Application of Artificial Intelligence in Teaching Bulgarian Literature

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.

Technology’s development and being widespread, it’s positive effects on education caused information technologies to be used in the academic process. And countries are under the obligation of keeping the education facilities up to date in an appropriate way to provide the necessities of the age. As a result of these necessities, technology policies are being developed in academics. In this study, a research has been conducted to analyze the case by researching Turkey’s and some other countries’ already active or due to get activated projects. At the conclusion of the study, the student’s getting an education with the latest technology, equality of opportunities in education, effective use of information technologies in education, providing the maximum integration of information technology devices in education are amongst the aims of the project. Introducing the project was generally done by preparing a web page. With technology policies, laptop computers and tablet computers were given to students. Various trainings were organized to provide effective use of technology in education. In the research, the conclusion was reached that maintainability of countries’ developed technology policies in education by proving hardware and software units in education facilities was not stated clearly.

Many studies have examined teachers’ use of technology, but not many have examined what factors promote such use. The current study examines the effect of several factors on use of technology by teachers. A questionnaire on this topic was given to 120 male and female teachers from Israel. It was found that teachers’ beliefs on the effectiveness of use of technology in education, as well as support for such use from parents of school students, promotes teachers’ use of technology in education. Teachers’ technological knowledge and skills, support from the school management and from Education Ministry supervisors, and the availability of technological support were not found to promote teachers’ use of technology in education. Conducting programs and workshops that will educate teachers on the usefulness of technology in education and promote parent–teacher cooperation is recommended. The study may greatly help to promote the use of technology in teaching and education, which may greatly improve student learning.

There is relatively little research on the use of technology in contemporary teaching in our schools, therefore it is very important to explore this topic and to produce realistic results that reflect the use of technology in teaching in elementary schools in Kosovo. The topic of this research is going to be studied in terms of theory as well as in terms of practice. Regarding the theoretical aspect, various literature related to this issue will be analyzed and explored, respectively with the elementary school planning, the use of technology in teaching, curricula, laws, administrative instructions and regulations in force, whereas regarding the practical aspect, a special attention will be paid to the use of technology in contemporary teaching in Kosovo elementary schools, by analyzing the findings of the research that will be presented statistically in this study. Particular focus will be given to the use of technology in the curricular area society and environment. The research will be carried out through method, respectively qualitative methods. The teacher interviews will contain 5 questions. This research is expected to define the level of the use of technology in the curricular area society and environment in elementary schools of Kosova.

The current state of the development of Ukraine poses new requirements for the training of specialists. The task solution is related to improving the quality of economic education of specialists in all sectors of the society. With this in mind, improving the effectiveness of teaching economics in educational institutions of any level and profile is of particular value. The purpose of the article is to analyze the peculiarities of the use of pedagogical technologies in the process of teaching economic disciplines to students of higher education institutions. To achieve this purpose, such common scientific methods of research are used: analysis, synthesis, systematization, comparison, generalization in order to determine the specifics of the use of modern pedagogical technologies in the study of economic disciplines by students of higher education institutions. It has been found that the widespread use of pedagogical technologies began in the early 60s of the XXth century. This process was related to the reform of the American and European school. As it is known, the concept "pedagogical technology" was introduced to the scientific circulation for the first time in the USA. Today, the issue of determining the essence of pedagogical technologies, their classification and peculiarities of using them in teaching educational disciplines is envisaged in works of domestic scholars (V. Bespalko, V. Boholiubova, T. Ilina, M. Klarin, Z. Malkova, M. Nikandrov, Ye. Polat, H. Selevko, V. Chuprusov) and foreign ones (Anderson, J. Blok, B. Blum, R. Meidzher, etc.). According to the results of the research, scholars, who state the fact of the need to use pedagogical technologies in teaching economic disciplines in higher education institutions, express different points of view on this issue, which are significantly complementary. It is also important to consider scholars’ conclusions about the peculiarities of the use of pedagogical technologies in the activities of higher education institution in the process of teaching economic disciplines. Therefore, a modern pedagogical technology is a set of methods of pedagogical influence, involves specific techniques, methods, means. Effective use of pedagogical technologies in teaching subjects of the economic cycle helps the teacher to get a more effective result in teaching students and to enjoy the activities.

The literature on the barriers encountered in the use of technology in education indicates that the internal barriers have a deterministic effect within this process. Therefore, it is important to determine the way teachers use technology as well as their opinions and attitudes towards technology in order to ensure effective use of technology in mathematics education. This study aims to determine the opinions and attitudes of secondary school mathematics teachers towards using technology in mathematics education. The convergent parallel design of a mixed methods study was used. The study included the participation of 57 teachers, who were determined on a voluntary basis using the convenience sampling method, from 22 different high schools in Turkey. A written opinion form and The Scale of Attitudes Towards Technology were used as data collection tools. The qualitative data obtained were analysed using descriptive and content analysis methods; quantitative data were analysed using multivariate analysis of variance. It was understood that the participants often used only smartboards in their lessons and they preferred teacher-centred classroom applications, which did not involve the hardware and software that allowed student interaction. It was found that the attitudes of mathematics teachers towards technology were “positive” which had a positive effect on using technology in lessons. It was observed that the attitudes of teachers towards technology did not change according to the training they received on using technology in lessons. It was concluded that the attitudes of teachers differed significantly across the scale or in various factors according to their age, the frequency of technology use in their lessons, the variety of hardware and software they use, and their opinions about the use of technology by the students. It can be argued that the positive attitudes of teachers towards technology had a positive effect on using technology in lessons.

