Pub Date : 2024-03-20DOI: 10.31649/2524-1079-2023-8-1-001-007
S. Dembitska, Oleksandr Kobylianskyi
The relevance of the study is due to the current state of education as a social institution that determines the professional success and competitiveness of young people in the labor market. The competency-based approach to education is one of the key areas for improving higher education in Ukraine. This approach contributes to the realization of the concept of humanistic education, provides for the training of qualified specialists who have not only in-depth knowledge of their profession, but also are able to navigate in related fields, are ready for continuous professional development and social and professional mobility. The article considers the content of professional competence of future specialists in vocational education and highlights the principles and approaches aimed at its formation by means of digital technologies. It has been determined that the professional competence of future vocational education specialists is an integrative and dynamic characteristic of a person based on a set of special knowledge, practical skills, abilities and personal qualities. The analysis of the practice of using digital technologies in education has confirmed their significant potential in reforming the content, forms and methods of teaching students. It is noted that the construction of educational interaction on the principles of systematicity, integrity, professional orientation, interactivity, reflection, individualization of learning and social responsibility, as well as the application of the provisions of competence-based, activity-based and personality-oriented approaches will contribute to the training of highly qualified specialists who have a wide range of knowledge and professional skills, show the ability to improve the work process with the help of the latest technologies and have the ability to self-development. The prospects of the study are to develop a model of professional training of future vocational education specialists using digital technologies and to organize a pedagogical experiment to determine its effectiveness.
{"title":"Formation of professional competence of future specialists in professional education using digital technologies","authors":"S. Dembitska, Oleksandr Kobylianskyi","doi":"10.31649/2524-1079-2023-8-1-001-007","DOIUrl":"https://doi.org/10.31649/2524-1079-2023-8-1-001-007","url":null,"abstract":"The relevance of the study is due to the current state of education as a social institution that determines the professional success and competitiveness of young people in the labor market. The competency-based approach to education is one of the key areas for improving higher education in Ukraine. This approach contributes to the realization of the concept of humanistic education, provides for the training of qualified specialists who have not only in-depth knowledge of their profession, but also are able to navigate in related fields, are ready for continuous professional development and social and professional mobility. \u0000The article considers the content of professional competence of future specialists in vocational education and highlights the principles and approaches aimed at its formation by means of digital technologies. It has been determined that the professional competence of future vocational education specialists is an integrative and dynamic characteristic of a person based on a set of special knowledge, practical skills, abilities and personal qualities. The analysis of the practice of using digital technologies in education has confirmed their significant potential in reforming the content, forms and methods of teaching students. It is noted that the construction of educational interaction on the principles of systematicity, integrity, professional orientation, interactivity, reflection, individualization of learning and social responsibility, as well as the application of the provisions of competence-based, activity-based and personality-oriented approaches will contribute to the training of highly qualified specialists who have a wide range of knowledge and professional skills, show the ability to improve the work process with the help of the latest technologies and have the ability to self-development. \u0000The prospects of the study are to develop a model of professional training of future vocational education specialists using digital technologies and to organize a pedagogical experiment to determine its effectiveness.","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"22 1‐2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224500","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 : 2024-03-20DOI: 10.31649/2524-1079-2023-8-1-051-056
Oleksii Zhmurko
The article examines the current problem of forming a safety culture of future specialists in digital technologies studying in technical institutions of higher education. An analysis of the conceptual and categorical apparatus of the study was carried out, in particular the terms: computer literacy, cyber literacy, Internet literacy, electronic literacy, information literacy, digital literacy, cyber safety. The latter term has been used by Western scholars who consider it in the context of the use of digital technologies and computers. Therefore, they understand cyber security as the formation of safe behavior in the online environment, based on the responsible use of the Internet and mobile technologies, as well as implemented measures that counteract possible risks. The use of the concept of digital literacy is proposed, as it includes not only the ability to use computer technologies, but also the ability to analyze information in the online environment, taking into account social, cultural, political and educational aspects in one's professional activity. The results obtained as a result of the analysis of psychological-pedagogical and methodical literature on the problem of forming a culture of safety in professional activity indicate that, despite certain achievements, this direction has not received conceptual clarity. Currently, even the term "safety culture of professional activity" does not have a scientifically based definition. Theoretical searches indicate the need to clarify its content and structure. In particular, for digital professionals, understanding and implementing a security culture becomes an integral part of their professional development. This involves not only technical skills, but also a deep understanding and internal adaptation of values and approaches that contribute to ensuring cyber security in the modern digital environment on the one hand, and on the other hand - compliance with the requirements for the organization of work in the process of professional activity.
