worlds" are actively working in the project. All online studios work under the leadership of students - masters of interesting science. Educational products created in the studios are presented during the work of the studios and in social networks on the project pages. The article presents an innovative form of pedagogical education, online university studios, which improve the quality of training future teachers to carry out educational activities online and demonstrate the possibilities of compensating for educational losses in wartime conditions.
文章重点介绍了在战争导致乌克兰教育转型的条件下实施教育项目的经验。乌克兰国家教育质量服务局的研究表明，对学习时间损失的补偿通常是通过向学生提供教材和独立学习任务来实现的。集体和个人咨询、额外培训课程的举办频率较低。研究指出，由于大多数教师抱怨缺乏条件和机会，因此很难评估这些措施的实施频率。我们在布加勒斯特 JRS 罗马尼亚的乌克兰教育中心开展的研究证实，建立教育中心是一种有效的非正规教育形式，旨在克服戒严造成的教育损失。研究结果和对减少教育损失的可能方法的探索表明，有必要引入新的教育活动形式和更适宜的教学教育形式。在上述问题的背景下，高等院校自然科学教师的培训应与现实生活和社会秩序相适应，并以在线教育过程的组织为导向。正如文章中介绍的经验所表明的那样，在以科学、技术、工程和数学为导向的方法基础上实施在线教育项目，是克服现有教育挑战并确保未来教师培训满足现代教育服务市场需求的可能途径之一。"趣味科学在线 "项目就是落实上述理念的一个实例。该项目的理念是将正规和非正规教育的形式、方法和技术结合起来，弥补紧急情况下的教育损失。我们根据项目参与者的价值取向和偏好，开发了该项目的在线工作室。科学说唱工作室、科学 TikTok 工作室、"Know How "工作室和 "Battle of the Worlds "工作室正在积极开展项目工作。所有在线工作室都在学生--趣味科学大师--的领导下工作。工作室制作的教育产品在工作室工作期间和社交网络的项目页面上展示。文章介绍了一种创新的教学教育形式--在线大学工作室，它提高了未来教师在线开展教育活动的培训质量，并展示了在战时条件下弥补教育损失的可能性。
{"title":"ОСВІТНІЙ ПРОЄКТ «ЦІКАВА НАУКА ОНЛАЙН» ЯК ШЛЯХ КОМПЕНСАЦІЇОСВІТНІХ ВТРАТ В УМОВАХ ВІЙНИ В УКРАЇНІ","authors":"Роман Дінжос, Ірина Манькусь, Людмила Недбаєвська, Валентина Дармосюк","doi":"10.31652/2412-1142-2024-72-5-13","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-5-13","url":null,"abstract":"The article highlights the experience of implementing educational projects in the conditions of the transformation of education in Ukraine, which was caused by the war. Research conducted by the State Education Quality Service of Ukraine showed that compensation for the loss of study time most often occurs through providing students with educational materials and tasks for independent study. Group and individual consultations, additional training classes are held less frequently. The study notes that it is too difficult to assess how often these measures are implemented, given that most teachers complain of a lack of conditions and opportunities. Research conducted by us in the Ukrainian educational hubs of JRS Romania in Bucharest confirmed the feasibility of creating educational hubs as an effective form of non-formal education aimed at overcoming educational losses caused by martial law. The results of research and the search for possible ways to reduce the level of educational losses determined the need to introduce new forms of educational activity and more appropriate forms of pedagogical education. In the context of the mentioned problems, the training of natural science teachers in higher education institutions should correspond to the realities of life, the social order and be oriented towards the organization of the educational process online. The implementation of educational projects conducted online based on the STEM-oriented approach, as the experience described in the article has shown, is one of the possible ways to overcome existing educational challenges and ensures that the training of future teachers meets the modern demands of the market of educational services. An example of the implementation of the above ideas is the \"Interesting Science Online\" project. The idea of the project is to combine the efforts of forms, methods and technologies of formal and informal education to compensate for educational losses in emergency situations. The project's online studios were developed by us depending on the value orientations and preferences of the project participants. The studios of scientific rap, scientific TikTok, the studio \"Know How\" and \"Battle of the Worlds\" are actively working in the project. All online studios work under the leadership of students - masters of interesting science. Educational products created in the studios are presented during the work of the studios and in social networks on the project pages. The article presents an innovative form of pedagogical education, online university studios, which improve the quality of training future teachers to carry out educational activities online and demonstrate the possibilities of compensating for educational losses in wartime conditions.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"66 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141664668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.31652/2412-1142-2024-72-154-161
Olga Osaulchyk
The article is devoted to the organisation of students' independent work in higher education in the process of learning a foreign language. Students' independent work is identified as a key factor in the formation of self-education skills and the ability to learn throughout life. In the course of the study, three independent but interrelated parties involved in the process of self-learning of students were identified: student(s)-teacher-information technologies. It is defined that properly organized independent work of students allows them to process large amounts of information, in particular, to work with authentic foreign language sources in the process of mastering foreign language competence. It is proved that the prerequisites for high-quality independent work can and should be formed in the process of classroom work, which in its turn distinguishes a separate function of classroom teaching: preparation for independent work of students. It is stated that students' independent work cannot be separated from classroom work, since it is in the classroom that the teacher uses pedagogical tools to influence the student in order to increase his or her level of confidence and encourage independence. It is emphasised that the task of face-to-face learning is to form basic knowledge and skills, as well as the necessary potential for independent work of the student in future, while having independent learning. The course “Foreign Language for Professional Purposes” chosen for the study is the basic course in learning a foreign language (English) for students of the Vinnytsia Institute of Trade and Economics of the State University of Trade and Economics, therefore, it has been chosen for our study. Based on the results of a preliminary survey of students, we tested the latest technology for organizing students' independent work called “Puzzles”, which accumulates and presents information on English-speaking countries in various fields. Moreover, the areas of work can be selected from a list or suggested by the student and included in the list. Thus, independent work can coincide with the realisation of students' wishes and interests, which in its turn became a driving emotional factor in student motivation.
