Innovación metodológica en la educación superior: Empleo de estrategias activas en modalidades presencial y virtual

The purpose of this research is to get the opinions of future mathematics teachers on the development of logical thinking skills through the use of digital educational technologies. This research was created by using the qualitative research method. The participant group of the research consists of 50 teacher candidates studying in the mathematics teaching department of various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it was determined that the majority of pre-service mathematics teachers had moderate logical thinking skills. The majority of pre-service mathematics teachers stated that they found the use of digital technologies effective in the development of logical thinking skills. The suggestions of the majority of pre-service mathematics teachers regarding the use of digital education technologies in the development of logical thinking skills are creating and developing logical thinking skills through digital education technologies, developing logical thinking skills through digital education technologies and providing complex problem-solving skills through digital education technologies. Effective course content should be created in order to enable pre-service mathematics teachers to gain logical thinking skills through digital education technologies.
 Keywords: Digital education technologies, logical thinking, pre-service mathematics teachers;

PurposeUniversities are constantly searching for best practices to promote sustainability when it comes to educating students of the English language. Although this area of study has recently gained the attention of scholars around the world there is still a need to explore it from various perspectives.ObjectiveThis study aims to comprehensively investigate the impact of digital immersive technology on the education of English language students, specifically focusing on its potential to promote critical thinking and self-directed learning for achieving sustainability in education through teamwork. The research will assess the influence of digital immersive experiences on enhancing learning outcomes, examining their role in fostering critical thinking skills and encouraging self-directed learning practices. Additionally, the study explores the collaborative aspects of digital immersive technology, evaluating its contribution to teamwork among students.MethodologyThe objective was achieved by using a survey questionnaire to collect data from 304 registered students in various universities in Beijing. Data analysis was conducted by applying Mplus 7.0 software.FindingsThe findings revealed that the use of digital immersive technology was pivotal for achieving sustainable education both directly and indirectly to an extent. In addition, team working moderated all the respective paths except the path involving the use of digital immersive technology and critical thinking.ImplicationsThese results generated implications for teachers and policymakers to promote and facilitate the use of digital technology for teaching the English language to students, encouraging them to develop critical skills and self-directed learning strategies. The study also offered guidance and deeper understanding for researchers to address the concerns linked to the use of digital technology and sustainable education particularly in their future endeavors.

This study aims to analyze the effectiveness of the Problem-Based Learning (PBL) method in improving students' critical thinking skills in Islamic Religious Education (PAI) learning at SD Negeri 24 Banda Aceh. Critical thinking skills are essential competencies in 21st-century education, including in PAI learning which not only emphasizes cognitive aspects, but also understanding and applying religious values ​​in everyday life. The PBL method places students as the center of learning by presenting contextual problems that encourage exploration, analysis, and problem solving independently and collaboratively. This study used a quantitative approach with a quasi-experimental design. The research sample consisted of two groups of fifth-grade students, namely the experimental group using the PBL method and the control group using the conventional method. Data were collected through critical thinking tests, observations, and interviews. The results showed that students taught using the PBL method experienced a significant increase in critical thinking skills compared to the control group. In addition, this method also increases students' active participation, learning motivation, and conceptual understanding of PAI material. These findings indicate that the application of PBL in PAI learning can be an effective strategy to develop students' critical thinking skills from an early age. Therefore, teachers are advised to integrate PBL in learning planning to create a more meaningful and relevant learning experience for students.