{"title":"On digital technologies as a scientific problemping professional culture of future technical specialists","authors":"Oleksii Zhmurko","doi":"10.31649/2524-1079-2023-8-1-051-056","DOIUrl":"https://doi.org/10.31649/2524-1079-2023-8-1-051-056","url":null,"abstract":"The article examines the current problem of forming a safety culture of future specialists in digital technologies studying in technical institutions of higher education. An analysis of the conceptual and categorical apparatus of the study was carried out, in particular the terms: computer literacy, cyber literacy, Internet literacy, electronic literacy, information literacy, digital literacy, cyber safety. The latter term has been used by Western scholars who consider it in the context of the use of digital technologies and computers. Therefore, they understand cyber security as the formation of safe behavior in the online environment, based on the responsible use of the Internet and mobile technologies, as well as implemented measures that counteract possible risks. The use of the concept of digital literacy is proposed, as it includes not only the ability to use computer technologies, but also the ability to analyze information in the online environment, taking into account social, cultural, political and educational aspects in one's professional activity. \u0000The results obtained as a result of the analysis of psychological-pedagogical and methodical literature on the problem of forming a culture of safety in professional activity indicate that, despite certain achievements, this direction has not received conceptual clarity. Currently, even the term \"safety culture of professional activity\" does not have a scientifically based definition. Theoretical searches indicate the need to clarify its content and structure. In particular, for digital professionals, understanding and implementing a security culture becomes an integral part of their professional development. This involves not only technical skills, but also a deep understanding and internal adaptation of values and approaches that contribute to ensuring cyber security in the modern digital environment on the one hand, and on the other hand - compliance with the requirements for the organization of work in the process of professional activity.","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"346 13‐15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227930","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 : 2024-03-20DOI: 10.31649/2524-1079-2023-8-1-037-043
Inna Vishtak
The article substantiates the need for the implementation of creative engineering thinking in students of higher education when studying the discipline "Theoretical Mechanics". Examples of problematic issues and methods of solving them using the analysis of the proposed hypotheses are given. The purpose of the article is to justify the given method of using problem-based learning in lecture classes on theoretical mechanics using active learning methods. The main goal of higher education is the formation of competences in learners, which will allow them to constantly develop and adapt to modern requirements in the conditions of constant development of industry. The main emphasis is placed not only on the assimilation of knowledge, but also on its creative application, the ability to solve new tasks, analyze different options and achieve optimal results. Solving creative engineering problems in the style of a business game or a game session reveals and reveals creative skills and abilities, significantly increases the individual creative potential of most of the applicants and contributes to the formation of professional production skills. The work of students in such classes includes a number of actions aimed at deepening knowledge, consolidating it in practical situations and developing personal qualities, such as independence, creativity, responsibility, work planning, the ability to quickly adapt to changes and make adjustments in the work process. Active participation of students in this process is also important, which contributes to their intellectual growth and development. Problem-based learning is a method in education that actively involves students in finding, analyzing and solving real problems or situations that arise in the context of studying a specific topic or discipline. The main aspects of problem-based learning include: - active participation of students – in problem-based learning, students act as active participants in the educational process. They are aimed at independent study of the material, problem solving and joint discussion. - stimulation of critical thinking – promotes the development of critical thinking in students. They learn to analyze information, make hypotheses, solve problems and argue their opinions. - collaborative learning – where group projects or tasks are often used, which promotes the development of communication skills, cooperation and mutual assistance between students. - interdisciplinary approach – can cover different aspects from different disciplines, which allows students to consider the problem from different points of view and apply knowledge from different areas. - development of independence and initiative – this teaching method stimulates independence and initiative of students. They learn to independently find information, formulate questions and find their own ways to solve problems. - application of skills in real life – promotes the development of skills that can be applied in
