APP Proteins: Using a "No-code" Platform for the Development of an Application for Teaching and Learning Proteins

The effective use of digital technologies in the organization of distance education plays an important role in the rapid assimilation of new information introduced into science. It will also be possible to quickly enter additional information within the virtual subject being studied. Therefore, the study of methods for introducing digital technologies and their effective use in distance learning processes, the creation of distance learning courses belongs to the group of topical scientific and technical problems. At present, the importance of using digital technologies in improving the quality of education is very high. The purpose of the research work is the effective use of digital technologies in distance education and the theoretical basis for testing its effectiveness. The article mentions the possibilities of the Moodle system, the advantages of course elements, effective methods of teaching science. The use of modern digital technologies and means of communication in distance education will also be discussed. The article outlines the stages of development of digital technologies, defines the meaning and content of the concepts “Digital technologies”, “Digital educational technologies”. Description of information about the Kahoot and Quizizz software platforms for an interesting organization of the educational process. The advantages of this platform in developing the intellectual and creative abilities of students and increasing their enthusiasm for learning are emphasized. Regardless of whether the educational process is traditional or distance learning, it is necessary to increase students’ interest in the lesson, encourage them to work on themselves, and form independent learning skills. Organization of the educational process on gaming platforms, creation of a set of electronic tests and its use in teaching, increasing the effectiveness of the lesson and increasing the independence of thinking of students, interest in the lesson, and a high level of mastery of the subject being taught. It is advisable to use digital technologies in the educational process to develop students’ interest, to develop the skills and abilities to use additional literature outside the textbook, to direct students to scientific research, as well as to constantly transfer knowledge to students.

The article "The use of online platforms and digital technologies in the system of higher education of the Republic of Kazakhstan" considers the topical issue of using online platforms and digital technologies in the educational process in Kazakhstan. This paper provides an overview of existing national and international projects aimed at developing online education in Kazakhstan. Also shown are the results of a study on students' perception of the possibilities of online education and the level of their readiness to use digital technologies in the educational process, the advantages and disadvantages of online education and digital technologies are considered, recommendations for improving the quality of education when using these technologies in higher education of the Republic of Kazakhstan. The purpose of this article is to study the use of online platforms and digital technologies in the higher education system of the Republic of Kazakhstan. To achieve the purpose, an analysis of scientific publications was carried out, a review of world research, also conducted a survey and interviews among students, teachers and ICT experts of Baishev University and Aktobe Regional University named after K. Zhubanov. The results of the study show that the use of online platforms and digital technologies in higher education of the Republic of Kazakhstan has great potential to improve the quality of education and expand the accessibility of education. However, to use these technologies effectively, barriers must be removed and problems that may limit their effectiveness must be addressed. In general, the article presents scientific findings that can help improve the use of online platforms and digital technologies in higher education in the Republic of Kazakhstan.

Relevance. The research article is relevant as it compares international and Ukrainian approaches to using digital technologies in education, aiming to identify common features, differences, and areas for further development in enhancing teaching and learning through technology. Purpose. The study aims to compare and analyse international and Ukrainian approaches, in Ukraine and France, to the use of digital technologies in teaching to identify common and distinctive features and determine directions for further development in this area. Methodology. The study conducted a survey of teachers of higher education institutions in Ukraine, at the European University, Zhytomyr Ivan Franko State University, Dragomanov Ukrainian State University and Taras Shevchenko National University of Kyiv, and a comparative analysis of approaches to the use of digital technologies in education in the educational space of Ukraine and France. Results. This research has shown that the use of digital technologies in education contributes to the creation of a dynamic and effective learning environment. The comparative analysis of the use of digital technologies in teaching mathematics and computer science in Ukraine and France shows that both countries use interactive whiteboards, online resources and individualised approaches to learning, which indicates a general interest in the use of modern technologies in education. However, Ukraine faces challenges related to the limited availability and development of digital infrastructure, as well as limited financial resources for the introduction of digital technologies in the educational process compared to France. Conclusions. Ukraine and France are actively working to innovate and develop modern approaches to education, which creates a positive outlook for the future use of digital technologies in educational institutions. Keywords: digital technologies; innovations; virtual reality; gamification; learning effectiveness; multimedia materials; online platforms