More teacher-centred in general, Higher Education Institutions are moving towards the incorporation of innovative and interactive practices and programmes, and in the last decades e- and b-learning have increasingly become credible alternatives to traditional modes of teaching and learning, and rethinking their curricula and strategies to incorporate e-approaches and digital technologies. The catalysts for this change thrive on the need to keep pace with other universities and recruiting students. The main goal of this paper is to briefly describe a PhD programme of the University of Aveiro, Portugal, and to put forward some selected blended strategies, namely concerning the use of digital technology to enhance learning and develop academic skills. Even though this paper does not directly address the topic of ESP, best practices described here are multi-disciplinary in nature, and offer insights as regards teaching practices and clues for academic and professional development and research on this topic.Stemming from the definition of ‘academic skills’, several online teaching and learning strategies are described. We therefore focus our paper on three selected strategies, used in this PhD for developing project group-work, writing academic papers and presenting research to peers. We delve on three main academic skills (collaboration, writing and presentation), as they are the basis for meaningful and lifelong learning. These are transferable and extensive and rely on students’ critical thinking and also on their team-work and initiative abilities, requiring them to be effective communicators and negotiators.The PhD programme makes use of blended strategies and digital technology to enhance participants’ learning experiences, sustaining the development of their academic skills. Students are required to participate in, produce and disseminate scientific research. Describing how different academic skills are developed throughout the PhD modules, the present text offers a fresh outlook on digital technology as a means of leveraging students’ academic/research skills, putting forth practices that can be relevant for a wide variety of academic and professional domains. The program described is blended and offered in sequential subjects, allowing students to concentrate on a topic at a time and carry out more in-depth and focused research, integrating individual and collective knowledge. This structure and flexible delivery mode also meet the students’ needs due to their professional obligations, promoting opportunities of continuous lifelong learning.Regarding academic skills, by relying strongly on collaboration, interaction and peer feedback, the PhD fosters autonomous learning and critical thinking, offering students the opportunity to engage in networking and the development of interpersonal skills, which are crucial for their academic future, and closer to what will be expected from them in their professional lives.

Louisiana State University Health Sciences Center School of Medicine at New Orleans

The purpose of this study is to analyze the need for digital citizenship education for university students in the era of great digital transformation, to explore ways to teach digital citizenship as part of liberal arts education in universities, and to reflect digital citizenship learning in our development of such courses. To this end, an online survey was conducted involving 414 university students in the Seoul metropolitan area. SPSS 25.0 was used to analyze the survey results. To perform a needs analysis, a t-test, the Borich needs assessment model, and the Locus for Focus model analysis were used, and the results were analyzed comprehensively. The main findings of this study are as follows. First, the results of the exploratory factor analysis of the digital citizenship scale constructed in this study extracted a total of 9 components: ‘digital identity’, ‘use of digital technology’, ‘balanced use of digital technology’, ‘digital security’, ‘digital empathy’, ‘digital communication’, ‘digital literacy and critical thinking’, ‘digital rights and responsibilities’, and ‘social participation through digital technology’. Second, this study examined the experiences and perceptions of digital citizenship education of the survey participants, and the findings indicated that most university students received digital citizenship education from elementary school, and that the awareness of the need for such education was very high. Third, the results of the needs analysis of digital citizenship education showed that ‘balanced use of digital technology’, ‘digital security’, ‘digital rights and responsibilities’, and ‘digital literacy and critical thinking’ had the highest priority, and that ‘social engagement through digital technology’ had a secondary priority. Based on the above findings, this study proposes an educational plan to enhance the digital citizenship competency of university students in the era of great digital transformation.

Thesis/Aim. One of the major aims of universities is to prepare graduates to be independent critical thinkers who can make research-based decisions and contribute to the development of democracy. Labor market institutions also expect their employees to think critically. Therefore, university curricula should focus not only on developing students’ discipline-specific competencies but general competencies as well. The foreign language teaching and learning process is considered to provide favorable conditions for the development of students’ critical thinking skills especially when the curriculum is based on an action-oriented approach. This study investigates whether critical thinking is effectively integrated into the foreign language teaching-learning process in higher education and its alignment with labor market expectations. Method. A qualitative empirical approach involved documental analysis of course descriptions and lecture observations at a higher education institution. The research instrument was an observational sheet containing a rubric listing the variables and indicators of critical thinking development. Results. The research revealed that the emphasis on critical thinking in foreign language teaching is more implicit than explicit. Conclusions. While critical thinking is recognized as an essential learning outcome in university curricula, its practical implementation in foreign language education requires further refinement to make its focus more explicit.