{"title":"Methods of using problem-based learning in theoretical mechanics lectures","authors":"Inna Vishtak","doi":"10.31649/2524-1079-2023-8-1-037-043","DOIUrl":"https://doi.org/10.31649/2524-1079-2023-8-1-037-043","url":null,"abstract":"The article substantiates the need for the implementation of creative engineering thinking in students of higher education when studying the discipline \"Theoretical Mechanics\". Examples of problematic issues and methods of solving them using the analysis of the proposed hypotheses are given. \u0000The purpose of the article is to justify the given method of using problem-based learning in lecture classes on theoretical mechanics using active learning methods. \u0000The main goal of higher education is the formation of competences in learners, which will allow them to constantly develop and adapt to modern requirements in the conditions of constant development of industry. The main emphasis is placed not only on the assimilation of knowledge, but also on its creative application, the ability to solve new tasks, analyze different options and achieve optimal results. Solving creative engineering problems in the style of a business game or a game session reveals and reveals creative skills and abilities, significantly increases the individual creative potential of most of the applicants and contributes to the formation of professional production skills. The work of students in such classes includes a number of actions aimed at deepening knowledge, consolidating it in practical situations and developing personal qualities, such as independence, creativity, responsibility, work planning, the ability to quickly adapt to changes and make adjustments in the work process. Active participation of students in this process is also important, which contributes to their intellectual growth and development. \u0000Problem-based learning is a method in education that actively involves students in finding, analyzing and solving real problems or situations that arise in the context of studying a specific topic or discipline. The main aspects of problem-based learning include: \u0000- active participation of students – in problem-based learning, students act as active participants in the educational process. They are aimed at independent study of the material, problem solving and joint discussion. \u0000- stimulation of critical thinking – promotes the development of critical thinking in students. They learn to analyze information, make hypotheses, solve problems and argue their opinions. \u0000- collaborative learning – where group projects or tasks are often used, which promotes the development of communication skills, cooperation and mutual assistance between students. \u0000- interdisciplinary approach – can cover different aspects from different disciplines, which allows students to consider the problem from different points of view and apply knowledge from different areas. \u0000- development of independence and initiative – this teaching method stimulates independence and initiative of students. They learn to independently find information, formulate questions and find their own ways to solve problems. \u0000- application of skills in real life – promotes the development of skills that can be applied in ","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225157","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 : 2024-03-20DOI: 10.31649/2524-1079-2023-8-1-028-036
Volodymyr Tatarchuk
The article deals with the actual problem of determining the pedagogical conditions that ensure the formation of graphic competence in the future specialists in the field of electronics and telecommunications by means of digital technologies and other professional qualities necessary for the implementation of successful professional activities in the modern digital world. To determine the pedagogical conditions for the formation of future specialists in the field of electronics and telecommunications graphic competence by means of digital technologies, the method of survey and independent expert evaluations was used. Of the 11 pedagogical conditions proposed for expert evaluation, four were selected that have a high and very high degree of agreement of the experts' opinions. Therefore, we believe that the following pedagogical conditions will have a positive impact on the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies: creating conditions for the development of cognitive interest and providing motivation to carry out professional activities of future specialists in the field of electronics and telecommunications; willingness of scientific and pedagogical workers to promote the development of graphic competence of applicants; gradual development of graphic competence as an integral component of the applicant's professional competence; the use of innovative pedagogical technologies in order to activate the educational and cognitive activities of the applicants. The use of innovative pedagogical technologies in order to activate the educational and cognitive activities of future specialists in the field of electronics and telecommunications in order to form their graphic competence by means of digital technologies has a number of advantages, in particular: improving the quality of education, developing creative abilities and independence of students, increasing motivation to study, etc. Among the promising methods for forming the graphic competence of future specialists in the field of electronics and telecommunications using digital technologies are the following: interactive technologies that allow students to actively interact with each other in the process of mastering educational material, in particular, the brainstorming method, the project method, etc.; game technologies, among which we see promising didactic games, scenario games, simulation games, etc.; distance learning technologies as a means of improving graphic skills and abilities; problem-based learning technologies that allow students to develop critical thinking, creative abilities, and practical skills.