Rapidly developing digital technology has also entered educational settings. Teachers play a crucial role in using digital technology in education. This study aims to examine preschool teachers' views on using digital technology in early childhood learning settings in Turkey (N=43). Data were obtained qualitatively through closed and open-ended interview questions from teachers working in 16 different provinces of Turkey. Data were collected online with a semi-structured interview form. In the study, teachers' views on using digital technology in their homes and classrooms and the role of digital technology in preschool education were evaluated. The data obtained through the interview were analyzed by inductive analysis. As a result of the study, it was found that teachers possessed web-based technologies, and they mostly used smartphone applications (97.7%). On the other hand, they used digital technology less in their classrooms (48.8%); teachers generally used digital technology with their devices, such as smartphones. The findings on the use of digital technology in preschool education revealed that teachers grouped digital technology applications under four themes, teacher, education, program, and family involvement. Regarding teachers' views, the pros of digital technology are: it makes it easier to do their job (46.5%), facilitates learning in education (39.5%), facilitates the transfer of gains (41.9%), and facilitates communication with family (34.9%). On the other hand, teachers' views revealed some negativities regarding digital technology. In the 21st century, where digital technology has become an indispensable element, it is considered necessary to provide children with the skills to use digital technology. Therefore the positive aspects of digital technology in education declared in teachers' statements are an important result of the research.

Although it is desired to be integrated into education quickly with the advancement of technology, it takes time to embed such changes in education. Teachers and teacher candidates are expected to have sufficient readiness and technological infrastructure in order to keep up with the targeted and rapid transformations. The study aims to determine the views of elementary mathematics teacher candidates (EMTC) on the use of digital technology (DT) in mathematics education. A case study, one of the qualitative research methods, was used in the research. The data of the study conducted with 83 elementary mathematics teacher candidates were collected within the framework of nine open-ended questions. In line with the analyses carried out, it was concluded that undergraduate courses positively affect the use of digital technologies in mathematics education. It has been stated that the COVID-19 pandemic has opened the door to the use of digital technologies in mathematics education, and opinions on what digital technologies can be used in mathematics education have been put forward. Suggestions were made that teacher candidates should increase the courses on the use of digital technologies in their undergraduate education.

The study aimed to identify the reality of the use of digital technology in education and its relationship to learning motivation among students with disabilities from the point of view of their teachers in Nablus Governorate. It also aimed to identify the level of use of digital technology in education among students with disabilities from the point of view of their teachers, as well as to identify the level of learning motivation among students with disabilities. Students with disabilities, and in order to achieve the objectives of the study, the researcher used the descriptive, relational approach, and the study population consisted of all resource room teachers, where the comprehensive inventory method and the study of the entire community were used, and the researcher used a questionnaire consisting of (30) items divided into two axes, the first axis related to digital technology. The second axis relates to learning motivation, and after its psychometric properties were verified, it was distributed to the study group. After obtaining the questionnaires, they were entered into the computer and processed statistically using the SPSS program. The study came out with a set of results, the most important of which was that there is a strong correlation between the level of technology use. Digital technology in education and learning motivation among students with disabilities from the point of view of their teachers in Nablus Governorate. It was also shown that the level of use of digital technology in education among students with disabilities from the point of view of their teachers is average, and that the level of education motivation among students with disabilities from the point of view of their teachers in the Nablus Governorate. Nablus is also a middle school, and based on the results of the study, I reached several recommendations, the most important of which was that appropriate digital educational resources should be developed and provided that are tailored to the requirements of students with special needs. These resources can be customizable to suit different learning levels and styles, and the technology infrastructure in schools should be improved to meet evolving technology needs, allowing teachers to use the latest technologies and tools in teaching.

The COVID-19 pandemic has led to the more intensive use of digital technologies in higher medical education. The purpose of the study was to analyze the effectiveness of the implementation of digital technologies in the educational process of Ukrainian medical universities, to identify the current challenges e-learning faces, and to propose potential ways of optimization. General scientific methods (for example analysis, synthesis) specific pedagogical methods (specification, abstraction, comparison forecasting) were used for the research. The results outline the main advantages of using digital technologies in the medical higher school system. Attention is also drawn to the main challenges that have a certain negative impact on the educational process. Among the latter, problems with the practical training of future doctors were noted since distance learning does not provide an opportunity to fully implement skills building component. The results also highlight possible ways to solve the problems of using digital technologies in medical higher education institutions. It is proposed to introduce to use not only distance learning technologies, but to combine them with the traditional approach and independent learning. It is emphasized about further studies, as empirical measurements of the effectiveness of distance education in the medical field. And, this effectivenessstill needs to be ultimately proven.

The development of technology and advancements in education have driven educational institutions to adopt various digital technology tools and applications to improve the effectiveness and efficiency of learning. The COVID-19 pandemic can be considered as the main trigger for the large-scale use of digital technology in the education sector. The current world of education is largely dependent on the use of digital technology, which has brought many benefits, but at the same time, psychological barriers to digital technology have emerged that need to be addressed. These barriers include limited access, attention deficits, stress, lack of social interaction, and the risk of abuse and online crime. It is important for relevant parties to overcome these barriers so that the use of digital technology in education can have a positive impact on students. This paper is written using the Literature Review method, which is conducted for various purposes, including identifying, reviewing, evaluating, and interpreting all available research in an interesting topic area, with a particular relevant research question.

