Better teaching in the ICU: from educational principles to case-based, visualization-guided, and AI-enhanced training infrastructure.

Purpose of the article. The purpose of the article is to summarize the potential of modern innovative pedagogical technologies in the training of specialists in professional medical colleges. The study emphasizes that in the context of modern medical education in Ukraine, the integration of simulation technologies, problem-based learning, case-based learning, project-based and team-based approaches ensures the development of both professional competencies and personally significant qualities of future nurses. Particular attention is paid to the role of digitalization and medical information systems in organizing effective learning and forming individual educational trajectories of students. Methodology of the article. The methodology is based on the principles of competency-based education, activity-oriented approaches, student-centered learning, and interactive pedagogy. It takes into account theoretical foundations of medical education, principles of simulation and case-based training, digital learning tools, and modern educational technologies for professional healthcare training. Scientific novelty. It is established that the implementation of innovative pedagogical technologies in medical colleges creates a practice-oriented learning environment, enhances students’ motivation, develops clinical thinking, communication skills, and practical competencies in safe, simulated conditions. The study generalizes the use of virtual simulators, digital games, and virtual reality for developing clinical reasoning, practical skills, and teamwork abilities. It is assumed that the effective use of these technologies requires methodological planning, integration of multimedia and simulation tools, and gradual complication of learning scenarios. Conclusion. The use of modern pedagogical technologies in professional medical education transforms students from passive recipients of knowledge into active participants in their own professional and personal development. Such technologies stimulate engagement, enhance practical skills, foster teamwork, and ensure safe acquisition of clinical competencies. They serve as an effective integrative tool for combining learning, practical training, and value-based education, preparing future nurses for professional activity in healthcare settings.

Nature-based education offers a transformative approach to sustainable education by integrating natural environments and sustainability principles into active learning experiences. In Indonesia, Saga Lifeschool, along with over 200 nature-based schools under Jaringan Sekolah Alam Nusantara (JSAN), exemplifies this model through its "Sekolah Alam Way" (SA WAY) system. This system emphasizes holistic education aligned with sustainable development goals and the core values of Pancasila, including environmental stewardship, community spirit, and global diversity appreciation. This research aims to assess the quality improvement needs in SA WAY’s implementation of nature-based education, focusing on enhancing educational practices that promote academic, ethical, social, and environmental growth. The study applies theories such as experiential learning, place-based education, and embodied cognition to evaluate how hands-on activities—such as outdoor projects, environmental conservation, and community engagement—support cognitive, ethical, and social development. Findings indicate that while SA WAY effectively instills these values, improvements in resources, teacher training, and outdoor learning infrastructure are needed to further enhance educational quality and sustainability. The research highlights the importance of continuous development in these areas to ensure the long-term success of nature-based education and its alignment with sustainable practices.