{"title":"Pedagogical conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications by means of digital technologies","authors":"Volodymyr Tatarchuk","doi":"10.31649/2524-1079-2023-8-1-028-036","DOIUrl":"https://doi.org/10.31649/2524-1079-2023-8-1-028-036","url":null,"abstract":"The article deals with the actual problem of determining the pedagogical conditions that ensure the formation of graphic competence in the future specialists in the field of electronics and telecommunications by means of digital technologies and other professional qualities necessary for the implementation of successful professional activities in the modern digital world. \u0000To determine the pedagogical conditions for the formation of future specialists in the field of electronics and telecommunications graphic competence by means of digital technologies, the method of survey and independent expert evaluations was used. \u0000Of the 11 pedagogical conditions proposed for expert evaluation, four were selected that have a high and very high degree of agreement of the experts' opinions. Therefore, we believe that the following pedagogical conditions will have a positive impact on the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies: creating conditions for the development of cognitive interest and providing motivation to carry out professional activities of future specialists in the field of electronics and telecommunications; willingness of scientific and pedagogical workers to promote the development of graphic competence of applicants; gradual development of graphic competence as an integral component of the applicant's professional competence; the use of innovative pedagogical technologies in order to activate the educational and cognitive activities of the applicants. \u0000The use of innovative pedagogical technologies in order to activate the educational and cognitive activities of future specialists in the field of electronics and telecommunications in order to form their graphic competence by means of digital technologies has a number of advantages, in particular: improving the quality of education, developing creative abilities and independence of students, increasing motivation to study, etc. Among the promising methods for forming the graphic competence of future specialists in the field of electronics and telecommunications using digital technologies are the following: interactive technologies that allow students to actively interact with each other in the process of mastering educational material, in particular, the brainstorming method, the project method, etc.; game technologies, among which we see promising didactic games, scenario games, simulation games, etc.; distance learning technologies as a means of improving graphic skills and abilities; problem-based learning technologies that allow students to develop critical thinking, creative abilities, and practical skills.","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"29 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226225","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 : 2024-03-20DOI: 10.31649/2524-1079-2023-8-1-014-020
Maryna Miastkovska, Olga Pinaeva, Mykola Tomchuk
The article analyses the content and components of the pedagogical culture of future masters in digital technologies, as well as its role in the professional development of the future master. The authors emphasise the importance of developing key competences, such as creativity, critical thinking and communication skills, which are crucial for the formation of an individual professional style. It is substantiated that the effective formation of pedagogical competence involves the use of a set of methodological approaches, such as competence-based, systemic, personality-oriented, activity-based and resource-based. The need for such an integrated approach is determined by the goal of achieving optimal results in improving the professional training of students in higher education institutions. Within the framework of these approaches, the specific conditions that should be taken into account when developing a model for the development of pedagogical culture of future masters in the field of digital technologies are identified. A phased model for the formation of pedagogical culture of future masters in the field of digital technologies is proposed. It is noted that the successful implementation of this model is possible only with an integrated approach aimed at developing both pedagogical and professional competence of future masters in the field of digital technologies. Prospects for future research are to determine the pedagogical conditions aimed at the targeted development of the pedagogical culture of future masters in digital technologies.