{"title":"ШЛЯХИ ОПТИМІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ В ПРОЦЕСІОВОЛОДІННЯ ІНОЗЕМНОЮ МОВОЮ У ВИЩІЙ ШКОЛІ","authors":"Olga Osaulchyk","doi":"10.31652/2412-1142-2024-72-154-161","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-154-161","url":null,"abstract":"The article is devoted to the organisation of students' independent work in higher education in the process of learning a foreign language. Students' independent work is identified as a key factor in the formation of self-education skills and the ability to learn throughout life. In the course of the study, three independent but interrelated parties involved in the process of self-learning of students were identified: student(s)-teacher-information technologies. It is defined that properly organized independent work of students allows them to process large amounts of information, in particular, to work with authentic foreign language sources in the process of mastering foreign language competence. It is proved that the prerequisites for high-quality independent work can and should be formed in the process of classroom work, which in its turn distinguishes a separate function of classroom teaching: preparation for independent work of students. It is stated that students' independent work cannot be separated from classroom work, since it is in the classroom that the teacher uses pedagogical tools to influence the student in order to increase his or her level of confidence and encourage independence. It is emphasised that the task of face-to-face learning is to form basic knowledge and skills, as well as the necessary potential for independent work of the student in future, while having independent learning. The course “Foreign Language for Professional Purposes” chosen for the study is the basic course in learning a foreign language (English) for students of the Vinnytsia Institute of Trade and Economics of the State University of Trade and Economics, therefore, it has been chosen for our study. Based on the results of a preliminary survey of students, we tested the latest technology for organizing students' independent work called “Puzzles”, which accumulates and presents information on English-speaking countries in various fields. Moreover, the areas of work can be selected from a list or suggested by the student and included in the list. Thus, independent work can coincide with the realisation of students' wishes and interests, which in its turn became a driving emotional factor in student motivation.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.31652/2412-1142-2024-72-113-124
Ірина Клєопа, О.І. Тютюнник, Ярослав Крупський, Юрій Добранюк
The article discusses the relevance of using information and communication technologies (ICT) in higher mathematical education within the context of the contemporary educational environment characterized by rapid technological changes. It is noted that effective utilization of ICT, such as electronic journals, multimedia technologies, testing systems, and computer mathematics systems, contributes to the improvement of the teaching and learning process. Emphasis is placed on the necessity of reviewing and modifying teaching methodologies for mathematical disciplines to integrate innovative solutions. Furthermore, the use of information and communication technologies in higher mathematical education is deemed highly relevant due to the rapid development of the modern technological environment and the needs of the contemporary job market. The implementation of electronic journals, multimedia technologies, testing systems, and computer mathematics not only enhances the efficiency of teaching mathematical disciplines but also helps create a solid foundation for the future professional success of students. Electronic journals serve not only as convenient tools for administrative processes but also as platforms for active interaction among students, teachers, and administration, fostering the development of academic community and stimulating discussions and collaboration. Multimedia technologies, such as video lessons, interactive exercises, and simulations, provide students with opportunities to better grasp material and understand complex concepts, opening up new possibilities for personalized learning and adaptation to various learning styles. Testing systems, particularly those based on interactive platforms, enable instructors to effectively monitor students' knowledge and track their progress, as well as provide opportunities for personalized learning through automatic adaptation of task complexity Computer mathematics systems, including software packages for numerical and symbolic computations, become an integral part of modern mathematical education, empowering students to efficiently solve complex mathematical problems and explore new concepts, thus stimulating their creative potential and innovative approach to problem-solving. Together with educational platforms and distance learning systems, these tools contribute to the modernization and optimization of the educational process, leading to the improvement of the quality of higher mathematical education and the preparation of qualified professionals for the contemporary world.