Purpose of the study. The main purpose of the article is to conduct a statistical assessment of the implementation of strategies for the socio-economic development of the Republic of Uzbekistan using an innovative methodology based on the use of digital technological solutions.Materials and methods. In the course of writing this article, the authors used the methods of system analysis, synthesis, statistical sampling and grouping, induction, deduction, methods of working with computer networks and digital platforms, special methods and tools necessary to optimize the work of the portal of the State Committee of the Republic of Uzbekistan on Statistics, as well as when working on this article, methods of working with digital technologies, specialized software products, web services were reflected.Results. The authors present the main technological approaches to conducting a statistical assessment of the activities of industries and spheres of the national economy of the Republic of Uzbekistan based on the use of digital mechanisms. New scientific approaches to the integration of statistical activities with other objects of the national economy in the context of digital transformation are proposed, the main directions for organizing the interaction of the statistical industry with economic objects within the framework of the National Program “Digital Uzbekistan – 2030” are identified. It is shown that in the modern period in the Republic of Uzbekistan a whole range of government decisions has been adopted on the comprehensive development of the country’s economic system based on the use of digital technologies. In addition, the article proves that the development of digital infrastructure is one of the determining conditions for increasing the competitiveness of the state on the world stage. At the same time, digital transformation contributes to the development of new methodological solutions for assessing the functioning of industries and spheres of the national economy. Scientific studies conducted by the authors state that due to the use of advanced information and digital technologies, innovative mechanisms for collecting and processing information flows, the statistical assessment of the implementation of a whole range of strategies for the development of the socio-economic complex is more open and transparent, which in turn allows you to make competent manage-ment decisions for the effective development of industries and areas of the national economy.Conclusion. This paper shows that the development and widespread use of digital technologies in all sectors of the economy and spheres of society today is a global trend in world development. The authors also state that the use of digital technological solutions is crucial for improving the living standards of citizens and the competitiveness of the national economy, expanding the possibilities of its integration into the global economic system, and increasing the efficiency of all levels of government. In turn, a statistical assessment of the results of the implementa-tion of the main provisions of the republican strategies for socio-economic development in the context of the formation of a digital economy shows that innovative approaches, developed and implemented information systems, web services and advanced technological solutions are fundamental elements for organizing an effective work on the processing of statistical information and the adoption of managerial decisions on the organization of the effective functioning of industries and spheres of the national economy.

With the inflow of the new generations of students, university teachers in social sciences and humanities have been challenged by a crisis of textual culture given the students tend to increasingly avoid reading complicated academic texts. In these circumstances, traditional arrangements of seminars and students’ homework are becoming less effective. This paper is aimed at exploring the new capacities for coping with the new critical situation. We address the issue of why we should keep the practices of active reading and how examination of complicated academic texts contribute to the formation of the students’ critical thinking. Both the special literature and personal teaching experience of the author are attracted. Traditional forms of teaching arrangements are analyzed. Then we use an experience of a digital platform to demonstrate the potential ways of resolving the teaching problems. They include active reading dealing with the reflexive work, interactive discussions in the class and in the virtual environment. We also show that additional efforts associated with the use of digital technologies pay back enabling the teacher to control the students’ homework more effectively and provide a more adequate assessment of the educational outcomes.

PurposeThe aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs.Design/methodology/approachA conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”.FindingsStrategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs.Practical implicationsThis study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability.Social implicationsPhysical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups.Originality/valueThis document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

The article reveals the features of development and integrated implementation of virtual learning environment with the use of modern digital technologies in the learning process of higher education. The article summarizes the interpretation of the concept of "virtual learning environment". Virtual learning environment can be interpreted as an immersive online learning environment that has a methodologically integrated learning system, provides an open interactive dynamic learning process in cyberspace using modern digital technologies that take into account the individual educational characteristics of students. The main subjects and functions of the virtual learning environment are identified. One of the links in creating a virtual learning environment is the development of free learning space through websites. It is stated that the teacher's site should be integrated into the learning technology designed and implemented by the teacher. Then the logic and structure of the lesson will be an element of the teacher's creativity, and he is able to choose his own strategy and teaching methods, and not just follow the presentation of the material proposed by other authors. In conditions when the idea of personality-oriented learning, built on the innovative activities of the teacher, is fundamental in education, this approach, according to our research, is crucial. The possibilities of modern network technologies involved in the content management system are described, the roles of participants in the educational process are determined, the tasks solved by educational platforms are indicated, their main functions in the learning environment of higher education institutions are described.