The existing study attempts to evaluate the use of educational technology by secondary school teachers for effective service delivery in Pakistan. The major purpose of this endeavor was (a) to trace out the secondary school teachers competencies regarding educational technologies; (b) to observe and record proficient use of teachers educational technology for effective service delivery in Pakistan. The study was based on descriptive research design and observational checklist was used to analyze the secondary school teacher skills in term of effective use of educational technologies. A sample of 453 respondents (Secondary School Teachers) was selected by using multiple stage sampling technique. On the base of analysis of the study, most of the teachers were found weak in using educational technologies while teaching. As audio visual aids adds new attraction and interest in the process of teaching and learning and students can get knowledge in pleasant environment.

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

Information and communication technologies (ICTs) are drastically changing the norm in today's society, economy and culture. The acceptance and successful adoption of new technologies is as important as their introduction. This matter is particularly relevant to the current health crisis, especially for the aspect of education. The implementation of ICTs is changing the practice of learning institutions. Thus, this study aims to review academic publications on the use of technology in the education sector in Saudi Arabia. From the review of the literature, we determine six main factors influencing the successful adoption of ICTs. Using these factors, we develop a conceptual framework on the basis of the analysis and knowledge obtained from relevant literature. The proposed conceptual model helps identify the main factors that affect the successful adoption of innovative technologies in the education sector. We also provide potential research directions concerning the use of technology in the education sector in Saudi Arabia.

Intensive changes in the implementation of information and communication technology in education bring numerous opportunities for learning. Although current discussions on the potential of digital education within academic and expert circles tend to support the thesis that it will take precedence over traditional forms of education, its development and expansion are influenced by various factors—one of the most significant being national culture. The primary aim of this paper is to explore the issue of further development and use of digital technology in education from a cultural perspective. The main premise of this work is that the development of digital education should not be viewed solely through the lens of technological advancement and its application, but also in the context of culturally conditioned structures of need. Technology changes the way we learn, access knowledge, share and apply it; however, on the other hand, culture influences how and to what extent these new technologies are accepted and used. Therefore, the central goal of this paper is to reflect on the interdependence between national culture and the application of digital technologies in education in Serbia.

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

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.

This paper attempts to raise some significant questions about theory and practice in educational technology and the way in which educators perceive it. It also deals with cultural, social and philosophical issues that are often ignored in discussions of the use and potential of technology in education. While drawing together a varied image of the state of technology in the college today, some common themes emerge. * Technology is not a panacea. Its use does not automatically lead to more, better, or cheaper learning; its introduction will not always happen quickly or easily; and it will not automatically compensate for poorly educated teachers or high numbers of students in individual classrooms. * Designing technology-based products for learning requires special care. One cannot simply reconfigure what has been used in the past and expect radically different results, nor is that process of design and development necessarily easy to specify at the current moment. * Technology has social as well as cognitive effects. While we often think of computers and their use in education as topics principally technical in nature, these systems are in fact intensely social in how we perceive them, how we use them and how we assess their effectiveness and value. Coping with these diverse and sometimes unanticipated aspects of technology-based learning environments requires' educators to exercise special care m their design and use, and in working with others to use them. Because technology is credited as being a significant factor in increasing productivity in many industries, some people believe that more effective use of technology in colleges could do more to improve educational opportunities and quality. Research indicates that while there are poor uses of technology in education, appropriate technology use can be very beneficial in increasing educational productivity.

There is a controversy on the use of network technologies in education especially at the undergraduate university level and below. This controversy stems from the conception of NLT’s implications in the social process: on the one hand, NLTs could be used as a cool to satisfy real social needs in culture, pedagogy and education, and to advance the social process; on the other hand, use of NLTs could be socially "blind" serving nothing but "technolove", producing generations with reduced or even bad social consciousness. This paper discusses these above issues using the schema thesis-antithesis introduced by ancient Greek philosophers, aiming to raise some sensitivity against the unconditional use of technology in Education.

In order to improve and facilitate students' learning experiences in teaching and learning environments, teachers' use of current technologies in these environments offers opportunities for 21st-century students. One of these current technologies is meta-education (metaverse) technology. It can be thought that teachers' beliefs about the metaverse may affect their use of this technology in educational environments. Based on this idea, in this research, it was aimed to determine the belief levels of teachers about meta-education and to examine them in terms of various variables. The causal comparison model, one of the quantitative research methods, was utilized. In the sample selection of the study, maximum variation sampling, one of the purposeful sampling methods, was used and the research was carried out with the participation of a total of 731 teachers. As a result of the research, it was determined that teachers' belief levels about the metaverse were at a medium level. Based on this, it can be said that teachers' beliefs about meta-education are neither negative nor positive. As a result of the analysis according to the variables, it was determined that teachers' beliefs about the metaverse did not differ in terms of gender, but they differed in terms of taking part in a scientific project, reading about the metaverse, using technology in education and following current technologies. Practical training should be planned for both teachers and prospective teachers on the effective use of metaverse technology in education, and their beliefs in these technologies should be nurtured.