{"title":"ОСОБЛИВОСТІ ВИКОРИСТАННЯ СУЧАСНИХ ІНФОРМАЦІЙНОКОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ВИЩІЙ МАТЕМАТИЧНІЙ ОСВІТІ","authors":"Ірина Клєопа, О.І. Тютюнник, Ярослав Крупський, Юрій Добранюк","doi":"10.31652/2412-1142-2024-72-113-124","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-113-124","url":null,"abstract":"The article discusses the relevance of using information and communication technologies (ICT) in higher mathematical education within the context of the contemporary educational environment characterized by rapid technological changes. It is noted that effective utilization of ICT, such as electronic journals, multimedia technologies, testing systems, and computer mathematics systems, contributes to the improvement of the teaching and learning process. Emphasis is placed on the necessity of reviewing and modifying teaching methodologies for mathematical disciplines to integrate innovative solutions. Furthermore, the use of information and communication technologies in higher mathematical education is deemed highly relevant due to the rapid development of the modern technological environment and the needs of the contemporary job market. The implementation of electronic journals, multimedia technologies, testing systems, and computer mathematics not only enhances the efficiency of teaching mathematical disciplines but also helps create a solid foundation for the future professional success of students. Electronic journals serve not only as convenient tools for administrative processes but also as platforms for active interaction among students, teachers, and administration, fostering the development of academic community and stimulating discussions and collaboration. Multimedia technologies, such as video lessons, interactive exercises, and simulations, provide students with opportunities to better grasp material and understand complex concepts, opening up new possibilities for personalized learning and adaptation to various learning styles. Testing systems, particularly those based on interactive platforms, enable instructors to effectively monitor students' knowledge and track their progress, as well as provide opportunities for personalized learning through automatic adaptation of task complexity Computer mathematics systems, including software packages for numerical and symbolic computations, become an integral part of modern mathematical education, empowering students to efficiently solve complex mathematical problems and explore new concepts, thus stimulating their creative potential and innovative approach to problem-solving. Together with educational platforms and distance learning systems, these tools contribute to the modernization and optimization of the educational process, leading to the improvement of the quality of higher mathematical education and the preparation of qualified professionals for the contemporary world.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"19 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.31652/2412-1142-2024-72-14-26
Оксана Віталіївна Клочко
The article examines the problems of developing critical thinking of future teachers of computer science and mathematics using artificial intelligence tools. The experience of domestic and foreign researchers regarding the use of artificial intelligence in education for the development of critical thinking, in particular, the United States of America, the Republic of Poland, and the Republic of Slovenia, was analyzed. The necessary components of critical thinking are defined: the use of logical thinking to analyze problems, make decisions and solve problems; obtaining, interpreting and using knowledge/facts/data in the process of solving problems; demonstration (manifestations) of creativity and non-standard thinking. In order to investigate the specifics of the application of critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems, a survey was conducted. The "Klochko Questionnaire: Peculiarities of using critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems" was created. The possibilities of using artificial intelligence tools in education have been clarified, in particular: analysis of educational data, creation of educational content, professional development, adaptive learning, and others.The results of the study showed that 92.2% of respondents use or plan to use artificial intelligence tools in the educational process. The vast majority of students studying to become computer science and mathematics teachers actively use artificial intelligence to solve various problems, applying critical thinking and developing their critical thinking skills. The development of critical thinking skills of future computer science and mathematics teachers is a necessary condition for their academic success, personal and professional development, competitiveness, preparation for future challenges, solving new problems, teaching students to think critically. The implementation of artificial intelligence tools for the development of critical thinking in future teachers may have certain risks, such as excessive trust in artificial intelligence and the reduction of the role of one's own experience, intuition, etc. It is important to note that the field of using artificial intelligence technologies in education is just beginning to develop and needs additional research, however, it has great potential for the development of critical thinking of future teachers.