{"title":"Formation of pedagogical culture of future masters in the field of digital technologies","authors":"Maryna Miastkovska, Olga Pinaeva, Mykola Tomchuk","doi":"10.31649/2524-1079-2023-8-1-014-020","DOIUrl":"https://doi.org/10.31649/2524-1079-2023-8-1-014-020","url":null,"abstract":"The article analyses the content and components of the pedagogical culture of future masters in digital technologies, as well as its role in the professional development of the future master. The authors emphasise the importance of developing key competences, such as creativity, critical thinking and communication skills, which are crucial for the formation of an individual professional style. \u0000It is substantiated that the effective formation of pedagogical competence involves the use of a set of methodological approaches, such as competence-based, systemic, personality-oriented, activity-based and resource-based. The need for such an integrated approach is determined by the goal of achieving optimal results in improving the professional training of students in higher education institutions. Within the framework of these approaches, the specific conditions that should be taken into account when developing a model for the development of pedagogical culture of future masters in the field of digital technologies are identified. A phased model for the formation of pedagogical culture of future masters in the field of digital technologies is proposed. It is noted that the successful implementation of this model is possible only with an integrated approach aimed at developing both pedagogical and professional competence of future masters in the field of digital technologies. \u0000Prospects for future research are to determine the pedagogical conditions aimed at the targeted development of the pedagogical culture of future masters in digital technologies.","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"25 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227020","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 : 2024-03-20DOI: 10.31649/2524-1079-2023-8-1-044-050
Natalia Stavnycha, Iryna Kobylyanska
The article considers an important aspect of the use of game approaches in higher education in order to promote personal development and self-education of students of higher education. The article proposes the concept of designing educational games as an effective tool for educational motivation, development of critical thinking, creative perception, and creative skills of students of higher education. The authors analyze the role of educational games in the formation of self-learning skills, self-improvement and self-education, providing practical examples and recommendations for developing game scenarios in the educational process. Determine the positive impact of educational games on academic success and readiness of higher education seekers for the challenges of modern society. The purpose of the article is to determine the role of self-education in the professional self-improvement of future specialists, to reveal the factors contributing to self-improvement, to substantiate the relevance and effectiveness of self-education methods. The authors present the possibilities of educational games for self-education by describing the author's educational game "Career Compass". The results of the article can be useful for teachers who are interested in innovative methods of organizing the educational process and supporting the personal growth of students of higher education in higher education.
{"title":"Designing educational games as a way to self-education and self-improvement of higher education acquires","authors":"Natalia Stavnycha, Iryna Kobylyanska","doi":"10.31649/2524-1079-2023-8-1-044-050","DOIUrl":"https://doi.org/10.31649/2524-1079-2023-8-1-044-050","url":null,"abstract":"The article considers an important aspect of the use of game approaches in higher education in order to promote personal development and self-education of students of higher education. The article proposes the concept of designing educational games as an effective tool for educational motivation, development of critical thinking, creative perception, and creative skills of students of higher education. The authors analyze the role of educational games in the formation of self-learning skills, self-improvement and self-education, providing practical examples and recommendations for developing game scenarios in the educational process. Determine the positive impact of educational games on academic success and readiness of higher education seekers for the challenges of modern society. \u0000The purpose of the article is to determine the role of self-education in the professional self-improvement of future specialists, to reveal the factors contributing to self-improvement, to substantiate the relevance and effectiveness of self-education methods. The authors present the possibilities of educational games for self-education by describing the author's educational game \"Career Compass\". \u0000The results of the article can be useful for teachers who are interested in innovative methods of organizing the educational process and supporting the personal growth of students of higher education in higher education.","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"7 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227541","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 : 2024-03-20DOI: 10.31649/2524-1079-2023-8-1-008-013
Oleh Bereziuk
This article examines the potential of using a virtual laboratory stand to perform laboratory work on the topic "Research and assessment of the electromagnetic field at workplaces," which is included in the curriculum of the discipline "Occupational safety in industry and civil protection." While performing this laboratory work, the student should familiarize himself with the requirements regarding the electromagnetic field and control the voltage levels at the workplaces. Based on the obtained results, the student must draw a conclusion regarding the possibility or impossibility of working in such conditions, as well as develop measures and means to achieve regulatory parameters. The purpose of this article is to highlight the main possibilities of using a virtual laboratory stand to perform laboratory work on the topic "Research and assessment of the electromagnetic field at workplaces" from the normative discipline "Occupational safety in the industry and civil protection". The article provides an overview of windows and instructions for using the developed computer program for a virtual laboratory stand. The key features of this program are described, such as the availability of theoretical materials on the performance of laboratory work, detailed reproduction of the appearance and control elements of real equipment, the implementation of mathematical models of dependencies between input and output parameters, the ability to return to any stage of the performance of this laboratory work and continue it from any point, as well as the ability to save the results as a text file for preparing a report. It was established that the use of similar technologies from other laboratory works in the discipline "Occupational safety in the industry and civil protection" require further research.