Introduction. The study examines the ambiguous attitude of the scholarly community to the changes occurring in the education system, in general, and to the use of digital technologies within education, in particular. The aim of this study is to reveal the specifics of the educational changes on the basis of a critical review of research investigations, analysis of value factors determining the problems of integration of digital information and communication technologies in education before and after the COVID-19 pandemic. Materials and Methods. The research methodology includes the analysis and generalization of international and Russian refereed research literature investigating the problems of information developments of society, virtualization of cognitive processes and the development of education. Results. The research findings indicate the specificity of highly critical attitudes of the scholarly community to the use of digital technologies in education and to the current outcomes of the use of the virtual environment in the educational process. The authors emphasize that, in contrast to the situation of the previous stage, there is a particularly pronounced mediated nature of communication in the virtual space, which, as a consequence, determines the possibility of losing a range of informative elements in the process of communicative exchange. In this regard, the focus of the study is on the issues of formative assessment and feedback in the process of virtual communication in education. The authors clarify and define modern educational changes. They argue that virtualization in modern educational practice is the most important factor influencing, first of all, value orientations of the individual. The content of value orientations is changing as well. Values are being re-estimated; attention is focused on the values of safety and health. In this concern, the main attention is shifted to the following issues: the influence of digital learning on the functional body responses, the safety of educational interaction, individuals’ adaptation to altered conditions, and formation of adaptive developmental mechanisms. Conclusions. In conclusion, the authors summarize the main characteristic features and value factors which determine the problems of integration of digital information and communication technologies in education.

To evaluate the effectiveness of educational digital technology in improving patients' and health professionals' knowledge about diabetes management. The use of digital technologies has been expanding in recent years in several areas of healthcare and education. Integrative literature review. The following databases were searched: PubMed, Lilacs, BDENF, Web of Science and SciELO (1 January 2016 and 31 December 2020). Titles and abstracts were screened and selected by independent reviewers based on eligibility criteria. A consensus was drawn on which articles should be included. Data were extracted using an instrument created by the authors, and the synthesis of knowledge was made by compiling the results in a table and identifying thematic axes. Seventy-one articles were retrieved, and after the final analysis, a total of 11 were included. Most studies have pointed out benefits from the use of digital technologies in diabetes education, with two thematic categories emerging: 'Digital technologies in the education of patients with diabetes' and 'Digital technologies in continuing professional education in diabetes'. The use of digital technologies is beneficial and effective both for continuing professional education and educating patients about diabetes management.

The article discusses the current problem of integration of subjects and the use of digital technologies in education. Particular attention is paid to the role of the digital teacher in a modern school and the opportunities that open up through the integration of various subjects through the use of digital tools. The author describes the advantages and challenges of modern education associated with the integration of subjects and the use of digital technologies, and offers practical recommendations for teachers and educational institutions. Included the following key points: 1. Introduction to the issue: Discussion of the relevance of integrating subject content and digital technologies in modern education. 2. Goals and objectives: Definition of the main goals of integration and tasks that must be solved for the effective combination of subjects and digital tools. 3. Methods and approaches: Analysis of various methods and approaches to integration, including interdisciplinary connections and the use of digital platforms for learning. 4. The role of the digital teacher: Consideration of the new role of the teacher in the context of digitalization of education and the necessary competencies for working in an integrated educational environment. 5. Examples and practices: Description of successful examples of integration of subjects using digital technologies in practice. 6. Problems and prospects: Identification of possible difficulties and problems faced by teachers and students, as well as prospects for the development of integration in the future. 7. Conclusion: Summing up the research, conclusions about the significance and effectiveness of the integration of subjects and digital technologies in the educational process. This abstract provides a summary of the main points of the article and can serve as a starting point for a more in-depth study of the topic.