The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub‐Saharan Africa, due to increased use of digital technologies and high demand for foreign education. Yet, there remains limited research about the role of technologies in facilitating and mediating IaD in countries in sub‐Saharan Africa. Moreover, few studies have explored students' experiences in IaD regarding prospects and challenges in Ghana, sub‐Saharan Africa. Therefore, the purpose of this research is to explore students' experiences and voices regarding the role of technologies in facilitating and mediating distance learning including students' critical reflections on the technological shift of IaD in higher education (including the COVID‐19 pandemic period) in Ghana. Data were collected following a qualitative research design via an in‐depth semistructured interview of 28 students (16 females and 12 males) enrolled in IaD learning program in three foreign universities (two in the United Kingdom and one in the United States). Data analyses were done via a constant comparative approach. Findings showed that students experienced enhanced quality of learning through the varied use of technologies such as Zoom, Team and Google Hangouts. However, students faced challenges such as unequal access to technologies, intermittent Internet connections/outages, high cost of tuition and lack of social and teaching engagement. These findings in many ways contribute to a new understanding and knowledge building of students' experiences and challenges of IaD in sub‐Saharan Africa. Practitioner notesWhat is already known about this topic? The number of students in internationalization at a distance (IaD) education programs is increasing alongside the development of digital technologies and the expansion of digital infrastructure. Increasing demands for higher education in sub‐Saharan Africa have led to an increase in the number of students from Ghana in IaD. What this paper adds? Ghanaian students in IaD benefited from the use of various digital technologies, improving their engagement and facilitating the acquisition of digital skills. They faced barriers in accessing digital technologies and Internet connectivity. Implications for practice and/or policy Pretraining programs and workshops to enhance students' digital skills before starting distance education could be beneficial for Global South students in IaD. Education provider should support the access to digital technologies and Internet connectivity of Global South students in IaD.

The article considers the urgent relevance of improving educational services with innovative tools, namely the use of digital technologies for this. This is relevant in the context of the aggravation of the demographic and migration situation in the country, when high-quality educational services become a necessary condition for preserving physical, psychological health and developing human and social capital. One of the important areas of improving the quality of educational services is the use of innovative digital technologies in the conducting of these services. Examples of opportunities for using educational platforms in various universities are identified in this article. It is noted that the experience of the pandemic has significantly accelerated and prepared the ground for the transition to blended or distance learning in the conditions of a full-scale war in Ukraine. The main directions in which digital technologies can be used are outlined, namely: the use of computer technologies to apply various methods in the teaching process – gamification, w ork w ith A I, e tc.; improving communication between education seekers and providers of these services by using the capabilities of instant messaging or through educational platforms of educational institutions; using platforms for teaching distance courses or online courses live with the ability to access from different parts of the world; managing educational institutions themselves based on the integration of information systems, which will increase the efficiency o f management decision-making and improve the quality of educational services; expanding the possibilities of creating an inclusive environment, which becomes possible thanks to various technological tools (online platforms, software, technological support, etc.). Mentioned that the work on improving the quality of educational services is as large-scale as the possibilities of using digital technologies in the process of providing educational services. But it should be used the systemic approach, be flexible to the requests that arise both from society and from a specific educational institution. All this will create the foundation for improving the quality of educational services in Ukraine and will have significant positive socio-economic consequences.