{"title":"РОЗВИТОК КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ ВЧИТЕЛІВ ІНФОРМАТИКИ ТА МАТЕМАТИКИ З ВИКОРИСТАННЯМ ЗАСОБІВ ШТУЧНОГО ІНТЕЛЕКТУ","authors":"Оксана Віталіївна Клочко","doi":"10.31652/2412-1142-2024-72-14-26","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-14-26","url":null,"abstract":"The article examines the problems of developing critical thinking of future teachers of computer science and mathematics using artificial intelligence tools. The experience of domestic and foreign researchers regarding the use of artificial intelligence in education for the development of critical thinking, in particular, the United States of America, the Republic of Poland, and the Republic of Slovenia, was analyzed. The necessary components of critical thinking are defined: the use of logical thinking to analyze problems, make decisions and solve problems; obtaining, interpreting and using knowledge/facts/data in the process of solving problems; demonstration (manifestations) of creativity and non-standard thinking. In order to investigate the specifics of the application of critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems, a survey was conducted. The \"Klochko Questionnaire: Peculiarities of using critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems\" was created. The possibilities of using artificial intelligence tools in education have been clarified, in particular: analysis of educational data, creation of educational content, professional development, adaptive learning, and others.The results of the study showed that 92.2% of respondents use or plan to use artificial intelligence tools in the educational process. The vast majority of students studying to become computer science and mathematics teachers actively use artificial intelligence to solve various problems, applying critical thinking and developing their critical thinking skills. The development of critical thinking skills of future computer science and mathematics teachers is a necessary condition for their academic success, personal and professional development, competitiveness, preparation for future challenges, solving new problems, teaching students to think critically. The implementation of artificial intelligence tools for the development of critical thinking in future teachers may have certain risks, such as excessive trust in artificial intelligence and the reduction of the role of one's own experience, intuition, etc. It is important to note that the field of using artificial intelligence technologies in education is just beginning to develop and needs additional research, however, it has great potential for the development of critical thinking of future teachers.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"62 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.31652/2412-1142-2024-72-125-132
Андрій Литвин, Галина Федюк, Юрій Кухта
The advantages and possibilities of a dual form of higher education as a symbiosis of theoretical and professional-practical components of education are considered. In this case, the applicant receives all the necessary knowledge on the basis of a higher education institution (university or college), and practices them at an enterprise or company with which the institution cooperates. This system is currently being implemented in all European countries. Modern professional education, including higher education, lacks practical content. Instead, the dual form involves constant communication between the educational institution and the employer. Enterprises reserve the required number of training places for future specialists in higher education institutions. Students work in their chosen specialty during the entire period of professional training. There are various options for combining training and practice: three days at the enterprise and three days at the institution; classes in the morning, and work in the afternoon or vice versa. Depending on the chosen program and the agreement with the employer, applicants can spend a week studying theory and a week gaining practical experience, or two months attending lectures and the next two months working, developing and improving the acquired skills and abilities. Undoubtedly, the introduction of dual education requires adjusting industry standards and revising educational programs, designing learning outcomes that are required by the labor market. The concept of training specialists under the dual form of education, approved in Ukraine, regulates the rights, interests and obligations of educational institutions, employers, and students. Dual education makes it possible to turn students into mobile, competent, dynamic and experienced professionals who know what they want to achieve. It opens up new opportunities for professional training. At the same time, in the authors’ opinion, it is inappropriate to transform all professional education into dual education; this is a form of education for those who are able to combine study and work experience.
{"title":"FEATURES AND ADVANTAGES OF THE DUAL FORMOF HIGHER EDUCATION","authors":"Андрій Литвин, Галина Федюк, Юрій Кухта","doi":"10.31652/2412-1142-2024-72-125-132","DOIUrl":"https://doi.org/10.31652/2412-1142-2024-72-125-132","url":null,"abstract":"The advantages and possibilities of a dual form of higher education as a symbiosis of theoretical and professional-practical components of education are considered. In this case, the applicant receives all the necessary knowledge on the basis of a higher education institution (university or college), and practices them at an enterprise or company with which the institution cooperates. This system is currently being implemented in all European countries. Modern professional education, including higher education, lacks practical content. Instead, the dual form involves constant communication between the educational institution and the employer. Enterprises reserve the required number of training places for future specialists in higher education institutions. Students work in their chosen specialty during the entire period of professional training. There are various options for combining training and practice: three days at the enterprise and three days at the institution; classes in the morning, and work in the afternoon or vice versa. Depending on the chosen program and the agreement with the employer, applicants can spend a week studying theory and a week gaining practical experience, or two months attending lectures and the next two months working, developing and improving the acquired skills and abilities. Undoubtedly, the introduction of dual education requires adjusting industry standards and revising educational programs, designing learning outcomes that are required by the labor market. The concept of training specialists under the dual form of education, approved in Ukraine, regulates the rights, interests and obligations of educational institutions, employers, and students. Dual education makes it possible to turn students into mobile, competent, dynamic and experienced professionals who know what they want to achieve. It opens up new opportunities for professional training. At the same time, in the authors’ opinion, it is inappropriate to transform all professional education into dual education; this is a form of education for those who are able to combine study and work experience.","PeriodicalId":235757,"journal":{"name":"Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems","volume":"122 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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