هدفت الدراسة إلى تعرف اتجاهاتمعلمي المرحلة الثانوية بدولة الکويت نحواستخدام التکنولوجيا الرقمية في التدريس، في ضوء متغيرات( النوع- المؤهل العلمي- عدد سنوات الخدمة في المرحلة الثانوية). ولأجل ذلک تم إعداد أداة خاصة بالدراسة الحالية، عبارة عن استبانة تضمنت (30) فقرة. تم تطبيق نسخة إلکترونية منها في الفترة (أکتوبر – ديسمبر) من العام الدراسي 2020/2021، وتم اختيار عينة عشوائية حجمها (1200) معلما ومعلمة ممن أجابوا عليها. وکشفت النتائج عن أنه توجد اتجاهات بدرجة کبيرة لدى معلمي المرحلة الثانوية نحو استخدام التکنولوجيا الرقمية في التدريس. کما کشفت النتائج عن عدم وجود فروق ذات دلالة إحصائية بين متوسطات درجات أفراد العينة حول الاتجاه نحو توظيف التکنولوجيا الرقمية في التدريس تعزى لمتغير النوع (ذکر/أنثى) في حين وجدت فروق ذات دلالة إحصائية تعزى لمتغير المؤهل العلمي، ولصالح فئة المعلمين من الحاصلين على مؤهلات الدراسات العليا، وکذلک لمتغير عدد سنوات الخدمة في التدريس؛لصالح المعلمين الذين تقل عدد سنوات الخدمة لديهم عن 10 سنوات. وفي ضوء ذلک تم تقديم مجموعة من التوصيات والمقترحات التي تيسر استخدام هذه التکنولوجيا في الواقع التدريسي. الکلمات المفتاحية: التکنولوجيا الرقمية- الاتجاهات – المرحلة الثانوية بدولة الکويت. Abstract The study aimed to identify the attitudes of secondary school teachers in the State of Kuwait towards the use of digital technology in teaching, in light of the variables of gender, academic qualification, and number of years of service in secondary schools. For this purpose, a special tool for the current study was developed, consisting of a questionnaire that included 30 items. An electronic copy was applied between October and December of the 2020/2021 academic year, and a random sample of 1200 male and female teachers was selected out of the respondents. Findings revealed the existence of highly positive attitudes among secondary school teachers towards using digital technology in teaching. It was also found that there are no statistically significant differences, attributed to the gender (male / female) variable, among the average scores of the respondents regarding the teachers’ attitude towards utilizing digital technology in teaching. However, based on the variables of academic qualification and number of years of service in teaching, statistically significant differences were detected in favor of the teachers who have postgraduate qualifications, and those who have less than 10 years of service, respectively. In light of this, a set of recommendations and proposals was presented to facilitate the use of this technology in the teaching reality. Keywords: digital technology, attitudes, secondary schools in the State of Kuwait

This research explores the use of digital technology in education at the Palangka Raya State Christian Institute. The main focus of the research is to determine the impact of digital technology on learning quality, material accessibility, student engagement, and the technical challenges faced. The research method used is a qualitative approach through observation and interviews with lecturers and students as well as secondary data analysis. The results of this research show that digital technology has significantly increased the interaction between lecturers and students, enabled more flexible access to learning materials, and increased student engagement through interactive features. The conclusion of this research is that the use of digital technology in education is its ability to provide access to various educational resources. This not only broadens students' knowledge but also encourages independent learning. This research also provides recommendations for a deeper integration of technology in the curriculum and the development of digital competencies for lecturers and students. So that digital technology can continue to improve the quality of education at the Palangka Raya State Christian Religion Institute.

Digital technologies have played an increasingly significant role in contemporary education, offering both challenges and opportunities for teaching and learning. This article explores the key aspects related to the use of digital technologies in the educational context. One of the main opportunities presented by digital technologies is the ability to personalize teaching, adapting it to the individual needs of students. Online learning platforms, educational apps, and digital resources offer a variety of tools to facilitate instructional differentiation and promote personalized learning. In addition, digital technologies provide expanded access to knowledge, allowing students to explore a variety of educational resources regardless of their geographic location. The Internet and online research tools provide a vast array of information and perspectives, enriching the learning process. However, the use of digital technologies in education also presents significant challenges. One of the main challenges is ensuring equity in access to technologies, since not all students have equal access to devices and reliable connectivity. Lack of access can widen existing educational disparities and create digital divides. Furthermore, the effective integration of digital technologies into the curriculum requires specific skills on the part of educators. Teachers need to be familiar with the digital tools available and be able to use them effectively to support student learning. In conclusion, digital technologies offer a range of opportunities to enhance teaching and learning in education. However, to make the most of these opportunities, it is essential to address the challenges associated with equitable access, as well as provide adequate support to educators in integrating these technologies into the educational environment.

This study explored the impact of digital technologies on the development of musical skills among music students. A learning experiment was conducted with 66 students between the ages of 18 and 21 from China, France, Italy, and Spain. The study used the methods of a survey and online discussions. Participants verified that the present advancement of digital technologies allows artists to participate in a professional musical environment without formal schooling. Students in the experimental group had a more positive attitude toward learning and its significance for their personal and professional development. Most survey items were rated between 3 and 4 on a 4-point scale, indicating students’ overall satisfaction with the training. The results of the online discussion also indicated a high level of support for the use of digital technologies in music education, as well as highlighting the innovative nature of the training course and the advantages of traditional music education. Three quarters of participants supported the use of digital technologies in education. Students in the experimental group were able to acquire more advanced professional musical skills, which facilitated the creation of melodies (including the composition of musical fragments on specified themes, musical arrangements of varying complexity, and the development of principles for processing musical works) compared to students in the control group (focused on the development of musical ear and sense of rhythm), who were initially trained under the traditional system. The study’s findings support the effectiveness of an integrated strategy for nurturing musical creativity that involves collaboration between students, teachers, and cutting-edge technology.