El presente artículo explora el uso de tecnologías digitales en la educación para la ciudadanía, examinando cómo estas herramientas pueden mejorar el aprendizaje y fomentar habilidades cívicas en estudiantes de diversas edades. A través de un análisis detallado de estudios recientes y ejemplos prácticos, se destacan las ventajas y desafíos asociados con la integración de tecnologías digitales en el currículo de educación cívica. Los resultados indican que las tecnologías digitales, como las plataformas de aprendizaje en línea, las aplicaciones interactivas y las redes sociales educativas, tienen un potencial significativo para enriquecer la educación para la ciudadanía. Estas herramientas facilitan el acceso a una amplia gama de recursos educativos y promueven la participación activa de los estudiantes en discusiones y proyectos cívicos. Por ejemplo, las plataformas de aprendizaje en línea permiten a los estudiantes colaborar en tiempo real y acceder a materiales educativos desde cualquier lugar, mientras que las redes sociales educativas facilitan la creación de comunidades de aprendizaje donde los estudiantes pueden compartir ideas y debatir sobre temas cívicos actuales. Además, el uso de simulaciones y juegos serios permite a los estudiantes experimentar escenarios del mundo real de manera segura y controlada, desarrollando así sus habilidades de pensamiento crítico y resolución de problemas. Esta composición explora el uso de tecnologías digitales en la educación para la ciudadanía, examinando cómo estas herramientas pueden mejorar la alfabetización y fomentar habilidades comunitarias en académicos de períodos coloridos. A través de un análisis detallado de estudios recientes y ejemplificaciones prácticas, se destacan las ventajas y desafíos asociados con la integración de las tecnologías digitales en la clase de educación comunitaria. Los resultados indican que las tecnologías digitales, similares a las plataformas de alfabetización en línea, las operaciones interactivas y las redes sociales educativas, tienen implícitos importantes para enriquecer la educación ciudadana. Estas herramientas facilitan el acceso a una amplia gama de arcas educativas y promueven la participación activa de los alumnos en conversaciones y sistemas comunitarios. Por ejemplo, las plataformas de alfabetización en línea permiten a los académicos unirse en tiempo real y acceder a actividades educativas desde cualquier lugar, mientras que las redes sociales educativas favorecen la creación de comunidades de aprendizaje donde los académicos pueden compartir ideas y debatir cuestiones comunitarias... actuales. Además, el uso de simulaciones y juegos serios permite a los académicos presenciar guiones del mundo real de manera segura y controlada, desarrollando así su pensamiento crítico y sus habilidades para resolver problemas. Estas herramientas ofrecen un terreno interactivo y atractivo que puede hacer que el aprendizaje cívico sea más aplicable y motivador para los académicos. La composición también aborda los desafíos que enfrentan los preceptores al integrar las tecnologías digitales en sus prácticas de tutoría. Estos desafíos incluyen la necesidad de capacitación continua para los docentes, la falta de una estructura tecnológica aceptable en algunas instituciones y empresas sobre el secuestro y la seguridad de los datos de los alumnos. Para superar estos muros se proponen estrategias similares a la creación de programas claros sobre el uso de tecnologías en el aula, la inversión en estructura tecnológica y el desarrollo de programas específicos de formación docente en tecnologías digitales. En conclusión, el uso de tecnologías digitales en la educación para la ciudadanía ofrece multitud de oportunidades para mejorar la alfabetización y fomentar una participación comunitaria más activa y solidaria entre los académicos. Aún así, es fundamental abordar los desafíos asociados con su perpetración para garantizar que todos los académicos puedan beneficiarse de estas herramientas. Esta composición proporciona una base sólida para la exploración no nacida y las prácticas educativas que buscan integrar las tecnologías digitales de manera efectiva en la educación comunitaria, presionando la necesidad de un enfoque equilibrado que maximice los beneficios y minimice los obstáculos.

The use of new digital technologies have become an imperative for oil & gas companies seeking to improve the way they do business. In this paper, a framework is presented for the strategic use of digital technologies for new field development projects. The benefits of introducing the right technology at the right time is identified across the life of field. There are six areas during field development where a digital strategy must be executed: subsurface analysis & modeling, drilling & completions, production operations, reliability & maintenance, procurement & supply chain management, and general business operations. A case-study based approach is used based on large projects executed in recent the past where digital technologies were planned and included during early field development. The paper identifies the areas and points during field development to include different digital technologies where the business impact is maximum and capital and operational expenditure is minimum. This was done by identifying technologies across two areas: (a) technologies to enable the execution of the mega-project; and (b) technologies that form part of the facilities for operations during life of field. It was found to be optimum to link the digital strategy during the engineering and design stages, and during the issue of contracts for commissioning facilities. This allowed the field to build a digital ecosystem which will help them prepare for a digital future by enabling readiness for advancements in the areas of analytics, global mobility, and automation. Oil and gas companies obtain a chance to gain competitive advantage through digital infrastructure and software applications when applied at the right time during field development.