{"title":"Perspectives of learning with the help of a virtual laboratory stand during the conduct of laboratory work \"Research and assessment of the electromagnetic field at the workplaces\"","authors":"Oleh Bereziuk","doi":"10.31649/2524-1079-2023-8-1-008-013","DOIUrl":"https://doi.org/10.31649/2524-1079-2023-8-1-008-013","url":null,"abstract":"This article examines the potential of using a virtual laboratory stand to perform laboratory work on the topic \"Research and assessment of the electromagnetic field at workplaces,\" which is included in the curriculum of the discipline \"Occupational safety in industry and civil protection.\" While performing this laboratory work, the student should familiarize himself with the requirements regarding the electromagnetic field and control the voltage levels at the workplaces. Based on the obtained results, the student must draw a conclusion regarding the possibility or impossibility of working in such conditions, as well as develop measures and means to achieve regulatory parameters. \u0000The purpose of this article is to highlight the main possibilities of using a virtual laboratory stand to perform laboratory work on the topic \"Research and assessment of the electromagnetic field at workplaces\" from the normative discipline \"Occupational safety in the industry and civil protection\". \u0000The article provides an overview of windows and instructions for using the developed computer program for a virtual laboratory stand. The key features of this program are described, such as the availability of theoretical materials on the performance of laboratory work, detailed reproduction of the appearance and control elements of real equipment, the implementation of mathematical models of dependencies between input and output parameters, the ability to return to any stage of the performance of this laboratory work and continue it from any point, as well as the ability to save the results as a text file for preparing a report. \u0000It was established that the use of similar technologies from other laboratory works in the discipline \"Occupational safety in the industry and civil protection\" require further research.","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"21 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226819","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 : 2024-03-20DOI: 10.31649/2524-1079-2023-8-1-021-027
Alexandr Polishchuk, Anastasiіa Vasylynych, Mariya Vasylynych
In the field of higher education, the focus on academic achievements often overshadows an equally important aspect of holistic personal development, which is impossible without the effective utilization of non-academic time. This article explores the transformative potential of a three-day retreat as a unique and crucial leisure opportunity to foster the holistic personal development of university students. Delving into the planning, execution, and enduring impact of such retreats, this comprehensive analysis aims to shed light on the ways in which universities can redefine education beyond the classroom, unlocking the full potential of their students. Enhancing the leisure of university students for personal development requires a multidisciplinary approach involving experts in psychology, education, sociology, and related fields. The goal of such initiatives is to provide students with a comprehensive, enriching experience that contributes to personal growth, self-awareness, and overall well-being during the three-day retreat. Furthermore, involving experts and active professionals from various companies as participants and organizers of such events will deepen and broaden collaboration between universities and stakeholders. This, in turn, will contribute to strengthening the educational institution's position in the educational landscape and empower students to become competitive in the modern labor market.
{"title":"Improving the permit organization of students of higher educational institutions","authors":"Alexandr Polishchuk, Anastasiіa Vasylynych, Mariya Vasylynych","doi":"10.31649/2524-1079-2023-8-1-021-027","DOIUrl":"https://doi.org/10.31649/2524-1079-2023-8-1-021-027","url":null,"abstract":"In the field of higher education, the focus on academic achievements often overshadows an equally important aspect of holistic personal development, which is impossible without the effective utilization of non-academic time. This article explores the transformative potential of a three-day retreat as a unique and crucial leisure opportunity to foster the holistic personal development of university students. Delving into the planning, execution, and enduring impact of such retreats, this comprehensive analysis aims to shed light on the ways in which universities can redefine education beyond the classroom, unlocking the full potential of their students. \u0000Enhancing the leisure of university students for personal development requires a multidisciplinary approach involving experts in psychology, education, sociology, and related fields. The goal of such initiatives is to provide students with a comprehensive, enriching experience that contributes to personal growth, self-awareness, and overall well-being during the three-day retreat. \u0000Furthermore, involving experts and active professionals from various companies as participants and organizers of such events will deepen and broaden collaboration between universities and stakeholders. This, in turn, will contribute to strengthening the educational institution's position in the educational landscape and empower students to become competitive in the modern labor market.","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"23 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227175","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 : 2019-12-23DOI: 10.31649/2524-1079-2019-4-2-166-172
Ірина Клєопа, Вінницький національний технічний університет, Олена Прозор
The article is devoted to the peculiarities of training students - foreign citizens of mathematics in the institutions of higher technical education of Ukraine. A number of principles for teaching students - foreign nationals of mathematics have been proposed. A set of pedagogical requirements aimed at forming of general cultural and general professional competences of students was put forward. Teaching foreign students is an initial stage, which has its own peculiarities, because in a short time they must acquire not only a sufficient amount of theoretical and practical knowledge of mathematics, its application to solve professional problems, but also to create their own mathematical base, to form the communication skills and competences that they will need to participate fully in the life of the HLS, as well as to use it to accomplish professional tasks.
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Pub Date : 2019-12-23DOI: 10.31649/2524-1079-2019-4-2-160-165
Віталій Донець, Державна реабілітаційна установа Цкрд «Промінь»
The article deals with the peculiarities of preparation of future specialists of pedagogical specialties to work in the conditions of inclusion and the problems that arise in this case. Based on the analysis of scientific sources, it was found that the most common shortcomings in the process of implementation of inclusive education include the lack of training of professionals to engage in professional activities in an inclusive educational environment, the lack of highly qualified specialists who are able to provide training in psycho-inclusion, as well as teachers' unwillingness to work with children with special needs. The foreign experience of introduction of inclusion and directions of improvement of secondary education are analyzed. Foreign scholars see the main problem of inclusion as increasing the psycho-emotional burden on the teacher and, as a consequence, his early professional burnout. Both domestic and foreign researchers see the solution of the outlined problems in forming the teacher's professional readiness to work with children with special needs during the professional training stage. Accordingly, it was concluded that it is necessary to improve the process of professional training of future employees of pedagogical specialties in the direction of forming readiness to work in the conditions of inclusion. Studies in this area were also analyzed, their advantages and disadvantages identified. Prospects for further research are the development of an organizational and structural model and appropriate methodological support for the formation of the readiness of future specialists of pedagogical specialties to work with children with disabilities.
{"title":"The Problem of Preparation of Future Specialists of Pedagogical Specialties to Work in Conditions of Inclusion","authors":"Віталій Донець, Державна реабілітаційна установа Цкрд «Промінь»","doi":"10.31649/2524-1079-2019-4-2-160-165","DOIUrl":"https://doi.org/10.31649/2524-1079-2019-4-2-160-165","url":null,"abstract":"The article deals with the peculiarities of preparation of future specialists of pedagogical specialties to work in the conditions of inclusion and the problems that arise in this case. Based on the analysis of scientific sources, it was found that the most common shortcomings in the process of implementation of inclusive education include the lack of training of professionals to engage in professional activities in an inclusive educational environment, the lack of highly qualified specialists who are able to provide training in psycho-inclusion, as well as teachers' unwillingness to work with children with special needs. The foreign experience of introduction of inclusion and directions of improvement of secondary education are analyzed. Foreign scholars see the main problem of inclusion as increasing the psycho-emotional burden on the teacher and, as a consequence, his early professional burnout. Both domestic and foreign researchers see the solution of the outlined problems in forming the teacher's professional readiness to work with children with special needs during the professional training stage. Accordingly, it was concluded that it is necessary to improve the process of professional training of future employees of pedagogical specialties in the direction of forming readiness to work in the conditions of inclusion. Studies in this area were also analyzed, their advantages and disadvantages identified. Prospects for further research are the development of an organizational and structural model and appropriate methodological support for the formation of the readiness of future specialists of pedagogical specialties to work with children with disabilities.","PeriodicalId":331728,"journal":{"name":"Health and Safety Pedagogy","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125184678","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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